Blooms Taxonomy

By: Vanesa Medrano

The Giving Tree

By: Shel Silverstein
Every day the boy would come to the
tree to eat her apples, swing from her
branches, or slide down her trunk, and
the tree was happy. But as the boy grew
older he began to want more from the
tree, and the tree gave and gave until
she could no longer give anymore.

Grade Level: 2nd grade

Knowledge
TEKS
(b)Knowledge and skills
(14)Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about and understand expository text and provide evidence
from text to support their understanding. Students are expected to:
(A)identify the main idea in a text and distinguish it from the topic;
(B)locate the facts that are clearly stated in a text
(C)describe the order of events or ideas in a text; and
(D)use text features (e.g., table of contents, index, headings) to locate specific information
in text.

Knowledge
Questions??
Where does the story take place?
Who are the main characters?
Activity:
Have children fill out the WHO? WHAT? WHEN? WHERE? WHY? HOW? chart recalling
basic information to make sure students are grasping the basic concept of the story.

Comprehension
TEKS
(3)Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful
strategies as needed. Students are expected to
(A)use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and
confirm predictions;
(B)ask relevant questions, seek clarification, and locate facts and details about stories and other
texts and support answers with evidence from text; and
(C)establish purpose for reading selected texts and monitor comprehension, making corrections and
adjustments when that understanding breaks down (e.g., identifying clues, using background
knowledge, generating questions, re-reading a portion aloud).

Comprehension
Questions??
What is the main idea?
What is happening?
Activity:
We will have a bare classroom tree lacking leaves and apples. The
students will each receive a leaf, and on each leaf they will
summarize the story.

Application
TEKS
(b) Knowledge and Skills
(14)Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences
and draw conclusions about and understand expository text and provide evidence from text to support
their understanding. Students are expected to:
(A)identify the main idea in a text and distinguish it from the topic;
(B)locate the facts that are clearly stated in a text;
(C)describe the order of events or ideas in a text; and(D)use text features (e.g., table of
contents, index, headings) to locate specific information in text.

Application
Questions??
How do you relate to the story?
How would you interpret the most important events?
Activity
Students will illustrate the events of the story, and sketch
their favorite or the most essential elements of the story on
their own storyboard.

Analysis
TEKS
(b) Knowledge and Skills
(14)Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences
and draw conclusions about and understand expository text and provide evidence from text to support
their understanding. Students are expected to:
(A)identify the main idea in a text and distinguish it from the topic;
(B)locate the facts that are clearly stated in a text;
(C)describe the order of events or ideas in a text; and(D)use text features (e.g., table of
contents, index, headings) to locate specific information in text.

Analysis
Questions??
What are some connections made by the book?
Who gives you things?
What do they give you?
Classify some of your necessities and wants.
Activity
Students will receive an apple and on the apple discuss some connections they made with
the book. They will place these on the classroom tree.

Evaluation
TEKS
(b) knowledge and skills
(6)Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
(A)identify moral lessons as themes in well-known fables, legends, myths, or stories; and
(B)compare different versions of the same story in traditional and contemporary folktales
with respect to their characters, settings, and plot

Evaluation
Questions??
Determine the moral lesson?
How does that affect the story?
Activity:
Have students create and evaluate the life cycle of an
apple but based on the moral of the story.

Instead of the life cycle of an

apple students will be able
to tell me the moral of the
story using the same format.

Creating
TEKS
(b) Knowledge and Skills
(15)Reading/Comprehension of Informational Text/Procedural Text.
Students understand how to glean and use information in procedural texts
and documents. Students are expected to:
(A)follow written multi-step directions; and
(B)use common graphic features to assist in the interpretation of text
(e.g., captions, illustrations).

Creating
Questions??
Do you understand the story?
Tell me ALL about it!
Activity:
Construct a tree with the most important elements that
you think make up the story.