6

English
Quarter 1–Module 5:
Analyzing Sound Devices (Onomatopoeia, alliteration,
Assonance, consonance)

Development Team of the Module

Writer: Jeleian G. Cuartelon

Editor: Angela L. Salenga
Reviewer: Bernabeth B. Manio, District Supervisor
Layout Artist: Froilan G. Isip

Management Team Zenia G. Mostoles EdD, CESO V, SDS

Leonardo C. Canlas EdD CESE, ASDS
Rowena T. Quiambao CESE, ASDS
Celia R. Lacanlale PhD, CID Chief
Arceli S. Lopez PhD, SGOD Chief
June D. Cunanan EPS- English
Ruby M. Jimenez PhD, EPS-LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,
City of San Fernando, Pampanga
Telephone No: (045) 435-2728
E-mail Address: [email protected]
Introductory Message
For the Facilitator:
Welcome to the English 6 Alternative Delivery Mode (ADM) Module on Analyzing
sound devices: onomatopoeia, alliteration, assonance and consonance.
This module was collaboratively designed, developed and reviewed by educators
from public institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the Learner:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on Analyzing
sound devices: onomatopoeia, alliteration, assonance and consonance.
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 vivid and imaginative way.
Poems also have sound devices. Sound devices are resources used by poets to
convey and reinforce the meaning or experience of poetry through the skillful use
of sound. The words and their order should evoke images, and the words
themselves have sounds, which can emphasize or otherwise clarify those images.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know

This module will help learners to understand the importance of using sound
devices in writing poetry. It may help them to develop visual images and be able to
emphasize particular sounds and create an impressive rhythm.
Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration and learning will be easy.
Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.

At the end of this module, you are expected to:

1. identify the different sound devices; and
2. analyze sound devices (onomatopoeia, alliteration, assonance and
consonance) in a text read.

What I Know

Match column A with the correct answer on column B. write only the letter of
your answer in your answer sheet.

A B

_______1. Alliteration A. Repeated vowel sounds in a line or lines

of poetry

_______2. Consonance B. Repetition of consonant sounds at the

beginning of the words in lines of poetry

_______3. Onomatopoeia C. Words sound alike because they share the

same middle or ending consonant sounds

_______4. Assonance D. Words that imitate the sound they are

naming or sounds that imitate
another sound
Identify the following: Write onomatopoeia, alliteration, assonance or
consonance in your answer sheet.

__________________5. The building collapsed creating a tremendous boom.

__________________6. The black backpack is in the sack.
__________________7. Peter’s piglet prance priggishly.

__________________8. The bullfrogs croak loudly.

__________________9. Kim’s kid kept kicking like crazy.
__________________10. The light of the fire is a sight.

Lesson Analyzing Sound Devices:

5 Onomatopoeia, Alliteration, Assonance

and Consonance

Learning the different sound devices helps you to appreciate poetry and
clarify images. Analyzing sound devices also helps you to create emotional response

What’s In

Put a check (√) in your answer sheet if the sentence uses sound devices and
a cross (X) if it does not.

____1. The sampaguita smells wonderful.

____2. The bird’s chirp filled the empty night air.
____3. Mammals named Sam are clammy.
____4. My parents are at the principal’s office.
____5. The boy buzzed around as a busy bee.
____6. The big brown boxes are beside the bookshelf.
____7. The black sack is in the back.
____8. My sister loves to watch action movies.
____9. The leaves rustle in the wind.
____10. A host of golden daffodils fluttered and danced in the breeze.
Notes to the Teacher
The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This module
will help the learners bridge the gap of learning to attain mastery of
the lesson in its spiral progression.

What’s New

Study the poem below.

New York City

New York City is like a jungle

No, it is a jungle
It is always jumping with excitement
Because of the noise, half the city is deaf
Still, the city cares about its crazy customers
Brands, lights, cabs, style: it’s all there.
This city is great-always something to do.
―B E E P ‖ ‖B E E E E P‖ get out of the way!
When I arrived in New York, I was ready for chaos-
Instead I found rhythm
-Carmelo
What is It

Discussion of Activity 1

Sound Devices - are resources 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.
The words and their order should evoke images, and the words themselves have
sounds, which can reinforce or otherwise clarify those images. All in all, the poet is
trying to get you, the reader, to sense a particular thing, and the use of sound
devices are some of the poet’s tools.

