Answer the test questions below and write your answer (copy what you believe is the correct version of the sentence) down in your notebook. Then note which comma rule applies to each question.

Warm Up

1. When Tom arrived at school he was carrying all his books with him.

a) arrived at school, he

b) arrived, at school he

c) arrived at school he,

d) Leave as is.

2. After, the volcano erupted, the tiny tropical island was quiet and devastated.

a) After the volcano erupted, the

b) After the volcano erupted the

c) After the volcano erupts, the

d) Leave as is.

Learning Goal

I will be able to synthesize the meaning and examples of poetic devices in my own words by taking notes and completing practice exercises.

Note Taking Format

TERM

NameDate

PeriodNOTES MY TRANSLATION

Literary Term

Record your notes in this column Record your translation in this column

Literary Term

Record your notes in this column Record your translation in this column

Poetry Unit

TERM: Sound Devices

• Poetic devices used to emphasize the sound relationships among words, which often bring fluidity and meaning to a text. These devices include the following:– Alliteration– Assonance – Consonance– Onomatopoeia

• Sound devices can:– Add to the mood of a poem– Imitate the sound of events– Reflect a poem’s meaning

Synthesize the notes you just took on sound devices

into your own words.

(2 Minutes)

What’s the Difference between a CONSONANT and a VOWEL?

• Vowels = a, e, i, o, u

• Consonants = every other letter in the alphabet

Term: Alliteration

• The repetition of consonant sounds at the beginnings of nearby words:

• Examples:– The sound of the singing sisters– The babbling brook– Winter’s worst weather

Synthesize the notes you just took on alliteration into your own words. Then create your own example of alliteration with a table partner.

(2 Minutes)

Term: Assonance• The repetition of vowel sounds in nearby stressed syllables.

• Unlike rhyming syllables which have to end with the same consonant (seat and meet), assonant syllables can end in different consonants (seal and greet).

• Examples:– She was in a deep and dreamless

sleep.– Row, row, row, your, boat.

Synthesize the notes you just took on assonance into your own words. Then

create your own example of assonance with a table partner. Underline the vowel

sounds that are repeated.

(2 Minutes)

Term: Consonance

• The repetition of final consonant sounds at the ends of nearby stressed syllables with different vowel sounds, as in sit and cat.

• Examples:– The heat of the lighting burnt my skin.– Do not go gentle into that good night.– Shelley sells shells by the seashore.

Just give me a reason, just a little bit’s enough. Just a second, we’re not broken just bent and we can learn to love again.”

Synthesize the notes you just took on consonance into your own words. Then create your own example of consonance

with a table partner. Underline the consonant sounds that are repeated.

(2 Minutes)

Term: Onomatopoeia

• The use of words to imitate actual sounds.

• Examples:– BUZZ– ZOOM– BANG– POP

“Beep, Beep, who got the keys

to the Jeep? Vroom!”

Synthesize the notes you just took on onomatopoeia into your own

words. Then create a list of your own example with a table partner.

(2 Minutes)

Assignment

• You will work with your quadrant to create an artistic poster that represents ONE of the sound devices you have learned today.

• Your poster must include:– The sound device– Its definition– Original examples– Illustrations

Exit ReflectionIn your own words, define and provide

an example of the following poetry terms:– Alliteration– Assonance– Consonance– Onomatopoeia