{"id":2877,"date":"2010-04-15T19:19:09","date_gmt":"2010-04-15T19:19:09","guid":{"rendered":"http:\/\/hub-dev.bates.edu\/museum\/?page_id=2877"},"modified":"2019-12-04T13:30:18","modified_gmt":"2019-12-04T18:30:18","slug":"karla-martin-lewiston-middle-school-word-choice","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/museum\/education\/thousandwordproject\/lesson-plans\/karla-martin-lewiston-middle-school-word-choice\/","title":{"rendered":"Word Choice"},"content":{"rendered":"<h4><strong>Thousand Words Project (<a href=\"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/brushstrokes-and-words\/\">Brushstrokes and Words<\/a> &amp; <a href=\"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/colors-and-vocabulary\/\">Colors and Vocabulary<\/a>), Lewiston Middle School Integrating Literacy and the Arts Karla Martin<\/strong><\/h4>\n<h3><strong>Word Choice<\/strong><\/h3>\n<h4><strong>Summary<\/strong><\/h4>\n<p>Both the artist\u2019s and author\u2019s palette offer inexhaustible choices to convey ideas. Whether a word or brush stroke, the right choice demands clarity and specificity to achieve the desired shade of meaning. To demonstrate the importance of word choice when writing, visual art is an ideal parallel from which students can draw understanding. This lesson provides students with an opportunity to discover the connections between an artist\u2019s color choice\/brush stroke and the subtleties of a writer\u2019s word choice.<\/p>\n<h4><strong>Objectives<\/strong><\/h4>\n<ul>\n<li>To understand and appreciate an artist\u2019s unique perspective and interpretation of an\u00a0event, setting, individual, etc.<\/li>\n<li>To understand and appreciate writer\u2019s unique perspective and interpretation of an\u00a0event, setting, individual, etc.<\/li>\n<li>To understand the parallel between word choice in writing and an artists choice\u00a0in color and brush stroke.<\/li>\n<li>To use rich, colorful, and precise word choice in writing to convey a clear\u00a0and unique perspective.<\/li>\n<\/ul>\n<h4><strong>Maine Learning Results<\/strong><\/h4>\n<p>ELA, E1<\/p>\n<h4><strong>Prerequisites<\/strong><\/h4>\n<p>Readiness state of the students<\/p>\n<h4><strong>Vocabulary<\/strong><\/h4>\n<ul>\n<li>Interpretation<\/li>\n<li>Perspective<\/li>\n<\/ul>\n<h4><strong>Materials<\/strong><\/h4>\n<ul>\n<li>Two or three different works of art pieces featuring similar content, but with\u00a0different interpretations<\/li>\n<li>LCD Projector (if Intenet is art resource)<\/li>\n<li>Writing material<\/li>\n<\/ul>\n<h4><strong>Procedure<\/strong><\/h4>\n<p>1. Bell activity: Students will follow posted directions (see options) and write their ideas on paper.<\/p>\n<ul>\n<li>Option 1: Viewing the selected pieces, have students brainstorm words\u00a0that come to mind for each<\/li>\n<li>Option 2: Viewing the selected pieces, have students identify\u00a0similarities and differences.<\/li>\n<\/ul>\n<p>If time allows, have students discuss their observations in partners.<\/p>\n<p>2. Facilitate a follow-up discussion about the bell activity. If using option 1, conduct a whip-around, asking each student to report one word from their list.\u00a0 Ask students why they think they chose these particular words (metacognition).If necessary, lead the discussion to point out that the pieces are different interpretations of similar content. If using bell activity option 2, begin with a whip around in which students report out one difference or similarity. Record all responses on chart paper.<\/p>\n<p>3. Ask the following questions and record answers<\/p>\n<ul>\n<li>Why do you think artists have different interpretations (of events, settings,\u00a0people)? Record responses such as differing personal experiences, mood,\u00a0age, gender, etc&#8230;<\/li>\n<li>How did each artist share his or her uniqe perspective? Record responses\u00a0such as color choice, brush stroke, etc.<\/li>\n<\/ul>\n<p>4. Ask students to consider the above questions from a writer\u2019s point of view.Record applicable responses while asking probing questions.<\/p>\n<p>5. Extension Activity (second day) Instruct students to read 2-3 short pieces of literature of similar content from different perspectives. Ask the following:How are the pieces similar? How are they different? Can you explain possible reasons for the differences?<\/p>\n<h4><strong>Assessment<\/strong><\/h4>\n<p>1. Closure: 3-2-1 Exit Pass List three ways artists and writers are different. \u00a0 \u00a0 List two ways ways artists and writers are similar. Choose one precise, \u00a0 \u00a0 colorful word to describe your favorite painting.2. Teacher observation\/anecdotal notes from Writing Workshop\/Conferences.3. Six Trait Writing Rubric for Word Choice.<\/p>\n<p><a href=\"mailto:museum@bates.edu\">Send us a comment on this lesson<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Thousand Words Project (Brushstrokes and Words &amp; Colors and Vocabulary), Lewiston Middle&hellip;<\/p>\n","protected":false},"author":122,"featured_media":0,"parent":6929,"menu_order":21,"comment_status":"closed","ping_status":"open","template":"","meta":{"_hide_ai_chatbot":false,"_ai_chatbot_style":"","associated_faculty":[],"_Page_Specific_Css":"","_bates_restrict_mod":false,"_dimp_site_id":"","_dimp_override_contact":false,"_table_of_contents_display":false,"_table_of_contents_location":"","_table_of_contents_disableSticky":false,"_is_featured":false,"footnotes":"","_bates_seo_meta_description":"","_bates_seo_block_robots":false,"_bates_seo_sharing_image_id":0,"_bates_seo_sharing_image_twitter_id":0,"_bates_seo_share_title":"","_bates_seo_canonical_overwrite":"","_bates_seo_twitter_template":"","_links_to":"","_links_to_target":""},"class_list":["post-2877","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/2877","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/users\/122"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/comments?post=2877"}],"version-history":[{"count":3,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/2877\/revisions"}],"predecessor-version":[{"id":10521,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/2877\/revisions\/10521"}],"up":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/6929"}],"wp:attachment":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/media?parent=2877"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}