LESSON SEVEN: Oral Directions: Practice for the Slam

                             

LESSON DESCRIPTION

Students continue to practice for the Slam focusing on listening skills.

 

GRADE-LEVEL EXPECTATIONS

LS1         Listen for directions. Listen to critically evaluate communications that entertain, and to evaluate others’ effectiveness in presentations using provided criteria.

LS1         Participate in informal presentations and discussions of issues and ideas.

§         Use active listening behaviors

LS2         In discussions and presentations, create concise presentation, respond to feedback, demonstrate poise, and self control.

§         Give clear and concise multi-step directions

 

LESSON MATERIALS

§         Sources of literature

o        None 

 

§         Supplies

o        None 

 

§         Handouts provided

o        Practice Feedback criticism handouts

 

§         Words to Know

o           evaluate

 

FORMATIVE ASSESSMENT 

Anecdotal records of observation of student practice groups. Teacher may collect student Practice Feedback Criticism handouts.

 

LEARNING ACTIVITIES

  1. Help students generalize the qualities for giving good directions.

 

Questions

for

Students

What are the qualities for giving good directions?

How do you respond to criticism in a positive manner while still defending your position?

 

Qualities of good directions:

Concise, consecutive, clear, constructive, confirmed

 

Strategy

Characteristics of active listening.

question, respond, body language, facial expressions

 

  1. Role-play a feedback-response dialogue modeling with one student for the whole class. Have students practice a similar dialogue in pairs.

 

  1. In groups of three, students practice their Slam performance and solicit constructive criticism from their audience. Audience members complete handouts indicating positive feedback and constructive criticism. Performers take notes of the feedback to improve their performance. Taking notes directly on the performance should increase the likelihood of application.

 

  1. Observe students to assess feedback-response dialogues occurring in small groups

 

ideas

If time allows, students should be instructed to practice numerous times, either with the same group or a new group for additional criticism.