direction giving lesson plan.

Direction Giving Lesson Plan

Bottom Line: Teach students what constitutes effective speaking and listening skills as communication skills and brainstorm ways we can use these skills successfully.

Lesson Objectives:
1. Students learn to identify four obstacles to only verbal communication
2. Students identify four obstacles to only listening.
3. Students identify what leads to good speaking and listening.
4. Students demonstrate what good listening is
5. Students demonstrate what good speaking is.
6. Students strategize ways to overcome obstacles in speaking and listening.
7. Students practice active listening and speaking by using verbal communication.
8. Student will practice forming good verbal questions by using concise language in order to reach a goal.
9. Students collaborate to recognize that speaking and listening rely on groupwork.
10. Brainstorm ways to use language and listening to communication effectively.
11. Analyze what makes communication effective.

Materials:
12 sheets of paper (one paper for half the class) with a geometric design on it.
24 sheets of paper ( One sheet of paper for half the class) with a different geometric design on it.
Pencils
Paper.


Pre-Lesson or Warm up activity.
1. ask students to think of a time when they had to give directions over the phone.
2. Ask students to share that time with you. What was it like? What were some of the frustrations.
3. Write students responses on the board.
4. Ask students to think of a time when they were receiving directions over the phone
5. ask them how they felt. What was it like? What were some of frustrations/barriers.
6. Write that on the board.
7. Then set up for the activity.

The Main Lesson.

Preparation: Set up the classroom into stations of two. At each station, turn the chairs or desks back to back so that when the students sit down, they are facing away from each other. Make sure the stations are in rows.

1. Divide students into groups of two. You may facilitate this several ways.
a. Options to facilitate: First you may have students number off so that they sit in pairs. So if you have 12 students, you have them number off 1-6 and then have them sit with the person with the same number. Say: In just a minute I’m going to give you each a number, 1-6. When I say “ Go” I want you to find the person with that number. Lets begin: ( start numbering) O
b. Or you could hand them a colored piece of paper and have the students divide into groups with the colored piece of paper: Say: I have handed you each a colored piece of paper. There is only one other person in this room who has the same color. When I say “ Yellow” I want you to quietly get up and find that person. This is your partner for the activity.
c. Or you could just have them find a partner. Say: You probably noticed the classroom looks a bit different. When I say “ Station” I want you to pair up with a person you don’t know or haven’t really talked to.
d. NOTE: If there is not an even number of students, you may have to stand in with the student for the activity
2. Once the students have found a partner, get their attention again by flashing the lights or clapping your hands ect.
3. Direct them to find a station with their partner and sit:
a. Say: Now you have your partner. You probably noticed the classroom looks a bit different. I want you and your partner to find a station and sit at that station. Once you are at that station, I will give you further directions
b. NOTE: For a student who does not have a partner, reassure him/her that you will stand in with them.
4. Once the students are at their stations, have the partners choose to be either a direction giver or a direction receiver
a. Say: Now that I have your attention, I’m going to keep it a while and explain the activity to you. In this activity there will be a direction giver and a direction receiver. I would like the direction givers to raise their hands. Great. The direction receivers. Great. Don’t worry. We’ll be switching off in this activity .
5. Tell the students their roles and the appropriate tools needed: the direction receiver needs a pencil and paper and the direction giver will be getting a piece of paper from you with something on it that they will have to explain to the direction receiver.
a. Say: The direction givers job is to give directions. The direction receivers job is to write down the directions. The direction receiver will need a pencil and a piece of paper to take down directions with. In just a minute, I will hand out a piece of paper to the direction giver. The direction giver will give directions to the direction receiver. However, there are a couple rules:
6. Give the rules—there is to be no body language from either direction giver/receiver and no verbal or nonverbal response from the direction receiver.
a. Say: Rule number 1. Direction giver—Show your piece of paper to no-one. Keep it secret. Do not show it to your Direction receiver. Do not show it to anyone around you.
b. Rule number two: Direction giver—You are not allowed to use gestures or body language. You are only allowed to use your voice.
c. Rule number three: you are not allowed to ask for confirmation from the direction receiver. For example you cannot say: Do you have that? Are you done?
d. Rule number three: Direction receiver; you are not allowed to give confirmation. You are only allowed to draw what the direction giver gives you.
7. Before beginning, have students do a sound check to see if the receiver can hear their direction giver.
a. Say: I need you to check to see if you can hear each other. Direction receiver if you can hear what the direction giver says then say yes.
8. Hand the piece of paper to the direction giver. Make sure no-one but the direction giver sees the paper. Remind them of the rules
a. Say: In just a moment I’m going to give the direction givers a piece of paper. Remember, once you get this paper, you must give directions to your partner. You cannot use your body gestures. You cannot draw it out……you can only use your voice.
9. After two minutes, have the partners see how well they did. You may flash the lights, ect to do whatever you need to do to stop the activity.
a. Say: Alright. Check and see how you did!
10. Bring the students together as a group to discuss what happened. Divide the board in half with direction givers at the top and direction receivers. Start with what worked well for the direction receivers.
a. Say: Alright. Just stay where you are. Now we are going to discuss what went on here. We’ll start with the direction receivers. Direction receivers: What worked for you?
11. Ask students what was challenging the direction receiver. Write it on the board
12. Ask students what went well for the direction givers. Write it on the board
13. Ask students what was challenging for the direction givers. Write on the board
14. Tell the students that they are going to do the activity again, only the roles will be
switched—the direction givers will be direction receivers and vice versa. However, you are going to amend the rules. The direction giver can now ask the direction receiver yes and no questions and only yes and no questions. All the direction receiver can say is “ yes or no”.
a. Say: Alright. We are going to do this activity again, only we are going to switch roles. I’m going to allow the direction giver to ask the direction receiver “yes or no” questions. All the direction receiver can say is “yes or no”.
15. Have students do a sound check.
a. Say: like before, I want to make sure the direction receiver can hear the direction giver. If you can hear each other fine, direction givers, raise your hand
16. Hand out a new sheet of paper with geometric shapes in a different pattern. Remind the class of the rules.
a. Say: Direction givers what can you ask? ( class answers)
b. Say: Direction Receivers what can you say? ( class answers: yes or no)
17. Begin the activity.
a. Say: We will begin this activity in 5 4 3 2 1…Go….
18. After two minutes, have the group check how they did.
19. Bring the group back to discuss what happened. ( Debrief)
a. Ask how the pages turned out. Ask the direction receivers what worked? Did it work better than last time? Why or why not? Write on board
b. Ask the direction givers what worked? Did it work better than last time? Why or why not. Write on board
c. ask students what they thought the object of the lesson was?
d. Brainstorm ways we communicate effectively
i. Analyze what we use to communicate effectively.
e. Brainstorm how you can use these skills in a real life situation.