INTERVENTION 3: CLASS GUIDE
SESSION 5: SOUND DEVICES IN POETRY
 Preparatory Activities
1. Prayer
2. Energizer
3. Greetings
4. Attendance
5. Class Rules
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Before the Lesson
1. Motivation
.The teacher will instruct the students to read and study the following poems
Betty's Room
There is no clutter cluttered up
more closely, I presume,
than the clutter clustered clingingly
in my friend, Betty's room.
Annabel Lee, by Edgar Allen Poe
It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.
Spring Kids
The morning was cold with a bold statement
The morning dew was wet and set in the ground
You could taste the spring paste fill the air
It made you feel real, refreshed and lively
2. The teacher will ask the following questions to the students.
a. What sounds are repeated?
b. What sound devices were used in the poems?
2. Present the Topic
- Sound devices in poetry
3. Objectives
At the end of the lesson, students are expected to:
a. ) Identify sound devices in poetry.
b.) Use sound devices in writing their own poems.
c.) Participate in class discussion.
During the lesson
Sound devices - are resources used by poets to convey and reinforce the meaning or
experience of poetry through the skilful use of sound. After all, poets are trying to use a
concentrated blend of sound and imagination to create an emotional response.
Remember that rhyme is part of what we mean when we say poetry is musical. When
the ending sounds of words are repeated, we call it rhyme. Rhyming words do not
appear only at the end of the lines (end rhyme) in poems, but they may appear within the
line (internal rhyme).
End rhyme. When a poem has lines that end with the same sound.
Internal rhyme. When a line of poetry has two of the same sound within the line.
Example:
“I think that I shall never see A poem lovely as a tree.” {see-tree} – end rhyme
“the crows in boughs throws endless brawls” – internal rhyme
Some poems rhyme and others don’t. What is sure, is each poem captures moments
in time, feeling, thoughts, and experiences.
Other interesting features of the poem that make it musical is the presence of sound
devices like alliteration,assonance, and consonance.
Alliteration- is the repetition of consonant sounds at the beginning of the words. Or the
occurrence of the same letter or the sound at the beginning of adjacent or closely
connected words.
Here are few examples of alliteration:
● She sells sea shells by the sea shore.
● How much wood would a woodchuck chuck if a wood chuck could chuck wood?
● Fair is foul, and foul is fair: hover through the fog and filthy air.
Assonance- is the repetition of vowel sounds within words. It is also a figurative term
used to refer to the repetition of vowel sound in a line of text or poetry.
Here are few examples of assonance:
● The cat ran after the alligator who was trying to assist an alarmed drowning
armadillo to get across the river
● Along the window sill, the lipstick stabs
● Glittered in their steel shells. – Rita Dove, from Adolescence III
● “Hear the mellow wedding bell” – Edgar Allan Poe
● “I must confess that in my quest I felt depressed and restless.”- “With
Love”by Thin Lizzy
Consonance- Also known as near rhyme, off rhyme,or slant rhyme, consonance is
the repetition of consonant sounds in the middle or at the end of words.
Using consonance is a sophisticated poetic technique that can create subtle yet
beautiful lyrics or lines of poetry.
Here are few examples of consonance:
● Some late visitor entreating entrance at My chamber door – E.A. Poe, from The
Raven
● Her finger hungered for a ring.
● The satin mittens were ancient

Comprehension Check-up
Students will read the tongue twister “Peter Piper”
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
Questions:
1. How many peppers did Peter Piper picked?
2. What did Peter Piper picked?
3. If you were Peter Piper, where would you put the peck of pickled pepper?
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Generalization
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The teacher will ask the following:
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I have learned that...
I have realized that…
Evaluation
The students will be given an assessment.