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Make Me a Copy Please: A Project in Explaining and Following Directions Lesson Plan

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Lesson Plan #:AELP-LST0002
Submitted by: Ross Johnson
Endorsed By: Don Descy, Mankato State University Date: March 11, 1997

Grade Level(s): 5, 6

Subject(s):

  • Language Arts/Listening Comprehension

DESCRIPTION: Often times students are not able to communicate clearly what they would like to say. It is the purpose of this lesson to help student understand the need to be articulate and precise when explain steps to another student. In addition the student listening will learn to be a more effective listener.

GOAL: Students will understand the need to be articulate when communicating.

OBJECTIVES:
1. The student will use descriptive explications to guide another student in completing the task.
2. The student will explain the importance of being articulate and the frustration when directions are unclear.

BACKGROUND INFORMATION: This activity will teach student to explain what they see and guide another student in reproducing the drawing by what they are told.

CONCEPTS: Students will be able to:
1. Explain and articulate the steps to reproducing a drawing.
2. Follow directions as closely as possible.
3. Communicate with fellow students to accomplish the given task.

MATERIALS:

  • Paper
  • Crayon
  • Overhead Projector or Large Visual

PROCEDURE:

  • Students will be paired up in groups of two. One student will sit facing the projection or visual and his/her partner facing away from the visual or projection.
  • It is essential that the students are sitting back to back so that the student explaining the steps is not able to see the drawing.
  • A visual or overhead is displayed in front of the class. The design should be simple shapes and lines of different lengths and dimensions.
  • The student facing the visual will explain to his/her partner how to reproduce the visual or projection.
  • The students will be given 5 – 10 minutes to complete this task.
  • The students will put away their picture without seeing the visual.
  • The students will switch positions.
  • The students will repeat the steps 1-6.
  • The students will be shown the visuals and take 5 minutes to critique the directions of the other student. At this point they still should not have seen the drawing done by their partner.
  • After critiquing their partner for probably being unclear in the directions they gave.
  • Finally the students will be given the drawing done by their partner and compare it to the original.
  • The students should now critique their own articulation abilities. The key is to focus on what they might have said in order to be more clear and not be defensive in blaming the other student.

    • ASSESSMENT: Ask students to share their feelings in trying to draw by directions and give directions with the class. Collect the reflections and see what students self critiqued instead of blaming. Provide comments to the students critiques, and return.

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