Bloom's Taxonomy

"Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!"
(Theodor Seuss Geisel)

Bloom's Revised Taxonomy of cognitive objectives is one of the best ways to differentiate the curriculum to meet the needs of your students. Because of its six levels of thinking, Bloom's Revised Taxonomy can provide a framework for planning units that incorporate low to high-level thinking activities. Therefore, when we use Bloom's Revised Taxonomy as a planning framework we can plan for student thinking at all levels.

Bloom's Revised Taxonomy PowerPoint Presentation (378 KB)

An introduction to Bloom's Revised Taxonomy including a very thorough breakdown of each of the six levels of the revised taxonomy. Includes a list of useful print and internet resources. This presentation would be useful to use in a professional development session to introduce Bloom's Revised Taxonomy to teachers.

Bloom's Revised Taxonomy One Page Poster (102 KB)

This one-page color poster introduces the revised taxonomy--- it provides the headings and brief explanation for each level of the taxonomy. This poster is best printed in color and laminated to display in the classroom for easy reference.

Bloom's Revised Taxonomy Poster Set (110KB)

A set of six color posters, each one featuring one of the six levels of the taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating and Creating. Each poster features a brief definition of the term and includes sample thinking skills (verbs) that feature within that particular level of the taxonomy.

The "New Blooms" Posters

Click above to link to a lovely set of colorful "blooming" posters--- one level per "bloom". Download and print these posters from Swan Hill College in Victoria.

Bloom's Revised Taxonomy Planning Framework (59KB)

Use this planning framework to design learning activities that foster all levels of thinking. This planning framework includes the name and definition of all six levels as well as actions and suggested products to make planning even easier!

Investigate a Book the Blooming-Smarts Way (51KB) (developed by Kelsie Torrisi).

Use this matrix in your Reading Program. It lists a number of tasks for students to complete in terms of their current reading book. They are generic activities organized across all intelligences and catering for all level of Bloom's Taxonomy that students can select from. An excellent resource developed by Kelsie Torrisi.

Making Movement with Blooms

In this mini unit on energy and movement, Robyn McNee has designed a number of activities according to the levels in Bloom's Revised Taxonomy.

Bloomin Maths!

Click on the links below to download mathematics activities differentiated according to Bloom's Revised Taxonomy. These activities, developed by Robyn McNee, offer students a variety of levels of activities around the same mathematical concept:

Fractions
Money
Multiplication
3D Shapes

Blooming Science Topics

A number of science topics organized according to the six levels of Bloom's Revised Taxonomy. Adapted from planning included in: Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow. Print out and use, or download and adapt for your own classroom situation.

Exploring Batteries with Bloom's Revised Taxonomy (29 KB)
Exploring Weather with Bloom's Revised Taxonomy (30 KB)
Exploring Insects with Bloom's Revised Taxonomy (29 KB)
Exploring Dinosaurs with Bloom's Revised Taxonomy (29 KB)
Exploring Planets with Bloom's Revised Taxonomy (29 KB)
Exploring Oceans with Bloom's Revised Taxonomy (29 KB)
Exploring Rocks and Minerals with Bloom's Revised Taxonomy (29 KB)
Exploring Plants with Bloom's Revised Taxonomy (29 KB)

Bloom's Science Experiment Form (23 KB)

This simple science experiment record sheet for student use has been adapted from Graphic Organizers and Planning Outlines, 1997, pp. 25-26. It demonstrates how easily Bloom's Revised Taxonomy can be used to organize student thinking and observations during a science experiment.

"Blooming Smarts" Planning Matrix (40 KB)

Print out this planning matrix to plan activities that incorporate all levels of thinking from Bloom's Revised Taxonomy and all eight Smarts (Multiple Intelligences).

Christmas- "Blooming Smarts" Activity Matrix (32 KB)

A number of Christmas activities organized across all Smarts and Bloom's levels. Adapted from a unit plan located at http://www.bayswaterps.vic.edu.au/curriculum/l2christmi.html (accessed 07.04.03)

TAKS, TEKS and H.O.T.S

Research Associates Aaron Kercheval and Sharon Newbill (2002) reported the key effective test preparation strategies included:

Direct instruction in test-taking skills
Extensive use of practice tests
Instructional practice altered to mirror form and content of the proficiency tests
Intervention strategies to identify students needing help to pass proficiency tests
Variety of intervention/remediation programs offered at variety of times during school day, and before/after school
Intervention specialists hired or teachers reassigned or paid to conduct remediation programs
Students recognized and rewarded for success (p. 37).

