Final Showcase

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Wordle Book Ads

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Final Showcase

  1. 1. Teaching Critical Thinking Strategies in the Classroom through Aesthetic Experiences Wordle Book Ads- Connecting Literature and Art Brooke Ferrier
  2. 2. Objectives • The students will learn how to use the following programs to create meaningful projects: – Worlde – Microsoft Word – Microsoft Paint – Microsoft Publisher • The students will be able to identify short story elements. • The students will read, interrupt and analyze literature. • The students will actively discuss literature. • The students will read to acquire information. • The students will orally communicate information, opinions, and ideas effectively.
  3. 3. Day 1 • The class went to the library. • Each student checked out a novel. • We came back to the classroom and read over the assignment.
  4. 4. Days 2 - 10 • Students read their novel for 30 minutes each day in class. • While reading they wrote down: – key points – phrases, or words that correspond to their novel.
  5. 5. Day 11 • I showed a collection of art that I made from http://www.artsconnected.org/resource/116528/worlde-book-ads. The student answered questions about each slide. The questions got the students thinking about how pictures connect to books. • Students created lists about the novels they read. The lists included: – the setting of the book – the names of the main characters – the genre of the book – words that describe the plot and main events in the novel – feelings and emotions they had while reading • Students discussed their lists with a partner. • After the small group discussion we had a class discussion.
  6. 6. Small Group Discussions
  7. 7. Day 12 • The class went to the computer lab and the students completed their Wordle Book Ads.
  8. 8. Days 13-15 • The students presented their Wordle Book Ads to the class and included a brief summary of the plot.
  9. 9. Sample of Student Work
  10. 10. Sample of Student Work
  11. 11. Sample of Student Work
  12. 12. Assessment Rubric Category Below Basic 2 Proficient 3 Total Expectations 1 Information Neither the title nor the Either the title or the author Both the title and the author author are found in the ad is missing from the ad are found in the ad Appearance (Is there too The ad has many The ad has some The ad is easy to read and much?) distractions that are distractions that are has few distractions. confusing to the reader. confusing to the reader. Grammar There are many grammar There are some grammar There are few grammar (Capitalization, punctuation, mistakes that confuse the mistakes but they don’t mistakes. spelling) reader. confuse the reader. Accuracy of Information (Is Student does not Student demonstrates a Student demonstrates a the information correct) demonstrate a complete mostly complete complete understanding of understanding of the text: understanding of the text: the text: all key pieces of some key pieces of most key pieces of information are correct. information are correct. information are correct. Use of font, layout and Student does not effectively Students effectively uses Student effectively uses color use font, color, and layout to either font, color, or layout font, color, and layout to further the viewer's to further the viewer’s further the viewer's understanding of the text. understanding of the text understanding of the text. Demonstrates understanding Student shows little or no Student shows some Student shows they fully of the text understanding of text understanding of the text understand the text through using textual through their choice of through applicable textual evidence. text support. evidence. Word Choice Student's conveyance of Student conveys meaning Student conveys meaning meaning is limited by through functional and through specific and ineffective or incorrect correct word choice and effective word choice and word choice and sentence phrasing is sentence phrasing is sentence phrasing is correctly constructed and rhythmic and invites oral incomplete or awkward. attempts some creativity. reading.
  13. 13. Personal Reflection Incorporating Wordle Book Ads into my Book Report unit was a great experience for both myself and my students! We all learned a great deal! This unit incorporated reading, critical thinking skills, the arts, and technology. This allowed me to incorporate a variety of standards into the unit. Often students (especially boys) don’t get too excited about making a poster, but all of my students were enthusiastic about the Wordle Book Ads. I look forward to continuing to use Wordle Book Ads in my classroom. Wordle can be adapted and used in many situations, such as creating a word collage. I am also setting a personal goal for myself – next year I want to incorporate technology and the arts into as many of my projects and activities as possible. I have found that it truly grasps students’ attention and helps students of all interests find something they like about a project.
  14. 14. Resources Bender, W. Relational discipline: strategies for in-your-face kids. Retrieved March 24, 2010, from http://www.infoagepub.com/products/content/files/p47b0c39196cd0_fm.pdf Bubble.us - brainstorming made simple. (n.d.). Retrieved from http://bubbl.us/ Dickenson, D. Learning through the arts. New Horizons for Learning. Retrieved March 23, 2010, from http://www.newhorizons.org/strategies/art/dickenson_lrnarts.htm Marzano, R. & Marzano J. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13. Retrieved March 24, 2010, from http://www.ascd.org/publications/educational_leadership/sept03/vol61/num01/The _Key_to_Classroom_Management.aspx Mazeski, F. The metamorphosis of classroom management. Retrieved March 23, 2010, from http://www.mcrel.org/PDF/Noteworthy/Learners_Learning_Schooling/franm.asp Minneapolis Institute of Arts and Walker Art Center. Arts connect ed. Retrieved from http://www.artsconnected.org/ Murfee, E. (1998). Eloquent evidence: arts at the core of learning. The President’s Committee on the Arts and the Humanities, 1-12. Retrieved March 23, 2010, from http://www.nasaa-arts.org/publications/eloquent.pdf
  15. 15. Resources Continued Ruppert, S. (2006). Critical evidence, how the arts benefit student achievement. Retrieved March 24, 2010, from http://www.nasaa-arts.org/publications/critical-evidence.pdf The art of explosion pyrotechnics and fireworks. Retrieved April 4, 2010, from http://artsedge.kennedy- center.org/fireworks/main.html The art of teaching the arts: a workshop for high school teachers. Workshop 7, making the most of community resources. Retrieved April 5, 2010, from http://www.learner.org/vod/vod_window.html?pid=2176 The art of teaching the arts: a workshop for high school teachers. Workshop 5: Creating rich learning environments. Retrieved April 5, 2010, from http://www.learner.org/vod/vod_window.html?pid=2174 Theory into practice. Culture and learning. Retrieved April 4, 2010, from http://www.learner.org/vod/vod_window.html?pid=1863 Theory to practice. Feelings count. Retrieved April 5, 2010, from http://www.learner.org/vod/vod_window.html?pid=1862 Theory to practice. Learning from others. Retrieved April 4, 2010, from http://www.learner.org/vod/vod_window.html?pid=1864

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