by J. Jones 2012, adapted from Revised Bloom’s Resources Analyze Definition:

Can you dissect information to explore understandings and relationships?

Teacher will:

*probe *guide *observe *evaluate *question *organize *dissect *act as a resource Student will:

*discuss *uncover *argue *debate *test *question *investigate *calculate *examine *inquire *actively participate *think deeply

Skills to be demonstrated by students:

break learned information into its parts to best understand information seeing patterns organization of parts recognition of hidden meanings identification of components

Key Words to Consider as you Develop Objectives & Questions:

analyze appraise arrange assume break down

calculate categorize classify compare conclusion

contrast correlate criticize debate detect

diagram differentiate discover discriminate dissect

distinguish distinction divide examine experiment

focus group function illustrate inference

inquire inspect investigate limit list

motive order outline point out prioritize

probe question recognize relate research

separate sequence sift simplify subdivide

survey take part in test for theme Question Stems:

Why do you think…? What is the theme…?

What inference can you make…? What is the purpose of….?

What is the relationship between…? What do you see as other possible outcomes?

What ideas justify…? What are some of the problems of…?

What evidence can you find…? Can you distinguish between…?

How is…similar to…? What was the turning point…why?

How would you categorize…? Compare…to…? Contrast…to…?

What conclusions can you draw…? What can you infer….?

by J. Jones 2012, adapted from Revised Bloom’s Resources Possible Projects/Assignments:

Design a questionnaire to gather some information.

Write a commercial to sell a new product.

Conduct an investigation to produce information to support a view.

Make a flow chart to show the critical stages.

Construct a graph to illustrate selected information.

Make a jigsaw puzzle.

Make a fami ly tree showing relationships.

Put on a play about the study area.

Write a biography of the study person.

Prepare a report about the area of study.

Arrange a party. Make all the arrangements and record the steps needed.

Review a work of art in terms of form, color and texture.

Use a Venn Diagram to show how two topics are the same and different Survey classmates to find out what they think about a particular topic.

Analyze the results.

Classify the actions of the characters in the book Complete a Decisio n Making Matrix to help make a decision.

Make a venn diagram to compare and contrast the characters’ traits, motives, feelings, attitudes.

Make a venn diagram or a T -chart to compare and contrast two texts for their purpose, message, author’s craft and sto rylines.

Physically demonstrate a “How -To…” related to your book.

Create a soundscape for your favorite part of the book. Record it.

Debate with a classmate, th e reasons not to miss this book or why not to read this book.

Conduct an interview with anothe r person who also read the book. Take notes and present it to the class.

Analyze a problem in the story from two different perspectives.

If you met the author of your book, what five questions would you ask them and why?

by J. Jones 2012, adapted from Revised Bloom’s Resources evaluate Definition:

Can you make decisions based on in -depth reflection, criticism and assessment ?

Teacher will:

*clarify *accept *guide Student will:

*judge *dispute *compare *critique *question *argue *assess *decide *select *justify *actively participate Skills to be demonstrated by students:

compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity

Key Words to Consider as you Develop Objectives & Questions:

agree appraise argue assess award

choose compare conclude contrast criteria

criticize critique debate decide deduce

deduct defend determine discriminate dispute

disprove estimate evaluate explain importance

infer influence interpret judge justify

measure mark opinion perceive Predict

prioritize prove rank rate recommend

re-frame reject revise rule on Score

select support Validate value Question Stems:

Do you agree with the actions of…? Do you agree with the outcome….?

What is your opinion of...? How would you prove…? Disprove…?

Would if be better if…? What would you recommend…?

How would you rate the…? What choice would you have made….?

How would y ou justify…? Is there a better solution to…?

Which is more important…? What are the pros and cons of…?

What are the consequences of…? How would you feel if…?

Why is …of v alue? What information supports this view?

by J. Jones 2012, adapted from Revised Bloom’s Resources Possible Projects/Assignments:

Prepare a list of criteria to judge a show. Indicate priority and ratings.

