presented
As a writer or student preparing course work, it is wise to implement Bloom’s taxonomy for a clear understanding while writing and when projecting our ideas to readers. In the analysis stage (compares and contrast of the content to personal experiences), I may ask the following questions after reading story of the three pigs:
How did each pig react to what the wolf did?
How would I react?
Compare the wolf to any co-worker.
Do any of my co-workers try destroy my hard work?
Do you know any animals (pets) that act human?
When did the wolf leave his real world for fantasy?
How do you know?
While moving towards the synthesis stage (organize thoughts, ideas, and information from the content), I may complete the following activities:
List the events of the story in sequence.
Point out the importance of time sequence words by asking: What happened after the wolf blew the first pig’s house? The second pig’s house? What happened before the wolf went into the village or town of the three pigs?
Did the wolf grow angry after no results (e.g. no pig)?
Do I know any other stories about little girls or boys who escaped from danger?
Act out the part of the furious wolf or the scary pig in the story.
And finally, while evaluating (judge and evaluate characters, actions, outcome, etc., for personal reflection and understanding) the story to create a conclusion, I would attempt to answer the following:
Were the pigs angry with the wolf for being so destructive or just plain scared?
Why was Goldilocks happy to get home?
What do I think pigs learned about their building technique?
What do I think the wolf learned about taking that which was not earned?
Should the pig collaborate initially ...