Aim: How does a writer create effects through the connotations of words and images?
Do Now: WHOLE CLASS DISCUSSION
Describe an event in your life that at first seemed like fun, yet after the incident concluded you were ashamed or disappointed with yourself. Why do you believe you felt that way?
In class, we were asked to share an event that contributed to the “do now”. Ms.Peterson tells her anecdote how when she was little, she used a hot pink nail polish and drew it on a piano. Now every then, as she passed by the piano, she regretted what she had done. The excerpt, "Marigolds", we can relate that Lizabeth also went through a comparable encounter.
After the discussion, we went onto Kahoot. It was based on “Marigolds” by Emily Collier, from what we’ve read and understood. The questions were mostly regarding the literary elements of the story. А total of 15 questions, in addition, will be graded. The top 3 will receive points for their teams accordingly.
A literary element refers to components of a literary work (character, setting, plot, theme, frame, exposition, ending/denouement, motif, titling, narrative point-‐of-‐view). These are technical terms for the “what” of a work.
Team Collaboration
Today’s lesson is a brief continuation about the connotations of words and images. After a game of Kahoot, we were assigned a total of six questions and will be answering collaboratively in our own group based on the annotation from the story “Marigolds''. We will answer the questions to our comprehension through the use of connotations, as to what we learned from last cycle. Half an hour of discussion, we were later sent back and discussed our answers altogether in a class.
Connotation is an idea or feeling that a word invokes in addition to its literal or primary meaning.
In Paragraph 22, why are the marigolds so important to Miss Lottie, and why do the children hate them?
What stands out about the imagery in paragraphs 22 and 27?
Something that stands out about the imagery in paragraphs 22 and 27 is that the marigolds were imaged as beautiful next to a “crumbling decay” house. A beautiful marigold in a ugly environment is what is described here. The kids hated them because there is something beautiful in their ugly neighborhood. The imagery of the marigolds were described as bright and warm, whereas it contrasts the way the house looked like.
2. Describe the internal conflict occurring for the narrator, Lizabeth. Find “textual evidence” to support your statement.
The internal conflict occurring for the narrator Lizabeth is that she versus herself with innocence and compassion as she starts to grow up. In the text, on paragraph 34, it states, “I did not join the merriment when the kids gathered again under the oak in our bare yard. Suddenly I was ashamed, and I did not like being ashamed.”
3. Lizabeth overhears her parents’ conversation. How does it make her feel? What is the consequence of her hearing this conversation?
After Lizabeth overhears her parents’ conversation, she feels extremely upset. She always thought that her father is the strongest and the highest in her family. After hearing her father cry in tears, she was filled with all emotions. The consequence of her hearing this conversation was that she decided to get rid of the marigolds in Miss Lottie’s garden. She believed that there shouldn’t be anything as beautiful as the marigolds in this world, at least in her hometown.
4. What can you infer from the text as to Lizabeth’s reasons for her final act of destruction?
Lizabeth’s reasons for her final act of destruction was that she was filled with all kinds of emotions. After hearing the conversation, she realized how hopeless her life was and decided to take it out on the marigolds mainly because the marigolds were too bright and dazzling in the time period during the Great Depression. How a beautiful flower was dazzling around in a midst of ugliness.
5. Paragraphs 57 & 60 are especially rich in Juxtaposition.
Juxtaposition: (pronounced juhk-stuh-puh--zish--uh-n) is the placement of two or more things side by side, often in order to bring out their differences. Imagine a man walking a well-groomed dog on a pink leash on one hand and a rough Rottweiler on a spiked collar on the other hand. The juxtaposition could be shocking, humorous, or just plain strange. Regardless, this literary term calls attention to two distinctly different things by placing them right beside one another, or juxtaposing them.
Examine the diction and imagery and show your understanding of juxtaposition by identifying two images or words set up for comparison.
On paragraph 60, it states “The witch was no longer a witch but only a broken old woman who had dared to create beauty in the midst of ugliness and sterility.”From this, we can refer how Miss Lottie was characterized as witch but later in the story she was then contrasted as a broken women. “Witch” and “broken old woman” are two completely different words that contrast each other. Miss Lottie as a “witch” is described as mean, old, and scary. Further in the story, Miss Lottie as a “broken old woman” was described as lonely, and sorrow.
6. Consider the last sentence of the story...
“And I too have planted marigolds.”
...and make inferences about whether the narrator is speaking literally, figuratively, or both.
The narrator is speaking figuratively. I say this because marigolds were symbolized as hope and beauty in the midst of ugliness. She expressed her idea of hope and beauty in a way that she should also find happiness as Miss Lottie has once was.
At last, we moved on to the final individual activity of the day!
INDIVIDUAL ACTIVITY
Brainstorm here! Try to describe the narrator’s voice.
Think of ways to explain how the writer’s diction and imagery create this voice.
You might also mention other literary elements, such as juxtaposition, that contribute to the narrator’s voice or point of view.
The writer’s diction and imagery creates a reflection of her voice. In the beginning of the story, Lizabeth tells the story of her childhood. She recalls the devastating moment in her memories and that was significant to her. The imagery conveys the idea, in an act of reflection, trying to better understand herself.
Reflection
This lesson has taught me how narrators imply meanings to their voice through words by using connotations. Authors use connotations to demonstrate a feeling or an idea a word has. Learning connotations is important because in future references, using the correct choices of words is essential in one’s writing. Using words with connotations can set a different tone, positive or negative, meaning, and attitude. This will help communicate your idea concisely. By using connotation, you are trying to give the reader precise information. I can use connotations to the best of my ability to further improve my own writing and my annotations. Using the correct word choices, I can provide a precise description for the readers to visualize and for myself. Using connotations can also help my writing skills preferably.
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