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\n\n35\nItems in Curriculum Set\n\n
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\n\"Core\n\n
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\nCore Knowledge Foundation\n
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\nCore Knowledge 7th Grade ELA Curriculum\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\n Eight guides comprise the Core Knowledge seventh grade English Language Arts Curriculum Set. The guides, developed by the Core Knowledge Foundation, are designed “to advance excellence and equity in education for all children.” Unit 1...\n
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\n\n21\nItems in Topic\n\n
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\n\"2020\n\n
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\nLesson Planet Curated\n
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\n2020 Election Lesson Plans\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWith all the hyperbole of an election year, it can be difficult to find the facts, just the facts about candidates, issues, and ballot measures. Young political scientists, with the help of 21 resources from a nonpartisan, information...\n
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\n\n16\nItems in Unit\n\n
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\n\"Schisms\n\n
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\nLesson Planet Curated\n
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\nSchisms and Divisions in Crime and Punishment\n

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\n\nFor Teachers\n\n11th - Higher Ed\n\nStandards\n
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\nA three-lesson unit module has scholars examine the many schisms and divisions in Fyodor Dostoevsky’s Crime and Punishment. The first lesson looks at the fractured nature of Raskolnikov and other characters. The second lesson focuses on...\n
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\n\n12\nItems in Topic\n\n
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\n\"Using\n\n
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\nLesson Planet Curated\n
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\nUsing Photographs to Teach Social Justice\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nSocial justice is the theme of a 12-lesson unit that uses photographs to focus students' attention on and expand their understanding of current social issues facing society. Class members learn how to closely examine an image, and to...\n
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\n\n22\nItems in Unit\n\n
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\n\"Overcoming\n\n
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\nLesson Planet Curated\n
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\nOvercoming Obstacles High School Curriculum: Communication\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nFive lessons in the Communication Unit Module of the Overcoming Obstacles Curriculum teach high schoolers how to communicate more effectively. Participants practice techniques that help them develop critical listening and non-verbal and...\n
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\n\"Connotative\n\n
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\nPrestwick House\n
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\nConnotative vs. Denotative Meanings\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nBesides the dictionary definition, words also carry the added weight of meanings that are inferred or implied, meanings conferred on words, or connotations. To gain an understanding the importance of connotation, class members...\n
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\n\"Connotation:\n\n
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\nConnotation: \"My Papa's Waltz\" by Theodore Roethke\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nWhat's happening in this poem? Have your high schoolers participate in an activity about connotation and denotation. They apply the concept of connotation to a reading of Theodore Roethke's poem \"My Papa's Waltz.\" Lead a discussion about...\n
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\n\"Connotation\n\n
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\nConnotation in Propaganda\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers assess persuasive techniques in propaganda. They identify and critique rhetorical devices in primary source documents (sources are not specified, but links to sites that contain various documents are included). Groups make...\n
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\n\"That\n\n
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\nThat Which We Call a Rose: Connotation and Denotation in Romeo and Juliet\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWords carry weight. And some words carry baggage. Scholars learn the difference in a study of connotation and denotation. Individuals sort the cards into three groupings using words from Shakespeare's play. After sharing within groups,...\n
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\n\"Connotation\n\n
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\nConnotation and Denotation:\n

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\nEighth graders investigate the effect that connotations can have on writing. They are shown examples to build background knowledge before attempting the exercise. They finish by writing a paragraph to practice what they have learned.\n
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\n\"Connotation:\n\n
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\nConnotation: Three Lessons for Effective Word Choice\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nOver the course of three days, middle schoolers explore the concept of connotation. They differentiate between the connotative and denotative meanings of sports team names, develop their own team names, logos, and text, and revise a news...\n
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\n\"Connotation,\n\n
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\nCurated OER\n
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\nConnotation, Denotation, Explanation\n

