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L.9-10.5Common CoreELALanguageGrades 9-10

L.9-10.5: Euphemism, Oxymoron and Nuances in Word Meaning

In plain English: L.9-10.5 is the Common Core ELA standard that asks students in grades 9 and 10 to show they understand figurative language, word relationships and shades of meaning. They interpret figures of speech such as euphemism and oxymoron in context, explain the role each plays in a text, and analyze how words with similar denotations differ in connotation.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. a.Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
  2. b.Analyze nuances in the meaning of words with similar denotations.
Common Core State Standards for English Language Arts & Literacy · Domain: Language Standards · Cluster: Vocabulary Acquisition and Use · Official standard

01

Lesson Plan

65-75 min

Overview

Students practice the three skills of L.9-10.5 on texts that depend on them. In Elizabeth Gaskell's Cranford (1853), a town of genteel ladies hides its poverty behind euphemisms such as "elegant economy" and "people of very moderate means." In Tennyson's Lancelot and Elaine (1859), a pair of oxymorons, "His honour rooted in dishonour stood, / And faith unfaithful kept him falsely true," compresses a knight's divided loyalty into two lines. Both figures are the standard's own examples.

For part b, students read entries from James C. Fernald's English Synonyms and Antonyms (1896), which separates words with similar denotations, such as economy, frugality and parsimony, and apply those distinctions to Gaskell's word choices. A short notice from an invented apartment company, written for this page, gives students a modern text in which euphemism, oxymoron and connotation all serve a sales pitch.

Learning Objectives

By the end of this lesson, students will be able to:

  • Interpret euphemisms in context by stating what they literally say and what they mean
  • Interpret oxymorons in context by explaining the sense in which both opposing words are true
  • Analyze the role a figure of speech plays in a text, such as softening, hiding, flattering, amusing or compressing a conflict
  • Analyze nuances among words with similar denotations, using a synonym guide and the context of a literary text
  • Choose among near-synonyms in their own writing to create a precise connotation

Prior Knowledge Required

Students should already be comfortable with:

  • Interpreting figures of speech such as verbal irony and puns, and distinguishing connotations of words with similar denotations L.8.5
  • Determining the figurative and connotative meanings of words in a literary text RL.8.4
  • Recognizing metaphor, simile and exaggeration

Lesson Procedure

65-75 minutes of class time across 5 phases.

  1. Warm-Up10 minutes

    Warm-Up Prompt

    "A car lot advertises a 'pre-owned' car, and a coach whose team lost 40-0 calls the game 'a learning experience.' What is each phrase avoiding saying? Who benefits from saying it that way?"

    Give students two minutes to write, then collect answers: used, a bad loss, a sales pitch, protecting players. Name the figure: a euphemism is a mild or indirect expression used in place of one that seems blunt, painful or embarrassing. Then write bittersweet and deafening silence on the board and ask what is strange about each. An oxymoron joins two words whose meanings seem to cancel each other out, so that the reader has to find the sense in which both are true.

    Finally, ask whether thrifty and stingy mean the same thing. Both have the same basic meaning, spending little: their denotation (dictionary meaning) is similar. But one praises and one blames: their connotations (the feelings and judgments a word carries) differ. That difference is a nuance, the third skill in today's standard.

  2. Direct Instruction20 minutes

    A routine for any figure of speech. Post three questions and model them aloud on both texts below:

    • Name it: what kind of figure is this (euphemism, oxymoron, metaphor, idiom, exaggeration)?
    • Translate it: what do the words say literally, and what do they mean in this sentence?
    • Ask why: what role does it play? Does it soften, hide, flatter, amuse, reveal a character or compress a conflict?

    Read the first text aloud. Elizabeth Gaskell's Cranford (1853) describes a small English town run by genteel ladies (women of good family and refined manners) who have little money and will not admit it. The narrator, a younger woman who visits the town, tells the story.

    I imagine that a few of the gentlefolks of Cranford were poor, and had some difficulty in making both ends meet; but they were like the Spartans, and concealed their smart under a smiling face. We none of us spoke of money, because that subject savoured of commerce and trade, and though some might be poor, we were all aristocratic. [...]

