Unit 1, Week 2
Novel Study Lesson
Lessons for Week 2 for Teaching Denotations and Connotations L 6.5.C
Length of time: 1-3 days, week 2
Standard: CCSS.ELA-LITERACY.L.6.5.C
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Objectives: Students will...
● define and explore the concept of connotation.
● examine how word choice affects meaning
● practice and apply the concept of connotation
Length of time: 1-3 days, week 2
Standard: CCSS.ELA-LITERACY.L.6.5.C
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Objectives: Students will...
● define and explore the concept of connotation.
● examine how word choice affects meaning
● practice and apply the concept of connotation
Lesson 1: Introduction
Opening questions for discussion:
Who knows what the words connotation and denotation mean? Turn and talk to your A/B partner. T calls on a few students. T confirms the following: Denotation is the dictionary and literal meaning of a word. Connotation is the emotional/contextual/cultural meaning attached to a word: shades and degrees of meaning.
T will explain and discuss the denotation and connotation of home, house, residence, and dwelling.
I DO:
On the board (e.g. Elmo, Smartboard) write and discuss:
home, house, residence, dwelling
Denotation: These words all mean a place in which someone lives.
Connotation:
home: cozy, loving, comfortable, security, images or feeling of people you associate with it.
It could also be the opposite—depending upon a person’s experiences. (Traditionally, the connotation is “cozy, loving,” etc., and a reader should be aware of this and other connotations in a reading passage.)
house: the actual building or structure
residence: Cold, no feeling, or elites
dwelling: primitive or basic (picture a cave, the mesas in Arizona, etc.)
WE DO TOGETHER:
On the board, write:
vagrants, people with no address, homeless
Together with student input write denotation and connotation of these words.
Possible responses:
Denotation: These words all mean people without a home.
Connotation:
vagrants: nuisance
people with no address: official, neutral, businesslike
homeless: object of pity/charity, not as negative as vagrant
WE PRACTICE TOGETHER:
In partners, have students give denotations and connotations of the following words:
· overweight vs. fat
· job vs. career
· student vs. scholar
· doctor vs. physician
· rich vs. wealthy
Come together and have a whole-group discussion on the denotations and connotations they come up with and why.
YOU DO (INDEPENDENTLY):
Place the words that show connotation and denotation differences.
Words to fill in the blank:
aggressive, cunning, dad, father, home, house, mom, mother, plans, politicians, pushy, scheme, statesman, wise
1. Those who are lonely and detached live in a _ . Those who live with loved ones and in happiness live in a _ _ .
2. A _ and _ have procreated. A _ and a _ are loving parents.
3. Many _ men have made _ . Many _ scoundrels have devised a _ .
4. _ salespeople are to be avoided. _ salespeople make a lot of money.
5. I'm sick and tired of listening to _ , but give me a good _ any day of the week and we'll get things done.
Key:
1. Those who are lonely and detached live in a house. Those who live with loved ones and in happiness live in a home.
2. A mother and father have procreated. A mom and a dad are loving parents.
3. Many wise men have made plans. Many cunning scoundrels have devised a scheme.
4. Pushy salespeople are to be avoided. Aggressive salespeople make a lot of money.
5. I'm sick and tired of listening to politicians, but give me a good statesman any day of the week and we'll get things done.
Review together independent practice before giving homework.
Lesson 2: Introduction of some of The Giver vocabulary words
Objectives:
Students will be able to:
Opening questions for discussion: Who can remind us what connotation and denotation mean? T confirms the following: Denotation is the dictionary and literal meaning of a word. Connotation is the emotional/contextual/cultural meaning attached to a word: shades and degrees of meaning.
T shares that in today's lesson, they will be exploring semantic gradients.
1. Select a specific vocabulary word, e.g., large.
2. Create a list of semantically similar words. The teacher can develop the list. It may work best to think of your target word as being in the center of your continuum.
3. The list may contain words like tiny, average, small, massive, bulky, hefty, humongous, gigantic, large
4. Arrange the words in a way that illustrates an understanding of each word's meaning. Continuums can be done horizontal or vertical, in a ladder like fashion.
tiny small average bulky large hefty massive humongous gigantic
1. Discuss T rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
2. Using The Giver, (or a book you've read, a unit of study, or different writing samples), create a list of semantically similar words. The teacher can develop the list, or work collaboratively with students to generate a list. It may work best to think of your target word as being in the center of your continuum.
3. Arrange the words in a way that illustrates an understanding of each word's meaning. Continuums can be done horizontal or vertical, in a ladder like fashion.
4. Have students discuss their rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
(Adapted from C. Doyle 2011)
WE DO TOGETHER:
On the board write:
chastisement
1. Together with students create a list of semantically similar words. Show students that it may work best to think of your target word as being in the center of your continuum.
2. Have students use thesaurus’ to find semantically similar words.
3. The list may contain words like chastisement, discipline, criticism, reprimand, penalty.
4. Arrange the words in a way that illustrates an understanding of each word's meaning. Continuums can be done horizontal or vertical, in a ladder like fashion.
5. On Post-Its, have students put each word in a continuums in their group tables.
6. Have students discuss rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
7. Have students arrange the words in a way that illustrates an understanding of each word's meaning.
8. Have students discuss their rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
Once there is a whole group discussion on the continuum of the word chastisement, have students work in pairs to build semantic gradients of four of the vocabulary words:
· interdependence
· independence
· chastisement
· transgressions
· anguish
· integrity
· courage
YOU DO (INDEPENDENTLY):
Have students write semantic gradients to the remaining two words. They can be given paint color gradients strips that are available at hardware stores to visually see the different “shades” of meaning among words.
