Activities

1. Using a T-Chart, make a list of related concrete ideas and abstract ideas.
   
   
2. Make a poster which includes a figurative language term, the definition, and an illustrated example.

3. Given a list of words, write the denotative meaning or the literal definition of the word and the connotative associations of the word.
   
   
4. Using a piece of literature, identify words or phrases that indicate the author’s tone.

5. Construct a four-square poster with four illustrated sentences about the same topic, each with a difference tone.  Underline the words or phrases that express the tone in each sentence.
   
   
6. Using a poem, circle the figurative and connotative language.  Analyze and annotate why the author used this language.

Answer Key/Rubric

1. Using a T-Chart, student makes a list of related concrete ideas and abstract ideas.  Student understands that concrete terms are available to our senses.  We can see, hear, smell, taste and feel these terms.  Student understands that abstract refers to ideas and concepts that have no physical form.  Student correctly lists linked concrete and abstract terms.

For example, on the concrete side student might list bed, night, bedroom and on the abstract side student may list bed time or on the concrete side may list courtroom, and on the abstract side may list justice.

2. Student makes a poster that includes a figurative language term, the definition and an illustrated example.   Student correctly defines the term.  Student has an accurate definition of the term.  Student has an illustrated example that is helpful in explaining to the reader what the term means.  Figurative language terms may be simile, metaphor, personification, hyperbole, symbol and so forth.

3. Given a list of words, student writes the denotative meaning, the literal meaning of each word, and the connotative associations of each word.  Student understand the difference between denotative, explicit or dictionary definition, and the connotative meaning of words, cultural and emotional suggestions of the word.  Student correctly defines each word.  Student correctly gives several connotative meanings for each word.  For example:

Denotation of Home-shelter that is the usual residence of a person
Connotation of Home-family, love, safety

4. Student uses a piece of literature and identifies words or phrases that indicate the author’s tone.  Student understands that tone is the way an author feels about a character, event or topic.  Student understands that tone is expressed through words and details the author includes in the text.  Student correctly identifies words or phrases that indicate the author’s tone.  Student understands that authors use tone to create the mood, or the feeling readers get from the text. 

For example, a character might cheerfully talk about the “fresh breeze.”  The tone is happy and upbeat.  Or the character might complain about the “sharp, stinging wind.”  The tone is bitter.

5. Student constructs a four-square poster with four illustrated sentences about the same topic, each with a difference tone.  Student underlines the words that express the tone.  Student understands that tone is the way an author feels about a character, event or topic.  Student understands that tone is expressed through words and details the author includes in the text.  Student understands that authors use tone to create the mood, or the feeling readers get from the text.  Student completes and illustrates all four sentences with a different tone.  Student correctly names the tone for each sentence.  Student uses words that express different attitudes about the topic in each sentence.   For example:

• This car needs a lot of repairs, but I’m sure my friends will help me work on it and it will be running like a top in no time.  The tone is optimistic
• If I had a decent job, I wouldn’t be forced to drive this rattle-trap piece of junk.  The tone is bitter.
• My car may be on its last leg, but since I’ve owned it forever it has a special place in my heart.  The tone is sentimental
• This isn’t the greatest car in the world, but it isn’t the worst either.  The tone is tolerant.

6. Student reads poem and correctly circles the figurative and connotative language.  Student correctly analyzes and annotates why the author used this language.  Student understands that words have definitions, but the connotation refers to the cultural and emotion associations behind the word.  For instance, Park Avenue is literally a street in New York City, but the connotative meanings may be power or wealth. Student understands that authors use figurative and connotative language to depart from the literal meaning of words in order to create fresh ideas.  Students understand that figurative and connotative language allows for comparisons between abstract ideas and concrete concepts to assist the reader in understanding.   Student looks for connotations, metaphors, similes, personification, symbolism, irony, satire and so forth.  Student correctly explains why the author used this language and how it affects meaning.