According to Douglas Reeves (2004), "Even if the state test is dominated by lower-level thinking skills and questions are posed in a multiple-choice format, the best preparation for such tests is not mindless testing drills, but extensive student writing, accompanied by thinking, analysis, and reasoning" (p. 92). Emphasis on literacy was another key effective practice in Ohio's improved school districts (Kercheval & Newbill, 2002). In other words, good instruction is the best test preparation!

Math Problems Key Operational Clue Words and Strategies

Students will be more successful on the TAKS test if they learn to watch for key words and translate those into mathematical operations.

Questions:

What are my key words?

Key Words in Math

Addition
increased by
more than
combined, together
total of
sum
added to
how many more, in all, altogether

total amount

perimeter
Subtraction
decreased by
minus,
less
difference between/of
less than, fewer than
Multiplication
of
times, multiplied by
product of

area

each

increased/decreased by a
factor of (this type can
involve both addition or
subtraction and
multiplication!)
Division
per, a, ratio of, quotient of,
out of
share
distribute
quotient
average

Equals
is, are, was, were, will be
gives, yields
sold for

Practice

1.
Which words in a word problem usually mean that addition is the correct operation to use?
Which words usually indicate that subtraction should be used?
Which words usually indicate that multiplication should be used?
Which words usually indicate that division should be used?
Which words usually indicate equals?
2.
Give two examples of problems about money or time that came up in your everyday life. Were you able to solve them?

Strategies:

� Read the problem entirely
Get a feel for the whole problem

� List information and the variables you identify
Attach units of measure to the variables (gallons, miles, inches, etc.)

� Define what answer you need,
as well as its units of measure

� Work in an organized manner
Working clearly will help you think clearly

o Draw and label all graphs and pictures clearly

o Note or explain each step of your process;
this will help you track variables and remember their meanings

� Look for the "key" words (above)
Certain words indicate certain mathematical operations:

Mathematics Content Area

Lesson Plan Templates

Useful Links

Using Transition Words

Think of an essay as a river. Without bumps, gaps, or shifts, the paragraphs gently flow from one idea to the next. To make your essay flow as smoothly as possible, you must strengthen the ties between old information and new. One way to accomplish this is

by using transitional words.

Common Transitions of Addition, Examples, Compare, and Contrast
Addition	Examples	Compare	Contrast
and also besides further furthermore in addition moreover next too first second	for example for instance to illustrate in fact specifically	in the same manner similarly likewise	but however on the other hand in contrast nevertheless still on the contrary even though yet although

An example of transition words showing compare/contrast on a lesson plan. Break it down for the students first using a T-Chart to show difference between the book, The Outsiders, to the film. Once the students complete the T-Chart, have them write a composition comparing the novel to the film.

See below:

