English 4 Week 2 Quarter 4.pptxEnglish 4 Week 2 Quarter 4.pptx

**Denotative** and **connotative** meanings are two essential aspects of how words are understood.

### **Denotative Meaning**
The **denotative meaning** of a word is its **literal, dictionary definition**. It is the primary, direct meaning that does not involve interpretation or emotion. Denotation is objective, factual, and universally agreed upon. For example, the word "dog" denotes a domesticated animal of the species Canis lupus familiaris. This definition is the same regardless of who is reading it or where it is being used.

### **Connotative Meaning**
On the other hand, the **connotative meaning** of a word refers to the **emotional or cultural associations** that the word carries beyond its literal definition. These associations can be positive, negative, or neutral, and they often depend on personal experiences, social context, and cultural background. For example, the word "dog" may connote loyalty, companionship, or affection for someone who views dogs as beloved pets. However, it could also carry a negative connotation of aggression or danger to someone who has had a bad experience with dogs.

### **Examples**
1. **"Home"**: The denotative meaning is simply "the place where one lives." However, its connotative meaning may evoke feelings of comfort, safety, warmth, or family.
2. **"Snake"**: Denotatively, a snake is a reptile with a long, slender body. However, its connotation can be negative, symbolizing danger, betrayal, or deceit, as in the story of the biblical serpent.

In summary, while **denotative meaning** provides the straightforward definition of a word, **connotative meaning** adds emotional and cultural layers that influence how the word is perceived. Both play crucial roles in communication, allowing for richer, more nuanced expressions.

1. ENGLISH 4 Cluster 1: Listening/Reading and Speaking/Writing (literary text) – 8 Sessions Learning Competency 1. Use words with literal (denotative) and implied (connotative) meanings in sentences. (EN4SW-IV-1) A. Make use of context clues to unlock meaning. B. Identify and analyze structural analysis of a given word. QUARTER 4 WEEK 2

2. LEARNING OBJECTIVES Use words with literal (denotative) and implied (connotative) meanings in sentences. DAY 1

3. CONTENT FOCUS Cluster 1: Listening/Reading and Speaking/Writing (literary text) Topic 2: 1. Use words with literal (denotative) and implied (connotative) meanings in sentences. Subtopic/s: 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes

4. Instructions: Activating Prior Knowledge 1. Write a sentence on the board using a word with a clear connotative meaning (e.g., "The kitten felt brave as it faced the giant dog"). 2. Without revealing the word, ask students to use context clues from the sentence to guess the missing word. 3. Guide students to identify clues like the size difference between the kitten and the dog to infer bravery. 4. Reveal the word and discuss its literal meaning (not afraid). 5. Repeat with other words on the list, encouraging students to explain their reasoning and identify different context clues.

5. Lesson Purpose / Intention Today, we are going to be word detectives. Like detectives use clues to solve mysteries, we will be learning how to uncover the hidden meanings of words. We will explore two types of meanings: literal meanings, which are the dictionary definitions, and connotative meanings, which are the feelings or ideas that a word suggests beyond its basic meaning. By the end of this lesson, you will be good at using context clues and word parts to identify literal and connotative meanings, allowing you to fully understand the true power of words.

6. Lesson Language Practice Directions: In the provided chart, each number has its equivalent alphabet. Unlock the hidden words by solving the number puzzle. 1. 6, 1, 14, 20, 19, 25 2. 18, 5, 1, 12, 9, 20, 25 3. 9, 12, 12, 21, 19, 9, 15, 14 4. 3, 15, 14, 20, 5, 24, 20, 3, 12, 21, 5, 19 5. 1, 6, 6, 9, 24, 5, 19 6. 19, 21, 6, 6, 9, 24, 5, 19 7. 4, 5, 14, 15, 20, 1, 20, 9, 15, 14 8. 3, 15, 14, 14, 15, 20, 1, 20, 9, 15, 14

7. Reading the Key Idea / Stem Questions: A. Think about your favorite book or story. What words helped you imagine the characters or setting? Did some words make you feel happy, scared, or excited? Why do you think so? B. Can you think of a word that can change its meaning depending on the situation? Consider the word 'light'-it can mean the absence of darkness or something that is not heavy. How do we determine which meaning is intended in a sentence?

8. Developing Understanding of Key Idea / Stem Unlocking Meaning through Context Clues - Denotative VS. Connotative Denotation: The dictionary definition, the objective meaning of a word. Connotation: The feeling or idea a word suggests beyond its basic meaning. Home Denotation: a place where a person live in. Connotation: place associated with safety, security, and peace Childish Denotation: an act of being immature in nature, very childlike Connotation: a negative expression towards someone who is immature Example:

9. Making Generalizations and Abstractions Look at the following words. Write down the first meaning that comes to mind (denotation). Then, think about the emotions or feelings the word might evoke (connotation).

