How many times can you say this TONGUE TWISTER without getting your tongue tangled?

1. How many times can you say this TONGUE TWISTER without getting your tongue tangled?

2. BETTY BOTTER Betty Botter bought some butter. “But,” she said, “the butter’s bitter. If I put it in my batter, it will make my batter bitter. But a bit of better butter— that would make my batter better.”

3. BETTY BOTTER So she bought a bit of butter, better than her bitter butter. And she put it in her batter, and the batter was not bitter. So ‘twas better Betty Botter bought A bit of better butter!

4. What makes a tongue twister difficult to recite?

5. OBJECTIVES 1. Identify sound devices. 2. Differentiate consonance, alliteration, assonance and onomatopoeia.

6. Sound Devices • used by writers to convey and reinforce meaning or the experience of literature through the skillful use of sound Commonly used sound devices include: Consonance Alliteration Assonance Onomatopoeia • increases the enjoyment of the reader and her appreciation for the work

7. CONSONANCE -- repetition of internal or ending consonant soundsof words that are close together, usually seen in poetry Example: I dropped the locket in the thick mud.

8. ALLITERATION -- the repetition of the first consonant sounds of words that are close together -- depends on sound, NOT spelling Example: from Robert Frost’s Nothing Gold Can Stay her hardest hue to hold

9. ASSONANCE -- the repetition of vowel soundsin neighboring words Example: It beats…as it sweeps…as it cleans!

10. ONOMATOPOEIA -- the use of words that imitatethe sounds that are associated with the objects or the actions that they refer to. Being able to use it will help your writing come alive!

11. ONOMATOPOEIA Which of the following sentences creates a better picture? There was a large hornin the parade. “Ha-rrumph, ha-rrumph,” went the large hornin the parade.

12. ONOMATOPOEIA -- it is simply a written word to represent the noise or sound from reality waterplops into pond splish-splash downhill warbling magpies in tree trilling, melodic thrill -- Lee Emmett

13. TRY THIS! Read the following lines and identify if it makes use of consonance, alliteration, assonance, or onomatopoeia. 1. Crack an egg. Stir the butter. Break the yolk. Stoke the heat. Hear it sizzle. Shake the salt. 2. Pomegranate pumper nickel Peach pimento pizza plum, Peanut pumpkin bubblegum. 3. “the moon as soon as Balbue began to croon”

14. TRY THIS! Read the following poem in the next slide. Examine how Sound Devices put special flavor in the poem. Look for consonance, alliteration, assonance, and onomatopoeia, and write them down in your notebook.

15. TRY THIS! “Through three cheese treesthree free fleas flew. While these fleas flewfreezy breeze blew. Freezy breeze made these three trees freeze. Freezy trees made these trees’ cheese freeze! That’s what made these three free fleas sneeze “ACHOO! A-CHOO!” But these three fleas still flew away, With their BUZZZZZ! BUZZZZZ! Coupled with ACHOO! A-CHOO! A-CHOO! - adapted from Fox in Socks by Dr. Seuss

16. References: • CALLIOPE by Barday Lipson, Ed.D. • http://examples.yourdictionary.com/ • http://www.ereadingsheets.com/figurative-language/poetic_devises