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Catchy Title: Deno/Connotation Station
Theme/Topic of Lesson: A model for vocabulary study throughout the school year
Time Commitment: 40 minutes
Subject Area(s):
Language Arts - Vocabulary
Grade Level(s): 7
Standards Alignment:
Class Challenge Question: How can I use denotations and connotations of words to determine their meaning?
Overview:
Seventh grade students need to know the difference between connotations and denotations of words in order to increase their comprehension of what they read, which will help increase fluency. They will also become better writers by choosing more specific words for their writing. If this indicator/objective has not been previously introduced, it will be important to reinforce it with a posted chart, made from the Deno-Connotation Station Comparison worksheet, on which words with connotations can be recorded. This chart can be a running developed product for which the students will be responsible.
At the beginning of the school year, a teacher can model vocabulary study with this introduction to the difference between denotation and connotation and their importance to a word’s meaning.
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Learning Objectives:
The Students will:
Assessment
Students will evaluate their learning of this strategy by successfully completing the worksheets titled, Deno-Connotation Station Comparison and Vocabulary. The Deno-Connotation Station Comparison worksheet can be assessed using the Deno-Connotation Station Comparison Answer Key which is provided.
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Resources
| Other Technology | Overhead Projector The overhead will be used to display the Deno-Connotation Station Comparison worksheet. | | Print Materials | Dictionary Students will use the dictionary to determine the meaning of a given word. |
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Materials
Per class- Deno-Connotation Station Comparison Answer Key (View)
Glass of water Overhead markers
Per Student- Deno-Connotation Station Comparison (View)
Pencil - Deno/Connotation Vocabulary (View)
Not Specified
Vocabulary
- denotation - The dictionary meaning of a word
- connotation - The emotional meaning of a word; either positive or negative
Procedures
Begin class with a glass of water filled halfway to the top and share the idea of having two ways to look at the same thing: positive and negative. Introduce handout Deno-Connotation Station Comparison, which you also have up on the overhead, and fill out first 3 lines with the students' help. Then ask them to tell you the definitions for denotation and connotation. Help guide students to correct definitions. Then students will complete the chart with a partner. Students will apply this new information to vocabulary study with the Vocabulary handout which will be used with a story they are reading in reading class or independently. This handout can be used throughout the school year.
One: Deno-Connotation Station
Daily Challenge Question: What is the difference between a denotation and a connotation?
40 minutes
Set-up Directions:
Create a transparency of the Deno-Connotation Station Comparison worksheet. Set up overhead projector and a half-filled glass of water. Make copies of the Deno-Connotation Station Comparison worksheet and the Vocabulary worksheet for each student. Have dictionaries available for student use.
Teacher Presentation & Motivation:
Have students tell you whether the glass of water is half-empty or half-full, then discuss how there are usually two or more ways to look at things in life. Today you’ll compare the positive and negative word choices we can make for understanding what we are reading and writing.
Activity 1 - Deno-Connotation Station
Ask if anyone can share the definitions for denotation and connotation. Have students help complete the first three entries on of the Deno-Connotation Station Comparison graphic organizer (without pairs of words) on the overhead and on the handouts they are using. Guide students to discover the definitions for denotation and connotation by comparing placement of pairs of words on the graphic organizer. They should write this definition on the back of the Deno-Connotation Station Comparison graphic organizer. Partners will then work together to complete their copies of this handout. Halfway through the lesson, check with the whole class to assess progress and comprehension. Finally, check all answers together. Verbally review the definitions of denotation and connotation.
Activity 2 - Vocabulary
Select a pair of words from the handout Deno-Connotation Comparision Station, which was used in the previous activity, and analyze the two self-selected words for numbers one and two on the Vocabulary handout. Select another pair of words related to your students’ current reading assignments or another pair of words from the first handout to analyze for numbers three and four on this handout. Students will think, pair, and share the last question on the handout and then complete it on their own in a brief constructed response.
Wrap Up:
Students will share their brief constructed responses to the last question on the Vocabulary handout. Students can share their brief constructed responses in small groups and/or by reading aloud as the culminating step in this study. The teacher will lead a class discussion that answers the class challenge question posed at the beginning of this lesson.
Enrichment Options
Cross-Curricular Extensions
Social Studies - Find the word origins of the vocabulary words and find their places of origin on a map.
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students’ learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Elizabeth Rees Gilbert
Modified by: Megan E. Tucker
Program: Maryland Initiative for New Teachers (MINT)
Author's School System: Garrett County Public Schools
Author's School: Swan Meadow School
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