Opening questions for discussion:
Who knows what the words connotation and denotation mean? Turn and talk to your A/B partner. T calls on a few students. T confirms the following: Denotation is the dictionary and literal meaning of a word. Connotation is the emotional/contextual/cultural meaning attached to a word: shades and degrees of meaning.
T will explain and discuss the denotation and connotation of home, house, residence, and dwelling.
I DO:
On the board (e.g. Elmo, Smartboard) write and discuss:
home, house, residence, dwelling
Denotation: These words all mean a place in which someone lives.
Connotation:
home: cozy, loving, comfortable, security, images or feeling of people you associate with it.
It could also be the opposite—depending upon a person’s experiences. (Traditionally, the connotation is “cozy, loving,” etc., and a reader should be aware of this and other connotations in a reading passage.)
house: the actual building or structure
residence: Cold, no feeling, or elites
dwelling: primitive or basic (picture a cave, the mesas in Arizona, etc.)
WE DO TOGETHER:
On the board, write:
vagrants, people with no address, homeless
Together with student input write denotation and connotation of these words.
Possible responses:
Denotation: These words all mean people without a home.
Connotation:
vagrants: nuisance
people with no address: official, neutral, businesslike
homeless: object of pity/charity, not as negative as vagrant
WE PRACTICE TOGETHER:
In partners, have students give denotations and connotations of the following words:
· overweight vs. fat
· job vs. career
· student vs. scholar
· doctor vs. physician
· rich vs. wealthy
Come together and have a whole-group discussion on the denotations and connotations they come up with and why.
YOU DO (INDEPENDENTLY):
Place the words that show connotation and denotation differences.
Words to fill in the blank:
aggressive, cunning, dad, father, home, house, mom, mother, plans, politicians, pushy, scheme, statesman, wise
1. Those who are lonely and detached live in a _ . Those who live with loved ones and in happiness live in a _ _ .
2. A _ and _ have procreated. A _ and a _ are loving parents.
3. Many _ men have made _ . Many _ scoundrels have devised a _ .
4. _ salespeople are to be avoided. _ salespeople make a lot of money.
5. I'm sick and tired of listening to _ , but give me a good _ any day of the week and we'll get things done.
Key:
1. Those who are lonely and detached live in a house. Those who live with loved ones and in happiness live in a home.
2. A mother and father have procreated. A mom and a dad are loving parents.
3. Many wise men have made plans. Many cunning scoundrels have devised a scheme.
4. Pushy salespeople are to be avoided. Aggressive salespeople make a lot of money.
5. I'm sick and tired of listening to politicians, but give me a good statesman any day of the week and we'll get things done.
Review together independent practice before giving homework.
Lesson 2: Introduction of some of The Giver vocabulary words
Objectives:
Students will be able to:
- broaden and deepen their understanding of related words.
- distinguish between shades of meaning
- enhance their vocabulary
Opening questions for discussion: Who can remind us what connotation and denotation mean? T confirms the following: Denotation is the dictionary and literal meaning of a word. Connotation is the emotional/contextual/cultural meaning attached to a word: shades and degrees of meaning.
T shares that in today's lesson, they will be exploring semantic gradients.
1. Select a specific vocabulary word, e.g., large.
2. Create a list of semantically similar words. The teacher can develop the list. It may work best to think of your target word as being in the center of your continuum.
3. The list may contain words like tiny, average, small, massive, bulky, hefty, humongous, gigantic, large
4. Arrange the words in a way that illustrates an understanding of each word's meaning. Continuums can be done horizontal or vertical, in a ladder like fashion.
tiny small average bulky large hefty massive humongous gigantic
1. Discuss T rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
2. Using The Giver, (or a book you've read, a unit of study, or different writing samples), create a list of semantically similar words. The teacher can develop the list, or work collaboratively with students to generate a list. It may work best to think of your target word as being in the center of your continuum.
3. Arrange the words in a way that illustrates an understanding of each word's meaning. Continuums can be done horizontal or vertical, in a ladder like fashion.
4. Have students discuss their rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
(Adapted from C. Doyle 2011)
WE DO TOGETHER:
On the board write:
chastisement
1. Together with students create a list of semantically similar words. Show students that it may work best to think of your target word as being in the center of your continuum.
2. Have students use thesaurus’ to find semantically similar words.
3. The list may contain words like chastisement, discipline, criticism, reprimand, penalty.
4. Arrange the words in a way that illustrates an understanding of each word's meaning. Continuums can be done horizontal or vertical, in a ladder like fashion.
5. On Post-Its, have students put each word in a continuums in their group tables.
6. Have students discuss rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
7. Have students arrange the words in a way that illustrates an understanding of each word's meaning.
8. Have students discuss their rationale for placing certain words in certain locations. Encourage a conversation about the subtle differences among the words.
Once there is a whole group discussion on the continuum of the word chastisement, have students work in pairs to build semantic gradients of four of the vocabulary words:
· interdependence
· independence
· chastisement
· transgressions
· anguish
· integrity
· courage
YOU DO (INDEPENDENTLY):
Have students write semantic gradients to the remaining two words. They can be given paint color gradients strips that are available at hardware stores to visually see the different “shades” of meaning among words.