Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

E1.2 Vocabulary - The student uses newly acquired After completing index cards to define new vocabulary
vocabulary expressively. words, students will display their knowledge by using
the words in a journal entry.

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: 9 Subject: ELAR

Task Analysis: (C4) What lang. must be taught: Connotative/denotativ Strategy to teach Language: (C4)

What skills must be taught: Personal dictionary

Utilization of online dictionaries.

Assessment: (C5) Personal dictionary and journal entry will be reviewed for understanding and mastery.

Strategies for Success: (C6) Element of Technology: (C6)

Cooperative Grouping Online dictionary and thesaurus

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Words and definitions on board Chromebooks, dictionaries/thesaurus, index cards,

pen/pencil, vocabulary words from grade-level literature
Auditory – Each group presents their word orally
Kinesethic –
Index cards

Higher Order Questions to ask: (C6)

1. What is the literal definition of the word?

2. How does the specific vocabulary word express the senctence? Can it be replaced? How? With what words?
3.
Are there any other words that would help finesse expression?

Hook: (C7) As students are entering the classroom, a
powerpoint or video will be displaying topical
words and a variety of connotations that would
amuse high schoolers. As class begins, each
word's literal definition will be given and the
definitions of connotation and denotation will
lead into the lesson.
Closure: (C7) Give students one minute at the end of class
to prepare and then stand at the door and
have every student give a connotation of
"teacher" as they exit the classroom. It's okay
if some repeat. Check for a general
understanding.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Display the words denotation and connotation for students to see. Ask them if they know the difference between the two.
Display a word for all students to see. This word will be the example to use for understanding the difference between
denotation/connotation. (Use a word students could easily expand.)
Ask for specific or literal meanings of the chosen word. The actual definition or denotation.
List their responses.
Ask students for some emotional or cultural meanings related to the word or connotation.
List their responses.
Ask students if there are questions or if they need further explanation.

2. Student Activities / Guided Practice: (C6)

Distribute prepared index cards. One to each student.
Explain the directions to them. They will write the denotation of the word on the index card. List all the definitions for the word either from a paper or on-line dictionary.
Next, give 3 minutes to list connotations of the word on the reverse side of the index card.
After time is up, have students pass the card to another student. Give 3 more minutes to list their connotations of the word on the reverse side of the index card.
Continue this process until all of the cards have been passed to each student in the room.
Review the difference between denotations and connotations.
Place students in groups of three or four.
Distribute a sample paragraph to each group. Explain to the students they will work together to rewrite the paragraph using connotations of some of the words to change its meaning.
Have one student in each group read the paragraph aloud to the others.
One student will be the “secretary” and record the new paragraph.
Students from each group will share the “before” and “after” paragraph to the class.

3. Independent Practice: (C6)

The teacher will give each student a worksheet with a list of words to define and to list some
connotations of each. Include some multiple choice to help students get started.
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”.
The students will complete the paragraph in their journal. These will be used as assessments.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

This could be modified to allow the student to do fewer Preparing the material ahead of time to ensure any
words, have more time to complete the assignment, supplementary materials are available for ELLs. Allowing
have a personal, enlarged printout with a large-print wait time and avoiding idioms will ensure all students
dictionary/thesaurus, verbal response is acceptable. have access.

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:
Written on the board: Definitions of connotation and denotation with easily understandable examples
Rigor of each. The student will write the denotation and at least two connotation for a list of new vocabulary
words. Assessment will be a journal entry in which the student will re-write a paragraph from a novel
using connotations to replace vocabulary words and enhance the meaning of the text.

OPENING:
Retrieval As students enter the classroom, a video or powerpoint will display topical, high school
lingo and multiple connotations for each. The words chosen should be familiar and
common and illicit an amused response.

TEACHER INPUT:
Relevance Students will need solid understanding of the meaning of connotation and denotation and the ability
to utilize either online or paper dictionaries and thesauruses to define vocabulary words.
MODEL:
Routing Write topical words on the board and ask students for a few connotations of each and
write them on the board. Then write the denotations of each.

GUIDED PRACTICE:
Retaining / Rehearsing
Students will be grouped in fours. They will have technical vocabulary words to write on index cards with the
denotation below. Each student will write a connotation on the back. They will be passed around until every
student has written a connotation for each. Teacher will visit each group.

INDEPENDENT PRACTICE:

Students will be given a worksheet of vocabulary words related to upcoming novel study
and write the denotation and some connotations.

CHECK FOR UNDERSTANDING :

Recognizing Teacher will walk the room making herself available for questions and clarifications
where needed.

ASSESSMENT:
Students will re-write a paragraph from our novel study in their journal and replace vocabulary
words with appropriate connotations to enhance meaning and demonstrate understanding.

RESOURCES / MATERIALS:
Index cards, online and paper dictionaries and thesauruses, personal journals.

CLOSURE:
Re-exposure
At one minute until the end of class, ask students to think of a connotation for the word
teacher. As they are leaving the classroom, stand by the door and ask for each of their
words. It's okay if words are repeated, seek to determine individual understanding.