Teachers,
I have listed six activities that follow Bloom's Taxonomy and have given potential assessments for each activity below. I have also attached an Indiana State Standard and Common Core with each activity. All of the activities/assessments/standards are are geared toward fourth grade students.
State the main idea of Mr. Lincoln's Way (Level 1)
Assessment: For this activity, students will be writing a summary that identifies the main idea of the story. To assess their writing, have the students print the TouchDocks page to turn in for 5 points total. Click here for sample rubric.
EL.4.5.4 2006
Write summaries that contain the main ideas of the reading selection and the most significant details.
Example: Write a book review, including enough examples and details about the plot, character, and setting of the book to describe it to a reader who is unfamiliar with it.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Report your information found in the Civil Rights web quest (Level 2)
Assessment: Students will be doing a web quest on the Civil Rights era by researching different historical figures and events provided on the PDF file. To assess their research, have the students print off their web quest for a total of 10 points. Click here for a sample rubric.
EL. 4.2.9 2006 Recognize main ideas and supporting details presented in expository (informational texts).
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Demonstrate your understanding of the word racism (Level 2)
Assessment: Students will be creating a Tagxedo, which turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text (http://www.tagxedo.com). For their topic, they will be finding at least five or more synonyms for racism. The students will save the image of their Tagxedo to their iPad. To assess their Tagxedo, look for creativity and make sure their synonyms are relevant for a total of 5 points. Click here for sample rubric.
EL.4.1.2 2006 Vocabulary and Concept Development:
Apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Solve the local school racism problem using your best reporting skills (Level 3)
Assessment: In this activity, students will be reporting the latest racism/bullying issue in a school system using the iPrompt Pro application. This application is designed to help students write scripts and news reports. If time allows, have students record their scripts using the camera application on their iPads. The recordings can be used to share with the class and can be published to the class website. Click here for a sample rubric to assess student scripts.
EL.4.5 2006 Writing: Applications (Different Types of Writing and Their Characteristics)
At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Analyze Mr. Lincoln and Eugene's relationship as the story develops (Level 4)
Assessment: Students will be designing a flow chart of graphic organizer using the Popplet application showing how the relationship between Mr. Lincoln and Eugene develops to overcome Eugene's hatred of people who are different from him. In the Popplet application, students can create graphic organizers or flow charts with a variety of effects. It allows them to add text or pictures and creates an organized web. Students can also work simultaneously on one flow chart or graphic organizer. To assess students, have them present the popplet with the class, explaining the flow chart and relationship between the characters. Click here for a sample rubric for the presentation.
EL.4.3.3 2006 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.
Example: After reading The Sign of the Beaver by Elizabeth George Speare, tell how the Native American character's actions are influenced by his being in a setting with which he is very familiar and feels comfortable, as opposed to the reactions of another character, Matt.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Evaluate Mr. Lincoln's approaches in helping Eugene overcome hatred (Level 5)
Assessment: In this activity, students will be assessing Mr. Lincoln's approach in overcoming Eugene's hatred towards others by creating a T-chart using the inDecision application. inDecision allows for students to easily set up a T-chart where they can organize their ideas. They will list five positives of his approach and will come up with five possibilities of what could have gone wrong with Mr. Lincoln's approach. They will write a paragraph below the T-chart evaluating Mr. Lincoln's method. Click here for a sample rubric for assessing the T-chart and paragraph.
EL.4.3.3 2006 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Create a new ending to Mr. Lincoln's Way by proposing an alternative solution (Level 6)
Assessment: Students will be creating a new ending to the story describing a different solution Mr. Lincoln could have used to resolve the problem of racism in the story by using the Book Creator application. The Book Creator application allows for students to create e-books and allows for them to easily publish their books onto iBook, which is an online book store. Click here for a sample rubric for assessing the alternative resolution to the story.
EL.4.5.2 2006 Write responses to literature that:
• demonstrate an understanding of a literary work.
• support statements with evidence from the text.
Example: Write a description of a favorite character in a book. Include examples from the book to show why this character is such a favorite.
