ANALYZING SOUND DEVICES

(Onomatopoeia, Alliteration, Assonance)

INTRODUCTION
Have you ever wondered how readers and listeners get so captivated
with poems and songs? That is because words are powerful! Poets and artists
invite us to read and enjoy their poems and songs with the magic of words. They
express their ideas and feelings through the use of words in a form of poetry.
Words in a poem or song must sound right and must appeal to the senses of the
listeners.
In this module, you will be fascinated with the magical world of
poetry as you learn about the sound devices such as onomatopoeia, alliteration and
assonance. You will be singing, reciting poems and chanting some poetry lines
while learning this topic. May you enjoy learning at the comfort of your home.
Have fun

development
Before beginning your exploration, find out how much idea you have
about this topic by answering the pre-test below. Remember that your point in the
pre-test is not graded but try your best in answering.

Directions: Analyze the sound device used in each sentence. Write

A for onomatopoeia, B for alliteration or C for
assonance on our English notebook.

1. That hippo has hiccups!

2. The black sack is in the back.
3. My puppy punched me in the eye.
4. I lie down by the side of my bride.
5. Fleet feet sweep by sleeping geese.
6. Greg chews and chomps down his food.
7. Come and clean the chaos in your closet.
 8. Peter Piper picked a peck of pickled pepper.
9. The excitement died as I fried the wide salmon.
10. The door went creak in the middle of the night.
11. Mary Mac’s mother’s making Mary Mac marry me.
12. The babies giggle as they hear the pop of the bursting bubble.
13. We heard the pitter-patter of the little feet on the wooden board.
14. The best part about music class is that you can bang on the drum.
15. If two witches would watch two watches, which witch would watch with
watch.

Thank you for answering the pre-test. You are now ready to begin
exploring the lesson.

TYPES OF SOUND DEVICES

Poems are pieces of writing written in separate lines that usually have
figurative language, repeated and irregular rhythm, and rhyme. They convey
experiences, ideas, or emotions in a vibrant and imaginative way.

Poems also have sound devices. Sound devices are tools 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. In poetry, the words and their order
should bring to mind images, and the words themselves have sounds, which can
emphasize or otherwise clarify those images.

1. Onomatopoeia

Do you miss the noise from school especially during recess?The poem
below will remind you of the noise that you must be missing in school. It will also
help you learn about onomatopoeia. Enjoy reading!
 What do these words describe?

tweet!

The words Ahhh!,Bang!Buzz!And Tweet!areexamples of onomatopoeia or

words that sound like what they describe.

Onomatopoeia (pronounced on-uh-mat-uh–pee–uh) refers to words whose

pronunciations imitate the actual sound that is being described.

Ahhh! is the sound of a scream. Stomp is the sound of the feet. Bang is the
sound of hitting a pole.Buzz is the sound of a bee. Tweet is the sound of a whistle.
Onomatopoetic words can be used to describe the gears of machines working, the
horn of a car honking, animals croaking or barking, or any number of other sounds.

Sounds exciting, right? Take a look at some more examples of onomatopoeia.

Animals make a lot sounds!

Dogs bark, ruff, woof, arf, and howl. Rooster goes cock-adoodle-do!
Frogs croak,chirp, and ribbit.Catsmeow, hiss, and purr. Horses
neigh and whinny. Cows go moo. Lions roar.
 Nature makes sounds too!
Water splashes and squirts. Rain goes pitter-patter. Wind goes swish
and swooshes. River rustles. Thunder roars in the sky.

People make sounds while eating and drinking.

Weslurp up our soup, sip soda, chews and chomps down food
and munch and crunch on chips.

Onomatopoeia sounds really fun! But wait! There are more cool sound
devices that poets use. Find it out in the next examples.

2. Alliteration

Was it challenging to recite

this tongue twister?

What sound is common or the same

in the words used in the tongue
twister?

Is the common sound a vowel or a

consonant?

Where can you find this common

letter sound, in the begiing,
middle or end of the words?

If you notice, many of the words in this tongue twister start

with the sound of the consonant b.

Betty bought a bar of butter, but the butter Betty bought was bitter, so Betty beat a
bit of butter to make the bitter butter better.

This tricky but fun way of writing a piece of poetry is called Alliteration.

Alliteration is the repetition of the same initial or beginning consonant sounds of at

least two words in a line of poetry.
Try chanting these examples of alliteration three times!

1. She sells seashells by the sea-shore.

(The alliteration here is the repetition of the initial consonant ‘s’)
2. Peter piper picked a peck of pickled peppers.
(The alliteration here is the repetition of the initial consonant ‘p’)
3. Mike made mellow music with his new microphone.
(The alliteration here is the repetition of the initial consonant ‘m’)
4. Dan's dog dove deep in the dam, drinking dirty water as he dove.
(The alliteration here is the repetition of the initial consonant ‘d’)
5. Greedy goats gobbled up gooseberries, getting good at grabbing the goodies.
(The alliteration here is the repetition of the initial consonant ‘g’)

Wow! That was really fun! Keep going and continue enjoying the last type
of sound device in this module!

3. Assonance
Read these lines from the song “Fight Song” of Rachel Platten. You may
sing it too if you are familiar with it.

1. “Like a small boat on the ocean, sending big waves into motion.”
2. “This is my fight song, take back my life song, prove I'm alright song,
my power's turned on!”

What sound is repeated in each line of the song?