    There were one or two consequences arising from this general but unacknowledged poverty, and this very much acknowledged gentility, which were not amiss, and which might be introduced into many circles of society to their great improvement. For instance, the inhabitants of Cranford kept early hours, and clattered home in their pattens, under the guidance of a lantern-bearer, about nine o’clock at night; and the whole town was abed and asleep by half-past ten. Moreover, it was considered “vulgar” (a tremendous word in Cranford) to give anything expensive, in the way of eatable or drinkable, at the evening entertainments. Wafer bread-and-butter and sponge-biscuits were all that the Honourable Mrs Jamieson gave; and she was sister-in-law to the late Earl of Glenmire, although she did practise such “elegant economy.”

    “Elegant economy!” How naturally one falls back into the phraseology of Cranford! There, economy was always “elegant,” and money-spending always “vulgar and ostentatious”; a sort of sour-grapeism which made us very peaceful and satisfied. I never shall forget the dismay felt when a certain Captain Brown came to live at Cranford, and openly spoke about his being poor—not in a whisper to an intimate friend, the doors and windows being previously closed, but in the public street! in a loud military voice! alleging his poverty as a reason for not taking a particular house. The ladies of Cranford were already rather moaning over the invasion of their territories by a man and a gentleman. He was a half-pay captain, and had obtained some situation on a neighbouring railroad, which had been vehemently petitioned against by the little town; and if, in addition to his masculine gender, and his connection with the obnoxious railroad, he was so brazen as to talk of being poor—why, then, indeed, he must be sent to Coventry. Death was as true and as common as poverty; yet people never spoke about that, loud out in the streets. It was a word not to be mentioned to ears polite. We had tacitly agreed to ignore that any with whom we associated on terms of visiting equality could ever be prevented by poverty from doing anything that they wished. If we walked to or from a party, it was because the night was so fine, or the air so refreshing, not because sedan-chairs were expensive. If we wore prints, instead of summer silks, it was because we preferred a washing material; and so on, till we blinded ourselves to the vulgar fact that we were, all of us, people of very moderate means. Of course, then, we did not know what to make of a man who could speak of poverty as if it was not a disgrace. [...]

    Elizabeth Gaskell, Cranford, chapter I, "Our Society" (three consecutive paragraphs; the rest of paragraph 1 and the end of paragraph 3 are omitted and marked [...]) (1853; this edition 1904). Public domain (published 1904). Source text.
    • Euphemism: naming poverty without the word

      "we blinded ourselves to the vulgar fact that we were, all of us, people of very moderate means" (paragraph 3). What does people of very moderate means mean, and what is its role?

      Result: Literally, the phrase describes people with a middling amount of money. In context it means poor: the paragraph has just listed the tricks the ladies use to hide what they cannot afford. Even while confessing, the narrator will not say the word, so the euphemism shows the very habit she describes. The effect is gently comic.

    • Euphemism: the polite excuse

      "If we walked to or from a party, it was because the night was so fine, or the air so refreshing, not because sedan-chairs were expensive" (paragraph 3).

      Result: The stated reason (fine weather) stands in for the real one (a hired sedan-chair costs money). Here the euphemism is a whole excuse, not one word. Gaskell puts the cover story and the truth in the same sentence, so the reader sees through the excuse at once. The stressed so shows how hard the speakers work at it.

    Now read the second text. In Tennyson's Lancelot and Elaine (1859), part of his retelling of the King Arthur legends, the young Elaine nurses the wounded knight Sir Lancelot in a hermit's cave. She loves him. Lancelot, however, has long loved Queen Guinevere, the wife of his king, Arthur.

