LESSON TWO: Sound devices in poetry, fiction and nonfiction
Students investigate sound devices in poetry, short stories, a column, and a speech.
GRADE-LEVEL EXPECTATIONS
R2B Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose
R3B Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text.
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Strategy |
Students retain copies of literature stimulus pieces for use in subsequent lessons. |
LESSON MATERIALS
§ Sources of Literature
o None
§ Supplies
o Overhead and transparencies
§ Handouts provided
o “One Perfect Rose” by Dorothy Parker. http://www.plagiarist.com/poetry/1950/ (Overhead)
o “The Nose Knows” by Dave Barry (student copies)
o “The Story of an Hour” by Kate Chopin (student copies)
http://classiclit.about.com/library/bl-etexts/kchopin/bl-kchop-story.htm
o “The Fall of the House of Usher”by Edgar Allan Poe (student copies) http://www.bartleby.com/195/10.html
o “Ego tripping (there may be a reason why)” by Nikki Giovanni (overhead) http://69.65.21.121/~nikkigi/page_51.shtml
o Students copies of “The Fall of the House of Usher” by Edgar Allen Poe T-Chart
o Possible answers for Fishbone Graphic Organizer “The Story of an Hour” by Kate Chopin
o Formative Assessment Sound Devices in Faulkner’s Acceptance Speech (student copies)
o Formative Assessment Possible Answers/Scoring Guide for William Faulkner’s Nobel Prize Acceptance
Speech
§ Words to know
o fiction
o nonfiction
o sound devices
o graphic organizer
o alliteration
o rhythm
o rhyme
o slang
o jargon
o dialect
FORMATIVE ASSESSMENT
Students identify a sound device and analyze its contribution to the text. Students independently complete the Sound Devices in William Faulkner’s Nobel Prize Acceptance Speech handout. Scoring Guide provided.
LEARNING ACTIVITIES
1. Student pairs define a set of sound device terms displayed on an overhead, Sound Devices. Students use literature text, dictionary, Internet, “One Perfect Rose,” “The Story of an Hour” and “The Nose Knows,” for definitions/examples.
2. Discuss sound devices and their examples. Discuss the purposes of sound devices in literature.
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Questions for Students |
Why do writers use sound devices? How do sound devices enhance their writing? In “The nose knows,” what sound devices does Dave Barry use? How do these contribute to the overall effect of the column? In “One Perfect Rose,” what sound devices are used? Why are these effective in the message Parker conveys to the reader? In “The Story of an Hour,” what sound devices are used? How do these contribute to the author’s purpose? |
3. Students read the “The Fall of the House of Usher” by Edgar Allan Poe.
4. Students Think-Pair-Share-Square to analyze the sound devices in “The Fall of the House of Usher” using the T-Chart graphic organizer handout. In each group of four, students decide the best example of each sound device from their T-Charts.
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Strategy |
Think-Pair-Share-Square is a cooperative learning activity. After students pair to discuss their answers, that pair pairs with another set of partners to form a square. Students share their answers with teammates. |
5.
Discuss sound devices and their contributions to the overall effect in “The Fall of the House of Usher.” See possible answers to “The Fall of the House of Usher” by Edgar Allen Poe T-chart handout.
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Questions for Students |
What single effect does Poe establish in the first sentence of the story? What sound devices contribute to this effect? How/why? How could you rewrite the first sentence to give a positive feeling tone? What is the overall effect of this story? How did Poe create this effect? Give examples. Thinking back to the previous lesson on irony, what examples of irony are there in Poe’s story? How does this contribute to the overall effect of the story?
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6. Display an overhead of “Ego Tripping (there may be a reason why)” by Nikki Giovanni. Student pairs find examples of alliteration, repetition, consonance, rhythm, rhyme, and slang. Review differences between slang, jargon, and dialect. Jargon is the language used in a certain profession or by a particular group of people. Dialect is a culturally based speech pattern that varies from the standard form used in written or spoken language. Finally, slang is defined as informal words or phrases used by a particular group when they talk with each other.
7. Discuss sound devices in "Ego Tripping (there may be a reason why)" and their contribution to the poem’s meaning.
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Questions for Students |
What examples of alliteration do you find? (as we sailed on a soft summer day”) How do they enhance the poem? (Example: mimics sailing smoothly over calm waters and contributes to the smooth feeling of the poem) What examples of repetition are there? ("so"-- "I am so perfect so divine so ethereal so surreal") How does this contribute to the overall effect of the poem? (generates momentum; stresses the poet’s self-praise for succeeding against unfair odds) Do you find an example of consonance? ("d" and "p" and "t"--"I stood proudly at the helm) Why is this effective in the message the poet conveys? (contributes to the strength of the poem) Describe any rhythm in the poem. ("I walked to the fertile crescent and built the sphinx") What does this contribute to the poem? (emphasizes a god-like action; walking gives a pacing and carries the reader along with a purpose as the poet builds a huge monument; adds to the expansiveness of the poem) What are examples of rhyme? ("so ethereal so surreal") What effect do these have on the poem? ( moves the poem forward with a fluid rhythm) In addition to the sound devices previously studied, what slang expressions does the poet use? ("I am bad" and "I am so hip”) How does slang contribute to the author’s purpose of speaking to a modern day audience about ancient history? (This is the poet’s way of linking the present and the past) |