1. Onomatopoeia – is the naming of a thing or action by the vocal imitation of the

sound associated with it.
Ex: The chirp, chirp, chirp of the wounded bird broke the silence. (Chirp is
the sound)
2. Alliteration – is a sound device which is the repetition of a consonant sound at
the beginning of words.
Ex.: Sally sells seashells in the seashore.
3. Assonance – is a sound device which is the repetition of the same vowel sound
either at the beginning of words or inside the words.
Ex: May lay near the bay and stayed awake.
4. Consonance – is the repetition of consonants sounds and the stressed syllables
5. but with different vowel sounds within or at the end of a line.
Ex.: boat and night cool and soul

What’s More

Independent Activity 1

Read and analyze the sound devices used in the sentences. Select the correct
answer inside the parenthesis and write it in your answer sheet.
1. The pop of the firecracker. (onomatopoeia, alliteration, consonance)
2. I love to ride a boat at night. (assonance alliteration, consonance)
3. Hear the mellow wedding bells (excerpt from The Bells by Edgar Allan Poe)
(onomatopoeia, consonance, assonance)
4. Peter Piper picked a peck of pickled pepper.
(assonance, alliteration, consonance)
5. The cows in the pasture mooed loudly.
(onomatopoeia, alliteration, consonance)
6. From somewhere far beyond, the flag of fate’s caprice unfurled
(consonance, alliteration, onomatopoeia)
7. How it swells! How it dwells! (excerpt from The Bells by Edgar Allan Poe)
(consonance, assonance, alliteration)
8. The squeaky wheel gets the grease. (assonance, alliteration, consonance)
9. Someone is knocking at the door. (consonance, alliteration, onomatopoeia)
10. Get some fresh fruit in the freezer. (assonance, alliteration, consonance)

Independent Assessment 1

Identify the sound device used in the following sentences. Write your answers
in your answer sheet.
______________1. Sizzle! Sizzle! The water sizzles above the fire.
______________2. No bubble! No trouble!
______________3. The light of a fire is a sight.
______________4. He cleared his face by shaving his beard.
______________5. The furrow followed free.
______________6. Oh! The bells, bells, bells.
______________7. Mother was awakened by the loud clattering of pans in the kitchen.
______________8. The truck driver passed on the lumpy, bumpy road.
______________9. Peter Piper picked a peck of pickled pepper.
_____________10. Rose Mary gargled the mouthwash.

Independent Activity 2

Read the poem below. Identify the words from the poem that exemplify the following
sound devices: alliteration, assonance and consonance. Write your answers in each
column. Do it in your answer sheet.
The Bell
By Edgar Allan Poe

Leaping higher, higher, higher,

With a desperate desire,
And a resolute endeavor
Now -- now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells
Of Despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Alliteration Assonance Consonance

Independent Assessment 2

Read and write the sentences below. Underline the words that shows sound
devices. Do it in your answer sheet.
1. The buzz of a bee.
2. The frog frolicked frivolously in the forest.
3. Sally stared a steely stare at her sister.
4. More men came home that day than we had expected.
5. Stop staring and start stirring.
6. The German sheperd arrf, arrf at the intruder.
7. The fair breeze blew, the white foam flew
8. My brother’s favorite food is sizzling stuff squid.
9. It will creep and beep while you sleep.
10. Go slow over the road.

Independent Activity 3

Choose the appropriate onomatopoeic word from the box to complete each
sentence. Write your answer in your answer sheet..

roaring 1. The bees ___________ around the flowers.

buzzed 2. The cat will keep __________ until you give it a food.
meows 3. The chickens ___________ and the chicks _______.
cluck
4. Mr. Cruz is ___________ at the door.
knocking
meowing 5. He __________ the balloon with a stick.
flapped 6. The dog ________ while the cat ___________.
chirp
7. The flag _________ in the wind.
popped
barks 8.The cement mixer was ___________ angrily.
Independent Assessment 3

Analyze and identify the sound device used in each sentence. Write your answer
in your answer sheet..

1. What a tale of terror tells despair. ___________________

2. The car screeched on the pavement. ___________________
3. Little Larry likes licking the sticky lollipop. _________________
4. Come and clean the chaos in your closet. _________________
5. Norm, the worm, took the garden by a storm this morn. _______________
6. The clanging pots and pans awoke the baby. __________________
7. Sally sells sea shells beside the sea shore. ___________________
8. He stood on the road and cried. _____________________
9. The chirping birds were heard inside the room. ___________________
10. The rain in Spain stays mainly on the plain. ___________________

What I Have Learned

Draw a happy face ( ) if you agree on what the statement tells and a sad
( ) face if you do not agree. Do it in your answer sheet.

Poets use sound devices in order to emphasize sounds in a literary piece.

A sound device which is the repetition of vowel sounds at the beginning,
middle or end of at least two words in a line of poetry is called assonance.
Onomatopoeia is giving human qualities to non-human objects.
Consonance is the repetition of consonant sounds at the middle or end of at
least two words in a line of poetry.
Hiss, buzz, boom and splash are examples of onomatopoeia.
Alliteration refers to the repetition of the same initial consonant sounds of at
least two words in a line of poetry.
Sound Devices are resources used by poets to convey and reinforce the
meaning or experience of poetry.
The use of sound devices is one of the poet’s tools in writing a poem.
Cheer and beer, far and jar are examples of pair consonance.
Composers use sound devices to emphasize and clarify images.
What I Can Do

Use the following phrases in meaningful sentences. You may add a word or
words between them. Write your sentences in your answer sheet.
1. five fuchsia phones - _______________________________________________.
2. big brown boxes - __________________________________________________.
3. time to test the toy trucks - ___________________________________________.
4. make more muffin mixture - __________________________________________.
5. save the senior citizens - ____________________________________________.

