Objectives (5 - 7 minutes)

1. Understanding of the Concept of Denotation and Connotation: Students should be able to understand the difference between the denotation and the connotation of a word or expression. They should be able to explain these concepts in their own words and apply them in practical examples.
2. Identification of Denotation and Connotation in Different Contexts: After understanding the concepts, students should be able to identify the occurrence of denotation and connotation in texts, whether poetic, literary, or journalistic. The goal is for them to be able to analyze the language used and perceive the possibilities of meaning that words can have.
3. Application of Denotation and Connotation in Text Production: Finally, students should be able to apply the knowledge acquired in the production of their own texts. They should be able to choose words considering both their literal meaning (denotation) and their possible interpretations (connotation).

Secondary objectives:

1. Stimulate critical thinking: The study of denotation and connotation should serve to stimulate students' critical thinking, leading them to question the language used in different contexts and to perceive how it can influence the interpretation of a text.

2. Developing text analysis skills: By identifying and analyzing the occurrence of denotation and connotation, students will be developing text analysis skills, which are essential for understanding and producing texts of different genres and formats.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should begin the class by reviewing concepts that are fundamental to understanding denotation and connotation. He can briefly review the concept of the linguistic sign, which is the union of a signifier (the word itself) and a meaning (the idea or concept that the word represents). In addition, it can reinforce the importance of context in interpreting a text. (3 - 4 minutes)
2. Problem situation 1: The power of words: The teacher can present two sentences to the students that seemingly have the same meaning, but which upon closer analysis reveal different nuances. For example: "She is sad" and "She is depressed". The teacher can ask: "Do the two sentences have the same meaning? Why do we use different words to express the same idea?" This problem situation serves to stimulate students to reflect on the power of words and the possible interpretations they may have. (3 - 4 minutes)
3. Contextualization: The Importance of Denotation and Connotation in Communication: The teacher should explain to students that denotation and connotation are important tools in communication, as they allow us to express our ideas and feelings in varied and rich ways. He can give examples of how the choice of words can change the meaning of a sentence, a poem, an advertisement, etc. (2 - 3 minutes)
4. Introduction to the Topic: Curiosities about Denotation and Connotation: To arouse students' interest, the teacher can share some curiosities about denotation and connotation. For example, he can mention that the connotation of a word can vary according to the region, the culture and even the age of the speakers. In addition, it can cite examples of words that have different connotations in different contexts. (3 - 4 minutes)
5. Problem Situation 2: Challenging the Perception: To end the Introduction, the teacher can propose a challenge to the students. He can present a list of words and ask students to associate each one with an emotion or feeling. For example, "blue", "rain", "rose", "sun", etc. Then the teacher can ask: "Why do we associate these words with these emotions? Do we all associate the same emotions with these words?" This exercise serves to illustrate how words can evoke different emotions and feelings in each individual, showing the importance of connotation in communication. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory - Denotation and Connotation (5 - 7 minutes): The teacher should begin the theoretical part of the class by explaining the concept of denotation and connotation.

   1. Denotation: The teacher should explain that denotation is the literal meaning of a word, that is, the idea or concept that it objectively represents. It should be emphasized that the denotation is universal, that is, it is the same for all speakers of a language. The teacher can give examples of words with clear denotative meanings, such as "table", "house", "car", etc.

   2. Connotation: Then, the teacher should introduce the concept of connotation, explaining that the connotation is the meaning that a word acquires in the context in which it is used. It should be noted that the connotation may vary according to the context and interpretation of the receiver. The teacher can reinforce this idea with examples of words that have different connotations in different contexts, such as "free" (which can mean "without restrictions" or "unemployed", depending on the context), "hunger" (which can be understood literally as the feeling of not having eaten, or figuratively as an intense desire for something), etc.

2. Practice - Identification of Denotation and Connotation (7 - 10 minutes): After the theoretical explanation, the teacher should present students with various examples of texts, whether poetic, literary, journalistic, etc., and ask them to identify the occurrence of denotation and connotation.

   1. Examples of Denotation: The teacher should start by presenting examples of denotation. He can select excerpts containing words with clear literal meanings and ask students to identify these words and explain their meaning. For example, the teacher can present the excerpt: "The house was red and had three windows." Students should identify the words "house", "red" and "three windows" as denotations, and explain that they represent ideas or objects in an objective way.

   2. Examples of Connotation: Then, the teacher should present examples of connotation. He can select excerpts containing words with meanings that vary according to context, and ask students to identify these words and explain their possible interpretations. For example, the teacher can present the excerpt: "He ran out.". Students should identify the word "running" as a connotation, and explain that it can mean both "leaving at high speed" and "leaving in a hurry", depending on the context.

3. Theory - Context and Meaning (5 - 7 minutes): After practice, the teacher should return to theory and explain the importance of context in determining the meaning of a word.

