Transcript Word World
Word World
Jill Hartle
Merrilynne Henderson
South Iredell High School
This will show how teachers can use the following
assignment, or one like it, to accomplish course aims
and objectives while incorporating the Common Core
requirements of:
textual
analysis
text development
how text is shaped and refined
what words mean
the cumulative impact of words
how structure and order relate to the
text’s meaning
the comprehension of representations.
IB DP ATLs
International Baccalaureate
Diploma Program
Approaches
to Teaching and Learning
International Pilot to develop content
appropriate for high school students
Methodologies for teachers to use
Skills for students to develop
Thinking Skills
In Support of Academic Disciplines
Critical
Analysis
Targeted Synthesis
Awareness of Themselves as Learners
Metacognition
Transfer
Reflection
Communication Skills
Using Images, Symbols, Equations, Words, etc.
To
Formulate Thought Clearly
To Present Ideas Thoroughly
To Use Various Text Types Appropriately
To Argue Convincingly
To Reach the Intended Audience Directly
To Aid Spoken & Written Statements Routinely
Integrate Within Curriculum
The Language and Literature
Course Aims & Objectives
being met through this activity are for students to:
understand the power of words
improve their oral presentation skills
improve vocabulary
use imagery and symbolism
Students Need to Think Differently
Students will create a Word World that represents
how they see their world of language.
With Common Core, language and literature
are to be studied in an integrated manner.
Students need to look at language for its
connotative and denotative values
Students need to also consider language’s
arrangement, shape, font choice, font size, etc.
Choosing Words
Students will choose sixteen words that apply to each
of the five senses (taste, touch, smell, hear, see),
plus ten action words,
another nine “free” words (they may include words just
for the sound of them or for how they make them feel),
and one abstraction (an abstraction represents an
idea that cannot be known through the senses - for
example, one cannot touch or see the concept of
happiness, but two children playing with a puppy gives
the idea of happiness).
Word Arrangements
Students
depict a written word world
which is meaningful to them.
Students
then provide an oral rationale for
why they did what they did.
Students
will have to operate at the
highest levels of Bloom’s taxonomy to
accomplish this task successfully.
Outcomes
Students will be able to understand the way they
project words and they will, therefore, use that
new knowledge to consider what words they use
when they create and analyze text.
This will raise their awareness of each word’s value.
Many students will determine that they re-use the
same words over and over again without really
thinking and this fresh perspective will prompt them
to thoughtfully select alternative words that are
appropriately matched to their circumstances.
Make and Take
Time to create your own
World of Language.
Instructions
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First, make a list of 16 words for each of the five senses. Select
words that are important to you. In choosing these words,
search for the exact word to convey your meaning. Be
specific!
Next, select ten words showing action. You may choose
words that end in ing or simple forms of verbs.
Now select nine “free” words: words that are important to you
and do not fit anywhere else on the chart. You may include
words just for the sound of them or for how they make you feel.
Lastly, choose one abstraction or concept word. An
abstraction represents an idea that you cannot know through
your senses. For example, you cannot touch or see the
concept of happiness, but two children playing with a puppy
gives the idea of happiness. Before deciding on your
abstraction, write down all the ideas you value; circle one.
Then create a cluster for the word you choose as your
abstraction (you may not use the abstraction of happiness as it
was exemplified in the directions of the assessment).
Word Collection Chart
Sight
Sound
Taste
Touch
Smell
Action
Abstraction
Free
Word Cluster of Abstraction
Mapping Your World
On
a separate piece of paper, construct your
World of Language. Include all 100 of your words
in a design that reflects the way you perceive
your world. Use all of your words to make an
outline of your word world. Make some big,
some little. Give them shapes and colors
appropriate for the ideas they represent.
(Computer applications may not be used).
In
a three minute oral presentation, justify how
your World of Language is reflected in the
chosen words and produced graphic map.
Student Work Samples
The following Word
Worlds were created
this year by juniors.