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The unit begins with whole group instruction on Bloom's Taxonomy of Higher Order Thinking Skills. Students then break into smaller groups to discuss the levels of thinking skills and to practice writing questions and prompts that target the higher-level skills. In groups of two or three, students go online to investigate other literature unit web sites and evaluate the quality of the questions. Individually, students read a novel of their choice. While they read, they list vocabulary words and make a list of possible questions and prompts. Finally, groups of two or three form to collaborate and decide on the contents for each section of the literature study unit and to produce the unit.
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Review the concept of “fat” and “skinny” questions by viewing some online literature units such as those located on the Los Angeles Unified School District website:
Wrinkle in Time Study Guide
Island of the Blue Dolphin Study Guide
Discuss why some types of questions and prompts require more thinking than others and make for better discussion questions. Ask students to classify which questions are Fat and which are Skinny.
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Introduce Benjamin Bloom and his levels of higher order thinking by viewing the PowerPoint presentation called Bloom’s Critical Thinking Questioning Strategies. As a whole group, answer the practice questions contained in the presentation.
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Distribute copies of the instructional handout, Bloom's Critical Thinking Questioning Strategies. As a whole group, read and discuss the levels, pointing out that the levels of analysis, synthesis, and evaluation are the most import levels for critical thought. Indicate that the products, listed in the boxes below each section, are suggested activities that target that particular thinking level. The Task Oriented Question Wheel graphically displays numerous other products and projects for each of the thinking levels. Another list of products is the Educational Products Taxonomy Listing.
Next discuss the difference between a question that asks for a response to a specific query and a prompt that asks the student to think, act, or perform a certain thinking skill or task. In small groups, direct the students to select a book or story known by all and together write questions or prompts for each of the six levels listed at the end of the strategies sheet.
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Students divide into small groups of two or three and select a primary level novel for their literature unit. Distribute the Literature Unit Requirements that gives the requirements for the project. Also distribute the Literature Packet Planning Sheet where the groups determine roles and responsibilities and keep track of their progress. Remind students that it is always important to consider the audience for any project. Discuss that the intended audience for this literature is high reading ability second and third grade students.
Each group divides their novel into three sections and agrees on a timetable of when to have each section read. Students can begin reading the first section together in class. While they read, they should keep a list of vocabulary words (with page references) and possible questions or prompts about each section.The remaining two sections are read as homework and discussed at group meetings in class. An optional in-class activity to review the thinking skills is to perform the Bloom Skit: The Big Bad Wolf Meets the Blooms (pdf).
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After students have finished reading their novel, each will write a summary of the story. A summary writing checklist can be found here. Each group then goes online to review and practice the thinking skills at: Higher Order Thinking Skills .
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Distribute and discuss all rubrics and assessments used in this unit:
Direct the students to evaluate more online study units at SCORE CyberGuides. Demonstrate procedures for creating puzzles at Online Puzzle Creation. Also demonstrate use of the freeware software, Hot Potatoes Quiz software, for use in creating interactive
quizzes.
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Students collaborate to create the various components of the literature unit:- Title page
- Vocabulary list, including a definitions page
- Literary Section
- Thinking Cap Section
- Possible Answers or Responses for the Thinking Cap Section
- Fun Sheet (crossword puzzle, word search or interactive quiz)
- Internet connection with questions or activities
Encourage students to also focus on the layout of the word processing pages, striving for both readability and balance of text and graphics. Encourage to use of custom graphics created in WordArt, hand-drawn or scanned images, and clip art to add graphic interest to the pages. Remind students that the intended audience for their literature unit is a second or third grade student.
The teacher will check off the students’ progress on the planning sheet and continue to monitor the level of critical thought being demonstrated in the units. Periodically, have the whole class view quality online study guides to reinforce the expected levels of questioning and prompts.
Finished literature units are printed and put in a folder along with a CD-ROM containing the unit. The entire packet is then presented to primary level teachers for their use with students.
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