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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

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Word World

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  1. Word World Jill Hartle Merrilynne Henderson South Iredell High School

  2. 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.

  3. IB DP ATLsInternational BaccalaureateDiploma 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

  4. Thinking SkillsIn Support of Academic Disciplines • Critical Analysis • Targeted Synthesis • Awareness of Themselves as Learners • Metacognition • Transfer • Reflection

  5. Communication SkillsUsing 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

  6. 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

  7. 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.

  8. 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).

  9. 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.

  10. 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.

  11. Make and Take Time to create your own World of Language.

  12. Instructions 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 exemplifiedin the directions of the assessment).

  13. Word Collection Chart

  14. Word Cluster of Abstraction

  15. 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.

  16. Student Work Samples The following Word Worlds were created this year by juniors.

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