   1. Linguistic Context: The teacher should explain that the linguistic context, which includes the words before and after the word in question, can provide clues as to the meaning of that word in the text. He can give examples of how the same word can have different meanings in different contexts. For example, the word "ball" can refer to a spherical object used in games, or to a lively and dance party, depending on the context.

   2. Situational Context: In addition to the linguistic context, the teacher should mention the importance of the situational context, which includes the situation in which the communication takes place, the characteristics of the sender and receiver, etc. He can give examples of how the same term can have different meanings in different situations. For example, the word "strong" can refer to a physically robust person, or to an emotionally resilient person, depending on the situational context.

4. Practice - Application of Denotation and Connotation in Text Production (3 - 4 minutes): Finally, the teacher should propose an exercise to apply the knowledge acquired. He can ask students to write a short essay, a poem, or a narrative, in which they carefully choose their words considering both their literal meaning (denotation) and their possible interpretations (connotation). The teacher should circulate around the room, assisting students who are having difficulty and praising those who demonstrate good understanding of the subject.

   1. Exercise Guidelines: The teacher should guide students to reflect on the meaning of the words they are using, and to consider how these words can be interpreted by the reader. They can suggest that students review their texts, replacing words that may have a very specific meaning (denotation) with words that may have a wider range of interpretations (connotation), and vice versa.

   2. Teacher Feedback: After the exercise has been completed, the teacher should give collective feedback, highlighting positive points and improvement opportunities in the students' texts. The goal is for students to perceive, in practice, the importance of the appropriate use of denotation and connotation in producing texts.

Return (8 - 10 minutes)

1. Connection to the Real World (3 - 4 minutes): The teacher should provide students with the opportunity to connect what they have learned in class to the real world. To this end, he may:

   1. Analyze real text: The teacher can bring real text into the classroom, such as news, advertisements, poems, and music, and ask students to identify examples of denotation and connotation. He can ask: "How are denotation and connotation being used to convey a message?" The goal is for students to perceive the applicability of what they have learned in real-life communication situations.

   2. Discuss the Importance of Denotation and Connotation in Different Contexts: The teacher can foster a discussion on how word choice can affect the interpretation of a text, and how this can be relevant in different contexts, such as literature, advertising, politics, etc. The goal is for students to understand the importance of being critical of the language used to communicate ideas and influence behaviors.

2. Reflection on Learning (3 - 4 minutes): The teacher should suggest that students reflect on what they have learned during the lesson. To this end, he may:

   1. Reflective questions: The teacher can ask questions such as: "What was the most important concept you learned today?", "What questions have not yet been answered?", "How can you apply what you have learned today in your daily life?" The goal is for students to internalize the knowledge acquired and feel motivated to continue learning about the subject.

   2. Production of Reflections: The teacher can ask students to write a one- or two-sentence reflection on a piece of paper about what they have learned. For example, "The denotation and connotation of words can completely change the meaning of a sentence." or "Word choice can be a powerful tool in influencing the interpretation of a text." The goal is for students to consolidate what they have learned and realize the relevance of the theme.

3. Students feedback (2 - 3 minutes): Finally, the teacher should ask the students for feedback on the lesson. He can ask: "What did you think of today's lesson?", "What did you like the most?" and "What could be improved?" The goal is for the teacher to evaluate the effectiveness of the lesson and make adjustments, if necessary, for the next lessons. In addition, students' feedback can be a valuable source of motivation and recognition for the teacher.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion by reviewing the main concepts covered during the lesson. He can recapitulate the concepts of denotation and connotation, and the importance of context in interpreting the meaning of words. The teacher can reinforce the concept that denotation refers to the actual and objective meaning of a word, while connotation refers to the associations and subjective interpretations that a word can have in a specific context.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Then, the teacher should emphasize how the lesson connected theory, practice, and applications. He can mention how the theoretical explanation was followed by practical activities to identify denotation and connotation, and how students were able to apply the knowledge acquired in the production of their own texts. The teacher can emphasize that understanding denotation and connotation is fundamental for the interpretation and production of texts of different genres and formats.

3. Supplementary Materials (1 - 2 minutes): The teacher should suggest materials for students to deepen their knowledge of denotation and connotation. He can indicate books, articles, websites, videos, etc., that deal with the subject in a clear and didactic way. The teacher can also suggest extra exercises for students to practice identifying denotation and connotation.

4. Subject Relevance in Everyday Life (1 - 2 minutes): Finally, the teacher should explain the relevance of the subject to everyday life for the students. He can mention that the ability to identify and use denotation and connotation effectively is essential for effective communication, both in speaking and writing. Furthermore, the teacher can emphasize that understanding denotation and connotation can make students more critical of the language used in different contexts, such as in the media, advertising, politics, etc.

5. Closing (1 minute): The teacher should close the class by thanking the students for their participation and reinforcing the importance of the subject. He can also remind students of the topic of the next lesson, so that they can prepare in advance. For example, "In the next class, we will talk about figures of speech. Therefore, I ask you to research the subject and bring your questions and examples."