The Outsiders: Differences between the film and the novel

In the movie when they get off the train the church is right next to the tracks; in the book they had to walk for a bit to get to the church.
In the movie Soda has brown hair, but in the book he has dark-gold hair.
In the movie, there is a much greater description of where the Socs and the Greasers hang out.
In the novel, the two main sides of town are East and West; in the film, they are North and South. S.E. Hinton originally wrote it as North and South; it was changed to East and West because North/South was a real rivalry at the time. Coppola made the decision to go with the original in the film.
Two-Bit's switchblade is changed to a balisong, or butterfly knife, in the film.
In the novel, Johnny tells Dally to leave the girls alone, and Dally does shortly after, but in the film, he gets angry at Johnny, calling him a "little s---" and a "wise a--".
While talking to Cherry for the first time in the film, Ponyboy does not mention a few things he talks about in the novel; among them, Soda's favorite horse, "Mickey Mouse", and watching sunsets.
It is mentioned in the novel that Steve Randle almost had his jaw shattered by Darry after remarking that the older boy was "all brawn and no brain." In the film, he says this without any consequences before the rumble. Also, while he breaks three ribs during the rumble in the novel, he escapes with only cuts and bruises in the film, along with a missing tooth.
Although Sodapop's girlfriend Sandy leaves him in the novel, she is not mentioned again in the film after Sodapop announces his plans to marry her.
Dallas is approached by a little girl in Windrixville in the film. This was not in the novel. The part of the little girl is played by the director's daughter, Sofia Coppola.
Ponyboy talks with Dally during the rumble in the novel; in the film, he does not.
The Brumly Boys do not fight in the rumble in the film, although they are present in the novel.
Ponyboy keeps Two-Bit from arguing with Johnny's mother in the novel because he doesn't like to see women get verbally abused "even if they deserved it"; however, in the film, he does not intercede when Two-Bit tells Johnny's mother to "go straight to h---".
Darry pushes Ponyboy in the film but hits him in the novel.
Randy Adderson's last name is spelled "Anderson" in the film credits.
In the novel Soda plays pranks on the reporters and police while at the hospital; in the film, he is not even present.
In the film, Dallas stole money from a man at a drug/convenience store. In the novel, it was from a grocery store.
Dallas' robbery is a scene in the film. In the novel, Dallas' robbery is not part of the narrative, only exposited.
In the novel, Dallas crumpled under the street light when shot by police and died immediately. In the movie, he gets up and is shot down repeatedly, but stays alive long enough to crawl over towards Ponyboy and try to speak to him before dying.
In the book, Dally is said to have "hair so blond it is almost white." In the movie, Dally has brown hair.
The novel says that in the hospital there were reporters, but in the movie it just cuts to the part were Darry is taking Ponyboy into the house.
In the novel Two-bit Mathews has thick sideburns,but not in the movie.
In the book, Ponyboy is delirious for about three days. In the movie, this was not present.

Common Transitions of Time, Place/Direction, Summary/Conclusion, Logical Relationship/Cause-effect
Time	Place/Direction	Summary/Conclusion	Logical Relationship/Cause-effect
after as before next during later finally meanwhile then when while immediately	above below beyond farther on nearby opposite close to the left	in other words in short in summary in conclusion to sum up that is therefore	if so therefore consequently thus as a result for this reason since

Just as important as using the correct transition word between ideas is the importance of using the correct sentence structure which the transition word requires. Consider the following three types of transition words of contrast and their accompanying sentences:

"But:" The machine works, but it is damaged.

"But" is a coordinating conjunction used to join to independent clauses together.

"Although:" The machine works although it is damaged.
Although it is damaged, the machine works.

"Although" is a subordinating dependent clause connector used to join an independent clause with a dependent clause. In this sentence, the independent clause (main idea) is "the machine." The dependent clause (support idea) is "it is damaged."

"However:" The machine works. However, it is damaged.
The machine works; however, it is damaged.

"However" is used as a transition word to join two separate sentences together.

These examples show that, although the three have the same meaning, they can be grouped grammatically into three categories: coordinators, subordinators, and transition words.

Common Transition Words
Coordinators	Subordinators	Transition Words
so, and, but, for, or, yet	noun clause connectors: how, how many, if, that, what, when, where, whether, which, who, whom, whose, why, adjective clause connectors: that, when, where, whereby, which, whom, whose adverb clause connectors: as, because, inasmuch as, now that, since, if, in case, provided, providing, unless, whether, although, even though, though, whereas, while, in that, where, wherever, as, after, as long as, as soon as, before, by the time, once, since, until, when, whenever, while	also as a result besides consequently finally first for instance for example for this reason further furthermore however in addition in the same manner in other words in conclusion in fact in summary in contrast in short later likewise meanwhile moreover nevertheless next on the other hand on the contrary second similarly specifically still that is then therefore thus to sum up to illustrate

Reading: Book or Brain Strategy?

Book?
Brain?
Book Questions?

o     Actually in the text
o     Literal comprehension
o     Details
o     Facts or opinions expressed
o     Sequence
o     Graphs and Diagrams
o     Vocabulary with meaning expressed

Strategy:

Keep reading until you find the answer.
Brain Questions?

o     Author�s Purpose
o     Point of View
o     Unexpressed Cause and Effect
o     Feelings and Emotions
o     Character Motives
o     Inference
o     Generalization
o     Summarization
o     Drawing Conclusions
o     Evaluation
o     Prediction
o     Unexpressed compare/contrast

Strategy:

Look for clues and start thinking.

