I N S T R U C T I O N A L

P R O J E C T 1

B Y: H A F S A K AYA
ENGLISH LANGUAGE AND ARTS –
G R E AT G AT S B Y
Blooms Taxonomy
• Bloom's Taxonomy was developed by Benjamin Bloom in 1956 and published as a description of
learning results and goals that has been used for anything from framing interactive activities and
testing applications to writing questions and tests in the more than half-century since.

• Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation were the initial
cognitive ability sequences. Lorin Anderson and David Krathwohl updated the system in 2001,
resulting in the revised Bloom's Taxonomy. The most important reform was the inclusion of
‘Creation' as the highest stage of Bloom's Taxonomy, replacing ‘Synthesis.’ And since it's at the
highest level, it means that it's the most challenging or demanding cognitive skill–or at the very
least, it's the pinnacle of cognitive tasks.
Blooms Taxonomy
 Instructional Objective 1
Remembering
• Recall facts and basic concepts.
• This is about students recalling key information, for example, the meaning of a
word.

• “How does Nick describe Gatsby in Chapter 1?”

• This exercise is because it asks the reader to recall how Gatsby was described.
 Instructional Objective 2
Understanding
• Explain ideas and concepts.
• Is to do with students demonstrating an understanding of the facts remembered.

• “How would you summarize the conversation between Gatsby and Tom in the
hotel in Chapter 7?”
• This question asked for the reader to demonstrate understanding of the
conversation between Gatsby and Tom by having the reader put the
conversation in their own words.
 Instructional Objective 3
Applying
• Use information in new situations.
• This usually involves students answering questions or solving problems.

• “Predict what would happen if Daisy had shown up at one of Gatsby’s parties?”
• This question asked for the reader to apply knowledge of Gatsby and Daisy’s
relationship to a new situation.
 Instructional Objective 4
Analyzing
• Make connections between ideas.
• Is about students being able to draw connections between ideas, thinking
critically, to break down information into the sum of its parts.

• “Compare and contrast the women in Gatsby: Daisy, Jordan, and Myrtle?”
• This question asked for the reader to break down information about the
characters and find evidence to support generalizations.
 Instructional Objective 5
Evaluating
• Justify a decision, criticize, reframe.
• Students can make inferences, find effective solutions to problems and justify
conclusions, while drawing on their knowledge and understanding.

• Describe the events that has happened from Gatsby’s point of view.
• This will help students to judge or defend Gatsby as they will think as him.
 Instructional Objective 6
Creating
• Produce new or original work.
• This might include, for example, writing a report, creating a computer program, or
revising a process to improve its results.

• “Create an alternate ending where Gatsby is not murdered.”

• This question asked for the reader to create a new ending.
Informational Objective

• The students will comprehend, analyze and understand the novel Great
Gatsby with the Blooms Taxonomy.
Effective Teaching Skills-Self Evaluation
Reflection
• I have completed the self evaluation rubric; my score is 56.
• I do not have a real experience in the classroom environment, I
calculated my rubric based on the lesson plan I have presented on
Great Gatsby and the Blooms Taxonomy activities that I used in the
lesson plan. I think the part where I evaluated my professional
behavior needs an improvement. This has helped me to see my
weaknesses, I will work on improving my weaknesses.
References
• Danielson, C. (2007). Enhancing professional practice: A framework
for teaching (2nd ed.). Alexandria, VA: Association for Supervision
and Curriculum Development.