    Then rose Elaine and glided through the fields,
    And past beneath the weirdly-sculptured gates
    Far up the dim rich city to her kin;
    There bode the night: but woke with dawn, and past
    Down through the dim rich city to the fields,
    Thence to the cave: so day by day she past
    In either twilight ghost-like to and fro
    Gliding, and every day she tended him,
    And likewise many a night: and Lancelot
    Would, though he called his wound a little hurt
    Whereof he should be quickly whole, at times
    Brain-feverous in his heat and agony, seem
    Uncourteous, even he: but the meek maid
    Sweetly forbore him ever, being to him
    Meeker than any child to a rough nurse,
    Milder than any mother to a sick child,
    And never woman yet, since man’s first fall,
    Did kindlier unto man, but her deep love
    Upbore her; till the hermit, skilled in all
    The simples and the science of that time,
    Told him that her fine care had saved his life.
    And the sick man forgot her simple blush,
    Would call her friend and sister, sweet Elaine,
    Would listen for her coming and regret
    Her parting step, and held her tenderly,
    And loved her with all love except the love
    Of man and woman when they love their best,
    Closest and sweetest, and had died the death
    In any knightly fashion for her sake.
    And peradventure had he seen her first
    She might have made this and that other world
    Another world for the sick man; but now
    The shackles of an old love straitened him,
    His honour rooted in dishonour stood,
    And faith unfaithful kept him falsely true.

    Yet the great knight in his mid-sickness made
    Full many a holy vow and pure resolve.
    These, as but born of sickness, could not live:
    For when the blood ran lustier in him again,
    Full often the bright image of one face,
    Making a treacherous quiet in his heart,
    Dispersed his resolution like a cloud. [...]

    Alfred, Lord Tennyson, Lancelot and Elaine, from Idylls of the King (two consecutive verse paragraphs; the second is cut after its seventh line and marked [...]) (1859; this edition 1885). Public domain (published 1885). Source text.
    • Oxymoron: a divided knight

      "His honour rooted in dishonour stood" (line 34). Interpret the oxymoron.

      Result: Honour and dishonour are opposites, yet the line says one grows from the other, like a plant from its root. Lancelot's honor, his fame as the greatest and most courteous knight, stands on a dishonorable secret: his love for his king's wife. The figure packs his whole conflict into six words. A plain statement ("he felt torn") would name the conflict; the oxymoron makes the reader hold both halves at once.

  3. Guided Practice15-20 minutes

    Part b of the standard asks students to analyze nuances in words with similar denotations. Hand out the entries below from James C. Fernald's English Synonyms and Antonyms (1896), a school textbook that explains how near-synonyms differ. Walk through Diagram 2 first. Then pairs read each entry and underline the phrase that separates each word from its neighbors.

    FRUGALITY. [...] Economy is a wise and careful administration of the means at one's disposal; frugality is a withholding of expenditure, or sparing of supplies or provision, to a noticeable and often to a painful degree; parsimony is excessive and unreasonable saving for the sake of saving. Frugality exalted into a virtue to be practised for its own sake, instead of as a means to an end, becomes the vice of parsimony. Miserliness is the denying oneself and others the ordinary comforts or even necessaries of life, for the mere sake of hoarding money. Prudence and providence look far ahead, and sacrifice the present to the future, saving as much as may be necessary for that end. (See PRUDENCE.) Thrift seeks not merely to save, but to earn. Economy manages, frugality saves, providence plans, thrift at once earns and saves, with a view to wholesome and profitable expenditure at a fitting time. See ABSTINENCE.

    [...]

    POVERTY. [...] Poverty denotes strictly lack of property or adequate means of support, but in common use is a relative term denoting any condition below that of easy, comfortable living; privation denotes a condition of painful lack of what is useful or desirable, tho not to the extent of absolute distress; indigence is lack of ordinary means of subsistence; destitution is lack of the comforts, and in part even of the necessaries of life; penury is especially cramping poverty, possibly not so sharp as destitution, but continuous, while that may be temporary; pauperism is such destitution as throws one upon organized public charity for support; beggary and mendicancy denote poverty that appeals for indiscriminate private charity.

    [...]

    PRIDE. [...] Haughtiness thinks highly of itself and poorly of others. Arrogance claims much for itself and concedes little to others. Pride is an absorbing sense of one's own greatness; haughtiness feels one's own superiority to others; disdain sees contemptuously the inferiority of others to oneself. Presumption claims place or privilege above one's right; pride deems nothing too high. Insolence is open and rude expression of contempt and hostility, generally from an inferior to a superior, as from a servant to a master or mistress. In the presence of superiors overweening pride manifests itself in presumption or insolence; in the presence of inferiors, or those supposed to be inferior, pride manifests itself by arrogance, disdain, haughtiness, superciliousness, or in either case often by cold reserve. (See RESERVE under MODESTY.) Pride is too self-satisfied to care for praise; vanity intensely craves admiration and applause. [...]

