Word World

Word World

Word WorldJill HartleMerrilynne HendersonSouth 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 analysistext developmenthow text is shaped and refinedwhat words meanthe cumulative impact of wordshow structure and order relate to the texts meaningthe comprehension of representations.IB DP ATLsInternational BaccalaureateDiploma ProgramApproaches to Teaching and LearningInternational Pilot to develop content appropriate for high school studentsMethodologies for teachers to useSkills for students to develop

Thinking SkillsIn Support of Academic Disciplines

Critical AnalysisTargeted SynthesisAwareness of Themselves as LearnersMetacognitionTransferReflection

Communication SkillsUsing Images, Symbols, Equations, Words, etc.

To Formulate Thought ClearlyTo Present Ideas ThoroughlyTo Use Various Text Types AppropriatelyTo Argue ConvincinglyTo Reach the Intended Audience DirectlyTo Aid Spoken & Written Statements Routinely

Integrate Within CurriculumThe Language and LiteratureCourse Aims & Objectivesbeing met through this activity are for students to:

understand the power of wordsimprove their oral presentation skillsimprove vocabularyuse imagery and symbolism

Students Need to Think DifferentlyStudents 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 valuesStudents need to also consider languages arrangement, shape, font choice, font size, etc. Choosing WordsStudents 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 ArrangementsStudents 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 Blooms taxonomy to accomplish this task successfully.OutcomesStudents 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 words 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. InstructionsFirst, 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 ChartSightSoundTasteTouchSmellActionFreeAbstractionWord Cluster of Abstraction

Mapping Your WorldOn 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 SamplesThe following Word Worlds were created this year by juniors.

Word WorldZack Rentonnull162463.55Cheyne Campbell Word World RecordingCheyne Campbellnull2013128083.055eng - iTunPGAP0eng - iTunNORM 0000014A 0000014A 000024EC 000024EC 0000EAE5 0000EAE5 00007E41 00007E41 0000F878 0000F878eng - iTunSMPB 00000000 00000210 00000B6F 0000000000562201 00000000 002705CC 00000000 00000000 00000000 00000000 00000000 00000000