English II
English Language Arts and Reading
Unit: 01 Lesson: 01
Day 6 of 23
Analyzing and Creating Fiction
Lesson Preparation
WORD STUDY
Daily Lesson 6
TEKS
READING
Ongoing TEKS
E2.1B,E
Key
Understandings
and
Guiding
Questions
TEKS
Ongoing TEKS
E2.7A
E2.15Ci
• Understanding new words, concepts, and relationships enhances
• Understanding the connections between literary elements
comprehension and oral and written communication.
facilitates the reader’s ability to make meaning of text.
 How does context affect connotation and denotation of a word?
• Readers make connections in order to better understand
themselves and the world around them by reading a variety of
texts and genres.
• Literary techniques are used to heighten interest, appeal to an
audience, and effectively communicate a message.
 How do authors use literary techniques to communicate a
message?
Vocabulary of
Instruction
Materials
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•
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• Symbolism
• Allegory
Connotation
Denotation
Context
• Chart paper (if applicable)
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1. Prepare to display materials as appropriate. Note: Students may
1. Prepare to display materials as appropriate.
Vocabulary Notebook (1 per student)
Example sentences for the students to practice connotation (1 per
student)
• Thesaurus (class set)
Attachments
and Resources
Advance
Preparation
Teacher Readers Notebook (1)
Fictional text for this unit (class set)
Children’s book that includes symbolism and allegory (class set)
Excerpts or examples of symbolism and allegory (2 per group of
students)
• Chart paper (if applicable)
need access to some materials on a permanent basis (Example:
Anchor Chart).
2. Display the following three sentences for practice with students:
• The mean little girl with the red hair had a (pasty, fair, pale)
complexion.
• The (exotic, strange, unusual) coat the lady was wearing was
truly ostentatious for the event we were attending.
©2011, TESCCC
Reader’s Notebook (1 per student)
06/01/13
2. Select a children’s book that contains examples of symbolism and
allegory.
3. Collect short excerpts or examples that contain symbolism and
allegory to help students better understand these concepts. These
excerpts may be found in the fictional text for this unit, excerpts
from Daily Lesson 5, or other sources such as music, newspaper,
Page 1 of 4
Daily Lesson 6
WORD STUDY
• After the long cold winter, I could feel the (glare, brightness,
Background
Information
brilliance) of the sun shining through once again.
Denotative Meaning – the dictionary definition of a word; the
literal or cognitive meaning
Connotative Meaning – the emotions or set of associations
attached to a word that is implied rather than literal (e.g., feeling
blue)
Context – the words, sentences, or passages that precede or
follow a specific word, sentence, or passage
This Instructional Routine partially assesses Performance Indicator:
”Write multiple entries that demonstrate knowledge of new words,
their meanings, and origins.”
Teacher Notes
READING
magazine articles, etc.
Symbolism – the use of symbols to represent abstract ideas in
concrete ways (e.g., The United States flag stands for freedom.)
Allegory – a story that has both a literal meaning and symbolic
meaning. In an allegory, characters or objects often embody
abstract ideas (e.g., John Bunyan’s Pilgrim’s Progress or George
Orwell’s Animal Farm)
This Instructional Routine partially assesses Performance Indicator:
“Write multiple entries that include personal and world connections,
thoughts, and responses to literary texts and media.”
Combined with additional entries throughout Unit 01, this
Instructional Routine’s entry serves as an assessment to monitor
student growth and application of skills and strategies learned.
It is important that students not only understand symbolism and
allegory but are also able to understand the purpose that they serve
and why an author might use them to create meaning in literature.
English II
English Language Arts and Reading
Unit: 01 Lesson: 01
Instructional Routines
WORD STUDY
READING
Daily Lesson 6
Duration
and
Objective
Mini Lesson
Suggested duration: 10-15 min.
Suggested duration: 40-45 min.
Content Objective: Students recognize and analyze the difference
between the denotative and connotative meaning of words.
1. Ask the students if they know what connotation and denotation
mean.
Content Objective: Students identify symbolism and allegory in literary
works and analyze how the contribute to author’s purpose.
1. Ask: Why don’t authors just say what they mean? Discuss
responses. Ask: How do authors use literary techniques to
communicate a message? Discuss responses.
2. Explain that one way to help students remember is the letter “d.”
Denotation refers to the literal meaning of a word, such as the
dictionary definition of a word. Connotation refers to the idea or
feeling a word invokes, in addition to its literal definition. Students
record notes in their Vocabulary Notebook.
3. Refer to the previously prepared three sentences. Explain that
each of the three words in parentheses has the same denotation.
Ask students to consider the surrounding text in order to determine
which word is best suited for the connotation that is being implied.
After each sentence, ask students if the meaning is positive,
negative, or neutral.
4. Explain that students will select an adjective and find at least 2
synonyms for the word. Students will then select a word and
identify if the word has a positive, neutral, or negative connotation.
Students then create a sentence with enough context to imply the
best connotative word for the sentence.
Learning
Applications
©2011, TESCCC
Page 3 of 4
1. In small groups or with a partner, students create sentences that
help the reader determine the best connotative word for the
06/01/13
2. Discuss symbolism and allegory and how one helps to create the
other. Explain why an author might choose to use allegory in
his/her writing. Students take notes in the Reader’s Notebook.
3. In their Reader’s Notebook, have students draw a T-Chart,
labeling the columns “Symbol” and “What It Represents.”
4. Read aloud the children’s book for the purpose of understanding
the function of symbolism and allegory in literature. Students
Think, Turn, Talk to share examples of symbolism they identified in
the text and how these led to the allegory in the piece. Students
add information to the T-Chart in the Reader’s Notebook.
5. Ask: How does the symbolism connect to the allegory in the
text? Discuss responses.
6. Explain to students that they will be reading examples of other
pieces of text and identifying the symbolism and allegory of the
text. They will write a short reflection in their Reader’s Notebook
explaining the purpose of the author’s use of symbolism and how
it contributes to the overall meaning of the text. Remind students to
not just summarize the text, but to provide an opinion.
7. Distribute the excerpts with examples of symbolism and allegory to
student groups (2 per group).
1. In small groups, students read the excerpts and identify and
discuss the examples of symbolism and allegory.
WORD STUDY
Daily Lesson 6
READING
sentence.
2. Students individually write a reflection in the Reader’s Notebook
explaining the author’s use of symbolism and allegory and its
effectiveness.
Closure
1. Students share their sentences with other students, identify the
best word for the sentence, and discuss how connotation and
context affect the meaning of a word. Ask: How does context
affect connotation and denotation of a word? Discuss
responses.
3. Students read a designated section of the class text and record in
the Reader’s Notebook any examples of symbolism or allegory.
1. In partners, students share Reader’s Notebook entries. Ask: What
role does symbolism and allegory play in our daily lives?
Discuss responses as a group.