    James C. Fernald, English Synonyms and Antonyms, entries FRUGALITY, POVERTY and PRIDE (discussion paragraphs only; the synonym and antonym lists and the end of the PRIDE entry are omitted and marked [...]) (1896). Public domain (published 1896). Source text.
    • Nuance: why "elegant economy"

      Paragraph 2 of Cranford says Mrs Jamieson practised "elegant economy." Using the FRUGALITY entry, explain why economy is the word Cranford chooses.

      Result: Economy, frugality, parsimony and miserliness all denote spending little. Fernald separates them: economy is "a wise and careful administration of the means at one's disposal," frugality saves "to a noticeable and often to a painful degree," parsimony is "excessive and unreasonable saving," and miserliness hoards money. Only economy is a word of praise, so it lets a lady who cannot afford more sound wise instead of poor, and elegant makes saving sound like good taste.

    • Nuance: degrees of need

      Fernald writes that poverty "in common use is a relative term." Order poverty, privation and destitution from least to most severe, and say which one fits Cranford.

      Result: Poverty covers "any condition below that of easy, comfortable living"; privation is a "painful lack," though "not to the extent of absolute distress"; destitution is lack "of the comforts, and in part even of the necessaries of life." The Cranford ladies still give evening parties, so their condition is relative poverty, which is exactly what "moderate means" softens.

    Nuance organizer for the FRUGALITY entry
    WordFernald's key phrasePraise, neutral or blame?Would a Cranford lady use it about herself?
    economy
    frugality
    parsimony
    thrift
  4. Independent Practice15 minutes

    Students read the notice below, written for this page, in which an invented apartment company delivers bad news as good news. They list every phrase that is a euphemism, an oxymoron or a word chosen for its connotation, and for each one record the plain meaning and who benefits from the wording. Some quiz questions use this notice.

    Dear Residents,

    We are delighted to share some exciting news about life at Harbor View. Beginning March 1, monthly rents will undergo a modest rate adjustment of $85. This change allows us to keep delivering the premium experience you deserve.

    The north elevator is temporarily resting while we explore long-term solutions. In the meantime, the stairs offer a free fitness opportunity for residents of all ages. Our cozy studio units remain popular with young professionals, and the vintage kitchens preserve the original charm of our 1962 building.

    Please note that the parking lot is now a pay-to-park area. After careful review, we are sure you will agree that this was the only choice. As part of our new cost-saving plan, several longtime staff members are no longer with the company, and we thank them for their years of service. Our new events team promises planned spontaneity at every gathering: each "surprise" party is on the calendar a month ahead.

    As always, your feedback matters to us. The management office keeps open hours, by appointment only, on the first Tuesday of each month.

    Warmly,
    The Harbor View Management Team

    Written for this page (the apartment building and its management are invented), A Notice from Harbor View Apartments (a letter to residents). Original passage written for this page.
  5. Closure5-10 minutes

    Exit ticket: (1) Write one euphemism you have heard or read this week, the plain words it replaces, and why the speaker chose it. (2) Using two words from today with similar denotations, write one sentence that explains the difference between denotation and connotation.

    Teacher note on the texts: Cranford is quoted from a 1904 printing and keeps Gaskell's British spelling and her idioms, such as "sent to Coventry"; its gentle mockery of the ladies' manners, and their dislike of a man in the town, belong to its time and place. The Tennyson excerpt alludes to Lancelot's love for Queen Guinevere without describing it; students need only the outline given in Direct Instruction. Fernald's 1896 entries reflect the class assumptions of their day: the PRIDE entry describes insolence as coming "generally from an inferior to a superior, as from a servant to a master or mistress," and the POVERTY entry uses older terms such as pauperism and beggary. Students can discuss how these words and judgments have changed. All three texts are quoted exactly as published, apart from the omissions marked [...].

