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Sound Devices

The document outlines a lesson plan focused on identifying sound devices in texts, specifically onomatopoeia and alliteration. It includes activities such as reciting tongue twisters and analyzing sentences for sound devices, along with a discussion on the role of sound in poetry. Assessment methods include a quiz and a written activity to evaluate students' understanding and application of the concepts.

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30 views2 pages

Sound Devices

The document outlines a lesson plan focused on identifying sound devices in texts, specifically onomatopoeia and alliteration. It includes activities such as reciting tongue twisters and analyzing sentences for sound devices, along with a discussion on the role of sound in poetry. Assessment methods include a quiz and a written activity to evaluate students' understanding and application of the concepts.

Uploaded by

carranzasamson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Topic: Sound Devices

Learning Objectives:
Identify sound devices used in a text heard;

Materials: Pictures, tongue twister


Procedure:
a. Review
The teacher presents a tongue twister.
She sells seashells on the seashore.

Let the pupils recite the tongue twister and ask the following questions:

1. How did you find reciting the tongue twister?


2. What do you notice about the words used in the tongue twister?

b. Establishing a purpose of the new lesson


The teacher presents the objectives of the lesson.
Say: Today you will;
A. Identify sound devices used in a text heard;
c. Lesson proper
The teacher reads the following sentences with emphasis on the highlighted words in
each number. Then let the pupils recite the sentences.
1. Kaboom! The bite of dynamite cut deep inside the earth! (excerpt from “Kaboom!” by
Denise Rodgers)
2. Peter Piper picked a peck of pickled pepper.
3. Alone, alone, all, all alone,

Alone on a wide wide sea! (excerpt from “ The Rime of Ancient Mariner” by Samuel
Taylor Coleridge)
4. Water rushing, gushing, pushing past the limits of the edge. (excerpt from “ Great
Lakes Rhythm & Rhyme)

What have you noticed in each sentence?


Which word in the first sentence creates a sound that suggests its meaning?
Are there emphasized sounds in second, third, and fourth sentences?
Are there repeated sounds? Can you identify them?
What sound devices are used in each sentence?
Discuss:
Poems are pieces of writing written in separate lines that usually have figurative
language, repeated regular and irregular rhythm, and rhyme. They convey experiences,
ideas, or emotions in a vivid and imaginative way.

Since poetry is basically rhythmical, it heavily relies on sound devices to create a


musical effect. The following are types of sound devices:
1. Onomatopoeia. This is a sound device which refers to the use of words whose
sounds suggest their meanings.

Examples: The bang of a gun


The buzz of a bee.
The hiss of a snake
The pop of a firecracker.
2. Alliteration. This is the repetition of the same initial consonant sounds of at least two
words in a line of poetry.

Example: The frog frolicked frivolously on


the forest floor.
Little skinny shoulder blades sticking through your clothes
….struck out by a steed flying
fearless and fleet.
D. Application
Read each sentence carefully. Identify whether it shows Alliteration or Onomatopoeia. Write
your answer on the blank before the number.
1. _____ The cat meowed loudly.
2. _____ The thunder rumbled in the distance.
3. _____ Sweet strawberries spilled silently.
4. _____ It creates a pleasing rhythm or sound.
5. _____ Buzzing bees boldly bounced from bloom to bloom.

Assessment:

To assess learning, I will use a short quiz and a written activity where students
identify and create examples of onomatopoeia and alliteration. This will check both
their understanding and ability to apply the concepts

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