There are six levels in the Bloom’s Taxonomy discussion question process. After reading “Julie’s Big Challenge,” the teacher will ask questions from all six levels.
- Click this link to read Sections 1-6 of Middle School lesson plan: Julie’s Big Challenge
Section 7: Perception Bloom’s Taxonomy discussion questions for story called “Julie’s Big Challenge”
After reading the story called “Julie’s Big Challenge,” get your students to respond to the following questions.
- Perception Story link: Julie’s Big Challenge
- Perception Role-Play link: Julie’s Big Challenge
Teacher says or asks: RECALL what were at least three of the challenges that Julie had to face in the seventh grade.
* Julie had to face life without her father.
* The “reduced circumstances” that she and her brother and mother had to live under without their father’s added income.
* Some of the kids are putting her down for being fat and poor.
Teacher says or asks: RETELL IN YOUR OWN WORDS what Julie had learned to do and say if someone put her down.
If someone puts Julie down, she should not let their words hurt her feelings. Instead, she should say to them that, “I’m not going to take offense as I can see that you are having a tough time. I can see you are having a rough time and are probably not getting enough love from the people you care about. I’ve noticed that only people who feel sad or INSECURE put other people down, and I hope that life improves so that you will feel happier and more SECURE from now on.” Then Julie could also ask if the other person needs to talk about it as she is a pretty good listener. If that person wants to talk, she listens. Otherwise, she walks away.
Additionally, Julie should be so busy feeling sorry for them that she doesn’t have time to feel sorry for herself. She should know that they are sick in a way, and she needs to realize that they don’t even know what they are saying. It is simply a signal for her that the person is sick and needs some kind of help or understanding.
Teacher says or asks: DETERMINE why you or other people sometimes choose to put other people down.
Students Respond: (Accept reasonable answers that include that the person is feeling INSECURE or inadequate inside.)
Teacher says or asks: In the family scene close to the end of Part 2 of the story, Joshua said, “Oh, I get it! And if they criticize your clothes or hair or shoes, they are really finding something about themselves that they feel is not good enough. Like if Melissa is putting you down, Jules, then she is probably hoping if she can get everybody looking at you, they won’t notice something about her that she feels is not up to par.”
In Joshua’s statement, ANALYZE whether you think putting somebody down is a sign of the “FIGHT” instinct or is it a sign of the “FLIGHT” instinct.
It would be part of the “FIGHT” instinct if you were fighting to get others to be so busy noticing that someone else is inadequate that they wouldn’t turn around and notice this same or a different inadequacy within you.
It would be part of the “FLIGHT” instinct if you were trying so hard to escape from what you perceive as your own inadequacies and your own negative issues that you simply give in to trying to pinpoint the inadequacies and negative issues you perceive in others.
Teacher says or asks: PRETEND you just got put down by another student. Talk it out with him or her just like Julie did with Lucinda.
Note to Teacher: Do the skit first with two girls. Then reenact the same skit but this time with 2 guys.
Students Respond: Accept a reasonable reenactment of the two skits.
Teacher says or asks: GIVE YOUR OPINION as to whether you feel that this technique would work for you. EVALUATE why or why not?
Students Respond: Accept Reasonable Answers
Return to Middle School lesson plan: Julie’s big challenge
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