The Adventures of Tom Sawyer
Cubing Strategy
(1998 Dover Thrift Edition)
Purpose: The cubing strategy, developed by Cowan and Cowan
(1980) is a tool to help students think about texts in different ways.
Each side of the cube parallels a level of the comprehension within
Bloom’s taxonomy. This strategy will help students to move beyond
surface level understanding as they consider the text from different
perspectives. This strategy would be effective as a way to organize
class discussions, or as a way to help students come up with ideas to
write about. A cube may be purchased or made from a pattern or
perhaps an empty tissue box (see pattern below).
Rationale: This strategy could be used effectively to help in discussing chapter 25, “The
Salvation of Muff Potter” and “Splendid Days and Fearsome Nights” (pg. 119-125). The events
of these chapters require students to make a lot of inferences, which can be hard for young
readers. Asking (and then finding a way to answer) hard questions of a text is a useful skill for
students to develop. The skill of looking beyond the surface of a text will help them as they
interact with other texts, the media, and even in interactions with other people. The cubing
strategy will help them to look beyond the action of the plot in order to comprehend its deeper
significance.
Directions:
1. Purchase or construct a cube and label each side of it with the following: apply it,
describe it, analyze it, compare it, associate it, argue for/against it.
2. Prepare several questions to correspond to each side of the cube. The questions will
also reflect the corresponding level of Bloom’s taxonomy.
Knowledge- Describe it!
Comprehension- Compare it!
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Application- Apply it!
Analysis- Analyze it!
Synthesis- Associate it!
Evaluation- Argue for/against it!
3. Students will take turns throwing the cube to each other and then answering the
questions you’ve prepared under the category that is face up when they catch it. As
interesting comments or ideas come up, feel free to have the class discuss them further.
The point of the activity is to get them thinking on a higher level, and as they are
discussing ideas from the text together they will be synthesizing new ideas as well.
During the discussion, students should take notes of their own ideas or things the class
discusses on the worksheet. The activity should last about ten minutes, but could be
expanded if necessary.
4. Students will demonstrate that they have begun to think on a higher level by writing a
short essay based upon one of their ideas from the activity.
Assessment: As you look over the worksheet from class discussion and read the essays, it
should be apparent that students have tapped into higher order thinking skills based on what
they have written. The essay should demonstrate analysis, evaluation, or application rather
than summary.
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Sample Questions:
Describe it!
*Had Tom told anyone about what he and Huck has seen in the graveyard?
*How did Muff treat Huck before the murder?
Compare it!
*Describe Tom’s appearance when he was called to the stand.
*Explain why in “Splendid Days and Fearsome Nights” is says that Huck’s “confidence in the
human race was well nigh obliterated.”
Apply it!
*Muff says that Tom and Huck’s little hands have helped him “a power.” Show how they
helped him according to the text.
*Use words from the text to explain how Tom and Huck felt about Muff’s trial.
Analyze it!
*Compare Tom’s behavior during the trial to his behavior after. What changes? What is the
same?
*Investigate the reason that Tom believes he will never feel safe until Injun Joe is dead.
Associate it!
*Some of the townspeople believed that Tom would one day be president… “if he escaped
hanging.” What would it be like if Tom was the president?
*Propose a plan that the townspeople could enact to protect Tom.
Argue for/against it!
*In your opinion, did Tom make the right choice when he chose to break the oath he made with
Huck? Why or why not?
*Imagine you are Huck. Debate with Tom the reasons why you should not come forward to
testify.
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Name__________________________
Period_________
Cubing Activity!
Instructions: As we play the cube discussion game in class,
please take notes on this worksheet. You should write down at
least two ideas for each side of the cube. These ideas can be
your own or things that are said during our class discussion. Be thoughtful and thoroughthese notes will help you as you write your essay after the game.
Describe it!
Compare it!
1.
1.
2.
2.
Apply it!
Analyze it!
1.
1.
2.
2.
Associate it!
Argue for/against it!
1.
1.
2.
2.
BYU Wardle 2008
BYU Wardle 2008