BLOOM'S TAXONOMY

The House on Mango Street

Purpose: This activity using Bloom's Taxonomy of questioning techniques invites the students to find facts, understand, apply, analyze, integrate, and evaluate the text and their own opinions concerning one underlying theme in the chapter: Louie, His Cousin & His Other Cousin, found on page 23 of Sandra Cisneros's novel, The House on Mango Street. These questions are organized to challenge students at increasingly advanced levels to consider the theme of perspective and how it relates to the novel and their view of the world around them.

STEP 1 Before reading the chapter, ask the class if they have ever seen the movie, Dead Poet's Society. Tell them that this next activity is going to invite them to do the very thing that the teacher (Robin Williams) invites his students to do in the movie. (Allow them to be confused for a minute. . . ) At this point, or as you are talking, climb to the top of your desk, chair or table, and stand. "To those of you who remember the movie, what exactly was Robin Williams trying to teach when he stood on the table?" Or, "What could I possibly be trying to teach you standing on a table?" Ask them to guess if they don't know. The answer is Perspective. Call on 2 or 3 students to define "perspective" in their own words, briefly list their comments on the board. So often we go through life comfortable in our daily activities, friends and family that we forget to realize that life is very different for each person. Often, in order to appreciate other people, their trials, or even just to add a little flavor to life, it is healthy to get a new perspective, or view on what surrounds us every day. Explain to them that by standing on the table the entire room looks different. The desks seem shorter, the ceiling bigger, the floor dirtier. . . Although nothing in the classroom has changed, everything appears different. Invite them to stand on their desks for a moment and look about the room. For 3-4 minutes, have them respond in their novel journals about what appeared different to them.

STEP 2 Prepare the class by explaining that this next chapter, Louie, His Cousin & His Other Cousin is going to ask them to look at a somewhat common situation from a new perspective. Separate the class into groups of four. Have them take turns reading paragraphs. They will have 10 +/- minutes to complete the chapter.

STEP 3 Listed below are specific questions using Bloom's Taxonomy of thinking processes. Use these to help review, analyze, and give meaning to the chapter. To keep this lesson to one class period, choose two or three questions and use them to lead a class discussion. You can also ask them to respond in their journal, or you can write the questions on individual cards and divide into groups of four and have them discuss (10-12 minutes). Reconvene after the journal write or group work and discuss/share for 5-7 minutes. Another option is to assign a higher-level question as homework, have them come the next day with a page written or simply a list of ideas. This will help them to prepare and be better able to participate in an effective discussion the following day.

KNOWLEDGE: Who is Louie? Where does he live now? Where is he from originally? Name Louie's two cousins. What kind of car did Louie's cousin drive? List four characteristics of the car.

COMPREHENSION: Explain why Louie's cousin's car seems out of place? What are some of the key words and phrases that lead you to believe that "Louie's car" was not really Louie's car? Although the author never exactly states the obvious problem, use the text to determine what Louie's cousin really did and what you think happened to him afterwards.

APPLICATION: Pretend you are a court attorney in Chicago and have just been assigned to Louie's case. You need to defend in court what Louie did and explain why he deserves leniency. Begin by writing a list of reasons why Louie may have stolen the Cadillac. Write a page that explains your defense.

ANALYSIS: Contrast Esperanza's neighborhood to the yellow Cadillac. Why does the Cadillac draw so much attention? Analyze the behavior of the neighborhood kids. Do they understand what is going on? Find evidence in the text that supports your claim.

SYNTHESIS: Louie's cousin Marin is a small character that is only mentioned briefly, yet the words used to describe her are strong and specific. Somehow we know Marin very well. What does Marin's little song say about her personality and dreams? Predict what you think Marin's goals are in life. What are her frustrations? What would she do if she had money and freedom? Where will Marin be in five years?

EVALUATION: Why do you think Louie's cousin returned to the neighborhood to give the kids a ride? How did it make you feel reading about the children riding in such a fun, exciting car? Who do you think appreciates the car more, Louie's cousin, the children, or the owner? Who do you feel more sorry for, the owner of the car or Louie's cousin, why? Would you feel differently if it were your car?

STEP 4 Ask the class what new perspectives they gained by reading this chapter. Who is the victim here? Why? Did they feel differently before reading the chapter? How does this help you to understand people from different backgrounds and means?

Weir, 2000