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Matrix

Blooms
Taxonomy

Gardners
Multiple
Intelligences
Verbal/linguistic
poetry, debate,
story-telling,
essay, checklist,
journal

Visual/spatial
drawing, model,
poster,
photograph,
storyboard,

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

tell, list,
define, label,
recite,
memorize,
repeat, find,
name, record,
fill in, recall,
relate

locate, explain,
summarize,
identify,
describe, report,
discuss, review,
paraphrase,
restate, retell,
show, outline,
rewrite

compare,
contrast, classify,
critique,
categorize, solve,
deduce, examine,
differentiate,
appraise,
distinguish,
investigate,
categorize, infer

judge,
predict,
verify,
assess,
justify, rate,
prioritize,
determine,
select,
decide, value,
choose,
forecast,
estimate

compose,
design,
hypothesize
, formulate,
create,
invent,
develop,
refine,
produce,
transform

As a group the
students will
verbally list
different things
the
Wampanoag
Tribe taught
the Pilgrims.
The teacher
will write their
responses on a
poster.

Explain why the


Pilgrims wanted to
come to the New
World. Share
explanations orally
with the class.

Examine the pros


and cons of
exploring/finding
new places by
participating in a
class debate on
whether or not it
seems like a good
idea for explorers to
find new places.

Students will
determine
what would be
different if
Columbus saw
America today.
Students will
share their
thoughts
verbally.

Pretend they
are explores.
Develop a
checklist of
all the thing
you would
have to do to
plan a trip/
bring on a
trip.

Find/ color in
the pictures
that are of
items
Columbus was

Draw a picture to
show what it would
look like on the
Mayflower.

demonstrate,
construct,
record, use,
diagram,
revise,
reformat,
illustrate,
interpret,
dramatize,
practice,
organize,
translate,
manipulate,
convert, adapt,
research,
calculate,
operate,
model, order,
display,
implement,
sequence,
integrate,
incorporate
Sequence the
events that the
Pilgrims
experienced by
creating a story
a class story
about the
Pilgrims. The
students will
story tell verbally
and the teacher
will write as they
go.
On a map, draw
a line to
illustrate the
route Christopher
Columbus

After reading about


Columbus first
journey to the
Americas make
inferences about

Students will
select a place
they would like
to explore and
decide what

Create a
short story
about an
explorer on a
journey.

illustration,
board game

looking for on
his journey
(students will
have a whole
page of
pictures, they
are only
coloring in
those that are
pictures of
something
Columbus was
looking for).

traveled.

how Columbus and


his sailors felt (as a
class).Draw
pictures that show
these different
emotions.

types of things
they would
hope to find
there. Then
they will draw
a picture of this
place/these
things.

Draw the
illustrations
to tell the
story. The
teacher will
assist with
the writing if
necessary.

Logical/mathema
tical
diagram, outline,
timeline, chart,
critique, graph

As a whole
class, we will
label the
continents on a
world map and
note their
locations.

As a class, we will
make a timeline of
events, using
pictures with labels
to retell the story
of Columbus
journey.

Organize
directions on a
diagram of a
compass (North,
South, East, and
West).

As a class, we will
make a Venn
Diagram to
Compare and
Contrast
Christopher
Columbus journey
and the Pilgrims
journey.

Create a
diagram of a
suitcase that
is filled with
the different
things you
would need
on a long
journey.

Identify and
label Spain
and the
Americas.

Use a globe to
locate Spain and
the Americas.
Students will get to
move toy boats
from Spain to the
Americas so they
can observe the
route Columbus
took.

Identify and
illustrate the
food that the
Wampanoag
Tribe tribe taught
the Pilgrims to
grow/find.

Listen to and

Listen to a song

Practice listing

We will put a small


boat in a bowl of
water. The students
will observe what
happens without
waves, then
observe what
happens with waves
(I will make waves
in the water).
Students will
compare the two
and discuss why
waves/ stormy
weather might be a
problem while
traveling.
As a class, we will

Estimate how
much time it
would take to
travel from
Spain to the
Americas by
ship and by
plane. Then
look up the
answer and see
how close the
students were.
Determine the
type of
weather
forecast
someone would
want when
traveling a long
distance.

