Connotation and Denotation in "My Papa's Waltz"

Learning Resource Type

Lesson Plan

Subject Area

English Language Arts

Grade(s)

9

Overview

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.

English Language Arts (2021) Grade(s): 9

ELA21.9.4

Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

UP:ELA21.9.4

Vocabulary

  • Characterization
  • Connotation
  • Denotation
  • Figurative language
  • Literary elements
  • Point of view

Knowledge

Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

Skills

Students are able to:
  • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.

Primary Learning Objectives

  • 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."

Procedures/Activities

Before Activity

  1. 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."
  2. Introduce the activity by using the following introduction:
  3. 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, and sounds?
  4. Have students share their thoughts and experiences with the whole group.

During Activity

  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 the 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 different 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 the 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.

After Activity

  1. 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 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.

Total Duration

31 to 60 Minutes

Background/Preparation

  • Students should have prior knowledge of connotation and denotation.
  • Students should have prior experience annotating text for specific elements.

Materials and Resources

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

Technology Resources Needed

Approved Date

2013-12-17
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