I. Curricular Framework

Concept:

Communication

Essential Question:

How do the skills involved in writing directions aid in proficient communication ability?

Bridge:

Sequence

Content:

Written Directions

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To aid students' understanding of the importance of following written directions accurately.

Activity: Students are instructed to write out directions for making a peanut butter and jelly sandwich. Each student will then make a sandwich following another student's direction. Students will then consume their sandwiches.

Assessment: Students participation.

2. Attend: Attending to the Connection

Objective: To understand the importance of following directions.

Activity: Discussion of the connect experience noting similarities and differences and their resulting effects.

Assessment: Quality of discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To enlarge student understanding of the need to follow directions.

Activity: Each student creates and shares with a partner sequenced visual and written directions to follow to another room in the school, a classmate's home, etc. Students report the steps necessary to follow the map; what worked and what didn't.

Assessment: Arrival at their destination.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To enhance student awareness of the variety of situations in which understanding of written directions is essential.

Activity: Lecture on writing clarity with a focus on direction writing.

Assessment: Objective test of the above.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Reinforcement and practice of above skills.

Activity: Worksheets include: following directions on a map, unscrambling a series of tasks, following test directions.

Assessment: Successful completion of worksheets.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Reinforcement of the concepts by making a product.

Activity: Students will complete one of the following: build a model, napkin folding, make a kite, etc., following written directions.

Assessment: Students will complete one of the following: build a model, napkin folding, make a kite, etc., following written directions.

7. Refine: Refining the Extension

Objective: To give students the experience of working together, planning, following direction, for a common goal.

Activity: Students will work together in planning a meal. Each course will require an unfamiliar recipe. A time schedule is developed along with the shopping list.

Assessment: Student involvement.

8. Perform: Creative Manifestation of Material Learned

Objective: To follow through with a plan and share results with classmates.

Activity: Following recipes, each student will prepare one course for the meal.

Assessment: Quality of finished product.

Assessment, Phase Five,Performance, Creative Use of Material Learned: