LESSON TWO: Giving and Following Directions

                             

LESSON DESCRIPTION

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.

 

GRADE-LEVEL EXPECTATIONS

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.

 

LESSON MATERIALS

§         Sources of literature 

 

§         Supplies 

o        Pens/pencils

o        Overhead transparency (school evacuation plan)

 

§         Handouts provided

o        Directions for Simon Says

 

§         Words to know

o        Expository

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.

 

LEARNING ACTIVITIES

 

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.

 

Strategy

 

Effective oral and written directions:

  • use age appropriate language based on the intended audience.
  • indicate sequence with numbers, words, or arrows.
  • are worded in a manner so others can easily understand them.
  • are comprehensive enough to allow for successful completion of the task.
  • address preconceived misconceptions or difficulties.

 

How to follow a set of written directions

  • Read the purpose of the directions. Determine what will be done/created as a result of completing the direction.
  • Determine the process for completing the directions and whether or not they must be completed in sequential order.
  • Read or skim the entire set of directions before beginning the task to get a sense of the progression and what is expected.
  • Reread each direction one at a time to complete the task.
  • When the task is finished, review the directions to ensure all directions have been completed.

 

How to follow oral directions

  • Begin with a note pad and pencil for taking notes.
  • Listen for the purpose of the directions and/or what task/product will be completed/created as a result of following the directions.
  • Use numbered notes to specify the order of the steps or important components.
  • Read the notes to make sure they are comprehensive and clear. If not, get clarification.
  • Reread each direction one at a time before beginning the task.
  • Reread each direction one at a time to complete the task.
  • When the task is finished, go back and double check to ensure all directions have been completed.

 

 

Questions

for

Students

 

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.

 

Questions

for

Students

 

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.