Okay, lets start from the beginning. I'm going to assume the worksheet means/is asking how long/short the sound would be from the object. So...
1) Light bulb - Long
2) Bricks/Cinderblocks - Short
3) Hair Dryer - Long
4) Swimming - Long
5) Whistle - Could potentially be both, but most likely short.
6) Crying/Wailing - Long
7) Fencing - Could potentially be both, but most likely short.
8) Grilling - Could potentially be both, but most likely long.
9) Flies/Bug - Could potentially be both, but most likely long.
10) Smiling- Short
11) Eating Pie/Pie in General - Could potentially be both, but most likely short.
12) Jumping off a cliff. Could potentially be both, but most likely long.
Hope that helps.
This poem utilizes distinctive symbolism and cautious word decision to pass on the magnificence of fall. The second and fourth lines of every stanza rhyme and the writer utilizes unpredictable musicality. Similar sounding word usage is a general procedure in this ballad. The writer is utilizing both strict and metaphorical dialect all through the ballad. She watches the sun sparkling on different things and utilizes distinctive symbolism to underline the excellence she finds in this pre-winter day. Non-literal dialect is found in her depictions. She says the daylight "flares fire like on the fire hydrant," utilizing a likeness to demonstrate how brilliantly it sparkles. She closes with a representation contrasting the September daylight with a chameleon.
The heart is not actually running
C. a repeated grouping of two or more lines in a poem that often share a pattern of rhythm and rhyme
