Aesthetic Response

Multiple Intelligence- Verbal/Linguistic

Submitted by- Sandra Wilson and Connie Frazier

Focus: Loch by Paul Zindel is a novel that may elicit personal associations from the reader’s life. As students read they should highlight the characters and events that they identify with and that evoke powerful feelings for them. This assignment combines two activities from the Glasgow’s website, www.dragonbbs.com/members/1836. The will write a BIOPOEM about a character from Loch.

Procedure:

1. As the student reads the story, he or she will check the evocatively familiar moments in the story.

2. When the story is completed, the student will return to the checkpoints and consider past associations evoked by the reading.

3. The student will record those associative recollections prompted by the two most powerful reference points in the story.

4. The student will describe the association made from the book.

5. The student will write a BIOPOEM about the character they most relate to or the character most closely related to the event that they associate with.

6. BIO POEM format

Line 1: First Name

Line 2: Four traits that describe the character

Line 3: Lover of ______(List three things or people)

Line 4: Who feels ______(list three items)

Line 5: Who needs ______(list three things)

Line 6: Who fears ______( list three things)

Line 7: Who gives ______(list three things)

Line 8: Who would like to see ______(list three things)

Line 9: Resident of ______

Line 10: Last name.

Sample BIOPOEM

Luke

Curious, knowledgeable, risk taker, friend

Who feels helpless when facing danger, fearless when taking action, thrilled to be on the lake on a perfect day.

Who needs, family, to explore, to help the plesiosaur.

Who fears powerlessness, loss of family, failure.

Who gives support to friends, his all to causes he believes in, love to his sister.

Who would like to see his mother again, the plesiosaur safe, and peaceful days on the lake.

Resident of Vermont

Perkins

7. If the information is not given about the character, the student will decide what should

fill in the blanks that would most fit in with the character.

Evaluation:

Did the student complete the description and the poem?

Did the student thoroughly describe the memory or association triggered by the story?

Does the poem describe the character and fit into the BIOPOEM format?

Taken from:

Milner, Joseph and Milner, Lucy (1993). Bridging English. New York: Maxwell Macmillan International. ISBN 0-675-2142-2

(B) CRITICAL ANALYSIS

The critical analysis to be used with the novel Loch will be the character probe for evaluating the novel according to the implied reader. The character probe implements the interpersonal intelligence and the verbal/linguistic intelligence of Gardener's Multiple Intelligences.

PROCEDURE:

1. Prior to reading "Loch" instruct the reader to pay attention to the action, personality

and motivation of the characters.

2. Have them select one of the main characters that they personally identify with and

have them take notes on how they and the main character are similar.

3. Also while reading have them keep a journal/diary entries in the persona of a

character.

4. After each journal/diary entry have them write in a different color pen or pencil and

have them tell how this character is similar to them or different.

5. After reading the novel and writing the journal/diary have them go back and do an

in-depth entry of the character and themselves which reflects the action, personality

and motivation of the character and themselves.

OHIO STANDARDS: Reading Applications: Literary Text Standard

GRADE LEVEL INDICATORS

7th Grade

WRITING

Reread and analyze clarity of writing.

Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

Write responses to novels, stories, poems and plays that provide an interpretation, a

critique or a reflection and support judgments with specific references to the text.

Produce informal writings (e.g., journals, notes and poems) for various purposes.

8th Grade

WRITING

Use organizational strategies (e.g., notes and outlines) to plan writing.

Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose.

Write responses to literature that organize an insightful interpretation around several clear

ideas, premises or images and support judgments with specific references to the original

text, to other texts, authors and to prior knowledge.

Produce informal writings (e.g., journals, notes and poems) for various purposes.

TAKEN FROM:

"Glasgow's Reader Response Activities

Ohio Academic Content Standards for Reading - ohiorc.org

The multiple intelligences will be artistic (visual/spatial) response to literature to express ones opinion.

Focus:

The focus of this intervention is to have students express their opinion and/or interpretation of the novel "Loch", through an artistic response.

Procedure:

1. After reading "Loch" have students determine which of the following they want to portray the characters, theme, setting or symbol.

2. After making their selection of number one have them choose the material they will

need for the project.

3. The student may select to do a drawing, painting, sculpting, photography, collage,

model, advertisement, mural, diorama, mobile.

4. The student will then create their artistic project which interprets the work of literature.

Resource from Ohio Resource Center:

"Creating Editorial Cartoons Professional

This best practice resource offers instructional tips and support for integrating editorial cartooning into classroom instruction. Consistent with research related to the writing process, this resource provides teachers with lesson ideas and writing samples which show how to use drawings to express an opinion. The suggested activities introduce students to the tools and techniques of editorial cartooning, including ideas for determining content and tips for drawing cartoons. ORC# 160"