Differentiation Strategies

For Struggling Students

  • Give a three-column organizer (Says, Means, Why) for every figure, with the first row filled in from Example 1
  • Pre-teach genteel, vulgar, gentility and sedan-chair with a short picture glossary before reading Cranford
  • Read the Tennyson excerpt aloud twice and provide a line-by-line paraphrase of lines 22-35 only

For Advanced Students

  • Find two more euphemisms in the full chapter I of Cranford and explain how each fits the town's code of politeness
  • Compare Fernald's FRUGALITY entry with a current dictionary's usage note for frugal and thrifty, and report any change in connotation since 1896
  • Write a paragraph about a character from a novel read this year, built around one original oxymoron that captures a conflict

Assessment Guidance

What to Look For

Grade interpretation and analysis separately. A strong interpretation states both the literal and the contextual meaning and points to the words in the text that show which meaning applies. A strong analysis names a specific role (what the figure softens, hides, flatters or compresses, and for whom) instead of saying only that it "adds detail" or "makes the writing interesting." For nuance, look for students who can name the shared denotation and then the exact difference, citing the synonym guide or the context. Watch for students who label any polite phrase a euphemism without asking what it replaces, and for students who treat any two contrasting words as an oxymoron even when they are not joined into one phrase.

02

Classroom Activities

3 Activities

1

Euphemism Translation Cards

20 minGroups of 3-4

Groups translate eight everyday euphemisms into plain words and sort them by the job each one does (part a).

The Eight Cards

  • "She passed away in March."
  • "He is between jobs right now."
  • "The minister was economical with the truth."
  • "The vet recommended that we put the old dog to sleep."
  • "The report mentions some collateral damage."
  • "May I use your restroom?"
  • "The store offers discounts for senior citizens."
  • "Our flight is experiencing a slight delay of four hours."

Procedure

  • For each card, the group writes the plain words the euphemism replaces
  • The group sorts the cards into four piles by role: kindness or tact, avoiding a taboo subject, hiding or spinning a fact, and humor
  • Each group defends one card it found hard to place, then compares its piles with another group
  • Teacher key: passed away, died (kindness); between jobs, unemployed (tact); economical with the truth, lied (hiding); put to sleep, have the dog killed painlessly (kindness); collateral damage, civilians killed or property destroyed (hiding); restroom, toilet (taboo); senior citizens, old people (tact); slight delay of four hours, a long delay (spinning, with an ironic mismatch)

Discussion Questions

  • Which euphemisms protect the listener, and which protect the speaker?
  • Is "people of very moderate means" in Cranford kind, self-deceiving or both?
  • When does a euphemism become dishonest?
2

Oxymoron Lab

15 minPairs

Pairs test phrases to decide which are true oxymorons, then write their own for a character in conflict (part a).

The Test Phrases

  • cruel kindness
  • open secret
  • wise fool
  • icy fire
  • sweet sorrow
  • cold ice
  • dark night
  • loud thunder

Procedure

  • For each phrase, pairs ask: do the two words seem to contradict each other? If so, in what sense can both be true?
  • Pairs mark each phrase "oxymoron" or "not an oxymoron" and write a one-sentence explanation for each oxymoron
  • Each pair writes one original oxymoron for a character from a book read this year and explains in two sentences what conflict it captures
  • Teacher key: the first five are oxymorons (a kindness that hurts; a secret everyone knows; a fool whose folly contains wisdom; a passion that burns while it seems cold; a grief that also holds something dear); cold ice, dark night and loud thunder join words that agree, so they are not oxymorons

Discussion Questions

  • Why does an oxymoron suit Lancelot better than a plain statement such as "He felt torn"?
  • Can a phrase be an oxymoron and a euphemism at the same time? Try to build one.

Variation for Advanced Students

Pairs find one oxymoron in a song lyric, advertisement or headline and explain whether the writer meant the contradiction or stumbled into it.

3

Connotation Line-Up

20 minGroups of 5-6

Groups arrange sets of near-synonyms along a string from approving to disapproving, then rewrite a sentence with each word to hear the difference (part b).

