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  This lesson provided by:  
Author:John Simmer
System: Bibb County
School: Bibb County High School

  General Lesson Information  
Lesson Plan ID: 30004


A Comparison of Puritan Authors and Their Viewpoints on God and the Devil, PART 2


This lesson is meant to directly follow "A Comparison of Puritan Authors and Their Viewpoints on God and the Devil." Students are introduced to the basic concept of Bloom's Taxonomy of Knowledge, and then asked to apply the taxonomy to the activities they participated in from the previous lesson using Google Docs.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (9-12) Computer Applications
13. Demonstrate collaborative skills using curriculum-related content in digital environments.
Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment
ELA2015 (10)
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
ELA2015 (10)
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
ELA2015 (10)
28. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]
ELA2015 (10)
29. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]
a. Apply Grade 10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare"]. [W.9-10.9a]
b. Apply Grade 10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). [W.9-10.9b]

Local/National Standards:

NCTE/IRA Standards:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
1. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


Primary Learning Objective(s):

Student groups will be able to research, identify, and communicate information about Bloom's Taxonomy, as it relates to the previous lesson.
Groups will present the information to the class, and post their findings online using Google Docs.

Additional Learning Objective(s):

Students will communicate within their groups and with the teacher using electronic mail and collaborate using Google Docs.
Students will be able to use the Internet to research Bloom's Taxonomy.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

List of students in groups of 2 to post on board in classroom.

Technology Resources Needed:

Computers (1 per 2 students)
LCD Projector
Internet access


Teacher prep: Teacher should be familiar with Google applications. Specifically, Gmail, Google Docs (Google Presentation), Internet Explorer, and Wikipedia. Teacher should be comfortable using a LCD Projector.
Teacher should divide students into groups of 2-3, giving special consideration to the strengths and weaknesses in research and technology skills within each group.

Student prep: Students should have prior knowledge of Google, Gmail, Google Docs (Presentation), Wikipedia, and using the Internet for basic research.
Introduction and tutorial for Google Docs:



Prior to class send the students an email with the following message:

"Good Morning,
Today's assignment is attached as a Word document. Your instructions are to click on the link below and read the webpage to learn about Bloom's Taxonomy. Then you will open the attached document, and complete the sample column in the chart using our Quarterly Presentation assignment as your model. You should give me appropriate examples from this test for each level in Bloom's Taxonomy. Once you are done, save your work and upload it as a new Google doc. Name your document "Taxonomy" - and include all group members' names in the title. Don't forget to share the document with me. This assignment is due _________________. Let me know if you have any questions, in class or via email."

Paste the link to the website at the bottom of the email, and include the attached document.


After students arrive in class, instruct them to form into their groups, turn on their computers, and check their email for the assignment. Check with each group to answer any questions, but encourage group members to help each other figure out the assignment, and remind students to read all instructions before asking questions.

Display the linked webpage and the attached document on the digital projector for the class to see.

Ensure that all groups have successfully opened and read the email, and have accessed the linked website and the attached document.


Monitor and confirm when each group has successfully shared their document with the teacher. Encourage groups to share the document prior to starting their work, so that the teacher can offer suggestions and advice.

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Assessment Strategies

See attached documents for examples of student work.


This lesson may be used as an extension to the previous lesson, "A Comparison of Puritan Authors and their Viewpoints on God and the Devil".


Special consideration should be given to the strengths and weaknesses in research and technology skills within each group.
Peer tutoring should be employed for students needing extra assistance.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Alabama Virtual Library
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The University of Alabama at Birmingham
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