Reading Strategy using Brain or Book:

o     Read the title and decide what you think the passage/story/article is about.
o     Skip down to the questions or stems.
o     Read the first question or stem.
o     Rewrite it in you own words.
o     Decide if the question is �Book� or �Brain.�
o     Continue with the remainder of the questions or stems.
o     Go back to the beginning and read the first paragraph.
o     In the margin, write one word, phrase (elementary), or sentence (secondary) to tell what that paragraph is about.
o     Go to the next paragraph and do the same thing.
o     Continue until you finish the reading passage.
o     If there are several one or two-sentence paragraphs, as in dialogue, these can be considered as one.
o     After reading all the paragraphs, read the first question or stem again.
o     Use the word or sentence you wrote to help you find the paragraph containing the answer.
o     Underline the part of the paragraph that tells you the answer for a �book� question or stem.
o     Choose your answer, circle it in you test booklet and bubble the answer in your separate TAKS test document.
o     For summarization questions or stems, look at your words or sentences from the beginning, middle and end.
o     Combine them into a sentence and then compare with the answer choices or options to see which best fits your summary.
o     Circle and bubble in the best choice.

Summary:
o     Read the title
o     Read the questions and put them in your own words.
o     Determine what is asked and if �book or brain.�
o     Read and analyze text, visuals, etc.
o     Note in a word or phrase that identifies the topic of each paragraph.
o     Reread questions.

o Circle the best answer in you test booklet and bubble the answer choice on your answer documents.

Texas Education

Texas Education Agency
This is the new Texas Education Agency Web Page. Scroll down the left side for links to major divisions at TEA or scroll down the right side to reach the most requested items.
http://www.tea.state.tx.us/

Texas No Child Left Behind Website
Welcome to the Texas Education Agency's web page on the No Child Left Behind Act of 2001 (NCLB). This site is intended as a clearinghouse for information and USDE guidance on NCLB, statewide letters concerning the implementation of the statute, and links to the specific program areas. Scroll down for links to Recent Updates and Hot Topics.
http://www.tea.state.tx.us/nclb/

Texas TEA Division of Student Assessment
The student assessment homepage is found here. Branch to one of three areas of user interest: Students and Parents, Teachers and Administrators, and Researchers. Follow through to lots of links to assessment details.
http://www.tea.state.tx.us/student.assessment/index.html

Overview of Assessment
Texas Student Assessment Program
Start here for a quick overview of the statewide assessments currently in place: Texas Assessment of Academic Progress (TAAS),the Texas Assessment of Knowledge and Skills (TAKS) the State Developed Alternate Assessment (SDAA) and the Reading Proficiency Test in English (RPTE).
http://www.tea.state.tx.us/student.assessment/about/overview.html

Texas Student Success Initiative
Parents with students in grades 3,5, and 8 need to look here for an introduction to the new Student Success Inititative. Learn about the promotion policies that go into effect in 2003 for grade 3, 2005 for grade 5, and 2008 for grade 8. Lots of references.
http://www.tea.state.tx.us/student.assessment/resources/ssi/index.html/ssi/index.html

Texas Students and Parents Page
This page was designed to meet assessment questions for students and parents. Links to information about assessments, reports, graduation requirements, released tests, and scoring guides.
http://www.tea.state.tx.us/student.assessment/parents.html

Curriculum (What's Tested)
Texas Essential Knowledge and Skills
The Texas Essential Knowledge and Skills (TEKS)are the center of the Texas curriculum and define the basic content of the instructional and assessment program. TEKS outline the knowledge and skills required of every student on the TAKS. Use this site to link to the TEKS by subject and grade. The educator guide for the RPTE can also be found at this site.
http://www.tea.state.tx.us/teks/#Chapters

Texas TAKS Blueprints
Check out the new Texas TAKS blueprints. Learn the number of questions per objective for each test here.
http://www.tea.state.tx.us/student.assessment/taks/blueprints/index.html

Texas TAKS Information Booklets
Look here for the most recent information on the new Texas Assessment of Knowledge and Skills which is linked to the Texas Essential Knowledges and Skills. Find sample items, reading/writing selections, and prompts.
http://www.tea.state.tx.us/student.assessment/taks/booklets/index.html

Texas TAKS Performance Standards
What are the performance standards on all of the new TAKS tests administered in 2002-2003? Visit this site for the types and numbers of items that must be answered correctly to pass each test in the spring of 2003.
http://www.tea.state.tx.us/student.assessment/scoring/pstandards/index.html

