K20 LEARN | That Which We Call a Rose

Summary

Do words matter? Does our choice of words affect the attitudes of others? In this lesson, students will explore the denotation and connotation of different words from Romeo and Juliet and how word choice affects understanding and perception of an author’s writing. This is a multimodality lesson, which means it includes face-to-face, online, and hybrid versions of the lesson. The attachments also include a downloadable Common Cartridge file, which can be imported into a Learning Management System (LMS) such as Canvas or eKadence. The cartridge includes interactive student activities and teacher's notes.

Essential Question(s)

How can language and word choice impact attitudes?

Snapshot

Engage

Students view a clip from the play Romeo and Juliet and respond to a prompt about the clip.

Explore

Students are provided with vocabulary words from Romeo and Juliet. Students then sort the words based on the emotions or associations they evoke.

Explain

Students explain how they chose to sort the words from the Explore phase. They then view and summarize two videos explaining the difference between connotation and denotation.

Extend

After they have summarized the two videos, students create an Anchor Chart using the most relevant information they have learned.

Evaluate

Using Flipgrid, students create a video reflection of their new understanding of connotation and denotation.

Instructional Formats

The term "Multimodality" refers to the ability of a lesson to be offered in more than one modality (i.e. face-to-face, online, blended). This lesson has been designed to be offered in multiple formats, while still meeting the same standards and learning objectives. Though fundamentally the same lesson, you will notice that the different modalities may require the lesson to be approached differently. Select the modality that you are interested in to be taken to the section of the course designed for that form of instruction.

Face-to-Face

Materials

Anchor Chart Rubric (attached)
Card Sort (Virtual) (attached)
Card Sort handout (attached; one per student)
Discussion Post Rubric (attached)
Flipgrid Presentation Rubric (attached)
H-Chart (Virtual) (attached)
H-Chart handout (attached; one per student)
Lesson Slides (attached)
Talk Moves (attached; optional)
Chart paper (or similar)
Markers
Sticky notes

Online

Materials

Common Cartridge (attached)
Anchor Chart Rubric (attached)
Card Sort (Virtual) (attached)
Card Sort handout (attached; one per student)
Discussion Post Rubric (attached)
Flipgrid Presentation Rubric (attached)
H-Chart (Virtual) (attached)
Lesson Slides (attached)
Talk Moves (attached; optional)

Hybrid

Materials

Common Cartridge (attached)
Anchor Chart Rubric (attached)
Card Sort (Virtual) (attached)
Card Sort handout (attached; one per student)
Discussion Post Rubric (attached)
Flipgrid Presentation Rubric (attached)
H-Chart (Virtual) (attached)
H-Chart handout (attached; one per student)
Lesson Slides (attached)
Talk Moves (attached; optional)
Chart paper (or similar)
Markers
Sticky notes

Hybrid

Engage

30 Minute(s)

Provide students with the following video link before class begins: Act II, Scene II of Romeo and Juliet. Ask students to view the video before the class meets again, as they will respond when class begins.

When the class meets, hold a face-to-face meeting with the students virtually or in person. Review the video with students. Clear up any questions they may have. Then, present this prompt to students:

In Act II, Scene II of Shakespeare's play, Romeo and Juliet, Juliet says this phrase in reference to family and to the family name of Romeo: "What's in a name? / That which we call a rose / By any other name would smell as sweet."

Ask students to respond in writing to these questions:

What does Juliet mean?
How does the quote make you feel? What emotions does it evoke? Or what emotions would it evoke if you were in Romeo's shoes?

After a few minutes, invite students to discuss their responses in breakout rooms. Place students into breakout rooms. Allow a few minutes for discussion to occur. Then, when students have finished discussing in their groups, invite them to share their responses with the whole class.

Once students have shared out, ask if there are any questions about the scene in Romeo and Juliet. Answer any questions they may have.

Explain to students that they will be participating in several activities on their own and with peer groups. Most of these activities are to be completed online, but some will be completed either in class or virtually through video conferencing.

Online

Engage

30 Minute(s)

In this activity, students analyze vocabulary from Romeo and Juliet and engage in an online discussion. Begin by providing students with an overview of the activity. Communicate the following with students:

Overview: In this series of activities, you will be analyzing vocabulary from Romeo and Juliet. By the end of this module, you will have a better understanding of how words can have different meanings for different people and how knowing that will help you become a better reader and writer.

