21ST-CLPW_U2_L1_Sound-Devices.pdf

Lesson 1 Sound Devices Learning Identify and define the Competency 1 sound devices in a text (EN6RC-Ia-2.3.1-3/9). Objectives identify the literary techniques in a text; identify the sound devices in a text; and use sound devices in your own writing. E...

Lesson 1 Sound Devices Learning Identify and define the Competency 1 sound devices in a text (EN6RC-Ia-2.3.1-3/9). Objectives identify the literary techniques in a text; identify the sound devices in a text; and use sound devices in your own writing. Essential Question How can sound devices help in reading a literary text?  Warm Up 1. Name and list down famous rappers or spoken poetry performers. Consider the following questions: a. What makes them famous? b. Do they write their own lyrics or spoken poetry? 2. Divide yourselves into groups of three. 3. Write your own short three-stanza rap or spoken poem about teenage life. 4. Prepare to share your work with the class.  Warm Up After the groups have finished sharing, discuss the following questions as a class: 1. In your opinion, what makes rap music and spoken poetry effective? 2. What literary techniques did you use in your own rap or spoken poetry?  Vocabulary Words apparition (noun) - the ghostly image of a person I walk quickly whenever I have to use the bathroom wiles in the middle of the night for fear that I might see (noun) - devious, cunning, or manipulative strategies an apparition. Because he can’t best him in strength, Loki usually relies countenance on his wiles to attempt to defeat Thor. (noun) - a person’s facial expression foresight Because of the way my resting face looks, people often (noun) - the ability to predict the future, usually through ask why I have such an unpleasant countenance. intelligent guessing or smart use of information transient Alcibiades gave one final piece of counsel to Diodorus, but the latter’s lack of foresight caused him to ignore the (adjective) - lasting a very short time advice, leading to the defeat of the Athenian army. Some artists, particularly in Japan, believe in the idea that the more transient something is, the more beautiful we remember it.  Learn About It! Sound devices help form visual images and highlight the mood and tone of a text. Alliteration is the repetition of similar sounds at the beginning of closely spaced words. Peter Piper picked a peck of pickled peppers. Sally sold seashells by the seashore. The big brown bear boldly broke the branch.  Learn About It! Assonance is the repetition of vowel sounds that form internal rhymes in a line. A fleet of sleek, green geese flew over the trees. The quiet night sky is bright with stars. I like to ride my bike by the river.  Learn About It! Consonance is the repetition of consonant sounds, usually at the end of words. Pitter-patter, the rain's gentle chatter. The thunder's grumble rumbled through the valley. She sang a song of summer's sweet scent.  Learn About It! Cacophony is the use of jarring sounds, meant to convey disorder. The rough, grating sound of metal on metal filled the air with a cacophony. The crowd erupted in a cacophony of shouts, screams, and angry voices. The cacophony of sirens and alarms broke the nighttime silence.  Learn About It! Euphony is the use of sound devices meant to create a pleasant experience to the ear. The serene lake mirrored the gentle sky above, creating a picture of perfect harmony. The velvety tones of the violin filled the room with a warm, calming sound. In the twilight, the stars twinkled with a delicate, ethereal light.  Learn About It! Onomatopoeia is the use of words that mimic the natural sound of what is being described. The thunder rumbled in the distance, warning of the approaching storm. The leaves crunched underfoot as we walked through the autumn forest. The cat meowed loudly for its dinner.  Learn About It! Repetition is the repetition of words or phrases to form rhythm or to emphasize an idea. The sun is shining, the sun is shining brightly. Alone, alone, alone I walk through these empty streets. I will not give up, I will not give in, I will not be defeated.  Learn About It! Rhyme is the repetition of identical (or similar) sounds in two or more words, most often at the end of lines in a poem. Roses are red, violets are blue, sugar is sweet, and so are you. I do not like green eggs and ham, I do not like them, Sam I Am. — Dr. Seuss Once upon a midnight dreary, while I pondered, weak and weary. — Edgar Allan Poe, The Raven Learn About It! She was a Phantom of delight by William Wordsworth  Learn About It! She was a Phantom of delight When first she gleamed upon my sight; A lovely Apparition, sent To be a moment's ornament; Her eyes as stars of Twilight fair; Like Twilight's, too, her dusky hair; But all things else about her drawn From May-time and the cheerful Dawn; A dancing Shape, an Image gay, To haunt, to startle, and way-lay.  Learn About It! I saw her upon nearer view, A Spirit, yet a Woman too! Her household motions light and free, And steps of virgin-liberty; A countenance in which did meet Sweet records, promises as sweet; A Creature not too bright or good For human nature's daily food; For transient sorrows, simple wiles, Praise, blame, love, kisses, tears, and smiles.  Learn About It! And now I see with eye serene The very pulse of the machine; A Being breathing thoughtful breath, A Traveller between life and death; The reason firm, the temperate will, Endurance, foresight, strength, and skill; A perfect Woman, nobly planned, To warn, to comfort, and command; And yet a Spirit still, and bright With something of angelic light.  Learn About It! Guide Questions 1. How does the use of sound devices help the poet convey their intent to the reader/listener? a. How does it help convey emotion? b. How does it help convey meaning? 2. How do you think poets decide which types of sound devices to use in their poetry? 3. Reread the poem carefully. See if you can give other examples of sound devices and what their purpose was in the poem.  Analysis Read the poem carefully and answer the following questions. Cite textual evidence. The Affliction of Margaret by William Wordsworth  Analysis Guide Questions: 1. Which sound devices were used in the poem? Enumerate and interpret them by filling in the table in the next slide. a. Take note that the poet may have used multiple types of sound devices in the same line/verse/stanza. b. Try to keep your explanation of the meaning within 2-3 sentences. If you feel that an entire stanza needs to be examined to glean meaning, you may use up to 5 sentences.  Analysis Line/Verse/Stanza Sound Device Used Meaning Gleaned  Analysis Guide Questions: 2. Do you think the use of sound devices enriched the poem? Why or why not? 3. What do you think was the poet trying to convey in this poem?  Analysis Criteria Score Content (The question is answered comprehensively. Textual evidence is provided to support the given answer.) 2 pts Organization (Logical progression of details/events; clear transitions between ideas.) 2 pts Language (spelling, mechanics, grammar, and word choice) 1 pt Score: /5  Values Integration How will knowing the different sound devices help you better understand your future lessons in poetry?  Synthesis Synthesis Activity 1. Group yourselves into three or four. 2. Write two three-stanza poems per group. a. Each poem must use at least four types of sound devices. b. Each poem must use at least six separate examples of sound devices. c. Between the two poems, the students all of the sound devices tackled in this lesson must be used. 3. Prepare to share your poems in class.  Synthesis After you write the poems, answer the following questions on a separate piece of paper: 1. Which sound devices did you use for each poem? Why did you choose those particular sound devices? 2. Enumerate and explain the lines in the poems that made use of sound devices. 3. How do you think your poem was strengthened by the use of sound devices? Explain.  Assignment Do research on poems in the library or online. Choose a poem you like that makes use of at least four sound devices. Photocopy or transcribe another copy of the poem.  Assignment On a separate piece of paper, answer the following questions: 1. Which sound devices were used in the poem? Enumerate and interpret them using the table on the next slide. 2. Do you think the use of sound devices enriched the poem? Why or why not? 3. Taking into account the elements of poetry and the sound devices used, what do you think was the author trying to convey in this poem? 4. Submit both a copy of the poem and your analysis.  Assignment Line/Verse/Stanza Sound Device Used Meaning Gleaned