Grade 7 English Language Arts | FL B.E.S.T. Standard: ELA.7.V.1.3
ELA.7.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 actually means - what you'd find if you looked it up |
| Connotation | The emotional or cultural associations attached to a word | The feelings or ideas a word suggests beyond its dictionary meaning |
| Analogy | A comparison showing similar relationships between word pairs | A type of word puzzle where you figure out how words are connected |
| Nuance | A subtle difference in meaning, expression, or tone | Small but important differences between similar words |
| Tone | The author's attitude toward the subject or audience | How the author feels about what they're writing |
| Word Choice (Diction) | The specific words an author selects to convey meaning | The exact words a writer picks and why they picked them |
| Word | Denotation | Connotation |
|---|---|---|
| Cheap | Low in price | Negative - low quality, poorly made |
| Affordable | Low in price | Positive - good value, accessible |
| Stubborn | Refusing to change | Negative - difficult, unreasonable |
| Determined | Refusing to change | Positive - strong, committed |
| Day | Focus | Activities |
|---|---|---|
| 1 | Denotation vs. Connotation | Introduce concepts with word pairs (cheap/affordable, nosy/curious). Use Student Concept Worksheet. |
| 2 | Connotation in Context | Analyze how connotation affects tone in passages. Practice identifying positive/negative/neutral connotations. |
| 3 | Understanding Analogies | Teach analogy relationship types (synonym, antonym, part-whole, degree, cause-effect). |
| 4 | Word Nuances & Author's Choice | Analyze why authors choose specific words. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Create a spectrum line from negative to positive. Give students word groups with similar denotations and have them place words along the spectrum based on connotation.
Example: scrawny - thin - slender - lean (all mean "not heavy" but range from negative to positive)
This visual helps students see that word choice matters!
Create cards with common relationship types: SYNONYM, ANTONYM, PART : WHOLE, CAUSE : EFFECT, DEGREE, FUNCTION, CHARACTERISTIC. When solving analogies, students first identify which relationship type, then find the matching pair.
Example: HAPPY : ECSTATIC = This is DEGREE (less intense : more intense), so the answer pair should show the same relationship.
Use dialogue passages and replace "said" with various synonyms. Discuss how each word changes the reader's understanding.
"I don't want to go," Maya (said/whispered/snapped/whined).
Each verb creates a completely different picture of Maya's emotion and tone.
Give students two versions of the same passage - one with neutral words, one with carefully chosen words with strong connotations. Have students identify differences and explain how word choice affects meaning and tone.
Correction: Denotation IS the definition. Connotation is the emotional association or "feeling" that goes with a word. Two words can have the same denotation but opposite connotations (cheap vs. affordable).
Correction: Synonyms have similar meanings but almost never identical meanings. There are always nuances in tone, formality, or shade of meaning. "Intelligent," "smart," "brilliant," and "clever" all relate to mental ability but carry different connotations.
Correction: Analogies test relationship recognition, not just word knowledge. Students must identify the relationship between the first pair, then find a pair with the same relationship - even if they know all the words, they can miss the question if they misidentify the relationship.
Correction: Word choice is one of the most powerful tools authors have. A single word can change the entire tone of a sentence. "The politician explained his position" vs. "The politician defended his position" - same basic meaning, very different implications.
On the FAST assessment, word relationship questions typically ask students to:
Key Strategy: Teach students to ask "What feeling does this word create?" and "Why did the author choose THIS word instead of a simpler one?"