10. Evaluating Learning Now, look at these sentences. Can you identify the underlined word and explain how context clues help you determine its denotation and connotation?

11. LEARNING OBJECTIVES 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” DAY 2

12. CONTENT FOCUS Cluster 1: Listening/Reading and Speaking/Writing (literary text) Topic 2: 1. Use words with literal (denotative) and implied (connotative) meanings in sentences. Subtopic/s: 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes

13. Activating Prior Knowledge Identify if the words are used in their denotative (literal) or connotative (implied) meaning. 1. The child’s laughter was the light of the room. 2. The fire blazed brightly across the forest. 3. She gave me a rose on my birthday. 4. The cold wind made the evening unbearable. 5. The old house was full of memories, it felt like home.

14. Activating Prior Knowledge Identify if the words are used in their denotative (literal) or connotative (implied) meaning. 1. The child’s laughter was the light of the room. Type: Connotative (light implies joy or happiness, not literal light) 2. The fire blazed brightly across the forest. Type: Denotative (literal meaning of fire as a destructive element) 3. She gave me a rose on my birthday. Type: Denotative (literal meaning of the flower) 4. The cold wind made the evening unbearable. Type: Denotative (literal meaning of temperature) 5. The old house was full of memories, it felt like home. Type: Connotative (implied sense of comfort and belonging, not just a physical place)

15. Lesson Purpose / Intention Today, they will be cracking the code of hidden meanings. Words, just like clues in a detective story, can have hidden depths. They will use their detective skills – context clues and word parts – to unlock these secrets.

16. Reading the Key Idea / Stem Step 1: Teamwork Makes the Dream Work Instruct students to form small detective teams. Each team will choose a word you all use often. Write down all the different meanings you can think of for that word. For example: Word: Fast Meanings: Quick, moving rapidly, acting quickly Step 2: The Case of the Mysterious Sentences Remind students to work together as a team to solve the mysteries within these sentences. Identify the underlined word and its meaning based on the clues in the context. Discuss their findings within their team.

17. Reading the Key Idea / Stem Passage 1: Rain lashed against the windows, creating a monotonous drumming sound that lulled Maya to sleep. Passage 2: The detective examined the meticulous notes left at the crime scene, searching for hidden clues. Passage 3: The once lively town square felt strangely deserted after the festival ended. Step 3: Word Anatomy Lab Next, tell your students to dissect some words. Each team will analyze a word, identifying its different parts and how they impact its meaning.

18. Reading the Key Idea / Stem Word 1: Unbreakable (Team 1) Word 2: Cheerful (Team 2) Word 3: Helpful (Team 3) Word 4: Magnificent (Team 4) Word 5: Secluded (Team 5) Step 4: The Grand Reveal Each detective team will share their findings with the class.

19. Making Generalizations and Abstractions Discuss: How did context clues help you determine the meaning of the underlined words?

20. Evaluating Learning Context Clues Directions: Unlock the meaning of the highlighted words using context clues. Shade the bubble which corresponds to the correct answer.

21. LEARNING OBJECTIVES 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” DAY 3

22. CONTENT FOCUS Cluster 1: Listening/Reading and Speaking/Writing (literary text) Topic 2: 1. Use words with literal (denotative) and implied (connotative) meanings in sentences. Subtopic/s: 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes

23. Activating Prior Knowledge Answer the following questions. 1. The symbiotic relationship between the clownfish and the sea anemone benefits both animals. The clownfish gets protection from predators, while the sea anemone gets cleaned by the fish. What is the meaning of "symbiotic"? a) Competitive b) Mutualistic c) Solitary d) Defensive 2. A novelist is a writer who creates long works of fiction, typically divided into chapters. What is the meaning of “novelist”? a) A type of poet b) A writer of long stories c) A person who writes articles d) A critic of books

24. Activating Prior Knowledge Answer the following questions. 3. The carnivores in the wild, such as lions, tigers, and wolves, hunt other animals for food. What is the meaning of "carnivores"? a) Animals that eat plants b) Animals that hunt other animals c) Animals that sleep during the day d) Animals that live in water 4. In the forest, we saw many flora, such as oak trees, ferns, and wildflowers, which make the environment so green and vibrant. What is the meaning of "flora"? a) Animal life b) Plant life c) Weather conditions d) Rocks and minerals

25. Activating Prior Knowledge Answer the following questions. 5. Many pioneers, like Christopher Columbus and Marco Polo, traveled to new lands and helped expand knowledge of the world. What is the meaning of "pioneers"? a) People who move to new areas to explore b) People who stay in one place c) People who write books d) People who become famous for art

26. Activating Prior Knowledge b) Mutualistic b) A writer of long stories b) Animals that hunt other animals b) Plant life a) People who move to new areas to explore Answer key:

27. Reading the Key Idea / Stem Here are examples of context clues using definition and exemplification to understand unfamiliar words in sentences: 1.1. Through "Definition" Context Clue In this method, the meaning of a word is directly explained in the sentence or surrounding sentences. Example: The astronomer studies celestial bodies, such as stars, planets, and comets. Context Clue: The word "studies celestial bodies" helps define "astronomer" as someone who studies things like stars and planets.

