Sound Devices

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Objective

SWBAT identify and analyze alliteration and onomatopoeia usage within text.

Big Idea

The students will bring sound to life by using sound devices to capture a scene.

Advanced Organizer

7 minutes

To introduce the concepts of Alliteration and Onomatopoeia, I will use song lyrics as an introduction. The students seem to engage more into these lessons if you use song lyrics.  It helps if you play the song as well!

To prepare for the notes, I will have the students cut and glue the song lyric and definition Templates into their interactive spirals for both alliteration and onomatopoeia.  I will allow them about 15 minutes to do both.  While they are working, I will play both songs for them to listen to.  This will help keep them focused and on task. 

I will have them do both now, since I am teaching both in one day, so I don't have to stop teaching in the middle of a lesson to have them cut and glue again. This will hopefully save instructional time.  

 

Introduction

15 minutes

Both alliteration and onomatopoeia are familiar concepts for the students.  I am only going to spend some time on reviewing and then move right into the application and creating.  

I will begin by displaying the definition and song lyrics onto the board.  I will review the definition and then read through the Alliteration Song Lyrics first.  I am modeling this part, so I will demonstrate how I refer to the definition to locate the alliteration within the lyrics.  I will underline the example of alliteration within the song and then explain its meaning in the margin.  I will have the student copy my notes to use for a model later. I really find that taking the time to model and exaggerate what I would do as a reader truly helps them when they go to practice on their own.  

Next, I will display the Onomatopoeia song lyrics onto the board.  I will do the same thing I did for alliteration.  I will model how I used the definition to identify the onomatopoeia and talk about why the author uses the sound device in the song. The students enjoy learning about onomatopoeia because it allows them to make a bunch of noise! 

As I am modeling, I will encourage the students to be following along in their notes.  The more detailed notes they can take, the better they will be when they are working independently.   

Guided Practice

25 minutes

First, I will display the Onomatopoeia and Alliteration power point which will help review, provide examples, and more practice for the students to really start applying their knowledge of alliteration and onomatopoeia. 

As I go through the power point, I will encourage the students to interact with the slides they need to interact with, which is most likely going to be all slides. If you have students more advanced students, you may be able to skip some of the slides.  

Once I reach the end of the slides on Onomatopoeia, I will pause to do the activity before moving on to alliteration.  The best way to get students to fully understand sound devices is by getting them working with them. begin by handing each group a picture.  I will have the students in the group work to brainstorm a list of sounds they would hear if they were to jump into the picture.  I will have the students create a list for the group. 

As they are working, I will monitor and circulate.  One common mistake students make working with onomatopoeia is listing the noun that is making the noise or describing the noise as opposed to actually spelling out the sound.  This usually happens a few times before they get the hang of it. 

Once the groups have created the lists, I will display the picture and ask students to volunteer their responses.  This will allow others to see what they created compared to what their peers heard. 

Next, I will continue with the power point on alliteration and have the kids continue to interact with the slides.  Finally, once I reach the last slide, I will go over their independent work. 

 

Independent Practice

10 minutes

I will use the last slide of the power point to discuss the students' independent work.  They will be creating! The students will be using the knowledge and skills developed to write their own poem showcasing their sound device skills!

I will go over with the students the guidelines and then give them time to brainstorm.  As they are brainstorming and working, I will circulate the room, helping any students who made need help.  Often, writing, especially poetry can be difficult for the students to get started.  Sometimes they just need a little push and off they go!

I will have the students publish these into final draft form so I can grade and display their great work!

Check out the Student Sample and Student Interview on how one student developed her piece. 

Closure

7 minutes

To help the students process their learning and to assess their understanding I will have them complete a Closure Slip 

As far as difficulty, identifying examples of onomatopoeia and alliteration is not a hard task.  I want the students to reflect on why authors use these two literary devices.  I find that if students have an understanding for the purpose of using these devices, they will see the author's deliberate choices when writing, therefore helping them when they are crafting their own pieces.