Do they make the consonant or the vowel sound?
Which part of the word are the sounds repeated, beginning, middle or end?

In song line number 1, the sound of the vowel /o/ is repeated in the words
boat, ocean and motion. The vowel /o/ is found in the middle of the word boat and
motion and in the beginning of the word ocean.
 In song line number 2, the sound of the vowel /i/ is repeated in the words
fight, life, alright and my. You must be wondering why the word ‘my’ is included.
The letter “y” in the word ‘my’ is a consonant but it makes the sound of the long
/i/.The sound of the long /i/ is found in the middle of the words fight, life and
alright and at the end of the word my.

This repetition of the vowel sound in the nearby words is called Assonance.

Have fun repeating the vowel sounds in these examples of Assonance.

1. Go slow on the road
2. The bug dug up the mud
3. "Hear the mellow wedding bells
4. Try as I might, the kite did not fly. 
5. Grace placed the pail next to the mail.

Engagement
Now that you have learned about the three sound devices,
onomatopoeia, alliteration and assonance, it’s time for you to engage yourself
with the activities below.

Activity 1
Directions:Cla your hands, stomp your feet and shout “Yahoo” as you read
the poem “Onomatopoeia Poem” by Natasha Niemi. After reading, pick the
onomatopoetic words then write them on your English notebook. An example
was written for you.

1. clap!
2.
3.
4.
5.
6.
Activity 2: 5.
Directions: Recite or chant these poetry lines then analyze the sound device
used. Write assonance or alliteration on your English notebook.

1. Fleet feet sweep by sleeping geese.

2. Go and gather the green leaves on the grass.
3. Those lazy lizards are lying like lumps in the leaves.
4. The engineer held the steering to steer the vehicle.
5. The big, bad bear scared all the baby bunnies by the bushes.

Activity 3:
Directions: Analyze the sound device in the sentence. Write O for
onomatopoeia, AL for alliteration and AS for assonance on your English
notebook.
1. Jack sat and nap on a mat.
2. Kaboom went the dynamite!
3. Light the fire and please don’t hide.
4. The rain pitter-patter on the ground.
5. Nine nice night nurses nursing nicely.
6. Wayne went to wales to watch walruses.
7. I could hear the buzzing of the bee somewhere.
8. Tim the terrifying tiger tiptoed through the tangled trees.
9. Water rushing, gushing, pushing past the limits of the edge.
10.The cat ran after the alligator past the the pastry shop and alleyway.

assimilation
You have done a great effort. Now it’s time to work on your final practice!

Directions: Copy the table on your English notebook. Read the poem below
and as you read, take down words that show the sound devices:
onomatopoeia, alliteration and assonance . Write your answers on the table
that you copied on your notebook.
 Onomatopoeia Alliteration Assonance

ASSESSMENT

Directions: Analyze the sound device in the sentence. Write O for

onomatopoeia, AL for alliteration and AS for assonance on your English
notebook.

1. True, I do like Sue.

2. Black bug bit a big black bear
3. The waves crashed against the rocks.
4. Sally sells sea shells beside the sea shore
5. The butterflies flutter as they take flight.

WELL DONE! YOU ARE NOW AT THE END OF THIS EXPLORATION.

ANSWER THE POST-TEST BELOW AND FIND OUT HOW MUCH YOU
HAVE LEARNED FROM THIS MODULE.
 Directions: Analyze the sound device used in each sentence. Write
A for onomatopoeia, B for alliteration or C for
assonance on our English notebook.

1. That hippo has hiccups!

2. The black sack is in the back.
3. My puppy punched me in the eye.
4. I lie down by the side of my bride.
5. Fleet feet sweep by sleeping geese.
6. Greg chews and chomps down his food.
7. Come and clean the chaos in your closet.
8. Peter Piper picked a peck of pickled pepper.
9. The excitement died as I fried the wide salmon.
10. The door went creak in the middle of the night.
11. Mary Mac’s mother’s making Mary Mac marry me.
12. The babies giggle as they hear the pop of the bursting bubble.
13. We heard the pitter-patter of the little feet on the wooden board.
14. The best part about music class is that you can bang on the drum.
15. If two witches would watch two watches, which witch would watch with
watch.

YOU HAVE REACHED THE END OF THIS MODULE.

YOU MAY NOW PROCEED TO THE NEXT LESSON.
 ANSWER KEY:
ENGAGEMENT

Activity 1
Activity 2 Activity 3
1. clap!
2. Stomp
3.Yahoo 1. Assonance 1. AS 6. AL
4.Soar 2. Alliteration 2. O 7. O
5. Bounce 3. Alliteration 3. AS 8. AL
6. Swish 4. Assonance 4. O 9. O
5. Alliteration 5. AL 10. AS
ASSIMILATION
Onomatopoeia Alliteration Assonance
plops plops into pond plops into pond
splish-splash splish-splash thrilling melodic thrill
warbling flags flutter and flaps
trilling babbling bubbles
woosh
croaks
whistles
babbling

ASSESSMENT

1. AS
2. AL
3. O
4. AL
5. O

PRE-TEST/POST TEST

1. AL 5. AS 9. AS
2. AS 6. O 10. O
3. AL 7. AL 11. AL
4. AS 8. AL 12. O
 13. O 14. O 15. A
REFERENCES:
https://reviewgamezone.com/mc/candidate/test/?test_id=26914&title=Identifying
%20Sound%20Devices%20In%20Poetry
https://in.pinterest.com/pin/468022586273445837/