The document discusses Bloom's Taxonomy and provides guidance on how to write a paragraph using its different levels. It explains the six levels of thinking in Bloom's Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) and provides example verbs for each level. It then gives students a writing prompt to create a six sentence paragraph on the theme of "The Power of Immigrant Identity" by answering a question for each level of Bloom's Taxonomy.

1. BLOOM’S TAXONOMY: WRITING A PARAGRAPH ON A THEME Brainstorming the Introductory Paragraph Ms. S  28 May 2010

2. Refresher: Bloom’s Taxonomy Over the last two weeks, our Live Lessons both informed and reminded us 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 or want to know about this topic? Comprehension : What do I understand about the topic based on this knowledge? Application : How does it apply to my question or required task (required by those pesky teacher types  ?) 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 (These don’t Change, No Matter the Topic) 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: The Great Gatsby Knowledge : After reading the book, I have identified the theme of dissipation as one consistently woven throughout the novel. Comprehension (Understanding): I will discuss how Jay Gatsby’s obsessive and unrealistic love for Daisy Buchanan led to his demise. Application : If these characters would choose to think realistically and behave honorably (she’s married, he’s not;) then the book would have ended differently. Analysis : By examining Fitzgerald’s settings and dialogue, the failed future of this relationship is evident from the beginning of the novel. Synthesis : If I integrate (1) several quotes from the main characters and (2) the cover-up of Myrtle’s murder, I can make the point that Fitzgerald exhibits dissipation from the main events in the book. Evaluation : I conclude that through characterization, setting, plot and theme, the author effectively captures the dissipation of the Roaring twenties in New York.

6. Writing the Super Cool Paragraph;) For this exercise, you are answering these six questions about the theme of “The Power of Immigrant Identity” (www.sparknotes.com) Knowledge : Define “Immigrant Identity” Comprehension : After reading the book, state what you understand about the difficulty of being an immigrant Application : Name one character’s difficulty in assimilating to American culture Analysis : What does the author use to exhibit, display or list the immigrant identity problems in the novel? Synthesis : Through the method she uses in “Analysis” above and the characters she has created, what message about “The Power of Immigrant Identity” comes through in the novel? Evaluation : Does Amy Tan succeed or fail to communicate this theme throughout the novel? One person in each breakout group should take one question – do this in alpha order. If you are watching the recorded Live Lesson, list your 6 complete sentences to the above in the Message Board post for 05.28.10. Use ONE verb from Each Level in the Verb List to help you create the list of sentences that will constitute your practice paragraph.

7. Breakouts : Each person in the breakout will take one question Do this alphabetically, so the person whose name begins with A or B takes the first question Each person writes an answer in the discussion pod Please label the sentence you create with the Bloom’s Level word, for example: Knowledge: “Immigrant Identity” means… If there are too many students in a breakout room, I will pair you up to work on a question I will copy the list of verbs into a discussion box to help you and check in on each room as you are working

8. Students Who Did Not Attend, but Want Live Lesson Attendance Credit: Watch the recorded Live Lesson: (I will post the link here after the LL has ended) 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 or Write toYour Instructor for Help