Daily Lesson Plan Format

Name: Connotation and Denotation

Date(s) or Days of Lesson: 2/2/21

Student Learning Objective(s)/Target(s) and Related Assessment(s):

I can analyze words for connotation and denotation

Standards

Use context (for example: the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
(CCSS: L.9-10.4a)

Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings. (CCSS: L.9-10.5)

Success Criteria:
Differentiate between connotation and denotation *Determine how connotation
impacts tone

Materials/Resources:
Slides

https://docs.google.com/presentation/d/1TVMZ2mLWZpgao6uymahyDoE6vSQqhrpdHh
hXDLEETS8/edit?usp=sharing

Learning Activities:

Initiation:

Students: Give a thank you to someone in class on PearDeck

Teacher: Read through the student responses, this is a chance to check in with students
without explicitly asking them one-on-one how they are doing or what is going poorly or
well in their life.

Lesson Development:
Students: Record in your interactive notebooks the definitions of “denotation” and
“connotation”
Teacher: Read and explain the definitions, provide potential examples.

Now is time for me to check for student understanding in the form of our activity.
This activity has students and myself going through a number of slides and responding
to them. Some examples are, draw a tree (to see how your interpretation of “tree” can
change and trying to pinpoint why that might be), explain emotions behind a picture of
a car you might see (why do you have those emotions, the connotative meaning is
individual for someone when they see both words and images), and defining words with
a positive or negative connotation. The goal is to get students to think about how words
are varying based on experience and context and that this requires some deeper
thinking than just defining the word using a dictionary.

Students: Respond to the questions on the PearDeck and share out in class what your
responses are. This is done so students are participating even if they are shy or not
willing to participate in discussion. They get points for just completing the PearDeck
slides, so they still have some motivation to be a participant.

Teacher: I am here to facilitate discussion and answer questions. If students have a

misunderstanding, I can correct it for them. Otherwise, I call on students who are willing
to participate and prompt students who are not to maybe join in. As students are
sharing out answers, I am also asking prompting questions to get them to think deeper
about the meaning of the word. “So, it means this, but why does it mean this to you?”

The last check for understanding in this lesson is to see what the current understanding
of the topic is. By asking students to come up with their own word with a strong
connotation, it shows that they are able to at least get the gist of what was talked about
during the lesson.

I can then look at these responses after class and see whether students are getting it or
not. If they are not getting it, I can bring it up again in a future class and try to clarify
where the confusion might be for students.

The rest of class is given as asynchronous time to work on their interactive notebook.
The interactive notebook is something given to students to be able to keep track of
thoughts and notes that may come up during reading.

Closure: The exit ticket is a PearDeck slide asking students to check for what they
believe to be their understanding of connotation/denotation. I check for this with the
last part of the lesson in asking them to come up with their own word, but they may be
able to get that and still not have an understanding. This gives them a chance to show to
me that they want more instruction on the topic.
Differentiation: As I mentioned earlier, the PearDeck allows for a variety of engagement
and participation in the lesson. If students are more willing to share out in class, they
have that option. Otherwise, they can participate in the PearDeck and still get their
voice heard.

Another thing done is providing some options during async time. If students have
missing assignments, they have in class time to work on them. If they want to work on
ongoing assignments, that is also an option. This time serves as work time to allow
students to stay caught up or talk with me if they have concerns.