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Blooms Taxonomy

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UbD Lesson Plan Template

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|VITAL INFORMATION |
|Author |Richard Chappell |
|*Subject(s) |English reading class |
|Topic or Unit of Study |reading |
|*Grade/Level |9th |
|*Summary |Teacher will introduce The Cask of Amontillado to the class |
| |Teachers writes down some of the following questions from Blooms taxonomy levels: |
| | |
| |Application Questions |
| | |
| |Put yourself in the place of one of the characters and tell what you would have done….. ? |
| |What would result if….. ? |
| |Compare and contrast….. ? |
| |What questions would you to find out … ? |
| |How would the character solve the similar situation of….. ? |
| |Put the main character in another story setting, how would he act? |
| |If you had to plan a vacation for the main character, where would they go? |
| | |
| | |
| |Analysis Questions |
| | |
| |What motive does ____ have…..? |
| |What conclusions can you draw about…..? |
| |What is the relationship between…..? |
| |How is ______ related to …..? |
| |What ideas support the fact that…..? |
| |What evidence can you find…..? |
| |What inferences can you make about…..? |
| |What generalizations can be made about …..? |
| |What assumptions do you make about …..? |
| |What is the theme of…..? |
| | |
| |Synthesis Questions |
| | |
| |What would happen if…..? |
| |What advice would you give…..? |
| |What changes would you make to…..? |
| |Can you give an explanation for…..? |
| |How could you change the plot…..? |
| |Suppose you could _____, what would you do…..? |
| |How would you rewrite the section from _________’s point of view…..? |
| |How would you rewrite the ending of the story? |
| | |
| |Evaluation Questions |
| | |
| |Compare two characters in the selection….which was a better person…why? |
| |Which character would you most like to spend the day with? |
| |Do you agree with the actions of…..? |
| |How could you determine…..? |
| |Why was it better that…..? |
| |What choice would you have made about…..? |
| |How would you explain…..? |
| |What data was used to make the conclusion…..? |
| |Would it be better if…..? |
| |Students will answer these questions |
| |Students then will write short essays about the book. |
| |They will choose one of these topics: What was the central theme? Could it have been altered to change the ending? .Did it have an |
| |impact on the ending ?Why or why not? |
| | |
| | |
| | |
| | |
| | |
| | |
|STANDARDS |
|*Standards |AL state standards |
|UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: |
|STAGE 1 DESIRED RESULTS |
|Established Goals |Students have good writing, comprehension and reading skills |
|Understandings |Students will have higher comnprehension levels after Blooms taxonomy levels have been applied.u |
|Overarching | |
|Understanding | |
| | |
|Related Misconceptions | |
|Essential Questions |Will using Blooms taxonomy help students to increase their reading comprehension level? |
|Knowledge | |
|Skills | |
|UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: |
|STAGE 2: Assessment Evidence |
|Performance Task Description: |
|What authentic performance tasks will students demonstrate the desired understandings? |
|By what criteria will performances be judged? |
|Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? |
|How will students reflect upon and self assess their learning: |
|Goal | |
|Role | |
|Audience | |
|Situation | |
|Product/Performance | |
|Standards | |
|UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: |
|STAGE 3: Learning Plan |
|What learning experiences and instruction will enable students to achieve the desired results? How will the design: |
|Where are your students headed? | |
|Where have they been? | |
|How will you make sure the students know where they are going? | |
|How will you hook students at the beginning of the unit? | |
|What events will help students experience and explore the big idea and questions| |
|in the unit? | |
|How will you equip them with needed skills and knowledge? | |
|How will you cause students to reflect and rethink? How will you guide them in | |
|rehearsing, revising, and refining their work? | |
|How will you help students to exhibit and self-evaluate their growing skills, | |
|knowledge, and understanding throughout the unit? | |
|How will you tailor and otherwise personalize the learning plan to optimize the | |
|engagement and effectiveness of ALL students, without compromising the goals of | |
|the unit? | |

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