Scribd Logo
Upload

Welcome to Scribd!

  • Lesson 1 - Sound Devices

    Uploaded by

    Glanick54
    3K views7 pages
    This document provides a lesson on sound devices including onomatopoeia, alliteration, and assonance. It begins with definitions of these sound devices and examples. The lesson then guides students through various activities to analyze sentences and identify which sound device is being used. These activities help students understand and apply their knowledge of onomatopoeia, alliteration, and assonance. The lesson concludes with a self-assessment for students to rate their understanding of sound devices.

    Original Description:

    A module on Sound Devices for Grade 5

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    This document provides a lesson on sound devices including onomatopoeia, alliteration, and assonance. It begins with definitions of these sound devices and examples. The lesson then guides students through various activities to analyze sentences and identify which sound device is being used. These activities help students understand and apply their knowledge of onomatopoeia, alliteration, and assonance. The lesson concludes with a self-assessment for students to rate their understanding of sound devices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    3K views7 pages

    Lesson 1 - Sound Devices

    Uploaded by

    Glanick54
    This document provides a lesson on sound devices including onomatopoeia, alliteration, and assonance. It begins with definitions of these sound devices and examples. The lesson then guides students through various activities to analyze sentences and identify which sound device is being used. These activities help students understand and apply their knowledge of onomatopoeia, alliteration, and assonance. The lesson concludes with a self-assessment for students to rate their understanding of sound devices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 7

    UNIT I: LESSON 1- SOUND DEVICES

    (Onomatopoeia, Alliteration,
    Assonance)

    In this lesson, learners will be able to analyze sound devices. It is


    important to evaluate the statements carefully so that the pupils may be
    able to analyze and identify which Sound Device is present in the
    statement.
    TIPS
    Sound devices are resources used by poets to convey and
    reinforce the meaning or experience of poetry through the skillful use of
    sound. After all, poets are trying to use a concentrated blend of sound
    and imagery to create an emotional response. The words and their
    order should evoke images, and the words themselves have sounds,
    which can reinforce or otherwise clarify those images. All in all, the poet
    is trying to get you, the reader, to sense a particular thing, and the use of
    sound devices are some of the poet’s tools.
    Sound Devices include:
    1. Onomatopoeia
    2. Alliteration
    3. Assonance

    At the end of the lesson, the learner should be able to:


    I. Objective

    Analyze sound devices (onomatopoeia, alliteration, assonance)

    II. Pre-test
    Directions: Analyze the following sentences and identify
    the sound device used.

    Onomatopoeia Alliteration Assonance

    __________ 1. The bang of the gun awakened the security


    guard.
    __________ 2. Hear the mellow wedding bells.
    __________ 3. She sells seashells by the seashore.
    __________ 4. The snake went hiss when it encountered its
    prey.
    __________ 5. Come and close your closet.

    Let’s work it out!

    Read and compare the following:


    1. Peter Parker
    2. Buzzing Bees
    3. Selling Shelly
    4. Honking Cars
    5. Coca-Cola

    III. Discovering the Schema

    Try and Learn


    A. The large dog said, “Bow-wow!”
    B. Sheep should sleep in a shed.
    C. The bright city lights during the night is a delightful sight.

    Brainstorming
    1. What dis the dog say?
    2. What consonant is repeated at the beginning of most
    words in sentence B??
    3. What vowel sound is repeated in most words in sentence
    C?
    4. Do these sentences allowed you to imagine what is being
    said in the sentence? In what way?
    5. Do you think the words used in these sentences helped
    you in understanding the sentences? How?

    Let’s Do It!
    Directions: Read and understand the sentences in the box. Put
    them in its proper sound device.

    Onomatopoeia Alliteration Assonance


     Go, grow, and glow  Little Larry likes licking the sticky
    groceries are sold by the lollipop.
    road. 
     Show Shawn Sharon's  The white rice was eaten by the
    shabby shoes. mice.
     “Or hear old Triton blow his  Kim came to help us cut out a colorful
    wreathed horn” – William kite for Chris.
    Wordsworth
     Silly Sally swiftly shooed  It is not unusual for a dog
    seven silly sheep. The to bark when visitors arrive.
    seven silly sheep Silly Sally
    shooed shilly-shallied south.
    These sheep shouldn't sleep
    in a shack.
     The dishes fell to the floor  The swamp frogs croaked in unison.
    with a clatter.

    IV. Development of Content, Skills and Understanding

    Sound Devices
    Onomatopoeia is when a word’s pronunciation imitates its
    sound.
    Example:
    I could hear the crowd murmur as the news spread.
    Alliteration happens when words that start with the same
    sound are used close together in a phrase or sentence. The
    sound is usually a consonant and the words don’t have to
    always be right next to one another.
    - One of the fun features of alliteration is when it becomes a
    tongue twister.
    Example:
    She could feel her son’s sweet smell of success.
    Assonance takes place when two or more words close to one
    another repeat the same vowel sound but start with different
    consonant sounds.
    Example:
    The silken tent.

    LET’S TRY
    Directions: Draw a sun ( ) if the sentence is an
    onomatopoeia, moon ( ) if alliteration and
    star ( ) if assonance.
    _____1. Daryl gargled the mouthwash.
    _____2. “If I bleat when I speak it’s because I just got . . . fleeced.”
    – Deadwood by Al Swearengen
    _____3. Go and gather the green leaves on the grass.
    _____4. Vince gulped down the Mountain Dew.
    _____5. Shut the shutters before the banging sound makes you
    shudder.

    V. Deepening/Reinforcement Activity
    In this activity, learners will learn more on the different types of
    sound devices.
    Activity 1
    Directions: Write a sentence with onomatopoeia, alliteration
    and assonance from the given picture.

    1. (Onomatopoeia)

    ______________________
    ______________________
    ______________________
    ______________________
    ______________________
    2. (Alliteration)

    ______________________
    ______________________
    ______________________
    ______________________
    ______________________
    3. (Assonance)

    ______________________
    ______________________
    ______________________
    ______________________
    ______________________

    4. (Onomatopoeia)

    ______________________
    ______________________
    ______________________
    ______________________
    ______________________

    5. (Alliteration)
    ______________________
    ______________________
    ______________________
    ______________________
    ______________________

    Now that you know how to use the different kinds of Sound
    Devices. Let’s see if you can answer and apply what you
    know on the following:

    VI.Application:

    Let’s prove It!


    Directions: Read the following sentences and identify
    whether they have onomatopoeia, alliteration or assonance.
    ____________1. Take the toy gun and have fun.
    ____________2. Paula planted the pretty pink poppies in the pot.
    ____________3. Round and round she ran until she realized she
    was running round and round.
    ____________4. He made a new cake and ate it quickly.
    ____________5. The lion’s mighty roar could be heard across the
    Savannah.

    How do you rate yourself? Check it.


    Satisfactory ____ Very Satisfactory _____ Outstanding _____

    THANK YOU. YOU’RE DONE!!!


    Ref. https://www.examples.com/education/assonance-examples-for-
    kids.html
    https://examples.yourdictionary.com/alliteration-examples-for-
    kids.html
    https://www.ereadingworksheets.com/figurative-language/poetic-
    devices/onomatopoeia-examples/

    Prepared by:

    GLADYS DC. DIAMANTE


    Teacher III
    Maitim Elementary School
    Bay District

    You might also like