Conduct a debate about an issue of special interest.

Make a booklet about 5 rules you see as important. Convince others.

Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at...

Write a half yearly report.

Prepare a case to present your view about...

Write a le tter to the editor Prepare a list of criteria to judge… Write a persuasive speech arguing for/against… Form a panel to discuss viewpoints on….

Write a letter to. ..advising on changes needed.

Write a half -yearly report.

Evaluate the character’s actions in the story.

Review the book from someone else’s perspective.

Give your book a rank or rating and tell why you didn’t rank it higher or lower than you did.

Do you think this book needs illustrations? Write three reasons why or why not referring to the text. Explain and draw some illustrations you would include. What changes would you make to the illustrations?

Develop a criteria for evaluating book covers. Create a checklist.

Evaluate your own performance, write criteria and give yourself an overall comment w ith recommendations for improvement.

Evaluate someone else’s performance using the criteria above.

Choose a sound to represent each of the characters in the book. List and/or record them.

Develop a set of criteria to decide if the book will interest other people.

Survey students.

Write a letter to someone recommending they read the give. Give reasons.

Explain your feeling to a particular part of the book. Why do you think you feel this way?

by J. Jones 2012, adapted from Revised Bloom’s Resources Create Definition:

Can you generate new products, ideas or demonstrate new ways of viewing things?

Teacher will:

*facilitate *extend *reflect *analyze *evaluate Student will:

*design *formulate *plan *modify *create *propose *take risks *actively participate Skills to be demonstrated by students:

using old ideas to create new ones generalizing from given facts relating knowledge from several areas predicting, drawing conclusions Key Words to Consider as you Develop Objectives & Questions:

act adapt assemble blend build

change coin compile compose conceive

concoct construct craft create design

develop devise discuss elaborate estimate

fashion forecast form formulate generate

give rise to hypothesize imagine improve initiate

invent make up maximize minimize modify

organize originate plan predict produce

propose set up solution solve suppose

test theorize Question Stems:

Can you design a…to…?

Can you see a possible solution to…?

If you had access to all resources, how would you deal with…?

Why don’t you devise your own way to…?

What would happen if…?

How many different ways can you…?

Can you create new and unusual uses for…?

Can you develop a proposal which would…?

by J. Jones 2012, adapted from Revised Bloom’s Resources Possible Projects/Assignments:

Invent a machine to do a specific task.

Design a building to house your study.

Create a new product. Give it a name and plan a marketing campaign.

Write about your feelings in relation to...

Write a TV show, play, puppet show, role play, song or pantomime about...?

Design a record, book, or magazine cover for...?

Make up a new language code and write material using it.

Sell an idea.

Devise a way to...

Compose a rhythm or put new words to a known melody.

Produce a film about...

Develop and design a project that...

Plan an itinerary for a trip to...

Design a new game that...

Publish a neewspaper that...

Write an advertisement for...

Create a painting or illustration that...

Figure out a plan to increase… Figure out a plan to reduce… Figure out a plan to lower the risks of… Create a plan to track the data for… Use information from this book and create a debate. Write pros and cons.

Write a new ending for this book.

Design a set of test questions for this book. Include an answer/opinion sheet.

Create a board game about the book. Describe it.

Create an app for the book, what will buyers do with the app? How will you make it interesting and engaging?

Design a rap, dance, mime or secret language that displays your understanding of the book.

Create a TV or radio ad, with a jingle to show your understanding of the book.

Write a song or nursery rhyme with the same title as your book.

Devise an educational campaign to promote reading. Mention your book as an example for students to read.

Create a PSA (public service announcement) with the author’s message as your ma in message.

Create a list of ideas from the book that are still confusing to you, that you don’t understand from the book. Create a list of things that could help you to better understand when reading.

Create a nature collage to represent scenes from your book. Write about the process and why you chose the objects you did. Include which part of the book it compliments and why.

Design and create a set of baseball cards for the main characters in the story complete with all bio stats and important informati on.