St.
Anthony’s College
San Jose, Antique
HIGH SCHOOL DEPARTMENT
LESSON PLAN ENGLISH 8
Week No. 25 Dates Covered:
Prepared by: Steven Paul Bacanto
Checked by: __________________
I. Standards of Learning
Content Standard:
The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis-à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related,
and delivered orally; and parallel structures and cohesive devices in presenting information.
Performance Standard:
The learner transfers learning by composing and delivering an informative speech based on a
specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
Learning Competencies:
The students
EN8RC-IIIf-2.1.7.1: Evaluate the details that support assertions in a text
EN8LC-IIIf-2.10: Distinguish facts from opinion cited in the text listened to
EN8VC-IIIf-19: Judge the relevance and worth of ideas presented in the material viewed
EN8V-IIIf-12.3: Arrive at meanings through context clues
EN8LT-IIIf2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
EN8LT-IIIf2.2.5: Determine key ideas, tone, and purposes of the author
EN8SS-IIIf-1.6: Show respect for intellectual property rights by acknowledging citations made
in an informative essay.
EN8SS-IIIf1.6.3: Acknowledge sources by creating a bibliography.
EN8OL-IIIf-3: Deliver a selfcomposed persuasive speech
Integrated Institutional Student Outcome:
Academic Excellence:
Students discern and think critically.
II. Subject Matter: Connotation
Selection/Story: In a Neighborhood by Alice Dunbar-Nelson
1
Skill:
Materials: Laptop and Television
References:
III. Procedure:
EXPLORE:
Drill/Review:
Prayer, Checking of Attendance and Review of last week’s topic.
Motivation:
As students begin sitting at their desks/tables, welcome the students to school/classroom in as
many different ways as possible. (Be sure everyone hears you.) Examples: “Welcome to…
school, prison, the learning room, the road to college, walls of learning, etc. Feel free to repeat
some of the examples since some may not hear or recognize the different terms.
Ask students for a term they use to describe their school.
Statement of Learning Competencies:
FIRM UP
Discussion and Activities
Connotation. The emotional or cultural meaning attached to a word.
Examples: The words home, house, residence and dwelling all have the same denotation, but the
connotation of each word is very different.
Denotation: Where a person lives at any given time.
Connotation:
Home: cozy, loving, comfortable
House: the actual building or structure
Residence: cold, no feeling
Dwelling: primitive or basic surroundings
DEEPEN
Abstraction
Why is knowing different connotations significant?
Valuing
Summary/Generalization
In fact, the feelings or meanings associated with words can be everything. Connotations set the
tone when writing and speaking, and clarify one's intentions —they can elicit certain emotions or
reactions or help to provide distinct impressions of things.
2
TRANSFER
Engagement Activity/Application
Distribute prepared index cards. One to each student.
Explain the directions to them. They will write the Connotation of the word on the index card.
List all the definitions for the word either from a paper or on-line dictionary.
Next, give 3 minutes to list connotations of the word on the reverse side of the index card.
After time is up, have students pass the card to another student. Give 3 more minutes to list their
connotations of the word on the reverse side of the index card.
Continue this process until all of the cards have been passed to each student in the room.
Review the difference between denotations and connotations.
Place students in groups of three or four.
Distribute a sample paragraph to each group. Explain to the students they will work together to
rewrite the paragraph using connotations of some of the words to change its meaning.
Have one student in each group read the paragraph aloud to the others.
One student will be the “secretary” and record the new paragraph.
Students from each group will share the “before” and “after” paragraph to the class.
Assessment/ Evaluation
The teacher will give each student a worksheet with a list of words to define and to list some
connotations of each. Include some multiple choice to help students get started.
Assign a paragraph from a current reading selection and have each student rewrite the
paragraph using connotations of some of the words to change its original “feeling”.
The teacher will collect the completed pages. These will be used as assessments.
IV. AGREEMENT
In a 1 /2 crosswise create a connotation for “good morning” and use it as they enter the
classroom next meeting.
Examples may be “Nice seeing you.” “How’s your day, sir.” “A pleasant morning.”
