Level 4 - Analysis questions about Control your anger with SPAM

November 8, 9:08 AMSchool Conflict Resolution ExaminerDebbie Dunn

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Bloom's Taxonomy Level pictures created with Powerpoint

There are six levels in the Bloom's Taxonomy discussion question process. After reading "Control your anger with SPAM," the teacher will ask questions from the fourth level called Analysis.

D. Ask the Analysis Questions.


Look at the following poster: 3 Outcomes to Conflict

1. Teacher says or asks: ANALYZE which outcome was demonstrated between Emily and Mr. Thompson: WIN-WIN, WIN-LOSE, or LOSE-LOSE?

Students Respond: It was a LOSE-LOSE with Emily feeling like she LOST and Mr. Thompson feeling like he LOST also.

2. Teacher says or asks: ANALYZE which outcome was demonstrated between Mike and Mrs. Clarkson: WIN-WIN, WIN-LOSE, or LOSE-LOSE?

Students Respond: It was a LOSE-LOSE with Mike feeling like he LOST and Mrs. Clarkson feeling like she LOST also. Another way to look at it is that Mike may have briefly felt like he WON or perhaps he felt like Mrs. Clarkson WON since she turned him in.

3. Teacher says or asks: ANALYZE if the boy Mike had put in a headlock had told the teacher, would it have been Responsible Reporting or Tattling?

Students Respond: It would have been Responsible Reporting if Austin felt like he was physically hurt or psychologically damaged. It would have been Tattling if he wasn’t hurt at all, but he was simply trying to get Mike in trouble.

Teacher says: Look at the following poster: Don’t be part of the problem. Be part of the solution.


4. Teacher says or asks: Look at the following poster on the white board. Let’s get a volunteer to read it aloud. ANALYZE in what ways Emily was being part of the problem. CONTRAST how Emily could have been part of the solution instead.

Students Respond: Emily was being part of the problem by doing what she did: snapping, avoiding communicating her frustration and confusion, and yelling at the teacher. She could have been part of the solution if she had explained to Mr. Thompson what was bothering her and calmly asking for help. She also could have made a tutoring appt. if she didn’t feel able to concentrate at the moment.

5. Teacher says or asks: ANALYZE in what ways Mike was being part of the problem. CONTRAST how Mike could have been part of the solution instead.

Students Respond: Mike was being part of the problem by wrestling with a smaller kid and yelling at the teacher. He could have been part of the solution by not wrestling. But since he did, he also could have been part of the solution by good-naturedly letting loose of Austin and apologizing to him and perhaps, talking things out calmly with the concerned teacher.

6. Teacher says or asks: ANALYZE and describe how Emily used the SPAM method, step by step.

Students Respond: Emily should (1) STOP! and remember to breathe, (2) PONDER the daydream about the deer, (3) APPRECIATE the daydream about the deer. (4) Once she found herself feeling lighter, she should try to find something to APPRECIATE about Mr. Thompson. (5) When that process was complete, she can APPRECIATE THE MOMENT when she got control of her rage.

7. Teacher says or asks: ANALYZE and describe how Mike used the SPAM method, step by step.

Students Respond: Mike should (1) STOP! and remember to breathe, (2) PONDER the fun of snow skiing, (3) APPRECIATE skiing. (4) Once he found himself feeling lighter, he should try to find something to APPRECIATE about Mrs. Clarkson. (5) When that process was complete, he can APPRECIATE THE MOMENT when he got control of his rage.

Return to Bloom's Taxonomy Discussion question Hub page with links to all 6 levels.

Return to Anger Management Lesson Plan Hub page – Control your anger with SPAM