Sound Strategies: Poetic Devices (PDF)

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Terms of Use This product is copyrighted and your download gives you exclusive, single license (one educator) usage for personal use only. You are free to use this product within the scope of your own classroom and with your own students. You may not redistribute, duplicate, edit, post, or sell this resource as a whole or in part. This product may not be used to create something new, and may not be distributed in any way without specific, written consent from Lindsay Ann Learning. This product may not be uploaded to the Internet or uploaded to a public retrieval system outside of the scope of your own classroom use. Violations are subject to penalties according to the Digital Millennium Copyright Act (DMCA). If you would like to share this product with your colleagues or department, please purchase additional licenses from my store at a discounted price. If you have any questions pertaining to the limited license for this product please contact me at [email protected]. Thank you for using this resource with courtesy and professionalism! Freepik Canva Shadowhouse Creations © 2018 Lindsay Ann Learning Raise Rigor, Create Thinkers, Embrace Creativity https://www.lindsayannlearning.com/ Have you ever said (or thought): I want to engage my students without sacrificing rigor. I wish I could have time to just teach. I wish I had a better work-life balance. I feel overwhelmed by teaching. No worries! You’re in the right place, a place where I work to create: Practical solutions for English teacher needs. Digital ELA classroom essentials High-quality, engaging lessons and teaching resources that you can depend on. I’m Lindsay, founder of Lindsay Ann Learning, and my passion is helping authentic English teacher learners build culture and community in their classrooms by providing student- centered learning resources full of relevant, rigorous, innovative, and inspiring content. 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Check out these teaching time-savers, digital, interactive products! © 2018 Lindsay Ann Learning Raise Rigor, Create Thinkers, Embrace Creativity https://www.lindsayannlearning.com/  Sound Strategy Handouts Teaching Guide This resource is designed to help you teach students how to incorporate sound strategies into their writing. Although rhyming strategies are applicable to specifically to the writing of poetry, an understanding of alliteration, consonance, and assonance can all be applied to other types of creative writing assignments. Overview:  Rhyme and sound strategies go hand-in-hand as near or “slant” rhyme is created through consonance and/or assonance. I suggest teaching students first about alliteration and consonance, and then progressing to assonance and ending with strategies for rhyming.  Alliteration & Consonance  Alliteration vs. Consonance – discuss the difference between these two devices with students. The key difference is that, although both repeat consonant sounds, alliteration comes at the beginning of a word and repeats the same letter, whereas consonance does not have to be the letter, but the sound itself, and it can come anywhere in a word. For example, the “kuh” sound can be created by using the letters “k” or “c.”  There is a consonant sound chart at the top of this handout which you may have students read through. It’s more fun (and allows students to hear the difference between liquid, nasal, fricative, and plosive sounds), though, to have students say the sounds (not the name of the letter, but the sound itself) in each category by repeating after you. Introduce the different categories from top to bottom, showing the progression from soft to hard sound quality.  The main takeaway for students is that they need to consider how sound quality creates a tone in their writing. They should choose soft vs. hard sounds purposefully to create a more easygoing or intense mood. You may want to discuss how there is nuance to this, and soft vs. hard sounds are general groupings to get them started. They also need to consider the connotation(s) of words they are choosing with soft and hard sounds. For example, the “s” sound can sound suspicious, but it can also sound lazy. In the end, the rule is that sound quality + word connotation help to create tone or a dominant impression in writing. © 2017 Lindsay Ann Learning Raise Rigor, Create Thinkers, Embrace Creativity www.lindsayannlearning.com  Sound Strategy Handouts Teaching Guide Cont’d  The second page provides an exercise for reinforcing consonant sound strategies with students. I suggest going over the top example with students and showing them how the brainstormed words have been used to make a soft and hard sounding poem. In the blank rows at the bottom of the page, students will write a soft or hard sound poem of their own. You can have them do this with an elbow buddy/partner or individually and use as a formative assessment – have students share out informally or collect and assess their understanding.  Assonance  Help students to understand that, like consonance, assonance echoes sounds, but in this case, vowel sounds.  There is a vowel sound chart at the top of this handout for student reference as they complete the two practice exercises.  Rhyme  Relentless, predictable end rhyme is what my students usually think of when it comes to rhyming in their poetry.  Help students to understand that rhyming can be a fun strategy that goes hand- in-hand with purposeful diction, drawing attention to strong words with important connotative meanings. This strategy also helps to create rhythm and momentum for readers and listeners. The key is to get away from the direct end rhyme and add some variety.  