CEClang.46
TITLE: MYSTERY PICTURES (Following Oral Directions)
AUTHOR: Miriam Furst, Kelland Elementary; Tuscon, AZ
GRADE LEVEL/SUBJECT:
OVERVIEW: Many children have difficulty accurately giving
or following verbal instructions. To encourage students to
focus on the importance of clear, oral communication.
PURPOSE: To encourage students to focus on the importance of
clear, oral communication.
OBJECTIVES:
1. Students will distinguish between words/phrases that
help clarify communication and those that impede it.
2. Students will practice giving clear oral directions
and will see the results produced by students who
follow their instructions.
RESOURCES/MATERIALS:
Chalkboard / chalk
blank paper - 6-7 per child - use 8" x 11" paper cut in
quarters
dark markers - 1 per child
Answer Card -
draw the number 5 on a sheet of paper, following the
instructions list in #5
"Mystery Picture" Cards -
5-10 cards with a simple geometric design or a capital
letter drawn on each card - make sure cards are thick enough
so the drawings can't be seen from the other side.
ACTIVITIES AND PROCEDURES:
1. Give 1 dark colored marker and 2 blank papers to each
child. Read the instructions below, aloud, pausing after
each one. Ask students to draw the "secret picture" on
their paper, following the instructions as carefully as
possible.
THEY MAY NOT ASK ANY QUESTIONS. NO TEACHER HAND GESTURES
ALLOWED. KIDS MUST SIMPLY DRAW THEIR INTERPRETATION OF THE
INSTRUCTIONS.
Instructions
a. Draw a short line.
b. Draw another line touching the first line you
drew.
c. Put your pencil at the other end of the second
line and draw half a circle.
2. After children are finished, post pictures on one half
of the chalkboard. Discuss the differences among the
drawings on display. Ask, "What questions did you want to
ask, as we were doing this activity?" (e.g. How long should
the line be? Should the line be horizontal, vertical or
diagonal? Should the lines be straight?)
DO NOT SHOW THE "REAL" PICTURE OR GIVE ANY HINTS.
3. Ask, "What words or phrases could I have used to help
you draw the picture more accurately?" Write suggestions on
board. (e.g. straight, 1" long, horizontal, right end,
middle, etc.)
DO NOT, SHOW THE "REAL" PICTURE OR GIVE ANY HINTS ABOUT IT.
4. Thank students for their help in clarifying your
language. Ask them to try again. Promise them that, you
will use class time, you will use clearer language.
5. Have students follow your instructions again. This time
read the following:
Instructions
1. Starting in the middle of your paper, draw a
horizontal line about 1 inch long.
2. Place the point of your pencil on the place where
the horizontal line begins, on the left.
From that point, draw a vertical line,
The vertical line should be about 1 inch long.
3. Starting where the second line ends, draw a
backwards "C," going down. The tips of the
backwards C should be about 1 inch apart.
6. Have students display their second pictures on the other
half of the board. Show them your picture of the number 5.
(Most pictures should be similar.) Discuss why the second
set of pictures are more alike than the first. (It's easier
to get your message across if you use clear, specific,
language.)
7. Make lists of "muddy" and "clear" words/phrases on the
board. (e.g. Muddy-long line, short, line, shape, thing;
Clear-left, right, middle, 1/2 inch, vertical, horizontal)
8. Pass out 4-5 more sheets of paper, per child. Have
children take turns picking a "Mystery Picture" from the
stack. Being careful not to show the picture to the class,
the child should give verbal directions for drawing the
picture. The student reading instructions MAY NOT say
letter names or geometric shapes. Class follows directions,
without asking questions.
9. Place pictures on board and compare with "real" picture.
Discuss the direction giver's use of clear language. (Keep
the discussion positive.) Refer to and add to the "Muddy"
and "Clear" charts on the board.
10. Variation: Have the direction giver give directions 2
separate times - first time:no questions allowed; second
time: questions from class allowed. Compare results.
TYING IT ALL TOGETHER: Discuss and list situations in which
clear communication is vital. Discuss the possible results
of unclear communication. Students could write skits in
which the same event is shown twice - once with "muddy"
language and once with "clear" language.
Click here to return to OFCN's Academy Curricular Exchange
Click here to return to OFCN's Academy
Click here to return to OFCN's Main Menu
John Kurilecjmk@ofcn.org