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\n\nFor Students\n\n5th - 7th\n
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\nMiddle schoolers use this connotation and denotation worksheet to develop vocabulary skills. They take notes on the terms, study examples, and choose from pairs of words to find the more positive or negative word choice, as directed....\n
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\n\"Express\n\n
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\nCurated OER\n
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\nExpress Yourself Lesson Seed 2\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nUse Langston Hughes's poem, \"Words Like Freedom,\" to explore the concepts of freedom and liberty. Learners read the poem, determine the theme, and use the provided graphic organizer to examine the connotative and denotative meanings of...\n
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\n\"Connotation\n\n
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\nCurated OER\n
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\nConnotation Chart\n

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\n\nFor Students\n\n5th - 8th\n
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\nPleasingly plump or fat? Disheveled or sloppy? Pairs of words with similar definitions can have vastly different connotations. Reinforce this concept by having your pupils complete a Connotation Chart. After selecting 12 pairs of words...\n
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\n\"Connotation\n\n
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\nConnotation and Denotation: How Word Choice Affects a Paragraph\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nReview the terms denotation, connotation, diction, and mood in paragraph writing. After defining the terms, middle schoolers practice writing examples of both connotation and denotation. They complete a connotation and denotation...\n
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\n\"Bias\n\n
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\nMedia Smarts\n
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\nBias in News Sources\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAs young consumers of media, it is important for high schoolers to explore concepts of bias and prejudice, and how they may be present in media. After discussing ideological messages that media can contain, individuals complete a warm-up...\n
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\n\"A\n\n
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\nA Positive Spin\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nStudy word choice and connotation in advertising. Readers examine campaign ads, both negative and positive, from the 2006 mid-term election before discussing an article and analyze a campaign of any candidate they choose. Finally,...\n
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\n\"Lions,\n\n
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\nScholastic\n
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\nLions, Tigers, and Slugs? Oh, My!\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nExplore the power of words with your class by analyzing the connotations of fictitious sports team names. Learners discuss team names and the mental images they convey. They create logos to illustrate the meanings and...\n
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\n\"What's\n\n
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\nWhat's In a Name?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nIntroduce your language arts class to connotation, denotation, and diction. Middle schoolers identify and differentiate between the connotative and denotative  meanings of words by analyzing the fictitious sports team names....\n
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\n\"Shades\n\n
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\nCurated OER\n
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\nShades of Meaning\n

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\n\nFor Teachers\n\n4th - 12th\n\nStandards\n
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\nExamine and distinguish between words that have similar definitions but different connotations. Middle schoolers define connotation and denotation and participate in a \"shades of meaning\" contest in small groups. Groups use the...\n
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\n\nFor Teachers\n\n8th - 10th\n\nStandards\n
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\n\"Can the connotation of a word or phrase create bias or prejudice?\" The activities in this SMART Board lesson are directed toward this question, which will be sure to incite lots of opinions and ideas. The SMART Board file guides them...\n
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\n\""Shooting\n\n
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\n\"Shooting An Elephant\": George Orwell's Essay on His Life in Burma\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh school readers examine George Orwell's essay \"Shooting an Elephant\" for examples of symbolism, metaphor, connotation, and irony. They analyze how these literary tools convey the writer's main point and contribute to the persuasive...\n
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings and Determining Connotative Language\n

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\nThere's a fine line between reality and fiction. As an end-of-unit assessment, scholars complete worksheets to analyze how Laurence Yep's perspective on being Chinese factors into his novel Dragonwings. Next, pupils engage in a...\n
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\n\"Lincoln\n\n
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\nCurated OER\n
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\nLincoln is in the House! (\"Name-Dropping\" Poems and the Power of Connotation)\n

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\n\nFor Teachers\n\n9th - 12th\n
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\n“What’s in a name?” Just about everything. Barack Obama, Vincent van Gogh, Justin Bieber. Famous names evoke a multitude of reactions and poets often use the names of famous people in their works precisely because names carry...\n
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