Next, share myShakespeare's Act II, Scene II of Romeo and Juliet with students along with the procedure quoted below. This video may be embedded in an LMS discussion or a link may be shared along with the discussion prompt in a virtual classroom such as Google Classroom.

Provide the following procedure to students along with the video.

Procedure:
View the clip from Romeo and Juliet, Act II, Scene II.
After viewing the video, answer the following questions in the discussion board:
What does Juliet mean when she says:
"What's in a name? / That which we call a rose / By any other name would smell as sweet?"
How does the quote make you feel? What emotions does it evoke, or what emotions would it evoke if you were in Romeo's shoes?
Make an original, constructive comment on one or two of your classmates' posts. Remember, "This is cool," or "Awesome!" are not good examples of constructive comments. Consider what you like about a particular post—or perhaps whether it made you consider a new angle. You could start off your comment with something like, "I really like how you…" or "I agree with what you said about (blank) because…"

Face-to-Face

Engage

30 Minute(s)

Use the attached Lesson Slides to follow along with this lesson. Begin with slide 3. Read aloud the essential question: How can language and word choice impact attitudes? Ask students to consider this question and volunteer their responses. Then, move to slide 4, and briefly read aloud the lesson objectives. Explain to students that they will be analyzing the connotation and denotation of words and determining how important word choice is in reading and writing. Do not explain what denotation and connotation are yet—students should discover the meaning of these words later in the lesson.

Display slide 5. Play the video on the slide: Act II, Scene II of Romeo and Juliet.

Display slide 6. After viewing the video, present the prompt on the slide to students: In Act II, Scene II of Shakespeare's play Romeo and Juliet, Juliet says this phrase in reference to family and the family name of Romeo: "What's in a name? / That which we call a rose / By any other name would smell as sweet."

Ask students to consider this. Then, ask students to use a notebook or piece of paper to respond to the questions on the same slide:

What does Juliet mean?
How does the quote make you feel?
What emotions does it evoke, or what emotions would it evoke if you were in Romeo's shoes?

Once students are finished, invite them to share their responses with an Elbow Partner. Students should be ready to share with the whole class as well.

Once students have had time to discuss with their partners, ask students to share with the class what they discussed.

Face-to-Face

Explore

30 Minute(s)

Display slide 7. Sort students into groups of 2-4. Pass out one of the prepared Card Sort sets to each student. Introduce students to the Card Sort strategy. Tell them that on their cards are many words they would find in the play Romeo and Juliet. Ask students to work individually, not as a group, to sort these words into three categories of their choice based on the emotion or association the word evokes. Do not give students predetermined categories into which they should sort. Students may use a dictionary if they do not know the definition of a word.

After students have had time to do so, invite groups to discuss their sorting methods collectively until they reach a consensus of how the words should be sorted.

Once students have discussed, ask each group to choose a spokesperson to share with the class how the group decided on their categories and which words they chose to include. Allow students to discuss and defend their decisions as a whole class.

Online

Explore

30 Minute(s)

In this activity, students are asked to sort vocabulary words without knowing the categories they should use.

If needed, introduce students to the Card Sort strategy. The list of words that appear in this activity's Card Sort are listed below in case you wish to recreate the Card Sort using a different application than the Google Docs version provided below (and linked here: Google Docs Card Sort).

Words for Card Sort:

Anguish
Slaughtered
Childish
Banishment
Enemy
Sullen
Brawl
Scourge
Grief
Killed
Young
Removal
Opposition
Sad
Fight
Misfortune
Sorrow
Slain
Youthful
Exile
Foe
Melancholy
Quarrel
Affliction

Begin by providing students with the following overview of this activity.

Overview:
Next, you are going to take some time to categorize and sort vocabulary words in a Card Sort activity. You will be given 24 words to sort into categories. You can sort them whichever way makes most sense to you, but think about the emotions or feelings and the degree of these feelings you experience when you think about the word. You could even think of the associations that come to mind when you see the word. Analyzing and sorting these words will help you understand the connections people might make to certain words. It will also help you understand more about Shakespearean English.

Next, provide the following procedure to students.