The Word Sets

  • Set A (body): slender, slim, thin, skinny, scrawny, gaunt
  • Set B (smell): fragrance, aroma, scent, odor, stench
  • Set C (talk): converse, chat, chatter, gossip, babble

Procedure

  • Stretch a string across the room with a card reading "approving" at one end and "disapproving" at the other; each student holds one word card from the group's set
  • Students place themselves along the string and must defend their position with a sentence that uses the word
  • The group checks two disputed words in a current dictionary and moves if the usage note supports it
  • Each student rewrites the sentence "The new student was ____" (or "The kitchen was filled with a ____" or "The girls ____ during lunch") with the group's words and reads the versions aloud
  • Teacher key, approving to disapproving: slender, slim, thin, skinny, scrawny, gaunt; fragrance, aroma, scent, odor, stench; converse, chat, chatter, gossip, babble (neighbors in each set may be argued either way)

Discussion Questions

  • Which word in your set is closest to neutral? How could you tell?
  • Which Harbor View word would you place at the approving end of a set, and which plain word would sit at the other end?

Modification for Distance Learning

Use a shared slide with a horizontal arrow; students drag their word boxes into place and add a comment defending the position.

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: Euphemism in Cranford: What Is Said, What Is Meant

Euphemism in Cranford: what is said and what is meant What Cranford says The plain fact Its role "elegant economy" (paragraph 2) saving because money is short flatters: saving sounds like taste "people of very moderate means" (par. 3) poor softens a confession, even while making it "the night was so fine" (paragraph 3) a sedan-chair costs money a polite excuse the ladies share In each case the narrator shows the reader the fact behind the phrase.
Each row reads left to right: the polite phrase the narrator uses, the plain fact it replaces, and the role it plays. The rows come from paragraphs 2 and 3 of the excerpt. In the last row, the stressed word so signals the cover story.

Diagram 2: Shades of Meaning: from Economy to Miserliness

Same denotation, different connotation: spending little PRAISE BLAME thrift earns and saves economy "wise and careful" frugality saves "to a painful degree" parsimony "excessive and unreasonable" miserliness hoards "for the mere sake" Key phrases from Fernald, English Synonyms and Antonyms (1896), FRUGALITY entry.
All five words share a denotation: spending or keeping less than one could. Their connotations run from praise to blame. The placement follows Fernald's definitions: thrift "seeks not merely to save, but to earn," economy is "wise and careful," frugality saves "to a noticeable and often to a painful degree," parsimony is "excessive and unreasonable," and miserliness hoards "for the mere sake of hoarding money." Neighboring positions are a judgment that students may argue.

04

Homework Assignment

~30 min

L.9-10.5 Homework: Euphemism, Oxymoron and Shades of Meaning

Directions: Complete all six problems. Problem 2 uses the Cranford excerpt, Problem 4 the Harbor View notice and Problem 5 the Fernald entries in the lesson plan. Quote the words you analyze.

Part 1: Euphemism in Context (Problems 1-2)

  1. For each sentence, name the euphemism, write the plain words it replaces and name its role (kindness, avoiding a taboo, hiding or spinning a fact, or humor): (a) The company is rightsizing its sales team. (b) The senator said he had misspoken about the budget figures. (c) The hospital reported a negative patient outcome. (d) The restaurant's portions are best described as delicate. (e) My uncle is follically challenged and proud of it.
  2. In paragraph 3 of the Cranford excerpt, the narrator writes: "Death was as true and as common as poverty; yet people never spoke about that, loud out in the streets. It was a word not to be mentioned to ears polite." In 4-6 sentences, explain what the comparison with death shows about how Cranford treats poverty, and how the phrase "ears polite" itself mocks the town's manners gently.

Part 2: Oxymoron in Context (Problems 3-4)

  1. Explain each oxymoron: name the two words that seem to contradict each other, the sense in which both are true, and the effect on the reader: (a) The crowd fell into a deafening silence when the final score appeared. (b) Graduation was a bittersweet day for the seniors. (c) He looked clearly confused by the question. (d) The rumor was already old news by lunch.
  2. The Harbor View notice says the new parking rule "was the only choice" (paragraph 4) and that the office "keeps open hours, by appointment only" (paragraph 5). For each phrase, explain the contradiction inside it and what it reveals about the management that the notice does not say directly. Then write one oxymoron a tenant might use to describe the notice, and explain it.

