Positive And Negative Connotation Examples

Positive And Negative Connotation Examples

Connotation and Denotation:

how Word Choice Affects a Paragraph

Grade Eight

Ohio Standards ConnectionRecognize the importance and function of figurative language.Indicator 2Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.Indicator 8Lesson SummaryThis two-day lesson allows students to review the terms denotation, connotation, diction and mood and apply their knowledge to change the mood of a paragraph by using words with different connotations.

Estimated Duration CommentaryPre-AssessmentSee Attachment A, Connotation and Denotation Pre-AssessmentScoring GuidelinesSee Attachment B, Pre-Assessment Quick ScoreChecklist Connotation and F, Connotation and Denotation Paragraph Rubric.Instructional Procedures

Connotation and Denotation:

how Word Choice Affects a Paragraph

Grade EightInstructional Tip:For positive connotation examples, students could include boulevard, avenue or freeway; neutral examples could be access road, road or route and negative examples could be alley, dirt road or trail.

Students may disagree on connotations which could lead to a discussion about how different words hold different connotations to some people, depending on their life experiences.Discuss the different terms they chose for street.Write the terms on the board in categories for positive, neutral and negative.As the terms are listed, ask students to come up with mental pictures of what this type of street would look like.

Ask them to describe it and what cars may be there, what the pedestrians might look like and what kind of business or houses might be there.Choose one of the words from the positive list.

Ask students to give descriptive words of the place (denotation) that would make them want to eat there.Note that these terms also have positive connotations.

Then do the same with a word from the negative list.Day Two Write the terms denotation and connotation on the board.Ask students if they know what the words mean.

Review the meanings of the words and model the difference with the class.

Using the word dog, have students give alternative words for the neutral word.Discuss whether each word has a negative or positive connotation.Examples could include hound, puppy, mutt, canine, flea-bag, companion, seeing-eye dog and mans best friend.

Discuss whether these words have negative or positive connotations.Ask students what mental pictures they get from these words.

Distribute Positive, Negative or Neutral? Attachment D.

Point out that each list of words has the same meaning (i.e., denotation), but a different connotation.

In pairs, have students discuss the connotation of each word and organize the words in the appropriate column
positive and negative connotation examples
Connotation And Denotation: How Word Choice Affects A …
whether each word has a negative or positive connotation. Examples could include hound, puppy, mutt, canine, flea-bag, companion, seeing-eye dog and man’s best friend. (journal.ibsu.edu.ge)
Denotation And Connotation (pp. 119–120) • Name A …
have neither a positive nor a negative connotation. For each neutral word, supply one word with a favorable connotation and one with an unfavorable connota- (teach.clarkschools.net)

If some of the words are unfamiliar to the pair, one student can look up the word in the dictionary while the other student records the answer.

Some of the words may bring about discussion because words may have different connotations to each student.Let them know that it is okay to disagree, but they must be able to support their categorization of the word.Have groups share their answers with the class.Discuss any disagreements on connotations as a class.Having students describe their mental pictures may help with the discussion.

Day Three Write the term mood on the board.Ask students the meaning of the term.

Review the term with the class.Ask about the mood of a previous text read in the class and why it had that mood.Explain to students that word choice or diction usually brings about the mood of a work.Explain to the students that they are going to change the mood of a paragraph.

(See Attachment E.) Distribute the Connotation and Denotation Exercise, Attachment E.Have students choose a mood that they would like to convey in the paragraph.

Tell students to change the
Connotation and Denotation:

how Word Choice Affects a Paragraph

Grade Eightunderlined words to words with the same denotation but a connotation to match their chosen mood.

Students may use dictionaries and thesauruses to find appropriate word choices.Collect paragraphs and assess them using the rubric.Instructional Tip:The paragraph may be completed as homework for those who do not finish in class.

Differentiated Instructional SupportInstruction is differentiated according to learner needs to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).

In their learning pairs, students may just be assigned only a few of the numbers on the Positive, Negative or Neutral? handout.Students may be given extended time to complete the paragraph.Students may work in learning pairs to complete the paragraph.

Students working beyond the standard may develop their paragraphs into full-length stories.

ExtensionsHave students read each others paragraphs and define the moods of the paragraphs or score the paragraphs using the rubric.For a creative writing exercise, have students continue the stories maintaining the same moods.Words with the same denotation but different connotations can be posted on a Word Wall as a visual reminder of the importance of word choice.Have students read newspaper editorials and analyze the diction to determine how the writer uses connotation to express his point.

Have students create their own paragraphs establishing certain moods.

Homework Options and Home ConnectionsStudents may take home the Positive, Negative or Neutral? handout and ask adults in their home their opinions on words with which they didnt agree with their partners.

Students may finish their post-assessment paragraphs at home.Interdisciplinary ConnectionsScience:Students can work to impro
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