Procedure:
The words you will be sorting in the Card Sort have been taken directly from Romeo and Juliet. Sort the words into three categories of your own choosing based on the emotion the word evokes (or the associations the word creates in your mind).
Each word has two synonyms or near-synonyms. Each synonym should be in different categories. For example, when sorting the words skinny, slender, and thin, you might consider these words to be synonyms—but each one has a different feeling or association connected to it. Therefore, you should sort these words into different categories. *Hint: One way you can sort the words is to think about how strongly the word evokes an emotional response. You might even choose to categorize the words by their varying degrees of emotion.
If you do not know the definition of a word, you may look it up in a dictionary before you sort it.
Begin the Card Sort by selecting the following link and pressing "Make a copy": Card Sort
When you have finished your Card Sort, take a screenshot of it and create a discussion post. Along with the screenshot of the Card Sort, share why you chose to place the words you did in the categories you selected.
View the following tutorial to learn how to take a screenshot:
Screenshot Tutorials for Mac and PC
Respond with one or two original comments to your classmates' posts. Choose at least one you agree with and one you disagree with. "I agree" or "I disagree" are not good examples of original posts. Consider how a classmate's post made you consider a method or sorting that you hadn't considered before, or maybe you chose exactly the same method. Comment on what you notice about the words in your classmates' categories. You could say "I agree because…" or "I disagree because…"

Hybrid

Explore

30 Minute(s)

Invite students to sort vocabulary words from Romeo and Juliet. This is best done in person.

Introduce students to the Card Sort strategy, and hand out a set of the prepared Card Sort cards to each student. Tell students these cards show words found in Shakespeare's Romeo and Juliet. Ask students to sort the words into three categories based on the emotion or association the word evokes, but do not give the categories they should use.

Allow time for students to do so individually. If students do not know the definition of a word, they may look it up in a dictionary.

Next, assign 2-4 students per group. Have students repeat the Card Sort collectively and discuss until they reach a consensus of how the words should be sorted. Students may continue referencing a dictionary if needed.

Once students have discussed, ask each group to choose a spokesperson to share with the class how the group decided on their categories and which words they chose to include. Allow students to discuss and defend their decisions as a whole class.

Hybrid

Explain

40 Minute(s)

In order to form a formal explanation of connotation and denotation, have students view the following videos. Introduce students to the Paired Texts H-Chart strategy, and distribute a copy of the attached H-Chart (Online) or H-Chart (Face to Face) to each student (depending on your classroom's needs).

Invite students to watch two videos, use the Paired Texts H-Chart strategy to compare the information from both videos, and summarize their new learning. Students can also complete this activity virtually.

Ask students to complete the H-Chart template as they watch. Information from the first video should be written on the left side of the chart. Information from the second video should be written on the right side of the chart.

First, show "Denote or Connote?"

Next, show "Connotation."

The middle of the chart is where students should write a summary of both videos. They should include all they learned about denotation and connotation. If possible, allow students to work in pairs or small groups to complete the H Chart. This could be done virtually with breakout rooms.

Online

Explain

40 Minute(s)

In this activity, students should use the Paired Text H-Chart strategy as a note-taking template. The digital version, linked below, provides a separate copy for each student when clicked. This chart may also be printed and via the attached H-Chart (Face to Face) and distributed in person.

To begin this activity, share the two videos (linked below) with students along with the procedure quoted below. This video may be embedded in an LMS discussion or a link may be shared along with the discussion prompt in a virtual classroom such as Google Classroom.

Video 1: Denote or Connote?

Video 2: Connotation

Provide the following overview and procedure to students along with the videos.

Overview:
In this activity, you will view two videos about connotation and denotation. While you watch the videos, you will take notes in a graphic organizer to summarize your thoughts.

Procedure:
Get ready to use the
Paired Texts H-Chart (click the link and select "Make a copy").
To develop a more formal definition of connotation and denotation, get ready to watch the following two videos. While you watch, complete the Paired Texts H-Chart. Focus on the similarities and differences in connotation and denotation and how people may have different reactions to and feelings about words.
On the left side of the H-Chart, take notes about the first video.
On the right side of the H-Chart, take notes about the second video.
In the middle of the H-Chart, write in your own words what you have learned about denotation and connotation from both videos. Be thorough with your details.
Watch both videos and take notes on your H-Chart:
Denote or Connote?
Connotation
Save and submit your H-Chart as a file.
Be sure to save your H-Chart for future reference—you will be using the information from your notes in the next part of the lesson.

Face-to-Face

Explain

40 Minute(s)

Display slide 8. Pass out a copy of the attached H-Chart to each student. Introduce students to the Paired Texts H Chart strategy to take notes over each video, compare the information therein, and summarize their new learning.

Before beginning the videos, ask students to complete the H-Chart template with information from the two videos. Information from the first video should be written on the left side of the chart. Information from the second video should be written on the right side of the chart. The middle of the chart is where students should write a summary of both videos. They should include all they learned about denotation and connotation. Allow students to work in pairs or small groups to complete the H Chart.

