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BACKGROUND
Lesson Topic: Subject: Connotation/Denotation Language Arts Lesson Length: Grade Level: 80-90 min. 7-10
Enduring Understandings
An author creates the tone of his/her writing by carefully selecting words with the connotations that communicate his/her underlying message.
Essential Questions
How does word choice affect text?
Knowledge
Skills
Objective
I can distinguish between denotation and connotative meanings of words. I can apply my understanding of denotation and connotation to analyze the authors message.
Susan Carmody, 2012
Key Points
(WHY) Critically reading to consider both the denotative and connotative meanings of words enables the reader to fully understand the authors message. Likewise, considering both denotative and connotative meanings of words when writing and speaking enables the writer/speaker to fully communicate his or her feelings. (WHAT) o Denotation=dictionary definition of the word (denotation=dictionary) o Connotative=feelings connected with the word (connotative=connected) o Connotations impact the readers impression of the people and events in the text (HOW) Identify words that have positive or negative connotations. Ask yourself: How does the author/narrator want me to feel about this topic based on the positive/negative connotations?
to the lesson. (3 minutes) I can explain the concepts of denotation and connotation. (15 MINUTES) 1. Teacher gives students definition of DENOTATION: dictionary definition of a word. Students write the definition of denotation in their notes. Teacher gives students an example of denotation: The dictionary defines snake as A long, limbless reptile that has no eyelids, and jaws that are capable of considerable extension. (1 minute) 2. Teacher tells students to make a color association with denotation: What color can you associate with the concept of denotation and why? Teacher uses think-write-pair-share, giving students two minutes to think and write about their response; two minutes to pair, share ideas with a partner, and select one response to refine; then calls on groups to share their color association. (6 minutes)
Example: I associate black and white with denotation because dictionary pages are white and the words are black denotations are found in the dictionary.
Color association will serve as a check for understanding. If students responses are well explained, the teacher will move to connotations. If students responses are not well explained, will use the denotation reteaching activity. See Differentiation section for Denotation Re-teaching. 3. Teacher gives students definition of CONNOTATION: feelings associated with or connected to a word. Students write definition of connotation in their notes. Teacher gives students an example of connotation: The connotation associated with snake is evil or danger. (1 minute) 4. Teacher tells students to make a color association with connotation: What color can you associate with the concept of connotation and why? Teacher uses think-write-pair-share, giving students two minutes to think and write about their response; two minutes to pair, share ideas with a partner, and select one response to refine; then calls on groups to share their color association. (6 minutes)
Example: I associate red with connotation because connotations are the feelings that go with a particular word, and I think of a heart when I think of feelings.
Color association will serve as a check for understanding. If students responses are well explained, the teacher will move to positive/negative connotations. If students responses are not well explained, will use the connotation re-teaching activity. See Differentiation section for Connotation Re-teaching. I can identify positive and negative connotations in a series of words with the same denotation. (16 MINUTES) 1. Teacher explains that some words are neutral, while others have positive or negative connotations. Teacher provides an example: Positive=slender; Neutral=thin; Negative=scrawny. (2 minutes) 2. Teacher forms small groups (2-3 students). Within each group, students number off. Each group has a list of words with the same denotation. Together, groups order the words from positive to negative, with the neutral word in the middle. (4 minutes) 3. Teacher calls on one member of the group by number (e.g., 2s) to share out to the class. (2 minutes) 4. Teacher gives students the following prompt to discuss and prepare an answer to with their small group: Imagine if a character or event was described using the words on the negative end versus the positive end. How can an author shape your view with word choice? How does strong word choice and considering
Susan Carmody, 2012
connotations make you a powerful reader and speaker? (3 minutes) 5. Teacher calls on members of some groups by number (e.g., 3s) to share their response. (2 minutes) 6. Students return to their normal desk. 7. Teacher checks for understanding using hand signals. Do students understand the terms? Teacher shows a word and either its definition or a feeling associated with it. Students make a D with two hands against their chest if they were given the denotative meaning. Students make a C with one hand against their chest if they were given a connotation for the word. Do students understand positive-neutral-negative? Teacher shows a word. Students give thumbs up if it is a word with a positive connotation, thumbs down if it is a word with a negative connotation, and a sideways thumb if it is a word with a neutral connotation. I can explain the impact of word choice on the text. (13 MINUTES) 1. Teacher introduces the impact of connotations on text by sharing two passages on the same topic: A Day at the Waterpark. Teacher reads Passage 1 aloud to class, while class follows along and listens. (2 minutes) 2. Teacher tells students to draw a sketch of the story. (2 minutes) 3. Teacher reads Passage 2 aloud to the class, while the class follows along and listens. (1 minute) 4. Teacher tells students to draw a sketch of the story. (2 minutes) 5. Students work with a shoulder partner to compare and contrast the passages and the pictures they drew for each, working to answer the questions: What words carry positive or negative connotations? How do the connotations impact the readers understanding? (4 minutes) 6. Teacher calls on groups to share their responses to the two questions. (2 minutes) I can analyze the impact of word choice on the text. (23 MINUTES) 1. Teacher models analyzing the impact of word choice using a paragraph from Harrison Bergeron. Before reading, teacher reviews the background information about the story. Then teacher asks students to record an answer to the question: How would you feel if the government created laws limiting your brain power? (2 minutes) 2. Teacher reads the paragraph aloud and uses think aloud to identify phrases that illustrate a neutral or positive connotation. (perfectly average intelligence, very above normal, required by law) (4 minutes) 3. Using think-write-pair-share, teacher poses the questions: How does the narrator of the story want us to feel the laws that limit the characters brain power? (4 minutes) 4. In small groups, students read a passage from Harrison Bergeron. Students identify words with
Susan Carmody, 2012
connotations (positive or negative) that impact the story by circling/underlining them and using smile/frown faces to indicate the connotation. Students respond to two questions to consider the impact of the connotations: (10 minutes) a. Considering the connotations of the words and phrases she uses, how does Hazel feel about the sound handicap others experience? b. Considering the connotations of the words and phrases he uses, as well as how the narrator describes his experience, how are readers beginning to feel about the sound handicaps? 5. Teacher selects a presenter from each group to share out. (3 minutes) Teacher monitoring student conversations, written work on the handout, and the responses groups share out serves as a final check for understanding prior to the assessment. If students require more work with connotation and denotation, the teacher should select another paragraph from the story and repeat the process of having groups identify words with positive or negative connotations on a topic, label the connotation with a smiley or frown face, and describe the impact of the connotations, prior to administering the assessment.
DIFFERENTIATION NOTES
Denotation Re-teaching 1. Teacher will remind students of the meaning of denotation: Denotation is the dictionary definition of a word. The denotation meaning of a word is the literal meaning a person would find when looking up the word in the dictionary. 2. Teacher will explain that students will see a word and a few choices for the denotative meaning of the word. Students will use their fingers to indicate the choice that corresponds to the denotative meaning. Heart 1. An organ in the body 2. Love 3. Family Mother 1. security and warmth 2. helpful 3. a female parent
3. New Triggers: a. Example: Give an example of the denotative meaning of the word hot. b. Simile: Create a simile (comparison using like or as) for connotation. Connotation Re-Teaching Repeat denotation re-teaching activity, this time asking students to identify the connotative meanings within the choices.