ALEX Lesson Plan

     

Connotation and Denotation in "My Papa's Waltz"

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  This lesson provided by:  
Author:Lauren Rittenberry
Organization:
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33176

Title:

Connotation and Denotation in "My Papa's Waltz"

Overview/Annotation:

Students will review the meanings of connotation and denotation.  Students will apply knowledge of connotation and denotation to "My Papa's Waltz" by Theodore Roethke.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 9
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

English Language Arts
ELA2015 (2015)
Grade: 9
5 ) Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

Local/National Standards:

 

Primary Learning Objective(s):

  • Students will review the meaning of connotation and denotation.
  • Students will apply knowledge of connotation and denotation to the poem "My Papa's Waltz" by Theodore Roethke.
  • Students will annotate "My Papa's Waltz."

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

  • Highlighters
  • copies of the poem "My Papa's Waltz" by Theodore Roethke

Technology Resources Needed:

Background/Preparation:

  • Students should have prior knowledge of connotation and denotation.
  • Students should have prior experience annotating text for specific elements.
  Procedures/Activities: 
  • Bellringer: Talk with a partner to review the meanings of connotation and denotation.  With your partner, talk about the difference in meanings using the words "house" and "home."
  • Introduce the activity by using the following introduction:

Close your eyes and think back to your clearest memory from when you were a small child. Do you remember where you were? What you were wearing? What you were doing before, during, and after? Do you remember specific colors, smells, sounds?

Have students share their thoughts and experiences with the whole group.

  1. Read the poem aloud to students as they listen.
  2. Either provide the students with a copy of the poem or have them access the poem via the internet at http://www.poetryfoundation.org/poem/172103. Have students read the poem themselves and contemplate possible meanings of the poems.  Discuss possible meanings as a whole group.
  3. Have students annotate the poem for connotation and denotation.  Have them mark words that can be perceived as positive and mark differently words that can be perceived as negative.  If you provide students with a copy of the text, they may use highlighters to annotate.  If students are using computers and internet to annotate text, they may copy and paste the text into a Google Doc and use the highlight feature to annotate the text on the computer.  Finished products may be shared and submitted via Google Chrome.
  4. After students have submitted annotated poems, as a whole group, discuss possible annotations.  Draw a T-chart on the board, one side being positive and one being negative.  Have students come to the board and fill in the chart with some of their responses.  (You may provide another copy of the text for them to view as they complete this part of the lesson.) The chart may include:

Positive – waltz, papa, romped, held

Negative– whiskey, dizzy, death, unfrown, battered, scraped, beat, caked hard by dirt


  Assessment  

Assessment Strategies

  • Informal assessment by walking around the room during bellringer to monitor discussions between partners.
  • Assess by reviewing connotations and denotations with whole group.
  • Assess by discussing possible meanings of the poem.
  • Assess completed annotated poems.  In order to receive credit, student must have at least two words/phrases marked for both positive and negative meanings.  Annotations must be clearly marked and easily understood.
  • Whole group activity with T-chart at culmination of lesson will assess general student understanding of the lesson.

Acceleration:

Higher level learners may be required to annotate for more words/phrases.

Higher level learners may be required to annotate text for figurative language other than connotations and denotations.

Intervention:

Struggling learners may be provided with definitions and examples of connotation and denotation at the beginning of the class. 

Struggling learners may be provided with  a copy of the text with highlighted examples already marked on the text prior to beginning their own annotations. 

Struggling learners may be partnered with a peer for the annotation portion of the lesson.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.