Planning Questions to Enrich & Assess a Structured Academic Controversy
Using the Bloom’s Taxonomy levels of questions, you will determine what questions should
be asked of all students during the reading and preparation for a Structured Academic
Controversy (SAC) as well as to assess student understanding after the discussion.
Knowledge:
the recall of specific information
Comprehension:
Application:
an understanding of what was read
the converting of abstract content to concrete situations
Analysis: the comparison and contrast of the content to other knowledge, reading, experiences, etc.
Synthesis:
the organization of thoughts, ideas, and information from the text
Evaluation:
the judgment and evaluation of actions, outcomes, etc
Teacher Tasks
1. What questions will I ask students to answer in writing during the reading and
preparation for this Structured Academic Controversy so that they can demonstrate
their readiness for the discussion?
Choose two question levels (red, orange, green) and one question level (blue, purple, violet) to
guide you in developing three short writing assignments (sentence or paragraph) that you will use
during the preparation phases in the days before the SAC. These tasks should be textdependent (require evidence from text in the answer).
2. What writing task will I develop for students to demonstrate the depth of their
knowledge after the Structured Academic Controversy?
Define for yourself what it is that you really care about students knowing and applying from the
materials.
Create a writing task that requires students to demonstrate three or more levels of thinking
(Blooms), with at least one level in the blue, purple or violet range. Make sure your expectations
are very clear for all students.
Make a checklist of what you will look for specifically to assess if students have met the
expectations of the task and have demonstrated a deep understanding.
Planning Questions to Enrich & Assess a Structured Academic Controversy
TASK 1: Example Questions/Writing Tasks
Knowledge: (1st/ 2nd grade) Write one or two sentences that describe: a) the animal you
are assigned with one adjective, b) the habitat of that animal, and c) a special adaptation
of that animal.
Comprehension: (3rd/4th grade) Based on the reading, what are two reasons school
officials may not want students to bring toys to school?
Application: (5th/6th grade) Using three of the identified vocabulary words, write a short
paragraph that defines and describes renewable energy. For each vocabulary word used
in your paragraph, include two other words (context clues) that help the reader
understand this term. Underline your context clues.
Analysis: (3rd/4th grade) Give two examples of games/toys that you believe should be
allowed in school? Use evidence from the text to support why you believe each of these
are acceptable toys/games for school.
Synthesis: (5th/6th grade) Make a list of evidence to support your argument. Based on
the claim, _________________, determine which two pieces of evidence BEST support
the claim. Explain why these are the best two pieces of evidence for this claim
(reasoning).
Evaluation: (K/1/2) Which animal _____ or _____ would survive best in the other’s
habitat? Provide two pieces of evidence to explain why you think this.
TASK 2: Example Writing Task for Assessing Learning After the SAC
NOTE: The task is color coded to demonstrate the Bloom’s Levels of thinking expected from students.
In approximately ½ page, respond to the following statement: All new Nevada businesses
should be required to obtain a majority of their energy from renewable resources.

Make a claim that supports or rejects the statement based on your personal
opinion of the subject (e.g. New Nevada businesses should not be required to use
renewable energy because it is very expensive and new businesses often do not
have the money for this investment.).

Pull three pieces of evidence from our readings to support your claim. Underline
each piece of evidence you use.

Explain (reason) how each piece of evidence supports your claim and why it is
important. Use a color highlighter over your reasoning.

Apply three vocabulary words from our list to your writing. Make sure you explain
the words you use. Circle the vocabulary words and context clues you use. (For
example: Electricity is generated, or produced, when wind blades spin.)