Grade 8 English Language Arts | FL B.E.S.T. Standard: ELA.8.V.1.3
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Denotation | The literal, dictionary definition of a word | What a word means according to the dictionary - just the facts |
| Connotation | The emotional or cultural associations a word carries | The feelings or images a word brings up beyond its dictionary meaning |
| Tone | The author's attitude toward the subject or audience | How the author "sounds" - angry, hopeful, sarcastic, serious, etc. |
| Figurative Language | Language that uses figures of speech to convey meaning beyond the literal | Words used in creative ways to paint pictures or make comparisons |
| Technical Vocabulary | Specialized words used within a specific field or discipline | Words that have special meanings in subjects like science, math, or art |
| Academic Vocabulary | Words commonly used across academic disciplines | Words you see in textbooks and tests across different subjects |
| Positive Connotation | Neutral | Negative Connotation |
|---|---|---|
| thrifty | economical | cheap / stingy |
| confident | self-assured | arrogant / cocky |
| slender | thin | skinny / scrawny |
| curious | interested | nosy / prying |
Teaching Point: All words in each row mean roughly the same thing, but the connotation creates very different impressions of the person or thing being described.
| Day | Focus | Activities |
|---|---|---|
| 1 | Denotation vs. Connotation | Introduce concept with word pairs (home vs. house, smell vs. aroma). Use Student Concept Worksheet. |
| 2 | Word Choice and Tone | Analyze how swapping words changes tone. Rewrite passages with different word choices. |
| 3 | Figurative Language Review | Review metaphor, simile, personification, hyperbole. Analyze impact in literary passages. |
| 4 | Technical & Academic Vocabulary | Explore how same words have different meanings across subjects. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Present a sentence and have students swap key words:
Original: "The politician explained his position."
Swap options: clarified / justified / defended / ranted about
Discuss how each choice changes the reader's perception of the politician. This shows connotation in action.
Give students passages and have them:
1. Circle words that create a specific tone
2. Label the tone (hopeful, angry, sarcastic, etc.)
3. Rewrite with opposite tone using different word choices
This develops awareness of how word choice creates mood and attitude.
When encountering figurative language, complete this chart:
Column 1: The figurative phrase
Column 2: Literal meaning
Column 3: Effect/Impact on reader
Column 4: Why author chose this over literal language
Create a chart of words with different meanings across subjects:
- "Cell" (biology vs. prison vs. phone)
- "Culture" (science vs. social studies)
- "Plot" (literature vs. math/graphing)
- "Prime" (math vs. everyday use)
This helps students navigate academic vocabulary in context.
Correction: While connotations can vary somewhat, most words have generally agreed-upon positive, negative, or neutral associations within a culture. These aren't random - they're shared understandings that authors rely on.
Correction: Figurative language appears in all types of writing - news articles, speeches, scientific explanations ("The virus attacks the cell"), and everyday conversation ("I'm drowning in homework").
Correction: Tone is the AUTHOR'S attitude (how they feel about the subject). Mood is the READER'S feeling (the atmosphere the writing creates). Word choice affects both, but they're distinct concepts.
Correction: Effective writers choose words for their IMPACT, not their length. Sometimes simple, direct words are more powerful than elaborate vocabulary. The key is choosing the RIGHT word for the situation.
On the FAST assessment, word impact questions at Grade 8 typically ask students to:
Key Strategy: Teach students to always consider "Why did the author choose THIS word instead of a similar one? What effect does it create?"