SMART Board Technology
The above lesson was designed to be administered with the help of SMART Board Technology, made available to the author through the E2T2 grant in The Enlarged City School District of Middletown.
Description
The art of language can be both exciting and confusing. Effective use of language requires understanding that words and phrases can have more than one meaning. Often the connotation of a word or phrase can increase the possibility of a biased interpretation. When we use language effectively, we reduce the possibility of misunderstanding. When we read, write, listen, or speak, it is important to identify how words can be used and/or misused. By understanding how language can be manipulated, we gain control over our own ability to both understand and communicate.
The following lesson is designed to introduce connotation and denotation as a basis for greater understanding of language. Through the use of this lesson, students will identify the literal meaning of words and explore the greater implications and impact of word usage.
Objectives
Students will be able to:
* Recognize the use and impact of effective language
* Determine the need for more clarification
* Determine meaning of unfamiliar words
* Examine extended meaning of familiar words
Duration
Approximately two 40-minute lessons. First lesson used as introduction to connotation and denotation and will include procedure steps 1 through 7. Day two serves as a review of day 1 with an expanded lesson regarding bias and prejudice through misinterpretation of connotation.
Resources/Materials
The following is a list of materials and sources to be used for this lesson. Teacher presented material formatted for use with "SMART Board" Technology. A networked computer and an LCD projector are necessary for presentation. Students will need dictionaries, attached worksheets and pens or pencils.
Dressed for Success HandoutDressed for Success.notebookConnotation of success.doc
Procedure
1. Slide #1 - SMART Board Notebook
Students will complete a journal entry activity considering questions posed in Understanding the Hidden Meanings of Words. Questions included are:
* What purpose do words serve?
* What happens when we use the wrong word?
* How do you feel when someone doesn't understand what you are trying to say?
2. Initiate whole class discussion to share journal entry responses resulting from the three questions posed.
3. Slide #2 - SMART Board Notebook
Students will be introduced to relevant vocabulary regarding the Hidden meaning of words using the following websites linked to each word.
denotation
connotation
slang
Teacher or student may slide circled number to the right and touch the linked word to access online source.
4. Slide #3 - SMART Board Notebook
Graphic organizer -"Let's Look at the Connotation of Words"
Using the words Succeed and Success students will explore denotation and connotation. Independently, students will complete the graphic organizer answering the questions
What is success to you?
How do you measure success?
What does a person have to do to be successful?
How does a person feel when he/she is successful?
Once students have completed the chart, through whole class discussion students may use the interactive technology of the SMART Board to discover both the similarities and differences of their answers by completing slide #3 SMART Board Notebook. Through whole class discussion, students will learn of the different connotations of success depending on individual perspective.
5. Graphic Organizer A - How would you "Dress for Success?" female
Graphic Organizer B - How would you "Dress for Success?" male
Using the graphic organizer "How would you Dress for Success?", students will work in small groups to identify what would be considered appropriate attire for success. During this small group activity, through the use of the graphic organizer, students are encouraged to use descriptive language in their choices. Students should also be encouraged to identify the connotation related to specific choices such as "brief case" or "dress shoes".
6. Conclusion of Day #1 activities.
Once students have completed the graphic organizers, whole group discussion to share ideas will take place. As groups present their conclusions, students will notice that most of their lists are quite similar. Leading questions to consider might be:
* How does the connotation of a word or phrase control our actions?
* How does the connotation of a word or phrase control our thoughts?
* How does the connotation of a word or phrase control society?
7. Slide #4 SMART Board Notebook
At the end of this discussion, introduction to Day 2 should follow. Students should consider the following question to expand on their understanding of connotation and understanding the hidden meaning of words.
Can the connotation of a word or phrase create bias or prejudice?
Day Two
8. SMART Board Notebook Slide #5 & #6
In review of the previous day's lesson, use slides #5 & #6 to enable students to redefine their ideas of how to "Dress for Success". Students can manipulate the items on the page according to the conclusions drawn from the graphic organizer.
9. SMART Board Notebook Slide #7
Students will be introduced to how the connotation of words can lead to biased or prejudiced opinions. Students will be directed to Merriam Webster's online dictionary by touching the word on the SMART Board notebook.
bias
prejudice
10. SMART Board Notebook Slide #8 & #9
Through the exploration of these two slides including musicians and other successful people, such as a carpenter, surgeon, scuba diver, chef, firefighter and others, students will begin to visually identify how the connotation of words can lead to misunderstanding and biased interpretations.
11. SMART Board Notebook Slide #10
Through the use of questions posed on the board, students will explore misunderstandings that can be created through connotation. In small groups, students should discuss these questions and share information and ideas gained through the lesson. These questions are designed to enable students to evaluate previous knowledge and information as well as any new learned material.
12. Wrap up
Whole class discussion to include a new understanding of how words can have hidden meanings that can be misleading. Students will share discovered words or phrases that can have misleading connotation. Students will also be asked to offer techniques to use more specific language in communication in order to lessen the possibility of misunderstanding.
Questions to consider:
*How can we lessen the chances of misunderstanding through connotation?
*What kind of information is necessary to assure better communication?
*After this lesson, are you better equipped to identify the potential for a biased or prejudiced interpretation of a word or phrase?
This discussion will lead to ongoing future lessons in language arts and enable students to expand their understanding of the hidden meaning of words as they prepare to relate to greater abstract understanding of theme and symbolism.
Assessment
Organizational abilities to be assessed through worksheet response. Verbal assessment through class participation in both whole group and small group involvement. Written assessment will take place in a future lesson that will include a creative writing assignment that will include misunderstanding through connotation.
Author
Connie Duczeminski, Middletown High School
Enlarged City School District of Middletown
