Bloom’s (Taxonomy) Unit: Elements of Plot

My kids did a great job of categorizing the Elements of Plot.

Bloom’s (Taxonomy) Unit: Elements Of Plot

Last year, I experimented with structuring my Reading lessons according to the levels of Bloom’s Taxonomy. Every concept within a genre would be covered following which level of Bloom’s it was and I would follow Bloom’s within the week I covered the concept.

For the second week of the Bloom’s Unit: Fiction, I focused on Elements of Plot(Comprehension). Here’s how it went.

Knowledge: Identify The Setting, Problem and Solution

Hook: Flocabulary Plot Video

I played a Flocabulary Plot video to introduce the concept. The kids loved it. Then I reviewed a story elements anchor chart.

Interactive Read-Aloud: Baseball Saved Us

The interactive read-aloud was on Japanese Internment Camps. So, to build the kids background knowledge, I played a quick documentary of what the camps were. Then I read the book to the kids. The kids correctly guessed that the problem was that the people were sad, and the solution was the dad starting baseball to make people happy again under tough circumstances.

Modeled Instruction: A Clean Park

I modeled how to identify setting, problem and solution.

We(Do): A Winning Smile

The kids worked in partners to identify the setting, problem and solution. It went well.

When I asked the kids to share out, one child went beyond what I thought she could go.

I asked: “What was the problem?”

Student: “She was nervous because she thought that everyone would laugh at her braces.”

Me: “I would have accepted she was nervous.”

Comprehension: Label The Elements of Plot

Audio-Aloud: “Pearls of Wisdom”

To review problem and solution, I played an audio of “Pearls of Wisdom” from Eric Thomas. In the story, a little girl wouldn’t give up her to pearls she worked for from her dad. She eventually gives the pearls to dad. The dad then gives her genuine pearls.

I didn’t focus on the problem and solution. I wanted to force the kids to think. So, I asked them to guess why she didn’t give up the pearls.

Answer #1: She thought the dad would do something to them.

Answer #2: She wanted to use the pearls to make a bracelet.

Answer #3: She didn’t want to give it up because she worked hard for them.

Loved it.

Shared Reading: Barn Sour

I read through a passage with the kids and showed them how to label the problem and solution of a longer passage. What to highlight and what not to highlight.

We(Do): Chirp Chirp

I let the kids work in partners to label the setting, problem and solution. They did really well with it.

Problem: The bird is hurt.

Solution: The kids took bird to animal clinic.

Apply: Categorize Story Elements

We(Do): Categorize Story Elements

I put the kids in groups to categorize story elements. I gave them each a different story. After taking a few minutes to settle, the kids did extremely well. I interviewed one group on their story. Here is their responses.

Student #1: “There were no fish.”

Student #2: Detective Alex and Rebecca looking for fish.

Me: “Who had the fish.”

Student #2: “A Seagull!!!”

Side-Note: It actually took student #2 a few seconds to answer because she wanted to make sure their story map was perfect.

Analyze: A Scary Walk

Again, to help the kids analyze, I utilize the TRTW routine.

Talk 1: I played a math video of some cartoon characters getting lost. (In the story they were going to read, the character got lost.) The kids really got into it and practice a little math at the same time. (Love cross-curricular focus.

Read: A Scary Walk

Story Synopsis: A kids leaves the house, wanders into a cave, gets lost and eventually runs out after being scared by some bats.

Talk 2: Discuss Questions For A Scary Walk

Write: Answer Three Questions

After the kids answered the questions, I let them share out.

Question: How could character have prevented the problem?

Answer #1: “Stayed at home.”

Answer #2: “Lit a second match.”

Question: How do you know the character was scared?

Answer by most: He ran out of the cave.

Question: How are the bats important to the story?

Student #1/Answer #1/Only Answer Needed: “They helped him get out. Since he was scared from them, he ran in the direction they weren’t in. That was correct way.” (I gave him a high-five…perfect answer.)

Evaluate: Quiz

I gave the kids a quick four-question quiz–assessing if they knew how to make predictions, determine the setting, problem and solution.

16/19 kids passed the quiz.  14/19 mastered the concept.

Synthesis: Solve The Problem

After the kids completed the quiz, I gave them a question to synthesize the story: How would you have solved the problem?

Answer #1: “I would have taken off all the snow.”

Answer #2: “I would have gone to the grocery store, bought a shovel and picked up snow.”

Answer #3: “Before I slid down the slide, I would have pushed hand down under the snow and moved it out of the way as I slid down.”

Phenomenal responses.

Unit Success: 100 percent.

Next Concept: Interpreting Characters

Jeremiah Short, Educator

Published by Jeremiah Short

My name is Jeremiah Short, and I'm a educator with six years of experience. I love to teach and the overall craft of the profession. I've written one book on my journey(As I Took My Walk With God Volume I: I Stopped Wasting God's Time) with a second one way (As I Took My Walk With God Volume II: Greatness Was Upon Them). In addition to writing books, I've created several instructional routines: Word Power, T.I.D.E., Bloom's Units: Reading and The Phenomenal Classroom.

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