The first time I knew my bags were searched during a peaceful and relaxing flight, I was a little upset. Knowing that someone opened my bags and went through my stuff was annoying. The only way I knew was a little message left behind by that TSA employee: the “Notice of Baggage Inspection.”
As I read the notice, I was impressed by its crafting. It anticipated my emotional reaction and attempted to dispel my anger with a calm and reasoned voice. It understood my need to know “Why?” by answering that question right away. It stayed in the conditional, not commanding or demanding, but reassuring. I wanted my students to see this, so it became part of the lesson on tone.
1) After the music introduction (see Teaching Tone post), I have the students play around with words, noting especially their denotation and connotation. After defining those two words, we look at house and home. What feelings do the words evoke? After a few moments the kids hone in on home, its warm comfortable relaxed feeling. Home is where you belong; a house is where you live.
To further cement the difference, we try out common phrases using home, but with house replacing it. This always gets laughs:
House sweet house.
Welcome to the house.
A house is where the heart is.
2) Now that we are rolling, I have them try to scale words based on their strength: weakest to strongest. You can choose whatever list you want. I like to use this list: abhor, detest, dislike, hate loathe, revile. There is some discussion over how to sequence them, especially when meaning overlaps, but in the end, most kids sense the words that have a more powerful connotation.
3) Next we move the analysis into sentences. I explain loaded language and how connotation plays a role. Their task here is to find the words that use connotation to influence the reader in a biased manner.
“The young governor seems to think that his so-called plan will lower the taxes at the same time as increase revenue.”
“The draft-dodger candidate managed to keep himself out of harm’s way by running off to college rather than defend democracy.”
4) Now onto the TSA notice. With copies of the notice in hand, the students annotation the whole text looking for how the author uses connotation to influence the reader.
The analysis can be extended beyond connotation to layout (font choice, font size, placement), sentence construction (introductory phrases, conditional clauses), levels of language (polite, legal), elements (logo, motto), etc.
After this guided practice, I will either give them another document to analyze on their own, or move to the essay writing process with the TSA notice as their text. Another idea is to have the students flip the bias in a text by using words with the opposite connotation.
For those in a school with large numbers of Spanish speakers, the TSA notice comes in Spanish too. An interesting activity would be to compare the connotation of the Spanish with that of the English. Which allays fear and anger the best?
Great material can be found in the most surprising places, even in a suitcase after a long flight. Keep your eyes open!