Bloom's Taxonomy of Thinking Processes for Harry Potter and the Sorcerer's Stone by J. K. Rowling

Purpose

Bloom's taxonomy can be used to create questions that aid students in discovering what they know and comprehend about a given topic. It also allows them to utilize higher order thinking skills to answer questions that require them to apply, analyze, synthesize, and evaluate information. This worksheet is to be used after the students read Chapter 9, "The Midnight Duel" starting on page 143 of the novel.

Knowledge: Why did Madame Hooch leave the students alone during their first flying lesson? (Answer–page 147. Because Neville Longbottom broke his wrist and she had to take him to the nurse.) DEFINE, IDENTIFY, RECALL, STATE

Comprehension: Explain why Malfoy wanted to have a duel with Harry at midnight. (Answer–page 153. Harry insulted Malfoy after the embarrassment that happened earlier during flying lessons.) EXPLAIN, DISCUSS

Application: Predict what you think would have happened if Neville hadn't come along for the duel. What would have been different? (Answer–student answers will vary and are based on their own imaginations.) EXAMINE, MODIFY, PREDICT

Analysis: What conclusions can you draw as to why the three-headed dog was in the forbidden corridor? (Answer–student answers will vary, but most should come to the conclusion that it was there to protect something.) ANALYZE, BREAKDOWN, DETECT, INFER

Synthesis: Can you formulate a theory that explains what the three-headed dog was guarding? (Answer–student answers will vary.) COMPOSE, CREATE, DEVISE, GENERATE

Evaluation: Why did Hermione choose to come along with Harry and Ron for the duel though she knew she was breaking school rules? (Answer–student answers will vary.) ASSESS, DETERMINE, EVALUATE, INTERPRET

Assessment
The goal is for the students to be able to answer all of the questions on the worksheet. Each question progressively requires the student to analyze and think more critically than the question before. The first question is fairly easy and students can quickly locate the answer in the novel. The second question is a little more difficult, but close readers will easily find the answer within the chapter. The remaining questions push the students to think on their own and draw conclusions from the text. Their assessment is to successfully answer all six of the question.

Diana Anderson, Brigham Young University 2000