Fellow educators,
On this page you will find information in regards to standards and levels of Bloom's taxonomy as they relate to the various activities on this website.
On this page you will find information in regards to standards and levels of Bloom's taxonomy as they relate to the various activities on this website.
Writing
Feel better, Amos!
Summary/Rationale: In this activity, students will look at the model for a friendly letter and complete their own version of a friendly letter. The students' friendly letter is in response to the book because the students will be writing to the main character, Amos McGee. This activity will benefit students because they will be familiar with different types of writing. Students can use the knowledge that they gain from this activity in their daily lives because they will be able to write letters in other instances and occasions in their lives.
Bloom's Taxonomy: Synthesis
Generate- Students are able to generate their own "get well" friendly letter to the main character in the story, Amos McGee. Students will be using the example to guide them through the various sections of the friendly letter.
Production and Distribution of Writing
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
In the letter writing activity, students are required to follow the friendly letter model and focus on a topic for their letter. In this case, students will be focusing on a topic in regards to sending a "get well" letter. This coordinates with the first section of the standard listed above. Students are challenged to make their topic apply to the book and will be able to use the support of the model to guide them.
Choose an Animal
Summary: In this activity, students are responsible for choosing a character from the story to write about. Students will be writing from the perspective of the chosen animal. This activity will benefit students because they will learn how to think from a point of view that differs from that of their own. This experience will help students to gain experience thinking from different perspectives and considering others' lives.
Bloom's Taxonomy: Comprehension
Explain- Students are able to use the skill of explaining during this activity because they must use written expression to describe a day at the zoo for the animal that they chose for this activity.
Key Ideas and Details
1.RL.3 Describe characters, settings, and major events in a story, using key details.
This standard was demonstrated through the "Choose an Animal" activity. The students are asked to describe a day in the life of one of the animals from the story. Therefore, the students are able to describe the animal in terms of what that animal would do at the zoo as depicted in the story.
Integration of Knowledge and Ideas
1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
In the "Choose an Animal" activity, the students are able to describe the daily life of an animal by sharing the experiences that the specific animal goes through throughout the day.
Five Senses Writing
Summary: For this activity, students are able to write about a time in which they were sick. Students will create a response that relates to the story because in this story the main character becomes very sick. In order to strengthen their writing experience, students will be using the five senses to guide their responses. This experience will facilitate students' ability to write with more depth and detail in their writing.
Bloom's Taxonomy: Knowledge
Recall- Students are using the skill of recalling because they are being asked to describe an event that has happened to them in the past and use it for this writing activity.
Text Types and Purposes
1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Students address this standard through their "5 senses" writing. In this activity, students are able to recount a time in which they were sick, similar to the main character in the story. Students share this information through a narrative written response, in which they are encouraged to write specific details about their experience.
Summary/Rationale: In this activity, students will look at the model for a friendly letter and complete their own version of a friendly letter. The students' friendly letter is in response to the book because the students will be writing to the main character, Amos McGee. This activity will benefit students because they will be familiar with different types of writing. Students can use the knowledge that they gain from this activity in their daily lives because they will be able to write letters in other instances and occasions in their lives.
Bloom's Taxonomy: Synthesis
Generate- Students are able to generate their own "get well" friendly letter to the main character in the story, Amos McGee. Students will be using the example to guide them through the various sections of the friendly letter.
Production and Distribution of Writing
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
In the letter writing activity, students are required to follow the friendly letter model and focus on a topic for their letter. In this case, students will be focusing on a topic in regards to sending a "get well" letter. This coordinates with the first section of the standard listed above. Students are challenged to make their topic apply to the book and will be able to use the support of the model to guide them.
Choose an Animal
Summary: In this activity, students are responsible for choosing a character from the story to write about. Students will be writing from the perspective of the chosen animal. This activity will benefit students because they will learn how to think from a point of view that differs from that of their own. This experience will help students to gain experience thinking from different perspectives and considering others' lives.
Bloom's Taxonomy: Comprehension
Explain- Students are able to use the skill of explaining during this activity because they must use written expression to describe a day at the zoo for the animal that they chose for this activity.
Key Ideas and Details
1.RL.3 Describe characters, settings, and major events in a story, using key details.
