12/16/14 Do Now: -Pass forward your “Just Walk on By” text analysis response. Homework: - Tone descriptive piece Content Objective (What): Students will understand the difference between the connotative and denotative meaning of words. Consider how connotative diction relates to the author's meaning and tone. Language Objective (How): Students will present orally to the class appropriate examples of connotative diction and write a descriptive paragraph using connotative diction to convey a particular tone.

What a thrill - My thumb instead of an onion. The top quite gone Except for a sort of a hinge Of skin, A flap like a hat, Dead white. Then that red plush. “Cut” by Sylvia Plath: What is the tone of this piece? What words help you identify this tone?

Diction- choice and use of words in speech or writing Denotation- the explicit or direct meaning of a word as found in a dictionary Connotation- associations implied by a specific word Tone- the writer's attitude toward their topic. Note: The author reveals his (or her) attitude through the selection of words he uses to describe the subject. It is important for students to know that the tone can be determined by analyzing not only the word choice (also called diction) but the author's use of imagery, details, and sentence structure (syntax). Vocabulary:

1.In your groups, define skinny 2.come up with as many synonyms for the word Skinny as you can in 3-5 minutes. *You may use a thesaurus or your phone, if necessary. Part 1: Denotation

Connotation Word Lists: 1) walk, meander, saunter, tread, tromp, pace, stroll, hike, march, tip-toe 2) shine, beam, glow, flash, glare, twinkle, radiate, gleam, sparkle, blind 3) goad, spur, prod, incite, urge, provoke, stimulate, badger, poke, impel 4) peek, peer, ogle, spy, glimpse, glance, view, witness, notice 5) friend, companion, acquaintance, buddy, confidante, pal, crony, chum, sidekick 6) vacation, break, fiesta, furlough, holiday, intermission, layoff, recess, respite, sabbatical

1.In your groups, identify each word on your list as positive, negative, or neutral. Students should keep in mind that many words can be either, depending on the context. You may use dictionaries or phones for this activity. 2.When you are finished, each group will choose 3 or 4 words from their list and illustrate their meanings with a short skit, which they will present to the class. The skits should clearly indicate the denotation and connotation of the word. For example, if a student chooses to demonstrate through a short skit, the action for the word "ogle" would be dramatically different from the word "peek.“ 3.For the presentation, each group must say the word, explain its meaning, offer their illustration, and explain the connotation of the word. Part 2: Connotation

Directions: Using the same list of connotation words from class today write a brief description of a person or event, real or imaginary, using at least three of your words to convey a certain tone that you have in mind (please underline the words that you use). You may add new words using a thesaurus, if necessary. The description should be something that can be done in a minute time frame. You should establish your tone first and plan how you will convey this (on the back of this page), and then write your brief description below. You will share your description with a partner tomorrow and they will attempt to identify your tone. Putting it into Practice: