Sie sind auf Seite 1von 3

English Language Arts Denotations and Connotations 1

Houston Baptist University

School of Education
Lesson Plan Format

Subject: ELA Grade Level: 9 Time Estimate: 45 mins

Unit: Vocabulary Topic: Denotations and Connotations

Goal(s): Student shall compare and contrast denotations and connotations used in the English

Objective(s): The student will de-construct, classify words and create words under connotations
and denotations with 90 % accuracy.

TEKS: 1(A), 1(B)

Materials/Resources/Technology needs: Electronic Thesaurus and a paper copy of Thesaurus,

index cards, sample pieces of grade level literature of at least one paragraph, at least one worked
out example of a word on the face of the index card with the literal definition (denotation) and
the connotation written at the back, Overhead projector, document camera, colored markers,
colored chalk, class hand-out.

Instructional Procedures

Focusing Event: A part of the video that shows students using the literal meaning of the term and
the connotation of the same term.

Teaching/ Learning Procedures:

Introduce the words denotation and connotation and brainstorm definitions, characteristics,
etc in a KWL displayed on the whiteboard.
Introduce a word and discuss the denotation as well as the/connotation for that word. Use the
Thesaurus and model how to find words listed in it.
Write down under the correct headings in the class hand-out. Provide an example from a text
and show it using the document camera.
Under guided practice, follow up with another 2 words consistently checking for
understanding and asking questions while modelling how to find detonations and
After the first 3 words are worked out together as a class, assign the next one to discuss
together and fill in the columns on the class hand-out.
English Language Arts Denotations and Connotations 1

Provide a wait time of 3 minutes and ask for specific or literal meanings of the chosen word.
Write under the column that says denotation.
List their responses to 3.
Now ask students for some emotional or cultural meanings related to the word and list under
List their responses to 3.
Ask students if they have questions or need clarifications.
If not, proceed to the next activity.
Ask students to keep the worksheet aside for now.
Distribute one prepared index cards per student.
Explain the directions to them. All students to list all the definitions or denotation of the
word on the index card from the Thesaurus.
Next, 3 minutes to list connotations of the word on the reverse side of the index card.
After time is up, students to pass the card to their shoulder partner. Additional 3 minutes
provided to list their connotations of the word on the reverse side of the new index card.
Process to be continued until all of the cards have been passed to each student in the room.
As a class activity, difference between denotations and connotations is discussed with
volunteers first, then students picked out using the ice cream stick method.
Now group students in groups of three or four.
Distribute an index card with one sample paragraph to each group. The aim is to rewrite the
paragraph using connotations of some of the words to change its meaning.

Each group shall assign one member to be the secretary or note taker and one to be the
spokesperson who shall read the re-constructed passage aloud. Original passage to be
displayed on the screen using the document camera.
Students to complete the initial worksheet as homework which shall be for a grade.
Assign a paragraph from a current reading selection and have each student rewrite the
paragraph using connotations of some of the words to change its original feeling.
Completed index cards to be graded for classwork.

Formative Check (ongoing or specific): Accuracy of students while submitting answers on the
index cards. Classwork done both independently and as group work.

Reteach (alternative used as needed): Role play showing the literal meaning as well as the
connotation of the same word but how the meaning changes to be demonstrated using volunteers
English Language Arts Denotations and Connotations 1

from the class. Dialogues to be written on index card and handed to the students so that they
know what t say. Can be done as a group activity. The role play should then be followed by a
discussion on what the denotation of the specific word was, what the connotation was, write
them down on the graphic organizer provided as class handout. Then another example discussed
and written under the third column listed as example.

Closure: As an exit ticket, choose one word from the list of words listed on the board, find
denotation, connotation and explain the difference on an index card. To be graded.

Assessment/Summative Evaluation: Choose between evaluating one of the 5 texts provided

assuming all words to be used as denotations and as connotations and creating a song using at
least 10 words that have denotations and connotations.
ELL: Graphic representation or comic strip showcasing the difference between denotation and
connotation. Provision of simple text for contextual understanding. Electronic translation devices
to be allowed. Buddy to be provided who shares the same L1.
SE : Handouts to have partially filled-in graphic organizers. Buddy to be allowed to help check
accuracy and explain process.
GT : Classroom hand-out to be completed during class period.