Tuesday,+September+14,+2010

Bell Ringer
Go to Friday's Discussion Board and read some of your classmates paragraphs, especially those from your group.
 * Objective**: //Students will be able to distinguish between the denotation and connotation of a word.//

Read Aloud
Read several paragraphs of volunteer classmates. Discuss revisions that could be made. Look at word choice, mechanics, etc on the copied rubric. Read the paragraphs of those students in your group one at a time. As a group, discuss revisions that could be made. Use the rubric to look at all areas.

Mini-Lesson
Define the words //diction, denotation, and connotation.// Brainstorm words that mean "fat." Put in columns for negative and positive connotations. What if the writer had used the word //tub o’ lard// instead of //corpulence// in the poem "Sidekicks"? What other words might we substitute and how do they change the way we feel about the sidekick?
 * Take a minute and look up the definition of the word corpulent on [|wordnik.com]
 * “Sidekicks” by Ronald Koertge
 * Group Discussion: Where does //corpulent// fit on your list?
 * 

Independent Reading

 * As you read independently, find an example of a sentence where the author has chosen a particularly effective word that shows the power of connotation. Write it on a sticky note. (You might want to jot down something in your journal about it too!)
 * Show Mrs. Harmon your tone chart from last week.

Share/ Exit Pass
What great connotative words did you find? Make sure to leave your sentence on a sticky note on your desk as your exit pass!