Connotation Chains

Encouraging deeper language analysis by guiding students to focus on specific keywords and explore their connotations. This technique helps students move beyond surface-level explanations of quotes, fostering more nuanced interpretations.

What Are Connotation Chains?

Connotation chains help students dive deeper into a key word by exploring connotations of the word and continuously building layers of meaning.

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Goal: This strategy encourages a more intricate understanding of language and its subtle emotional or thematic undertones.

How to Use Connotation Chains in Class (Step-by-Step)

1. Step 1: Choose a Key Word

Select a significant word from a quote or passage that holds strong emotional or thematic meaning.

• Step 2: Identify the First Connotation

Ask students to think of one word that describes what this key word makes them feel or think.

• Step 3: Build the Chain

From that first connotation, students pick a second word that connects to it in meaning or feeling.

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Continue this process, building at least 3-4 words.

• Step 4: Reflect and Analyse

Students write a brief analysis using all the words in the chain to discuss the deeper meaning or effect of the key word within the context of the text.

Examples (one I used last year with Romeo and Juliet)

So the word “sun” was from the play, then I told them when I think of sun, I think of life, when I think of life, I think of having life, I think of bright, when I think of bright, I think of energy, so on…

Then I showed them how to turn the chain into a paragraph using all the words, explaining how each one links to the point they are making.

Example from Significant Cigerettes (that I did the other day in their last lesson of the text)

Example worksheets to use with students