The goal of this handout is to provide students strategies for moving the location of the rhyme or changing the sound of their rhyme from direct to “slant” or near rhyme.  As you introduce each strategy, have students underline the words that rhyme together and read the line(s) out loud to hear how moving the location of the rhyme changes the rhythm and emphasis of their lines.  After reviewing the strategies, have students write their own examples. For this, you may give them a line to start with. I usually provide my students with the line: “when the rooms were warm” and tell them to use it to create all of the types of rhyme. Any line from a poem will work, though, so long as it has a strong ending and mid-line words. You may also want to have students add the rhyming strategies directly to a poem draft and then share out their lines.  For a fun extension, this article is a pretty comprehensive analysis of Eminem’s rhyme schemes in “Lose Yourself.” © 2017 Lindsay Ann Learning Raise Rigor, Create Thinkers, Embrace Creativity www.lindsayannlearning.com Cross-Rhyme You Try: When the rooms were warm, Sickness swarmed and grew. Interlaced Rhyme You Try: Her perfume lingered. Musky, dusky, wrap me, save me, She feels like home. Internal Rhyme: You Try: We’re bento box lunches, nothing touches. Linked Rhyme You Try: Facade marches, Bridges to uncertain future, Culture wars divide, Collide with rose-colored visions, Imprisoned, we wait. Slant Rhyme (Off-Rhyme, Near Rhyme) You Try: Much like his flag, he wobbles, Bobblehead, brow wrinkled, Role model to none. © 2017 Lindsay Ann Learning  Liquids r, l, w, y Semivowels considered the Love, ally, water, most musical consonants yellow, row Nasals m, n, ng Firmer, but still soft Moon, linger, nincompoop Fricatives h, f, v, th,, dh, s, z, Produced by vibration or Half, tooth, zoom, sh, zh, x friction; abrasive shy, hush Plosives p, b, k, g, t, d Produced by blasting open a Electric, good, closed space...can’t be peculiar, book prolonged...hardest of the consonants Poetry Strategy: Alliteration - the repetition of consonant sounds Example: Sticks and stones may break my bones, But words will never hurt me. Repeats “st”, “buh”, “wuh” sounds Consonance - the repetition of similar consonant sounds This occurs within or at the end of words, within or at the end of lines. Example: He was a grown Man who belonged nowhere, His guttural, growing song Haunting the midnight hours. Repeats “guh” sound and “huh” sound Soft Sounds (uses more liquids and nasals) I listen, I love, I hope Your minds will stop rationalizing, Your hearts will keep beating, Your lives will come alive Before it is too late. Hard Sounds (uses more fricatives and plosives) He shows up, eyes dilated and tongue loosened, Munches his way through main course And crashes on couch for three hours After asking if he can have the new pair Of black gloves he found on the counter Because he has none And winter’s cold shoulder has arrived. © 2017 Lindsay Ann Learning Directions: Write a poem with soft sounds OR one with hard sounds. Use the questions to help you plan and the example below to help you get started. Subject: Cats In this row, write five words you associate with your subject: Meow, Claws, Furr, Purr, Hiss, Paws, Tail In this row, pull out two HARD OR SOFT sounds you see in the words you’ve just brainstormed: Hard Sounds: “ Kuh” ,“ Tuh” Soft Sounds:“ Rrr” ,“ Wuh” In this row, write at least four more words for each sound that you associate with your subject. Underline where the sound occurs to ensure beginning, middle, and end sounds. List at least four tri-syllabic sounds. “Kuh”: Kill, Catnip, Kitty Litter, Crawl, Stalk, Cantankerous “Tuh” : Midnight, Tuck, Timid, Righteous, Torture, Contort “Rrr” : Purr, Temper, Urban, Hunter, Ready “Wuh” : Wanderer, Slowly, Water, Tower My four-line HARD sound poem that uses My four-line SOFT sound poem that uses alliteration and/or consonance: alliteration and/or consonance: Crawling and timid at midnight, Hissing meows echo through hallways Catnip-inspired kitty claws with Urban hunter, slow wanderer, Paws to stalk its prey. Purrs, then slinks softly, Righteous torturer. Ready to sleep. Subject: In this row, write five words you associate with your subject: In this row, pull out two SOFT or HARD sounds you see in the words you ’ ve just brainstormed: In this row, write at least four words for each sound that you associate with your subject. Underline where the sound occurs to ensure beginning, middle, and end sounds. List at least four tri-syllabic sounds. My four-line SOFT or HARD sound poem that uses alliteration and consonance: © 2017 Lindsay Ann Learning  Soft Vowel Sounds a/augh, e/eh Apple, can, egg, i, o/ah, u/ough excitement, influence, ew/oo/ue discussion, grumpy, hoopla, laugh, moon, linger, crush, cruel Hard Vowel Sounds a/ay, e/ea, Slay, each, needy, strident, i/ai/y, o/oh growth, ouch, bicycle, near u/ew, ou/ow ir, oy/oi Poetry Strategy: Assonance - the repetition of internal vowel sounds Example: Detonating every molecule in their bodies – “Beethovan” by Shane Koyczan Repeats “ah” sound and short “e” sound Example: “Long may they dance on their graves” – “Resurrection at Benson” by Jacqueline Everett Repeats long “a” sound Example: “Garlanded in black eyed pansies” – “Resurrection at Benson” by Jacqueline Everett Repeats short “a” sound Practice Exercise: Use the sounds listed below to write a four-line poem. “iye” “oooh” “ah” “tuh” Practice Exercise: Use the sounds listed below to write a four-line poem. “eeee” short “a” as in ant “ew” as in you © 2017 Lindsay Ann Learning