Texas Writing Scoring Guides
Is your child a student in grade 4,7, or 10? Learn how the Texas written compositions are scored when you read the scoring rubrics and sample papers. Look under TAKS Resources and select TAKS Reading and Writing Rubrics, TAKS Information Books and TAKS Study Guides for the general information. Next select "TAKS Released Tests" and go to the specific scoring guides for writing at these grade levels. The answer key is not enough.
http://www.tea.state.tx.us/student.assessment/teachers.html

Test Results
Texas District and Campus TAAS Results
Find results for Texas districts and for campuses for the previous school year in terms of all students tested. Listed by grade and subject.
http://www.tea.state.tx.us/student.assessment/reporting/results/swresults/campdist/index.html

Texas National Report Card
Visit this National Center for Education Statistics site for State Profiles from the Nation's Report Card. Download recent math, reading, science, and writing results from the National Assessment of Educational Progress (NAEP)for your state. Select your state from the pull down menu or click on the state.
http://nces.ed.gov/nationsreportcard/states

Texas Statewide Results for the Texas Assessment Program
You'll find the multi-year results of all state assessment programs at this site. Results are updated routinely as they become avaiable. Check out the other reports listed including the RPTE, SDAA, and TAKS.
http://www.tea.state.tx.us/student.assessment/reporting/index.html

Special Ed
Texas Special Education Web Page
Scroll down this informative special education state web page to link to specific topics of interest including assessment.
http://www.tea.state.tx.us/special.ed

Bilingual/ESL
Texas Bilingual/ Limited English Proficient Students Web Page
Scroll to find current information on assessment of students receiving bilingual or English as a Second Language services in Texas. Other resources are also available.
http://www.tea.state.tx.us/curriculum/bilingual.html

Graduation Requirements
Texas High School Assessment Requirements for Graduation
Assessment requirements for graduation in Texas� note that a new graduation test is scheduled for implementation during the 2002-2003 school year. At that time the end-of-course tests will be phased out.
http://www.tea.state.tx.us/student.assessment/resources/grad/index.html

State Contacts
Texas Contact Information for Student Assessment, TEA
Have questions? Here are the Texas state assessment office contacts.
http://www.tea.state.tx.us/student.assessment/about/contact.html

Texas School District Directory Information
Click on Ask Ted and then under Directory/Mailing Labels go to Public School Information.
http://askted.tea.state.tx.us/

Additional Information
Texas Higher Education College for Texans Website
Visit this multi-purpose college preparation site that enables Texas students to prepare, apply, learn how to pay for, and plan their careers. Be sure to check out the Military in Texas link.
http://www.collegefortexans.com/default2.cfm

Back to Home Page

	Exploring Batteries with Bloom's Revised Taxonomy (29 KB)
	Exploring Weather with Bloom's Revised Taxonomy (30 KB)
	Exploring Insects with Bloom's Revised Taxonomy (29 KB)
	Exploring Dinosaurs with Bloom's Revised Taxonomy (29 KB)
	Exploring Planets with Bloom's Revised Taxonomy (29 KB)
	Exploring Oceans with Bloom's Revised Taxonomy (29 KB)
	Exploring Rocks and Minerals with Bloom's Revised Taxonomy (29 KB)
	Exploring Plants with Bloom's Revised Taxonomy (29 KB)

Addition	increased by more than combined, together total of sum added to how many more, in all, altogether total amount perimeter
Subtraction	decreased by minus, less difference between/of less than, fewer than
Multiplication	of times, multiplied by product of area each increased/decreased by a factor of (this type can involve both addition or subtraction and multiplication!)
Division	per, a, ratio of, quotient of, out of share distribute quotient average
Equals	is, are, was, were, will be gives, yields sold for

Elementary School
Scope and Sequence	Planning Guide
K-2nd Scope and Sequence	K-2nd Planning Guide
3rd-5th Scope and Sequence	3rd-5th Planning Guide
Middle School
Scope and Sequence	Planning Guide
6th-8th Scope and Sequence	6th-8th Planning Guide
High School
Scope and Sequence	Planning Guide
Algebra I Scope and Sequence	Algebra I Planning Guide
Geometry Scope and Sequence	Geometry Planning Guide
Algebra II Scope and Sequence	Algebra II Planning Guide
Math Models with Applications Scope and Sequence	Math Models with Application Planning Guide