28. Reading the Key Idea / Stem 1.2. Through "Exemplification" Context Clue In this method, the meaning of a word is explained by providing examples that clarify it. Another Example: A debate is a formal discussion where opposing arguments are presented on a particular topic. Context Clue: The definition of "debate" is provided with the phrase "formal discussion" and "opposing arguments." Example: The reptiles in the zoo, such as snakes, lizards, and turtles, are fascinating to watch. Context Clue: The examples "snakes, lizards, and turtles" help clarify the meaning of "reptiles."

29. Reading the Key Idea / Stem Another Example: The pioneer explorers, like Lewis and Clark, ventured into uncharted territories. Context Clue: The examples "Lewis and Clark" help to explain that a "pioneer" is someone who explores or leads the way into new, unexplored areas.

30. Making Generalizations and Abstractions Definition helps explain the word directly. Exemplification provides specific examples to help the reader infer the meaning of the word.

31. Evaluating Learning Choose the letter of the correct answer. 1. Photosynthesis, the process by which plants convert sunlight into energy, is essential for plant life. What does the word "photosynthesis" mean? a) The process by which plants produce sunlight. b) The process by which plants convert sunlight into energy. c) The process by which plants grow in the dark. 2. The jungle was teeming with wildlife, such as monkeys, toucans, and jaguars. What does the word "teeming" mean? a) Empty and quiet. b) Full and overflowing with. c) Uninhabited by animals.

32. Evaluating Learning Choose the letter of the correct answer. 3. A marathon is a long-distance race, typically covering a distance of 26.2 miles. What does the word "marathon" mean? a) A short race. b) A long-distance race. c) A type of workout. 4. She enjoyed various winter sports, such as skiing, snowboarding, and ice skating. What does the word "various" mean? a) A few similar items. b) A selection of different types. c) A particular favorite.

33. Evaluating Learning Choose the letter of the correct answer. 5. The chemist described the substance as volatile, meaning it could easily catch fire. What does the word "volatile" mean? a) Stable and unreactive. b) Able to be easily ignited. c) Hard to break down.

34. LEARNING OBJECTIVES 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes DAY 4

35. CONTENT FOCUS Cluster 1: Listening/Reading and Speaking/Writing (literary text) Topic 2: 1. Use words with literal (denotative) and implied (connotative) meanings in sentences. Subtopic/s: 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes

36. Activating Prior Knowledge What is definition? Exemplification?

37. Lesson Purpose / Intention Instructions: 1. Write a root word (e.g., happy) on the board. 2. Ask students to brainstorm words related to "happy" that use prefixes (un-) or suffixes (-ness) to change the meaning. 3. Create a web on the board, connecting the root word to the derived words and labeling the prefixes and suffixes. 4. Discuss how these word parts can change the meaning and connotation of a word (e.g., happy vs. unhappy). 5. Repeat with other sample words, encouraging students to identify different prefixes, suffixes, and their impact on meaning.

38. Reading the Key Idea / Stem Root words and Affixes (Affixation) Root words are small parts of words (called morphemes) that each carry their own meaning. Root words can change their meaning or word class by combining with different affixes, the prefixes and suffixes that come before and after words. If you’re familiar with the root words and affixes in an unknown word, you can figure out its meaning.

39. Developing Understanding of Key Idea / Stem Example: To me the movie was indescribable . . . because I fell asleep halfway through. - (The prefix in- often negates the meaning of the root word that follows, so indescribable must mean “not describable” or “can’t be described.”)

40. Making Generalizations and Abstractions How did breaking down a word into its parts (root word and suffix) reveal its meaning? Can you think of other words that use prefixes or suffixes to change their meaning?

