Globally Competent Teaching
Lesson Plan
Grade(s):6th- 8th
Subject(s): English Language Arts
Topic(s): Connotative and Denotative Words
Duration: 60 - 90 minutes
Learning Targets/Objectives
L.6.5 B,C: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
b. Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty).
Essential Question(s):
How do I use word relationships to help readers clarify meaning?
How do I distinguish the difference between the connotations and denotations of words?
Connections to Standards
Common Core/NC Standards:
L.6.5 B,C: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
b. Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty).
GCTC Elements:
1. Empathy and valuing multiple perspectives
3. Understanding of global conditions and current events
5. Experiential understanding of multiple cultures
Materials/Resources
A Long Walk to Water by Linda Sue Park
Wordle.com
Google Earth
Pictures/Background information about Sudan
iTouch or dictionary
Learning Activities
Review the meaning of connotation and denotation: http://www.flocabulary.com/word-choice/
Give each student an index card and show them the Wordle (do not give them background
knowledge on why I chose those words). They will pick a term and write about what they think of
when they hear that term. Then, they should look it up in the dictionary to find the denotative
meaning. Finally, they should illustrate the term. Sample terms: Tribal, Poverty, Foreign, Culture,
Africa, Minority, Bones, Simple, third-world, basic, different, unusual, farming
3) Discuss my experience in Cape Verde using a Wordle – discuss the connotative meanings of words.
For example, when I talked about Africa, people automatically thought about elephants and zebras.
4) Connect my experience to their experience reading A Long Walk to Water - Show pictures and/or a
video of Sudan. Show them Sudan on Google Earth. What do we know about Sudan based off of
the novel and characters? Find facts and support these facts with textual evidence. Discuss positive
and negative connotation: slim vs. skinny. Then, half of the class write a positive description and
half of the class write a negative description of Sudan (using connotative words).
5) Read an excerpt from the text and write a journal entry through the eyes of Naya or Salva. Pay
attention to how your word choice affects the style. Exchange with a partner and highlight words
that affect the meaning of the diary entry
1)
2)
Assessment (should include assessment of NC standards and global competencies)
Students will find an article and/or watch the news to pay attention to words that reporters are using. How
does word choice affect your viewpoint on the subject matter? Give a summary of the news report and
highlight five words used in the report. What affect do those five words have on your viewpoint of the
subject?
Extended Learning Opportunities
-Use the poem Speak Up by Janet S. Wong to discuss stereotypes and how we associate words with various
groups. For example, make a list of words associated with middle school students, boys vs. girls:
https://sites.google.com/site/middleschoolpoetryunit/key-ideas-and-details/quote-accurately/speak-up
-Analyze a magazine or newspaper and discuss how the media represents various groups of people. Does
this affect how we view people around the world? Why or why not?
Reflections and Action Steps
-Tomorrow, discuss students’ findings and discuss how we can be more critical readers.