This standard was demonstrated through the "Choose an Animal" activity. The students are asked to describe a day in the life of one of the animals from the story. Therefore, the students are able to describe the animal in terms of what that animal would do at the zoo as depicted in the story.
Integration of Knowledge and Ideas
1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
In the "Choose an Animal" activity, the students are able to describe the daily life of an animal by sharing the experiences that the specific animal goes through throughout the day.
Five Senses Writing
Summary: For this activity, students are able to write about a time in which they were sick. Students will create a response that relates to the story because in this story the main character becomes very sick. In order to strengthen their writing experience, students will be using the five senses to guide their responses. This experience will facilitate students' ability to write with more depth and detail in their writing.
Bloom's Taxonomy: Knowledge
Recall- Students are using the skill of recalling because they are being asked to describe an event that has happened to them in the past and use it for this writing activity.
Text Types and Purposes
1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Students address this standard through their "5 senses" writing. In this activity, students are able to recount a time in which they were sick, similar to the main character in the story. Students share this information through a narrative written response, in which they are encouraged to write specific details about their experience.
Word Choice
Make Your Own Similes
Summary: Students will be creating their own similes to complete sentences for this activity. The students will follow the examples included on the page in order to devise their own similes. By creating similes for various characters from the story, the students will be able to gain skills in analyzing character personalities and traits. In addition, this activity is beneficial to students because it fosters their ability to compare and contrast different characters by using a writing skill.
Bloom's Taxonomy: Synthesis
Devise- Students are using this skill by looking at the example and then devising their own similes for each of the five sentences in this activity.
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Students demonstrated this standard by being able to create similes for different characters in the story. The students use information from the book in order to create a simile that makes sense for each character in this activity.
Summary: Students will be creating their own similes to complete sentences for this activity. The students will follow the examples included on the page in order to devise their own similes. By creating similes for various characters from the story, the students will be able to gain skills in analyzing character personalities and traits. In addition, this activity is beneficial to students because it fosters their ability to compare and contrast different characters by using a writing skill.
Bloom's Taxonomy: Synthesis
Devise- Students are using this skill by looking at the example and then devising their own similes for each of the five sentences in this activity.
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Students demonstrated this standard by being able to create similes for different characters in the story. The students use information from the book in order to create a simile that makes sense for each character in this activity.
Voice
Summary: In this activity, students will first decide which character matches which voice. Once the students have completed this task, they will realize that each character has a different voice that can be recognized from the way that that character speaks in the story. The students will then apply what they have learned in order to create their own written response that highlights their voice. This is beneficial to students because it allows the students to explore how voices differ from character to character in literature. This activity also offers students a chance to demonstrate creativity and personality in their writing, which is a skill that can be used in all aspects of their personal writing experiences.
Bloom's Taxonomy: Application
Apply- In this activity, students use the skill of applying what they have learned. This is because the students are required to complete the voice matching activity before they write using their own voice. The voice matching activity shows students that the writing can vary depending on the character's personality. Thus, the students are then applying the information that they have gained for the voice writing activity because they use their newly acquired knowledge to formulate their own written response with voice.
Production and Distribution of Writing
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
In the writing voice activity, students are responsible for writing a response that relates to the story. Students focus on the topic of writing about a time in which they were sick, just like Amos McGee. Students are then allowed to use the tips and the bear poster from the activity page in order for them to strengthen their response and ensure that they are including their personal voice throughout their response to this activity.
Bloom's Taxonomy: Application
Apply- In this activity, students use the skill of applying what they have learned. This is because the students are required to complete the voice matching activity before they write using their own voice. The voice matching activity shows students that the writing can vary depending on the character's personality. Thus, the students are then applying the information that they have gained for the voice writing activity because they use their newly acquired knowledge to formulate their own written response with voice.
Production and Distribution of Writing
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
In the writing voice activity, students are responsible for writing a response that relates to the story. Students focus on the topic of writing about a time in which they were sick, just like Amos McGee. Students are then allowed to use the tips and the bear poster from the activity page in order for them to strengthen their response and ensure that they are including their personal voice throughout their response to this activity.
Grammar
I spy...