Assessment

Match each feature of a poem with its meaning and example. Write the letter
of the correct answer in your answer sheet.

Feature of Poem Meaning Example

A A
ALLITERATION repeated vowel sounds How it swells! How it dwells!
Meaning: _____ in a line or lines On the future! how it tells
Example: _____ of poetry Of the rapture that impels (excerpt
from ―The Bells‖ by Edgar Allan Poe)
B B
ASSONANCE words that imitate the ―Betty Botter bought some butter,
Meaning: _____ sound they are naming ―But,‖ she said,‖this butter’s bitter. If I
Example: _____ or sounds that imitate bake this bitter butter,
another sound It will make my batter bitter
( "Betty Botter," Carolyn Wells)
C C
CONSONANCE repetition of consonant Tick tock little clock
Meaning: _____ sounds at the beginning Ticka ticka ticka toc
Example: _____ of the words in lines ofHow can I make you stop?
poetry How can I tell if your clumping your
hands –
(Tick Tock Little Clock by Fil Bufalo)
D D
ONOMATOPOEIA words sound alike Edgar Allan Poe's "Annabelle
Meaning: _____ because they share the Lee":
Example: _____ same middle or ending "And so all the night-tide, I lie
consonant sounds down by the side of my darling-
my darling-my life and my bride"
Additional Activities

A. Read the short poem entitled “Running Water” by Lee Emmett. Pick out words
from the poem that exemplify onomatopoeia, alliteration, assonance and
consonance. Write your answers in your answer sheet..

water plops into pond splish-splash

downhill warbling magpies in tree trilling,
melodic thrill

whoosh, passing breeze flags flutter and

flap frog croaks, bird whistles babbling
bubbles from the tap

Onomatopoeia

Alliteration

Assonance

Consonance
B. Identify the sound device used in the following sentences. Write your answer
in your answer sheet.

____________1. A wicked whisper came and changed my life.

____________2. In my dream, I was somewhere and I saw the cutler, antler, battler.
____________3. The house of my friend is hard to reach but when I arrived, I
enjoyed the nearby beach.
____________4. ―Woosh, woosh‖ of the howling wind can be heard in darkness.
____________5. Theophilus Thistle, the successful thistle sifter, thrust three
thousand thistles through the thick of his thumb.
Activity 2 Activity 3
1. buzzed
2. meowing What's More –
Alliteration Assonance Consonance
3. cluck, chirp Activity 1
desperate desperate Higher, 4. knocking
desire desire higher, 5. popped 1. Onomatopoeia
6. barks, meows 2. Consonance
higher
7. flapped 3. Assonance
Now—now clang and bells, 4. Assonance
8. roaring
to sit or clash bells, 5. Onomatopoeia
never bells Assessment 3 6. Alliteration
bells, bells, What a and roar! 7. Consonance
bells horror they What a 1. Assonance 8. Assonance
2. Onomatopoeia 9. Onomatopoeia
outpour horror they
3. Alliteration 10. Alliteration
On the outpour
4. Alliteration
bosom of Assessment 1
5. Consonance
tale their 6. Onomatopoeia 1. Onomatopoeia
terror tells 7. Assonance 2. Assonance
clang and 8. Consonance 3. Assonance
9. Onomatopoeia 4. Consonance
clash
10. Assonance 5. Alliteration
Assessment 2 6. Alliteration/Conson
1. buzz ance
2. frog, frolicked, frivolously 7. Onomatopoeia
3. Sally, stared, steely, stare, sister 8. Consonance
4. more, men, came, home 9. Alliteration
5. stop, staring, start, stirring 10. Onomatopoeia
6. arrf arrf
7. fair, freeze, blew, foam, flew
8. sizzling What I Know Additional Activities
9. creep, beep, sleep 1. B
10. go, slow, road 2. C A.
3. D
4. A
What I Have 5. Onomatopoeia
ASSESSMENT
Learned 6. Consonance
Alliteration 1. 7. Alliteration
Alliteration

Assonance

C - B 8. Onomatopoeia
Consonance

2.
Onomatopoeia

Assonance 3. 9. Alliteration
4. 10.Assonance
A - D
5.
Consonance 6. What’s In
D - A 7. 1. X
Onomatopoeia 8. 2. /
B - C 9. 3. /
flutter and flap

flutter and flap

10.
4. X
5. /
splish-splash downhill
splish-splash downhill

What Can I Do 6. /
whoosh, passing breeze

frog croaks, bird whistles

trilling, melodic thrill flags
trilling, melodic thrill flags

Answer may vary 7. /

8. X
9. / B.
10. / 1. Alliteration 4.Onomatopoeia
2. Consonance 5. Alliteration
3. Assonance
Answer Key
References
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