CCSS.ELA-Literacy.W.4.3e Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
I have listed six activities that follow Bloom's Taxonomy and have given potential assessments for each activity below. I have also attached an Indiana State Standard and Common Core with each activity. All of the activities/assessments/standards are are geared toward fourth grade students.
State the main idea of Mr. Lincoln's Way (Level 1)
Assessment: For this activity, students will be writing a summary that identifies the main idea of the story. To assess their writing, have the students print the TouchDocks page to turn in for 5 points total. Click here for sample rubric.
EL.4.5.4 2006
Write summaries that contain the main ideas of the reading selection and the most significant details.
Example: Write a book review, including enough examples and details about the plot, character, and setting of the book to describe it to a reader who is unfamiliar with it.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Report your information found in the Civil Rights web quest (Level 2)
Assessment: Students will be doing a web quest on the Civil Rights era by researching different historical figures and events provided on the PDF file. To assess their research, have the students print off their web quest for a total of 10 points. Click here for a sample rubric.
EL. 4.2.9 2006 Recognize main ideas and supporting details presented in expository (informational texts).
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Demonstrate your understanding of the word racism (Level 2)
Assessment: Students will be creating a Tagxedo, which turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text (http://www.tagxedo.com). For their topic, they will be finding at least five or more synonyms for racism. The students will save the image of their Tagxedo to their iPad. To assess their Tagxedo, look for creativity and make sure their synonyms are relevant for a total of 5 points. Click here for sample rubric.
EL.4.1.2 2006 Vocabulary and Concept Development:
Apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Solve the local school racism problem using your best reporting skills (Level 3)
Assessment: In this activity, students will be reporting the latest racism/bullying issue in a school system using the iPrompt Pro application. This application is designed to help students write scripts and news reports. If time allows, have students record their scripts using the camera application on their iPads. The recordings can be used to share with the class and can be published to the class website. Click here for a sample rubric to assess student scripts.
EL.4.5 2006 Writing: Applications (Different Types of Writing and Their Characteristics)
At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Analyze Mr. Lincoln and Eugene's relationship as the story develops (Level 4)
Assessment: Students will be designing a flow chart of graphic organizer using the Popplet application showing how the relationship between Mr. Lincoln and Eugene develops to overcome Eugene's hatred of people who are different from him. In the Popplet application, students can create graphic organizers or flow charts with a variety of effects. It allows them to add text or pictures and creates an organized web. Students can also work simultaneously on one flow chart or graphic organizer. To assess students, have them present the popplet with the class, explaining the flow chart and relationship between the characters. Click here for a sample rubric for the presentation.
EL.4.3.3 2006 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.
Example: After reading The Sign of the Beaver by Elizabeth George Speare, tell how the Native American character's actions are influenced by his being in a setting with which he is very familiar and feels comfortable, as opposed to the reactions of another character, Matt.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Evaluate Mr. Lincoln's approaches in helping Eugene overcome hatred (Level 5)
Assessment: In this activity, students will be assessing Mr. Lincoln's approach in overcoming Eugene's hatred towards others by creating a T-chart using the inDecision application. inDecision allows for students to easily set up a T-chart where they can organize their ideas. They will list five positives of his approach and will come up with five possibilities of what could have gone wrong with Mr. Lincoln's approach. They will write a paragraph below the T-chart evaluating Mr. Lincoln's method. Click here for a sample rubric for assessing the T-chart and paragraph.
EL.4.3.3 2006 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Create a new ending to Mr. Lincoln's Way by proposing an alternative solution (Level 6)
Assessment: Students will be creating a new ending to the story describing a different solution Mr. Lincoln could have used to resolve the problem of racism in the story by using the Book Creator application. The Book Creator application allows for students to create e-books and allows for them to easily publish their books onto iBook, which is an online book store. Click here for a sample rubric for assessing the alternative resolution to the story.
EL.4.5.2 2006 Write responses to literature that:
• demonstrate an understanding of a literary work.
• support statements with evidence from the text.
Example: Write a description of a favorite character in a book. Include examples from the book to show why this character is such a favorite.
CCSS.ELA-Literacy.W.4.3e Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.