Subject _ENGLISH_______________________ Grade __19-12____________

1. Identify a concept, theory, principle, or big idea that you want to teach and state this as an achievement target or goal.

Students will understand and be able to utilize the concept of Symbolism both as a visual concept and a figurative concept.

2. Write four or five facts manifesting this principle or theory that students could draw from instructional materials and their life experience.

A symbol is a visual image or literary description that implies or signifies something universal among the intended audience like a sunrise or a rainbow or a sword stabbed into the dirt.

Symbols may have more than one implication or meaning depending on personal interpretation.

Symbols usually have an affective emotional value as well as a logical value.

In most quality literature, understanding the author's symbols explicitly is not necessary to enjoyment or appreciation of the work.

3. Compose 6 to eight questions based on
Bloom’s Taxonomy that guide your students in relating the facts to the concept definition. See if you can MOVE UP THE TAXONOMY when writing your questions (Start with an Evaluation question and move toward).

Evaluation: How well has the author utilized the symbol to work on a literal as well as a figurative basis?

Synthesis: What basic human needs are related to the use of this symbol in this work?

Analysis: What other works have used this symbol or a similar symbol? How are they different?

Application: What does the symbol imply in the work of literature as it relates to the characters in the story?

Comprehension: What are some possible interpretations of the implications of these symbols?

Knowledge: What are some common symbols in our culture?

4. Identify an assessment method that would be appropriate for this lesson, given your achievement target and the activity you have used.

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Hands-on Planner for an Inductive Approach to Lesson Planning

Subject _ENGLISH_______________________ Grade __19-12____________

1. Use the same concept, principle, theory or big idea that was used above for the Deductive lesson.
2. Re-read your achievement target or goal for this lesson.
3. Re-examine the facts you found that manifest this principle or theory.
4. Examine the questions you wrote based upon
Bloom’s Taxonomy again. Questions at the Knowledge and Comprehension levels of Blooms should be designed to guide students to first know and understand facts, then analyze and synthesize facts into a definition of the Principle or Theory.
5. Using Bloom’s again, compose as many more questions as you think you will need in order to: help students develop a "Working" definition of the principle or theory being studied. Remember, using an Inductive approach, the teacher DOES NOT define the principle or theory for the students – they need to work out the definition based upon their own understanding of the facts.

What is of significant in the following pictures and passages? Why?

Are their commonalities between the pictures and passages? What are they?

Can you categorize the major elements of these pictures and passages?

What would you call these elements?

6. Identify an assessment method that would be appropriate for this lesson, given your achievement target and the activity you have used.