An instructional sequence based largely on combining B. Bloom's six-level, instructional related hierarchy with J. Piaget's causal sequence of cognitive skill development is utilized in a three-day unit on the correct use of commas in lists. The sample unit follows G. Torkelson's guidelines for instructional development that include outlining the content to be taught, writing behavioral objectives, analyzing learner needs, planning activities and materials to accomplish objectives, creating a flow chart of activities, specifying characteristics of the learning space and instructional management, and measuring and evaluating results. A reconciliation of the hierarchies of Bloom and Piaget with the taxonomies of A. Harrow and D. Krathwohl results in a fine-tuning of the instructional sequence into stages that provide direct, hands-on experience and opportunities to (1) increase familiarity, interpret stimuli, and make associations; (2) apply or use the new knowledge, skill, or value; (3) analyze, manipulate, and perform; (4) synthesize or creatively use the new knowledge; and (5) evaluate the use of the new skill. (An appendix provides samples of student work assignment sheets, overhead projector transparencies, handouts, and student evaluation forms.) (AEA)