4.4.1 By the end of the fourth grade, students will gain information or
complete tasks by listening.
OBJECTIVES:
The student will use descriptive explications to guide another student in
completing the task.
The student will explain the importance of being articulate and the
frustration when directions are unclear.
The student will be able to understand the importance of being an
effective listener.
ASSESSMENT:
Ask students to share their feeling 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.
MATERIALS:
paper
crayons
overhead projector or large visual
PROCEDURES
Anticipatory Set:
Tell the students that we are going to do an experiment that is going to
evaluate listening and direction-telling skills.
Activities:
1. 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 projector.
2. It is essential that the students are sitting back to back so that the
students explaining the steps is not able to see the drawing.
3. A visual or overhead is displayed in front of the class. The design
should be simple shapes and lines of different lengths and dimensions.
4. The student facing the visual will explain to his/her partner how to
reproduce the visual or projection.
5. The students will be given 5 - 10 minutes to complete this task.
6. The students will put away their picture without seeing the visual.
7. The students will switch positions.
8. The students will repeat the steps 1-6.
9. 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.
10. After critiquing their partner for probably being unclear in the
directions they gave.
11. Finally the students will be given the drawing done by their partner
and compare it to the original.
12. 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.
Provision for special needs:
Pair up the students with each other so they can help each other.
CLOSURE:
Let the students know that the size of the letter does not matter at this
point as much as the proper formation of the final product.
References:
http://www.askeric.org/Virtual/Lessons/Lang_arts/Listening?LST0002.html
Reflection: (on back of page)