Naturalist
classification,
collection,
display,
observation,
forecast,
investigation,
simulation,
exhibit,
identification

Musical

The teacher will

As a class we

Compose a
collection of
things
Columbus
found in the
New World
(gold,
parrots, etc.)

song, rap, lyrics,


composition,
jingle, slogan,
melody

sing a number
of short songs
about
Columbus and
the Pilgrims to
help them
recall
important
facts. These
songs follow
the tune of
popular
childrens
songs (Im a
little Teapot If
Youre Happy
and You Know
It)

about Columbus,
then summarize
what the song was
about.

the continents by
listening to the
Continent Rap.

listen to In
1492...Columbus
Day song and
differentiate
between facts in
the song that they
already knew about
Columbus and the
facts that were new
to them.

create different
slogans (some
that reflect the
Pilgrims beliefs/
experiences
and others that
reflect
Columbus).
Students will
listen to the
slogans and
determine
whether it
sounds like a
slogan that
Columbus
would create,
or the Pilgrims
would create.

will create a
rhyme or
rap to help
us remember
an important
facts about
the Pilgrims.

Bodily/Kinestheti
c
role play, skit,
pantomime,
dance, invention,
lab,
improvisation,
prototype

The students
will do dances
that go with
the different
songs to help
them
memorize
facts about
Columbus and
the Pilgrims.

The teacher will


create a small area
and ask the
students to all
squeeze into this
area. The students
will act out a few
different task (ex
.pretend to eat) and
then explain how
they felt being in
such a small area.
As a class, we will
discuss this is how
the Pilgrims felt
when they were
traveling on the
Mayflower.

After learning
about Columbus
reaching the
Americas,
students can
demonstrate
the way
Columbus crew
felt on the
journey to the
Americas in a
short skit
(pretend they are
Columbus crew
members). The
students can be
in a few small
groups and each
take a turn
acting out.

Differentiate
between events
that happened to
the Pilgrims and
Columbus. The
teacher will read a
sentence. If it is
something that
happened to the
Pilgrims, students
walk to one side of
a table, if it is
Columbus they
walk to the other.

Students will
have a card
that has
N,S,W,or E on it
(North, South,
West, East). I
will label one
side of the
room North.
Then students
will have to
determine
which side of
the room they
belong on
(based on what
direction they
have) and
move to that
side of the
room.

Design a
skit to
demonstrate
what
happened
when the
Pilgrims
landed in the
New World.

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment,
editorial

Interpersonal
discussion,
roundtable,
service learning,
conversation,
group activity,
position
statement,
interview

List new
places that
they have been
and recall how
they felt about
being
somewhere
new. If a
student has not
been
somewhere
new, have
him/her talk
about how
he/she might
feel about
going
somewhere
new.
At home, have
a
conversation
with parents
about their
families
beliefs/ values.
List these
values with
parents at
home.

After the boat


activity, students
will assess how
they felt being in a
tight space and
discuss whether or
not they would be
willing to go on a
long journey in
which they would
be in a tight spot
for a long time.

Students can
illustrate how
they would feel if
someone told
them they could
not do something
they loved to do
(like the King did
to the Pilgrims).,
in their journals.

Students think back


to how they felt in a
new place and can
express these
feelings in a
journal (students
can express
through drawing, or
words if they
choose).Then
students will
compare that to
how the Pilgrims
felt when they
came to the New
World.

Students will
journal about
their feelings of
exploring (if
they value
exploring/ think
it is important).
They can use
words or
pictures in their
journal. They
can also
verbalize their
feelings to the
teacher if need
be.

Students can
compose a
list of things
they believe
are important
for them to
learn from
other people.

Students can
discuss the types
of things they
would show/tell
people that were
new to their town
(East Aurora)

Discuss plans
for a class
Thanksgiving
celebration.
Incorporate
activities that the
Wampanoag
Tribe and
Pilgrims
participated in at
the very first
Thanksgiving.

Students will
examine how
Columbus
persuaded
Ferdinand and
Isabella and then
try to persuade
the teacher to help
them get something
they want. (I
want,
because Ill
give you...)

Predict what
might have
happened if
Columbus did
not find the
Americas.
Discuss
predictions with
a partner, and
then the class.

As a class,
develop
questions we
would want
to ask if we
could
interview
an explorer.