THE ORIGINAL SEVEN INTELLIGENCES

Howard Gardner first identified and introduced to us seven different kinds of intelligence in
Frames of Mind.
• Linguistic intelligence: a sensitivity to the meaning and order of words.
• Logical-mathematical intelligence: ability in mathematics and other complex logical
systems.
• Musical intelligence: the ability to understand and create music. Musicians,
composers and dancers show a heightened musical intelligence.
• Spatial intelligence: the ability to "think in pictures," to perceive the visual world
accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is
highly developed in artists, architects, designers and sculptors.
• Bodily-kinesthetic intelligence: the ability to use one's body in a skilled way, for self-
expression or toward a goal. Mimes, dancers, basketball players, and actors are among
those who display bodily-kinesthetic intelligence.
• Interpersonal intelligence: an ability to perceive and understand other individuals --
their moods, desires, and motivations. Political and religious leaders, skilled parents
and teachers, and therapists use this intelligence.
• Intrapersonal intelligence: an understanding of one's own emotions. Some novelists
and or counselors use their own experience to guide others.

WORD SMART - Verbal Linguistic Intelligence

LOGIC SMART - Logical Mathematical Intelligence
PICTURE SMART - Visual Spatial Intelligence
MUSIC SMART - Musical Rhythmic Intelligence
BODY SMART - Bodily-Kinesthetic Intelligence
PEOPLE SMART - Interpersonal Intelligence
SELF SMART - Intrapersonal Intelligence
NATURE SMART - Scientific Environmental Intelligence

Grade Level: 1, 2

Subject(s):
• Language Arts/Grammar

Duration: 45-50 minutes

Description: In this lesson, students learn about compound words and have an opportunity to create new
compound word "inventions or creatures." Students create advertisements to describe their new words.

Goals:
1. Students will develop an understanding of how compound words are formed.

2. Students will learn about persuasive techniques used in advertising.

Objectives:
1. Students will be able to identify compound words.

2. Students will be able to successfully combine different nouns to form compound words.

3. Students will create advertisements which accurately depict their "new" compound words.
Materials:
• small slips of paper

• drawing paper (for advertisements)

• pencils

• crayons and markers

Procedure:
Introduce the term, compound word. "A compound word is formed when two words are joined to make a new
word." Give examples of compound words, such as baseball, sandbox, blackboard, etc. Ask students to
contribute other examples. Explain that each component of a compound word has a meaning by itself. When the
two words are put together, the meaning of the new word has to contain elements of both. Explain that some
compound words are directional, such as "downstairs" or "inside," while others may be composed of two nouns
such as "cupboard" or airplane."

Inform students that they will have a chance to create some "new" compound words. Give each student two slips
of paper, and ask each student to write one word on each slip. Gather all of the slips of paper and put them in a
hat (or other container). Mix up the slips of paper and have each student select two slips. Each student combines
the two words to form a compound word "invention or creature." Next, each student creates an advertisement
which shows a picture of the invention or creature. Students should also include a description which persuades
people to buy the object. [Examples: "cheetahcookies" that have spots and tickle your tongue with the fur;
"jetdogs" that you can fold up thin on an airplane so you don't have to send them in baggage; and "crocodilebags"
that are sleeping bags shaped like crocodiles and snap shut to keep you warm.]

[ Author's Note: My first grade class had not done this type of writing before, so I took off an old shoe and
made exaggerated statements about the shoe as if I were trying to sell it to them. Then I asked the students to
suggest other things that I could say to get people to buy the shoe. This was sufficient for most of my first
graders.]
Assessment: Children must successfully combine both word elements into one new idea while retaining
elements of each part. Assess students on their use of interesting descriptive words along with persuasive writing.

Special Comments: This activity was adapted from a mentor teacher, KayLynne Matheson, who should be
given credit for a great idea. Students in first grade had difficulty with the activity at first and needed prompting,
but they embraced it once they understood the concept.