LESSON TWO: Giving and Following Directions
Students write multi-paragraph expository essays (including problem/solution) containing a thesis statement, supporting details/examples (from a variety of sources), and evidence readers’ concerns and arguments have been anticipated and addressed.
L2B Student will give clear and concise oral multi-step directions to complete a complex task.
R3D Student will read and follow multi-step directions in order to complete a complex task.
I2A Student will identify and explain techniques used to convey messages in various media.
§ Sources of literature
o Overhead transparency (school evacuation plan)
§ Handouts provided
o Directions for Simon Says
§ Words to know
o supporting details
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students look at a map showing the location of a pizza parlor and a specific delivery location and write the directions from the pizza parlor to the delivery location. Scoring Guide provided.
1. Model giving a clear, concise set of complex oral directions. Explain the qualities of effective oral and written directions, reading and following directions, and following oral directions. In small groups, students discuss a time when they were frustrated trying to follow written or oral directions. Students describe how they met the challenge of overcoming the frustration of not being able to follow a complex set of written or oral directions in order to complete a task. Students identify potential problems that might occur if directions are not clear.
Effective oral and written directions:
How to follow a set of written directions
How to follow oral directions
Why is it important to be able to follow multi-step directions either orally or in print?
Other than school, when would it be important to be able to follow multi-step directions?
Why is it necessary to give directions in correct sequence?
2. Use the Directions for Simon Says handout to practice following a complex set of oral directions.
What made the directions clear, concise, and easy to follow?
If the directions are clear, yet a person is not able to complete the task specified, what might be the problem?
3. Students review a transparency of the schools’ emergency evacuation map(s). Groups improve the map(s) using clear and concise directions.
4. In groups, students choose a child’s game and write directions for third grade students.