Bloom's Taxonomy Grid

Teacher's Note: The table of questions is based on Bloom's Taxonomy (Rows) and four features of novels (columns). Students select a number of questions as decided by teacher (we used 10) and must choose at least one from each column and one from each row. This set is for Guitar Highway Rose by Brigid Lowry and easily adapts to other novels. The expectations of quality should emphasise the need for evidence from the novel in for every response.

Characters	Plot	Theme	Style
Describe Asher and Rosie	List the main events in the story	Find three quotes that express the message of the story.	Describe how the writer tells the story
What are the differences between Asher’s parents and Rosie’s parents?	What happens in the climax of the story?	What is the message of the story?	Explain how the writer uses poems in the story.
Create a mind map showing the connections between all the characters in the story.	Construct a timeline of the events in the story.	Discuss the significance of the passage ‘Some Ideas’ on p 93	Compare Asher’s sections to Rosie’s sections. What are the differences in the way they are written?
Do Asher and Rosie run away for the same reasons?	Compare Angela’s disappearance with Asher and Rosie’s disappearance.	Compare Leo and Star to Asher and Rosie.	What is the point of the extracts from ‘Living with Teenagers’?
Imagine Asher and Rosie in five years time. What might they be doing?	Divide the novel into chapters and give each chapter a title.	Write a set of instructions for parents of teenagers to prevent what happened to Asher and Rosie.	Collect 3 quotes that show different voices in the story and discuss the language used to create the characters.
Discuss the things you think Asher and Rosie discovered about themselves.	What do you think about the way the story ends?	Do you think running away from home to solve a problem is a good or a bad thing?	Are the multiple voices for telling the story in Guitar Highway Rose effective?