LESSON ONE: Give and Read Multi-Step Directions
The teacher provides the theme and objectives of the unit. After modeling by teacher, students work in pairs, using step-by-step directions to draw a picture.
L2B The student will give multi-step oral directions that are clear and concise to complete complex
procedures and/or tasks
R3D The student will read and apply multi-step directions to perform complex procedures and/or tasks
o Simple pictures of objects
o Transparency of a step-by-step approach for drawing a simple picture
o Drawing paper
o Writing paper
§ Handouts provided
o Step-by-step directions to draw a simple picture: How to Draw a Cat’s Head
o Step-by-step directions to draw a simple picture: How to Draw a Dog’s Head
§ Words to know
FORMATIVE ASSESSMENT Assessment
1. Students specify a time in their lives when they came up against a challenge and met it using an effective problem solving approach.
2. Students brainstorm the variety of media they come into contact with each day—from media as basic as pictures on billboards and magazines to media as complex as movies and computer animation.
Questions for Students
What do you think of when someone says the word media?
What types of media do you encounter in a typical day in your life?
Is written text considered to be a type of media? Why or why not?
3. Students look at a variety of pictures. Teacher ties the lesson to the theme of the unit by explaining that drawing a picture may be a challenge for people who lack natural artistic ability. Use an overhead or PowerPoint presentation to show the step-by-step approach used to produce a simple picture. Model by explaining the steps the artist would follow (e.g., to draw a tree, the first thing a person would draw would be the trunk; second, draw the main branches; third, draw the secondary branches; etc.)
Questions for Students
What would the benefit be in being able to follow a step-by-step set of directions when drawing a picture?
What are the difficulties when reading a set of directions?
How might these difficulties be addressed?
4. Students work in pairs, using a copy of step-by-step directions to draw a simple picture handout: How to Draw a Dog’s Head. Students should explain verbally (in their own words) to another student the steps he/she used to draw the picture.