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Bloom's Taxonomy discussion: The ‘ordinary world’ of Little Jackie

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There are six levels in the Bloom's Taxonomy discussion question process. After reading "The ‘ordinary world’ of Little Jackie," the teacher will ask questions from all six levels.

  • Click this link to read Sections 1-6 of Middle School lesson plan: The ‘ordinary world’ of Little Jackie (coming soon)

Section 7: Hero’s Journey Bloom’s Taxonomy Discussion Questions for story called “The ‘ordinary world’ of Little Jackie”

Link to Teaching posters needed for these questions

The links to each level are included below:

Level 1 - Ask the Knowledge Questions.

Note to teacher: Post the poster called “Joseph Campbell’s Hero’s Journey – 12 Steps and 7 Characters.” For your convenience, click on the following link to print a copy of this poster.

1. Teacher Says or Asks: Look at the poster of the 7 main Characters of the Hero’s Journey. IDENTIFY who is Jackie’s mentor.

Students Respond: (Accept Reasonable Answers such as Jackie’s mentor was the old woman called the Ancient One.)

Level 2 - Ask the Comprehension Questions.

Note to teacher: Post the poster called “Threshold Guardian definition.” For your convenience, click on the following link to print a copy of this poster.

Click link for poster:

2. Teacher Says or Asks: On that same poster, there is a character called a threshold guardian. Additionally, let’s look at the poster that gives the definition of a Threshold Guardian. Do I have a volunteer to read that poster aloud?

Students Respond: (Choose an eager volunteer to read this poster aloud that states, “Threshold guardian: Someone or some thing that tries to hold you back.”

2a. Teacher Says or Asks: DESCRIBE how Jackie was being a threshold guardian for herself. In other words, DESCRIBE how she was holding herself back.

Students Respond: (Accept Reasonable Answers such as Jackie had a tendency to capitalize on being a victim of her weight, her lack of being able to afford to buy the kind of clothes the popular kids wore, and by the opinions of the popular kids.)

2b. DESCRIBE how the popular kids were being a threshold guardian for Jackie.

Students Respond: (Accept Reasonable Answers.)

Level 3 - Ask the Application Questions.

3. Teacher Says or Asks: DETERMINE who might fit the role of a shapeshifter in Jackie’s life.

Students Respond: (Accept Reasonable Answers such as Jackie by being critical of her body weight and her clothes. The popular kids seemed to designate that Jackie was not popular.)

Level 4 - Ask the Analysis Questions.

4. Teacher Says or Asks: DETERMINE THE FACTORS that the Ancient One said would make Jackie be extraordinary instead of a victim.

Students Respond: (Accept such answers as by appreciating herself and others.)

Level 5 - Ask the Synthesis Questions.

Note to teacher: Post the 2 Basic Needs posters. For your convenience, click on the following link to print a copy of these posters.

Teacher Says or Asks: Look at the two Basic Needs posters. FORMULATE other ways that Jackie could get her Safety & Security needs met with herself, her parents, and her friends.

Students Respond: (Accept Reasonable Answers.)

Level 6 - Ask the Evaluation Questions.

6. Teacher Says or Asks: EVALUATE some other ways that you might be choosing to be a victim in your life. EVALUATE how you can be extraordinary instead.

Students Respond: (Accept Reasonable Answers.)

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Return to Middle School lesson plan: The ‘ordinary world’ of Little Jackie (coming soon)

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See Debbie Dunn’s articles on | School Conflict Resolution | K-8 Classroom Activities | Women’s Health |Storytelling Website

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For comments or questions, e-mail: moredunntales@yahoo.com

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