Once students are ready to begin, move to slide 9, and show students the video on the slide (and below), "Denote or Connote?"

Next, move to slide 10, and show the students the next video, "Connotation."

Face-to-Face

Extend

45 Minute(s)

After completing the H-Chart, invite students to use the information they gathered to create an Anchor Chart. Introduce students to the Anchor Chart learning strategy, if needed.

Display slide 11. Place students in small groups of 2-4. Give each group a piece of chart paper (or similar) and markers. Each group should create an Anchor Chart using pictures, shapes, words, etc. This chart should show what each group has learned about connotation and denotation. It should also include the elements on slide 11:

A definition of denotation and connotation in students' own words.
Examples of denotation and connotation (optionally using words from the Card Sort).
An illustration to accompany the example.
Why it is important to know the connotation of words.

Give students time to complete their Anchor Charts with their groups. Once students are finished, post each Anchor Chart in a different space around the room.

Display slide 12. Invite students, using the Gallery Walk strategy, to walk around the room and analyze and comment on other groups' charts. Give students sticky notes to leave comments on others' charts.

Online

Extend

45 Minute(s)

In this section, students should refer back to previous activities, including the Card Sort and Paired H-Chart activities, to create an Anchor Chart. There are a variety of applications available that may be used to create Anchor Charts, including Canva, Piktochart, Google Drawings, Google Slides, etc. Students may also create a chart by hand and submit a photo.

Students may need additional instruction and guidance depending on their familiarity with the application to be used. In the example below, students are given a choice of application that they may use, but this may be updated to suit the needs and accessibility of the students.

To begin this activity, share the following overview and procedure. Additionally, if needed, share the Anchor Chart strategy with students.

Overview:
In this activity, you will use the information and notes you recorded from the previous activities. In particular, you will use your Paired Texts H-Chart and Card Sort to create an Anchor Chart.

Procedure:
Create an Anchor Chart showing what you have learned about connotation and denotation. An Anchor Chart is a visual representation or infographic of your knowledge on a subject. Think of it as a fun and creative poster full of facts! Using pictures, shapes, words, etc., create your Anchor Chart on a Google Slide. Piktochart and Canva are other digital options to create your chart. You may also create your chart by hand, snap a picture of it, then submit the photo. Include the following information on your chart:
A definition of denotation and connotation in your own words.
Examples of denotation and connotation (you could use words from the Card Sort in your examples).
An illustration to accompany your example.
Why it is important to know the connotation of words.
Review this Anchor Chart example created in Google Docs about photography.
To learn more about how to create an Anchor Chart using Canva, view the following tutorial:

Create a Custom Design in Canva or
Create a Design using a Canva Template
Take a screenshot or picture of your Anchor Chart and post it in the discussion board.
View the following tutorial to learn how to take a screenshot:
Screenshot Tutorials for Mac and PC
Make one or two original, constructive comments on your classmates' anchor charts. Remember, "This is cool," or "Awesome!" are not good examples of constructive comments. Think about what you like about a certain poster or consider how it made you think about something in a new way. You could start off your comment with something like, "I really like how you…" or "I agree with what you said about (blank) because…"

See the attached Anchor Chart Rubric for help with evaluating the discussion. Share this rubric with students to help make them aware of the objectives, expectations, and grading criteria.

Hybrid

Extend

45 Minute(s)

This activity is best addressed in person, if possible.

After students complete their H-Charts, invite students to use the information they gathered to create an Anchor Chart. Introduce students to the Anchor Chart learning strategy if needed.

Place students in small groups of 2-4. Give each group a piece of chart paper (or similar) and markers. Each group should create an Anchor Chart using pictures, shapes, words, etc. This chart should show what each group has learned about connotation and denotation. It should also include the following elements:

A definition of denotation and connotation in students' own words.
Examples of denotation and connotation (optionally using words from the Card Sort).
An illustration to accompany the example.
Why it is important to know the connotation of words.

Give students time to complete their Anchor Charts with their groups. Once students are finished, post each Anchor Chart in a different space around the room.

Invite students, using the Gallery Walk strategy, to walk around the room and analyze and comment on other groups' charts. Give students sticky notes to leave comments on others' charts.