41. Evaluating Learning Complete the affixation table, noting that not all words have each part. Simply write NA or "not applicable" where necessary. Words Prefix Rootword Suffix 1.preheat 2. unkind 3.unremarkable 4.comfortable 5.wonderful 6.defrost 7.breathless 8. replay 9. unforgetable 10.ungrateful

42. LEARNING OBJECTIVES 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes DAY 5

43. CONTENT FOCUS Cluster 1: Listening/Reading and Speaking/Writing (literary text) Topic 2: 1. Use words with literal (denotative) and implied (connotative) meanings in sentences. Subtopic/s: 1. Making use of Context Clues: 1.1. through “Definition” 1.2. through “Exemplification” 2. Identifying and analyzing Structural Analysis: 2.1. root words 2.2. prefixes 2.3. suffixes

44. Activating Prior Knowledge ANSWER: 1. What is the root word in the word "happiness"? a) hap b) ness c) happy d) nessness 2. What does the prefix "un-" mean in the word "uncertain"? a) To make or cause to be. b) Not or opposite of. c) Before or in advance. d) Very or extremely.

45. Activating Prior Knowledge ANSWER: 3. What does the suffix "-ful" mean in the word "joyful"? a) Full of b) Pertaining to c) State of being d) Not or opposite of 4. What is the root word in the word "transportation"? a) trans b) port c) nation d) tran

46. Activating Prior Knowledge ANSWER: 5. What is the meaning of the word "replay" based on its prefix "re-" and the root word "play"? a) To play again. b) To stop playing. c) To start a new game. d) To play for the first time.

47. Reading the Key Idea / Stem Root Words: A root word is the basic part of a word that holds its core meaning. It is the simplest form of a word before any prefixes or suffixes are added. Root words often come from a language like Latin or Greek, and they form the foundation for creating many different words. Example 1: The root word of "happiness" is "happy." "Happy" is the core idea, and the suffix "-ness" is added to indicate a state or condition. Example 2: The root word of "transportation" is "port." "Port" comes from the Latin word for "carry," and the prefix "trans-" means "across." So, transportation means "the act of carrying across."

48. Reading the Key Idea / Stem Prefixes: A prefix is a group of letters that is added to the beginning of a word to modify or change its meaning. Prefixes can give you clues about a word's meaning without needing to look it up. Example 1: The prefix "un-" means "not" or "opposite of." When added to the root word "happy," it changes the meaning to "unhappy," which means "not happy." Example 2: The prefix "pre-" means "before." When added to the word "view," it changes the meaning to "preview," which means "to look at or see before."

49. Reading the Key Idea / Stem Suffixes: A suffix is a group of letters added to the end of a word to change its form or meaning. Suffixes can turn a word into a different part of speech or alter its grammatical function. Example 1: The suffix "-ly" turns an adjective into an adverb. For example, "quick" (adjective) becomes "quickly" (adverb), meaning "in a quick manner." Example 2: The suffix "-ness" turns an adjective into a noun. For example, "happy" (adjective) becomes "happiness" (noun), meaning "the state of being happy."

50. Developing Understanding of Key Idea / Stem How They Work Together: Root words provide the main meaning. Prefixes are added at the beginning of the root word to change the meaning. Suffixes are added at the end to change the word's function, such as turning it into a noun, adjective, verb, or adverb. Examples: " Preheat": Root word: "heat" (meaning warmth or temperature) Prefix: "pre-" (meaning before) Meaning: To heat something before it's fully ready. "Careless": Root word: "care" (meaning attention or concern) Suffix: "-less" (meaning without) Meaning: Without care or attention.

51. Developing Understanding of Key Idea / Stem By breaking down words into their root, prefix, and suffix, you can understand their meanings more clearly and also expand your vocabulary.

52. Making Generalizations and Abstractions How did breaking down a word into its parts (root word and suffix) reveal its meaning? Can you think of other words that use prefixes or suffixes to change their meaning?

53. Evaluating Learning 1. Ask students to identify 3-5 unfamiliar words from the passage. Instruct them to use the surrounding sentences and context of the passage to guess the meaning of each word. (e.g., hacked, gnarled, iridescent) 2. Next, ask students to choose 2-3 of the unfamiliar words they identified. Have them break down each word by identifying the root word and any prefixes or suffixes present. Encourage them to explain how understanding these parts helps them determine the meaning of the whole word. (e.g., hacked - sounds like "hack," maybe chopping something? gnarled - sounds like "gnar" - maybe twisted or bumpy?)

54. Evaluating Learning Passage The brave explorer hacked through the thick jungle plants. Tall trees with twisted, bumpy branches blocked the sunlight, making long shadows on the wet ground. Suddenly, a bright flash of blue zoomed through the bushes. A beautiful butterfly, its wings sparkling like colorful glass, landed on a bright purple flower. The explorer's heart thumped with excitement as he carefully wrote about this unusual and lovely creature in his notebook.

55. Additional Activities for Application or Remediation (if applicable) Why is learning structural analysis and context clues importrant? Complete the prompts below: I have learned that _____________ I realized that ______________