6th - 8th Grade Math Lesson Plans
Lesson Plan Overview	Plans	Activity Sheets
August
- Week 1 Overview	- Week 1 Plan	- Fill in multi chart 0-12 - Lesson #1: Solving Problems with Multiplication - Lesson #2: Solving Problems with Multiplication - Lesson #3: Solving Problems with Multiplication
- Week 2 Overview	- Week 2 Plan
- Week 3 Overview	- Week 3 Plan	- Factor Game
September
- Week 4 Overview	- Week 4 Plan
- Week 5 Overview	- Week 5 Plan	- GCF Game
- Week 6 Overview	- Week 6 Plan
- Week 7 Overview	- Week 7 Plan
October
- Week 8 Overview	- Week 8 Plan
- Week 9 Overview	- Week 9 Plan
- Week 10 Overview	- Week 10 Plan
- Week 11 Overview	- Week 11 Plan
- Week 12 Overview	- Week 12 Plan
November
- Week 13 Overview	- Week 13 Plan
- Week 14 Overview	- Week 14 Plan
- Week 15 Overview	- Week 15 Plan
- Week 16 Overview	- Week 16 Plan
December
- Week 17 Overview	- Week 17 Plan
- Week 18 Overview	- Week 18 Plan
January
- Week 19 Overview	- Week 19 Plan
- Week 20 Overview	- Week 20 Plan
- Week 21 Overview	- Week 21 Plan
- Week 22 Overview	- Week 22 Plan
- Week 23 Overview	- Week 23 Plan
February
- Week 24 Overview	- Week 24 Plan
- Week 25 Overview	- Week 25 Plan
- Week 26 Overview	- Week 26 Plan
- Week 27 Overview	- Week 27 Plan
March
- Week 28 Overview	- Week 28 Plan
- Week 29 Overview	- Week 29 Plan
- Week 30 Overview	- Week 30 Plan
April
- Week 31 Overview	- Week 31 Plan
- Week 32 Overview	- Week 32 Plan
- Week 33 Overview	- Week 33 Plan
- Week 34 Overview	- Week 34 Plan
May
- Week 35 Overview	- Week 35 Plan
- Week 36 Overview	- Week 36 Plan
- Week 37 Overview	- Week 37 Plan
- Week 38 Overview	- Week 38 Plan

Algebra I Lesson Plans
Lesson Plan Overivew	Plans	Activity Sheets
August
- Week 1 Overview	- Week 1 Plan
- Week 2 Overview	- Week 2 Plan
- Week 3 Overview	- Week 3 Plan
September
- Week 4 Overview	- Week 4 Plan
- Week 5 Overview	- Week 5 Plan	- Integer Roll Game
- Week 6 Overview	- Week 6 Plan
- Week7 Overview	- Week 7 Plan
October
- Week 8 Overview	- Week 8 Plan
- Week 9 Overview	- Week 9 Plan
- Week 10 Overview	- Week 10 Plan
- Week 11 Oveview	- Week 11 Plan
- Week 12 Overview	- Week 12 Plan
November
- Week13 Overview	- Week 13 Plan
- Week 14 Overview	- Week 14 Plan
- Week 15 Overview	- Week 15 Plan
- Week 16 Overview	- Week 16 Plan
December
- Week 17 Overview	- Week 17 Plan
- Week 18 Overview	- Week 18 Plan
January
- Week 19 Overview	- Week 19 Plan
- Week 20 Overview	- Week 20 Plan
- Week 21 Overview	- Week 21 Plan
- Week 22 Overview	- Week 22 Plan
- Week 23 Overview	- Week 23 Plan
February
- Week 24 Overview	- Week 24 Plan
- Week 25 Overview	- Week 25 Plan
- Week 26 Overview	- Week 26 Plan
- Week 27 Overview	- Week 27 Plan
March
- Week 28 Overview	- Week 28 Plan
- Week 29 Overview	- Week 29 Plan
- Week 30 Overview	- Week 30 Plan
April
- Week 31 Overview	- Week 31 Plan
- Week 32 Overview	- Week 32 Plan
- Week 33 Overview	- Week 33 Plan
- Week 34 Overview	- Week 34 Plan
May
- Week 35 Overview	- Week 35 Plan
- Week 36 Overview	- Week 36 Plan
- Week 37 Overview	- Week 37 Plan
- Week 38 Overview	- Week 38 Plan