Hybrid

Evaluate

30 Minute(s)

This activity can be addressed virtually. Ask students to use what they've learned about denotation and connotation in order to write down their thoughts on each. Students should address the following questions in their responses:

Why is it important to understand the connotation as well as the denotation of a word before you use it?
How does the connotation of some words affect attitudes and relationships?
How does understanding the connotation of words help you be a better reader and writer?

Share your prepared Flipgrid with students. Invite them to post their responses in a video. Once students have done so, ask them to respond to one or two of their classmates' reflections.

Optionally, you can have students use the attached Talk Moves chart to help craft their comments.

Online

Evaluate

30 Minute(s)

In this activity, students reflect on their learning and submit a video using Flipgrid. To facilitate this activity, set up a Flipgrid account and create a Flipgrid topic in advance.

After the Flipgrid topic has been set up, share the following overview and procedure of the activity with students.

Overview:
In this activity, consider what you have learned about connotation and denotation and reflect on your understanding.

Procedure:
Consider what you've learned about denotation and connotation as it relates to Romeo and Juliet and in the real world of speaking and writing.
Prepare to respond with your considerations about denotation and connotation. Use the following questions to guide your reflection. Be sure to answer them in your response.
Why is it important to understand the connotation as well as the denotation of a word before you use it?
How does the connotation of some words affect attitudes and relationships?
How does understanding the connotation of words help you be a better reader and writer?"
Post your response in a video on Flipgrid.
Make one or two original, constructive comments on your classmates' video reflections. Remember, "This is cool," or "Awesome!" are not good examples of constructive comments. Think about what you like about a certain video or perhaps how it made you think about denotation and connotation in a new way. You could start off your comment with something like, "I really like how you…" or "I agree with what you said about (blank) because…"

Face-to-Face

Evaluate

30 Minute(s)

Display slide 13. Ask students to, using what they've learned about denotation and connotation, write down their thoughts on each. Students should address the following questions in their responses:

Why is it important to understand the connotation as well as the denotation of a word before you use it?
How does the connotation of some words affect attitudes and relationships?
How does understanding the connotation of words help you be a better reader and writer?

Share your prepared Flipgrid with students. Invite them to post their responses in a video. Once students have done so, ask them to respond to one or two of their classmates' reflections. Optionally, you can have students use the attached Talk Moves chart to help craft their comments.

Resources

Akyrut, Engin. (January 21, 2019). Photo of Red Rose [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-red-rose-1820567/

Khan Academy. (2020, May 20). Connotation [Video]. Youtube.
https://youtu.be/XRt1N0sJJQo
K20 Center. (n.d.). Anchor charts. Strategies. https://learn.k20center.ou.edu/strategy/58
K20 Center. (n.d.). Canva. Tech Tools. https://learn.k20center.ou.edu/tech-tool/612
K20 Center. (n.d.). Canva anchor charts. External app tutorials. https://k20center.ou.edu/externalapps/canva/
K20 Center. (n.d.). Card sort. Strategies. https://learn.k20center.ou.edu/strategy/147
K20 Center. (n.d.). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). Flipgrid. Tech Tools. https://learn.k20center.ou.edu/tech-tool/1075
K20 Center. (n.d.). Flipgrid tutorials. External app tutorials. https://k20center.ou.edu/externalapps/flipgrid/
K20 Center. (n.d.). Gallery walk/carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). Google drawings. Tech Tools. https://learn.k20center.ou.edu/tech-tool/629
K20 Center. (n.d.). Online discussions. Pedagogy. https://k20center.ou.edu/pedagogy/online -discussions/
K20 Center. (n.d.). Paired texts H-chart. Strategies. https://learn.k20center.ou.edu/strategy/132
K20 Center. (n.d.). Screenshot. Tech tips and tricks. https://k20center.ou.edu/technology-integration/tech-tips/screen-shots/
Mometrix Academy. (2018, October 23). Denote or Connote? [Video]. Youtube. https://youtu.be/2efQrHdqbgQ
myShakespeare. (2017, April 25). Romeo and Juliet 2.2 Performance: Romeo and Juliet, Lines 33-78 [Video]. YouTube. https://youtu.be/htXkvQoLZiU

Authentic Lessons for 21st Century Learning

That Which We Call a Rose

Connotation and Denotation in Romeo and Juliet

Summary

Essential Question(s)

Snapshot

Instructional Formats

Materials

Materials

Materials

Engage

Engage

Engage

Explore

Explore

Explore

Explain

Explain

Explain

Extend

Extend

Extend

Evaluate

Evaluate

Evaluate

Resources

Publisher

Downloads

Standards

Facilitator Resources

Learner Handouts