Teaching Critical Thinking Strategies in the Classroom

through Aesthetic Experiences

Wordle Book Ads-Connecting Literature and Art

Brooke Ferrier

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.

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.

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.

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.

Small Group Discussions

Day 12

• The class went to the computer lab and the students completed their Wordle Book Ads.

Days 13-15

• The students presented their Wordle Book Ads to the class and included a brief summary of the plot.

Sample of Student Work

Sample of Student Work

Sample of Student Work

Assessment RubricCategory Below

Expectations 1

Basic 2 Proficient 3 Total

Information Neither the title nor the author are found in the ad

Either the title or the author is missing from the ad

Both the title and the author are found in the ad

Appearance (Is there too much?)

The ad has many distractions that are confusing to the reader.

The ad has some distractions that are confusing to the reader.

The ad is easy to read and has few distractions.

Grammar (Capitalization, punctuation, spelling)

There are many grammar mistakes that confuse the reader.

There are some grammar mistakes but they don’t confuse the reader.

There are few grammar mistakes.

Accuracy of Information (Is the information correct)

Student does not demonstrate a complete understanding of the text: some key pieces of information are correct.

Student demonstrates a mostly complete understanding of the text: most key pieces of information are correct.

Student demonstrates a complete understanding of the text: all key pieces of information are correct.

Use of font, layout and color

Student does not effectively use font, color, and layout to further the viewer's understanding of the text.

Students effectively uses either font, color, or layout to further the viewer’s understanding of the text

Student effectively uses font, color, and layout to further the viewer's understanding of the text.

Demonstrates understanding of the text

Student shows little or no understanding of text through using textual evidence.

Student shows some understanding of the text through their choice of text support.

Student shows they fully understand the text through applicable textual evidence.

Word Choice Student's conveyance of meaning is limited by ineffective or incorrect word choice and sentence phrasing is incomplete or awkward.

Student conveys meaning through functional and correct word choice and sentence phrasing is correctly constructed and attempts some creativity.

Student conveys meaning through specific and effective word choice and sentence phrasing is rhythmic and invites oral reading.

Personal Reflection Incorporating Wordle Book Ads into my Book Report unit was a great experience for

bothmyself and my students! We all learned a great deal! This unit incorporated reading,

criticalthinking skills, the arts, and technology. This allowed me to incorporate a variety ofstandards into the unit. Often students (especially boys) don’t get too excited about

making aposter, 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 beadapted and used in many situations, such as creating a word collage. I am also

setting apersonal goal for myself – next year I want to incorporate technology and the arts

into asmany 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.

ResourcesBender, 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

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Minneapolis Institute of Arts and Walker Art Center. Arts connect ed. Retrieved from http://www.artsconnected.org/

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Resources ContinuedRuppert, 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?

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Theory to practice. Learning from others. Retrieved April 4, 2010, from http://www.learner.org/vod/vod_window.html?

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