Summary: In this activity, students will investigate the various sentences on the page and find the missing capital letters and periods. The students will benefit from this activity because they will be able to use their knowledge of writing conventions and correct punctuation use. By completing this activity, students will broaden their experiences with editing writing as well. These skills will carry on with students in other areas of their writing as well as other content areas.
Bloom's Taxonomy: Comprehension
Locate- The students use this skill because they are responsible for locating the missing capital letters and missing periods within the given sentences during this activity.
Print Concepts
1.RF.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
The students demonstrate their understanding of this standard by identifying missing capital letters and by recognizing where necessary periods are missing. Therefore, the students practice their knowledge of print concepts through this activity.
Adjective Adventures
Summary: In this activity, students will complete sentences by filling in the missing blanks with adjectives. This activity will benefit students because they will use their knowledge of adjectives and their creativity in order to complete the sentences in this activity. Students will be able to apply this same approach in other areas of their writing when they need to add more detail and depth in order to describe an object or character.
Bloom's Taxonomy: Synthesis
Formulate- During this activity, students are able to formulate their own adjectives for the various sentences that describe the characters in the story.
Conventions of Standard English
1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
f. Use frequently occurring adjectives.
In this activity, students show their ability to use frequently occurring adjectives by completing the sentences and filling in the missing blanks with adjectives that would make sense with the story.
Summary: In this activity, students will investigate the various sentences on the page and find the missing capital letters and periods. The students will benefit from this activity because they will be able to use their knowledge of writing conventions and correct punctuation use. By completing this activity, students will broaden their experiences with editing writing as well. These skills will carry on with students in other areas of their writing as well as other content areas.
Bloom's Taxonomy: Comprehension
Locate- The students use this skill because they are responsible for locating the missing capital letters and missing periods within the given sentences during this activity.
Print Concepts
1.RF.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
The students demonstrate their understanding of this standard by identifying missing capital letters and by recognizing where necessary periods are missing. Therefore, the students practice their knowledge of print concepts through this activity.
Adjective Adventures
Summary: In this activity, students will complete sentences by filling in the missing blanks with adjectives. This activity will benefit students because they will use their knowledge of adjectives and their creativity in order to complete the sentences in this activity. Students will be able to apply this same approach in other areas of their writing when they need to add more detail and depth in order to describe an object or character.
Bloom's Taxonomy: Synthesis
Formulate- During this activity, students are able to formulate their own adjectives for the various sentences that describe the characters in the story.
Conventions of Standard English
1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
f. Use frequently occurring adjectives.
In this activity, students show their ability to use frequently occurring adjectives by completing the sentences and filling in the missing blanks with adjectives that would make sense with the story.
Poetry
"If I were..." Poem
Summary: In this activity, students will create their own "If I were" poem by filling out the blanks in the poem template with what they would do if they were Amos McGee. This will benefit students because they will be able to experience and complete a type of poetry that they are not yet familiar with. The students will be able to apply this knowledge and will become more open-minded toward other types of writing, especially poems.
Bloom's Taxonomy: Evaluation
Choose- Students are using the skill of choosing in order to describe how they would act if they were in Amos' position in the story. By doing this, the students are accountable for relating the story to their own opinion and by distinguishing whether they would react the same or differently than Amos McGee in a creative manner.
Key Ideas and Details
1.RL.3 Describe characters, settings, and major events in a story, using key details.
Students are able to address this standard by completing the poem and including their own details. The students are responsible for relating the poem to the story by using key details or by incorporating how they would act differently than Amos McGee in the story.
Summary: In this activity, students will create their own "If I were" poem by filling out the blanks in the poem template with what they would do if they were Amos McGee. This will benefit students because they will be able to experience and complete a type of poetry that they are not yet familiar with. The students will be able to apply this knowledge and will become more open-minded toward other types of writing, especially poems.
Bloom's Taxonomy: Evaluation
Choose- Students are using the skill of choosing in order to describe how they would act if they were in Amos' position in the story. By doing this, the students are accountable for relating the story to their own opinion and by distinguishing whether they would react the same or differently than Amos McGee in a creative manner.
Key Ideas and Details
1.RL.3 Describe characters, settings, and major events in a story, using key details.
Students are able to address this standard by completing the poem and including their own details. The students are responsible for relating the poem to the story by using key details or by incorporating how they would act differently than Amos McGee in the story.