Wordle Book Ads

1. Teaching Critical Thinking Strategies in
the Classroom through Aesthetic
Experiences
Wordle Book Ads-
Connecting Literature and Art
Brooke Ferrier

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. 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. 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. 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. Small Group Discussions

7. Day 12
• The class went to the computer lab and the
students completed their Wordle Book Ads.

8. Days 13-15
• The students presented their Wordle Book Ads
to the class and included a brief summary of
the plot.

9. Sample of Student Work

10. Sample of Student Work

11. Sample of Student Work

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. 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. 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. 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