Brent Bonds

English 7/8

2^nd Period

1 July 2009

Objectives:

TSW    ldentify, interpret, use, respond to, and differentiate between conventional sound devices, i.e. rhyme, rhythm, alliteration and assonance, and onomatopoeia. (DOK 3, MLA  2.d.3)

Materials:

Pens, paper, markers, student worksheets

Bell Ringer: (5 minutes)

TSW be presented a short poem containing various sound devices.

TSW be asked to recognize any patterns of sounds within the poem and to describe them.

Set: (5 minutes)

TTW review previous lesson on the planning and drafting stages of poetry-writing.

TTW review bell-ringer exercise, giving names to the various sound devices the student has recognized.

TTW state objectives for the day.

Procedure:

Instruction, Pt. 1 (5 minutes)

• TTW explain rhyme and rhythm.
• TTW ask the student to give examples of both.
• TSW will relate/create examples of rhyme and rhythm.
• TTW define onomatopoeia.
• TSW provide examples of onomatopoeia.

Guided Practice Pt. 1 (7 minutes)

• TTW distribute a worksheet in which the students will recognize occurrences of onomatopoeia.
• TTW model for the student the appropriate responses for the worksheet.
• TSW work the sheet.
• TTW check for comprehension

Instruction, Pt. 2 (10 minutes)

·         TTW  explain assonance and alliteration.

·         TTW ask the students to relate these devices to onomatopoeia.

·         TSW compare these devices.

Guided Practice, Pt. 2 (5 minutes)

·         TTW refer students to a second section of previously distributed worksheets in which the student will be asked to differentiate between assonance and alliteration.

·         TTW explain and model appropriate procedures for working the sheet.

·         TSW differentiate between assonance and alliteration.

·         TTW check for comprehension.

Individual Exercise (10 minutes)

• TTW distribute a worksheet (to be graded) in which the student will identify and differentiate between the sound devices of rhyme, onomatopoeia, assonance, and alliteration.

Closure: (3 minutes)

• TTW restate and review the objective.
• TTW re-emphasize the value of sound devices in creating mood and evoking images in speech and writing, particularly in the student’s current poetry project.
• TTW preview the next lesson: commas.

Assessment:

Informal: TTW listen and watch (M) as the students recognize and differentiate between various sound devices.

Formal: TTW grade student’s worksheet (M) to determine whether students can recognize and differentiate between the various sound devices (C). TTW record these grades in the grade book (D). Also, TTW grade student’s poetry project (according to rubric) (M), checking for student’s ability to effectively incorporate sound devices into his/her composition for the purpose of establishing mood and evoking imagery (C). TTW record these grades in the gradebook (D).

Bell Ringer:  READ THE FOLLOWING POEM. PAY ATTENTION TO THE UNDERLINED PARTS. THINK ABOUT HOW THESE PARTS ARE USING SOUNDS. DO YOU RECOGNIZE PATTERNS? ARE ANY OF THE WORDS SPELLED LIKE THE SOUNDS THEY DESCRIBE?

THE RIME OF THE ANCIENT MARINER (an excerpt)

The fair breeze blew, the white foam flew,

The furrow followed free;

We were the first that ever burst

Into that silent sea.

(The ship had been suddenly calmed.)

Down dropped the breeze, the sails dropped down,

'Twas sad as sad could be;

And we did speak only to break

The silence of the sea!

All in a hot and sizzling sky,

The bloody Sun, at noon,

Right up above the mast did stand,

No bigger than the Moon.

Day after day, day after day,

We stuck, no breath nor motion;

As idle as a painted ship

upon a painted ocean.

(And the Albatross

begins to be avenged.)

Water, water, every where,

And all the boards did creak;

Water, water, every where,

But not a drop to drink.

The very deep did rot: O Christ!

That ever this should be!

Yea, slimy things did crawl with legs

Upon the slimy sea.

About, about, in reel and rout

The death-fires danced at night;

The water, like a witch's oils,

Burnt green, and blue and white. (TURN THIS SHEET OVER FOR THE REST)

 

Ah! well a-day! what evil looks

Had I from old and young!

Instead of the cross, the Albatross

About my neck was hung.

Alone, alone, all, all alone,

Alone on a wide wide sea!

And never a saint took pity on

My soul in agony.

The many men, so beautiful!

And they all dead did lie:

And a thousand thousand slimy things

Lived on; and so did I.

I looked upon the rotting sea,

And drew my eyes away;

I looked upon the rotting deck,

And there the dead men lay.

 

NAME_______________________________

Find examples of onomatopoeia in these sentences and underline them.

1.      I blew a bubble with my gum then popped it loudly.

2.      I was being very quiet until I stepped on the twig. One loud snap, and everyone knew exactly where I was hiding.

3.      The bacon sizzled in the frying pan.

4.      The bees buzzed around the flowers.

5.      Ow! You slapped me!

6.      That cat is meowing like he hasn’t been fed today.

7.      The door slowly creaked open.

Tell whether each of the sentences is using assonance or alliteration. Write which one the sentence uses in the blank.

 

1. The crab came crawling out of the creek. __________________

 

2. Is any man able to aid Andrew in making the plans?_______________

 

3. Oh, wow, I wonder what other options Oliver’s got. _______________

 

4. She sat silently in the soft grass, smiling into the summer sun.

 

__________________

 

5. Is this it? in the really little tin dish? If it is, I will get it.

__________________

Name___________________

TELL WHICH SOUND DEVICE (alliteration, assonance, onomatopoeia, or rhyme) IS BEING USED IN THESE SENTENCES. WRITE WHICH DEVICE IS BEING USED ON THE LINE (some may use more than one device, but you only have to write one. It will be extra credit if you get both right):

1.      What you seek is over by the creek. ________________________

2.      Did she see the snake slithering into the shadows? __________________________

3.      The fast train whooshed by us. ____________________________

4.      The Eskimo is eating fish inside his igloo. _______________________________

5.      He’s not tall. No, not at all. _____________________________

6.      There was a loud knock at the door. _________________________

7.      Alison is almost always late.  _____________________      _____________________

8.      Did David do the dishes after dinner? _______________________    ____________________

9.      The firecracker went off with a loud bang! ___________________     ____________________

10.   The busy bees buzzed by.  _____________________________________