Part 3: Nuances in Words with Similar Denotations (Problems 5-6)

  1. Use Fernald's POVERTY entry. Write one sentence each that uses privation, indigence and pauperism accurately, then explain for each why the general word poverty would be less precise in your sentence.
  2. Write two short descriptions (80-120 words each) of the same school cafeteria: one for a hopeful brochure and one for a frank student review. Use the same facts in both. Underline four pairs of words with similar denotations that you chose differently in the two versions (for example, lively and noisy), and explain the nuance of each pair in one sentence.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
Interpreting FiguresLiteral and contextual meanings both stated, with the words quotedMeaning given but not tied to the wordsFigure misread or missing
Analyzing RoleNames a specific role and whom it servesRole stated in general termsNo role discussed
NuanceShared denotation and exact difference named for each pairDifference named for some pairsWords treated as identical
Own WritingWord choices create the intended connotation in both versionsOne version inconsistentVersions do not differ in connotation

05

Quiz: 20 Questions

Interactive, with answers

Instructions

Questions 1-6 and 17 use the Cranford excerpt (paragraph numbers as shown in Direct Instruction), Questions 7-9 and 18 the Tennyson excerpt (line numbers as shown), Questions 10-13 and 19 the Fernald entries in Guided Practice, and Questions 14-16 and 20 the Harbor View notice in Independent Practice. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    In paragraph 1 of the Cranford excerpt, the poor gentlefolk "were like the Spartans, and concealed their smart under a smiling face." What does smart mean here?

  2. Question 2 of 20 · Multiple Choice

    Paragraph 2 says Mrs Jamieson "was sister-in-law to the late Earl of Glenmire." What does late mean, and what kind of expression is it?

  3. Question 3 of 20 · Multiple Choice

    "If we wore prints, instead of summer silks, it was because we preferred a washing material" (paragraph 3). What does the stated reason cover up?

  4. Question 4 of 20 · Multiple Choice

    The narrator calls the habit of labeling all spending "vulgar and ostentatious" "a sort of sour-grapeism which made us very peaceful and satisfied" (paragraph 3). The phrase alludes to Aesop's fox, who calls the grapes he cannot reach sour. What is its role?

  5. Question 5 of 20 · Multiple Choice

    If Captain Brown talks openly of being poor, the narrator says, "he must be sent to Coventry" (paragraph 3). What does the idiom mean in context?

  6. Question 6 of 20 · Multiple Choice

    Which statement best describes the role of euphemism across the whole Cranford excerpt?

  7. Question 7 of 20 · Multiple Choice

    Lancelot's good resolutions fail because "the bright image of one face, / Making a treacherous quiet in his heart, / Dispersed his resolution like a cloud" (lines 40-42). What does treacherous quiet mean?

  8. Question 8 of 20 · Multiple Choice

    "And faith unfaithful kept him falsely true" (line 35). Which interpretation fits the passage best?

  9. Question 9 of 20 · Multiple Choice

    Elaine is "Meeker than any child to a rough nurse, / Milder than any mother to a sick child" (lines 15-16). Which figure of speech is this, and what does it do?

  10. Question 10 of 20 · Multiple Choice

    According to Fernald's POVERTY entry, how does penury differ from destitution?

  11. Question 11 of 20 · Multiple Choice

    A family skips vacations for ten years to save for their children's college costs. Using the FRUGALITY entry, which word best names this far-sighted saving?

  12. Question 12 of 20 · Multiple Choice

    At a Cranford party, a guest keeps turning her new cap toward the others, hoping someone will compliment it. Using the PRIDE entry, which word fits her best?

  13. Question 13 of 20 · Multiple Choice

    Which sentence uses disdain in the sense Fernald gives in the PRIDE entry?

  14. Question 14 of 20 · Multiple Choice

    The Harbor View notice says that "several longtime staff members are no longer with the company" (paragraph 4). What does this euphemism most likely hide?

  15. Question 15 of 20 · Multiple Choice

    Which phrase from the Harbor View notice is an oxymoron?

  16. Question 16 of 20 · Multiple Choice

    Why does the notice call the studio units "cozy" rather than "cramped" (paragraph 3)?

