This document provides an overview of Bloom's Taxonomy, a classification system for critical thinking. It outlines the six levels of thinking - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Verbs are provided for each level to help students brainstorm essay answers. Students are then asked to use one verb from each level of Bloom's Taxonomy to outline their essay response to one of two given essay prompts, without fully writing the essay, in order to practice structuring their ideas.

1. Bloom’s Taxonomy and the Final Exam: Brainstorming the Essay Question Answers Ms. S  19 May 2010

2. Refresher: Bloom’s Taxonomy Remember from last week’s Live Lesson that Bloom’s Taxonomy was written by a guy named Bloom and is a classification (“Taxonomy”) of how to think critically about academic subjects. Here is the Pyramid:

3. Levels of Thinking/What to Ask Yourself: Knowledge: What do I know about this topic? Comprehension: What do I understand about the topic based on this knowledge? Application: How does it apply to the question at hand? Analysis: How do I express my knowledge and understanding of this topic? Synthesis: What new thing can I now say about this topic? Evaluation: Does my application, analysis and synthesis create a valuable statement about the topic?

4. Verbs to Help with Brainstorming Knowledge: Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write Comprehension: Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell Application: Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use Analysis: Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate Synthesis: Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite Evaluation: Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select

5. Example: Pride and Prejudice Knowledge: After reading the novel, I have identified that Elizabeth Bennet and Mr. Fitzwilliam Darcy are the main characters and have a difficult time connecting because of both pride and prejudice. Comprehension (Understanding): I will discuss how Mr. Darcy and Elizabeth are both prideful, which leads to many misunderstandings between them. Application: If they would choose to sit down and talk to each other without assuming they know what the other is thinking, they understand each other (and communicate) better Analysis: By examining their conversation about the deceptive Mr. Whickham and the misunderstanding it created between them, Elizabeth (“Lizzy”) and Mr. Darcy can dispel some of the pride that resulted because of their previous reactions to each other on this subject Synthesis: If I integrate (1) their misunderstanding about Whickham and (2) Mr. Darcy’s generous behavior toward Lizzy’s sister by bailing her out of a jam, I can determine that Lizzy and Mr. Darcy have more in common than they think Evaluation: I conclude that open lines of communication, without pridefulness or prejudice toward each another, will lead to a happy relationship between Lizzy and Mr. Darcy.

6. Breakouts: A and B Essay Question 1: In this course, you have learned about universal themes—that is, themes that are common to the literature from many different cultures and time periods, such as the struggle between good and evil. Identify a theme that is addressed in TWO of the works you have read for this course. Briefly state the theme in a sentence or two. Then compare and contrast how the two works you chose develop this theme through plot events, character development, dialogue, and other story elements. Essay Question 2: In what ways is drama similar to other genres of literature? In what ways is it different? Choose ONE work of drama from this course and ONE non-dramatic work of literature from this course. Discuss how the style of writing, as well as the use of literary elements in both genres, contain similarities and differences.

7. For this exercise, you are not writing an essay answer… You are brainstorming how to construct your essay answer using Bloom’s Taxonomy levels, so: You will use the 6 Main verbs (See Verbs to Help with Brainstorming Slide)to help you brainstorm how to construct your essay Group A will paste their 6 points in the chat when they are done Group B will then paste their 6 points in the chat and We will examine at least one and both if we have enough time If you are watching the recorded Live Lesson, list your 6 statements or questions in the Message Board post and make sure to sign your name. Use ONE verb from Each Level to help you create an OUTLINE of how to organize or construct your essay answer. Not Writing an Essay Answer;)

8. Here are the Questions Again: Group A: In this course, you have learned about universal themes—that is, themes that are common to the literature from many different cultures and time periods, such as the struggle between good and evil. Identify a theme that is addressed in TWO of the works you have read for this course. Briefly state the theme in a sentence or two. Then compare and contrast how the two works you chose develop this theme through plot events, character development, dialogue, and other story elements. Hint: Difficult relationships in Julius Caesar & Joy Luck Club Group B: In what ways is drama similar to other genres of literature? In what ways is it different? Choose ONE work of drama from this course and ONE non-dramatic work of literature from this course. Discuss how the style of writing, as well as the use of literary elements in both genres, contain similarities and differences. Hint: Drama and poetry/Similar: themes?/Different ways to communicate: dialogue & verse

9. Students Who Did Not Attend, but Want Live Lesson Attendance Credit: Watch the recorded Live Lesson: http://livelesson.connectionsacademy.com/p75194602/ Post your 6 point Bloom’s Taxonomy answer in the Message Board using the “Reply” button Send a webmail to your English teacher and let her know that you have posted your response and Credit for Live Lesson attendance will be applied Call Your Instructor for Help