Snail Smarts

Focus question:

How does language influence the way the audience interprets a text?

Learning Intention:

I am learning to explore synonyms and connotations of words encountered in texts so that I can expand my vocabulary to use in my writing.

Success Criteria:

• I can identify synonyms of a word.
• I can explain the different connotations of synonyms.
• I can explore connotation by writing two texts using synonyms of the same word.
• I can evaluate the use of vocabulary in a text.

Essential knowledge:

For more information about specific word use, view The School Magazine’s video on Connotation, Imagery and Symbolungroup.

Oral language and communication:

Without allowing students to see the text, read aloud the title Snail Smarts and the first line “They say you’re slow”. Ask students what they think this first line means. Students may observe that a text about snails and the word “slow” means the poem is talking directly to a snail, saying it is slow-paced.

Read the next line, “and not that clever” and ask students if the word “slow” could mean something else. Ensure students understand that slow can be a euphemism for unintelligent. Explain that the poet chose the word “slow” to connect pace and intelligence to describe the snail, and that poets always take great care when selecting the words of their poem. Ask students to note any other interesting vocabulary when they read the rest of the poem.

Understanding text:

Read aloud the rest of the poem or listen to the audio recording if you have a digital subscription. Invite students to share the interesting vocabulary they found in the poem. Some examples:

Suspect

Ponder

Hack

Cosy

Cease

Contented

Ask students to choose a word from the poem and write down five to eight synonyms for the word, as well as other meanings (for example, the word “suspect” can mean distrust, but it can also mean someone who’s been accused). Synonyms can be found in thesauruses or online.

Once they’ve written a list, ask students to examine the words and think about how, while they are all synonyms, each word has a different connotation. Using the word “cosy” as an example, explain that the synonyms “snug” and “welcoming” brings different things to mind – “snug” might make the reader think of curling up in a warm blanket, but “welcoming” might make the reader think of someone welcoming a visitor into their home. Have students explain the connotations of each synonym to a partner who has chosen a different word.

Creating text:

Tell students to select two synonyms from their list that have very different connotations. Students will be writing two pieces of text, either poems or short stories, to explore how the words differ from each other.

Use an example to model to students. For example, using the “cosy” again:

Snug

I’m wrapped in my blanket.

Snug and warm

Candles flicker

Outside is storm

I sip my tea.

And watch the light.

Isn’t it nice?

To be inside tonight?

Welcoming

The host is welcoming.

Invites me in

Offers a drink.

And sweets from a tin

We laugh and talk.

And feel at ease.

And spend the day.

Shooting the breeze

Students can share their two pieces of text with a partner or the class if they’re willing.

Assessment for/as learning:

Once they’ve completed the task, students return to the poem Snail Smarts and answer the following questions in their workbook:

1. What is one word choice in the poem you think was especially good? How did its connotation help you interpret the text? (e.g. I loved the word cosy because it made me think of being snug and warm.)
2. What is one suggestion you would give to the poet to change the vocabulary? How did that word’s connotation affect how you interpreted the text? (e.g. I thought the word hack was a strange choice because it made me think of hacking a computer, which has nothing to do with the poem.)