  17. Question 17 of 20 · Short Answer

    Paragraph 2 of Cranford speaks of "this general but unacknowledged poverty, and this very much acknowledged gentility." Explain the contrast in this phrase and what it shows about the town.

  18. Question 18 of 20 · Short Answer

    In lines 22-29 of the Tennyson excerpt, Lancelot "loved her with all love except the love / Of man and woman when they love their best." Explain how this softened way of saying something works, what plain statement it avoids, and why the poem might choose it.

  19. Question 19 of 20 · Short Answer

    Rewrite the sentence "Mrs Jamieson served only wafer bread-and-butter at her party" three times, once each calling her economical, frugal and stingy. Then explain how each word changes the reader's judgment of her, using Fernald's FRUGALITY entry for the first two.

  20. Question 20 of 20 · Short Answer

    Rewrite this sentence from the Harbor View notice in plain words: "The north elevator is temporarily resting while we explore long-term solutions." Then explain what the original hides and whom the wording serves, and comment on the sentence that follows it.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does L.9-10.5 mean?

L.9-10.5 means that students in grades 9 and 10 can interpret figures of speech in context, explain what those figures do in a text, and tell apart words that have similar meanings but different shades of feeling.

Part a names euphemism and oxymoron as examples of figures of speech. Part b asks students to analyze nuances in words with similar denotations, such as economy, frugality and parsimony.

What is a euphemism?

A euphemism is a mild or indirect expression used in place of one that seems blunt, painful or embarrassing, such as "passed away" for "died."

Euphemisms can be kind, polite or dishonest. L.9-10.5 asks students to say what a euphemism replaces and what role it plays: in Cranford, phrases such as "people of very moderate means" let a town avoid the word poor.

What is an oxymoron, and how is it different from a paradox?

An oxymoron joins two contradictory words in one short phrase, such as "deafening silence"; a paradox is a whole statement that seems self-contradictory but contains a truth.

The two overlap, and many teachers treat an oxymoron as a compressed paradox. L.9-10.5 names oxymoron; the grades 11-12 version, L.11-12.5, names paradox and hyperbole.

What is the difference between denotation and connotation?

Denotation is a word's basic dictionary meaning; connotation is the set of feelings and judgments the word carries.

Thrifty and stingy share a denotation (spending little) but differ in connotation (praise against blame). Part b of L.9-10.5 asks students to analyze exactly that kind of difference.

How is L.9-10.5 different from L.8.5?

L.9-10.5 moves from interpreting figures of speech to analyzing their role in a text, and it names euphemism and oxymoron instead of verbal irony and puns.

In grade 8, students distinguish connotations of words with similar denotations. In grades 9-10, they analyze nuances in meaning, which includes explaining why a writer chose one near-synonym over another.

Is L.9-10.5 tested on the SAT?

Not by name, but the skill appears: the digital SAT Reading and Writing section includes Words in Context questions in its Craft and Structure domain.

Those questions ask for the most precise word for a context, which depends on nuances among near-synonyms. State tests and classroom essays also ask students to explain the effect of figurative language.

Are euphemisms a bad thing?

No: many euphemisms are acts of tact or kindness, but some hide facts that people have a right to know.

A useful classroom test is to ask whom the euphemism protects. "Passed away" protects the listener's feelings; "collateral damage" protects the speaker from blame.

What does "word relationships" mean in L.9-10.5?

Word relationships are the connections among words, such as synonyms, antonyms, and words in the same family or category.

Synonym guides like Fernald's show these relationships directly: a group of words that share a meaning, each with its own place. Seeing the group helps students understand each word better.

Why teach figures of speech with old texts like Cranford?

Older texts often use figures of speech openly and at length, so students can see a figure and its effect in one passage.

Cranford builds a whole town's manners out of euphemisms, and Tennyson compresses a character's conflict into two lines of oxymorons. Modern examples, such as the Harbor View notice on this page, then show students the same moves in advertising and official language.

How can parents help with L.9-10.5 at home?

Collect euphemisms together from ads, news reports and school notices, and ask your student what each one replaces.

Pick two words with similar meanings, such as confident and cocky, and talk about when each would be a compliment or a criticism. Explaining why a word fits matters more than memorizing terms.