LESSON TWO: Giving Oral Directions
Students practice giving oral directions with a partner.
L2B The student will give two- and three-step oral directions to complete a simple task
o Objects for hiding – preferably tied to living things (i.e., fish food, dog snack, cat collar, etc.)
o Sticky notes
o Clear/Confusing Words T-chart
o Examples of Clear and Confusing Directions T-chart
FORMATIVE ASSESSMENT Assessment
1. Play Simon Says as a whole class. Teacher models and then selects students as Simon.
Play Simon Says
Line up the group across from you, 10 to 20 feet away.
Tell the players they should all obey you if you first say the words "Simon says."
Tell them they are out of the game if they follow an order that doesn't begin with "Simon says," or if they fail to do what Simon says to do.
Begin by saying something like, "Simon says, put your hands on your head."
Look to make sure everybody has put their hands on their heads.
Give another direction such as, "Simon says, stand on one foot." Check again.
Continue giving directions. Mix it up and say something like, "Raise your right hand," without the preface "Simon says."
Call out the players who raise their hands.
Play until one person is left. This is the winner.
Let that person be Simon for the next round.
2. Use the confusing directions handout to give three-step directions to students.
3. Use the clear directions handout to give three-step directions to students. Discuss the difference between the two sets of directions.
Do you ever get directions that are confusing and difficult to follow? For example, how to set up a new computer, or how to open a food item that is well-wrapped.
What makes them difficult to follow?
Have you ever had to give directions to someone? If so, was it difficult to do? Why?
Which set of directions seemed to work the best?
What was it about the directions that made them useful?
What was it about the directions that made them unsuccessful or confusing?
What might be done to improve the “unsuccessful or confusing” directions?
4. Students work with a partner to practice giving directions to some item located in the classroom. Example: “To get to the poster I am thinking about, go straight to the end of the row. Turn right and go to the pencil sharpener. At the pencil sharpener, turn right and go to the bookcase. Look above the bookcase to find a poster related to animals.” The pair will reverse roles. Students share clear/confusing words to create a class Clear/Confusing T-chart. Students use the Clear/Confusing T-Chart to note key words of the directions that were clear or confusing.
What was easy and difficult about giving directions?
What was easy and difficult about listening to a set of oral directions?