LESSON THREE: Concise Directions: Pictures in School
LESSON DESCRIPTION
Students create a map of the school including directions from one place to another.
GRADE-LEVEL EXPECTATIONS
R3A Evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources.
R3C Use details from the text (s) to: analyze and evaluate the author’s use of information and logic to express his or her ideas through comprehensiveness of detail selection and organizational patterns.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Cameras
o Driving directions website
o Poster board
o Maps
§ Handouts provided
§ Words to know
o analyze
o evaluate
o text features
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students create maps and sets of concise directions from one location in the school to another focusing on vocabulary, format, and comprehensiveness of detail selection. This route could either be chosen by the students or the teacher.
LEARNING ACTIVITIES
1. Introduce directions. Students share times when they have been given good or bad directions and the result. Lead a discussion of text features. Compare text features in a variety of formats with students, i.e., books, newspapers, maps, etc. define and discuss comprehensiveness of detail. Spend time talking about problems related to having too many or too few details especially relating to giving/receiving directions. Review text features and discuss how text features are used specifically in text containing directions.
|
Strategy |
Find examples of print containing directions that use text features to go over with students. Focus on vocabulary, format, style, tone, and point of view needed for clear directions. |
|
Question for Students |
Why are good directions important? What makes good directions good? What are the results of bad directions? How should directions change based on the particular audience? What is the result of not providing enough information? What is the result of providing too much information?
|
2. In the computer lab, instruct students to access Map Quest (or other driving directions website). Have students obtain driving directions from one location in town to another (all student using same locations). Discuss terms used, format, style, and point of view.
|
Strategy |
If you do not have computer access, sample driving directions are provided. |
|
Question for Students |
What text features did you find in your search? How did these features aid in your comprehension? How did seeing the map affect your comprehension of the directions? |
3. Explain the formative assessment to students. Divide students into small groups. Groups choose their locations, plan their routes, and choose locations for photographs/drawings. Monitor students as they plan.
|
Idea |
Give student the option of taking photos or drawing pictures. |
4. Students complete photos/drawings of three different points on their selected routes. Monitor student behavior based on class/school needs.
|
Idea |
This assessment would work well in small groups as outlined by Spenser Kagan in cooperative Learning. The map should include two to three photographs (or drawings) created during independent practice. |