Instructor: Sharon Linde

Sharon has an Masters of Science in Mathematics and a Masters in Education

This lesson plan teaches students the important reading skill of following directions. Students will read a text lesson that gives them key vocabulary and tools and then create their own set of directions for classmates to follow.

## Learning Objectives

After this lesson, students will be able to:

• explain the importance of reading directions
• describe strategies to use to follow directions accurately
• apply direction-following strategies in cooperative groups
• create a set of directions for classmates to follow

1 - 1.5 hours

## Curriculum Standards

• CCSS.ELA-Literacy.RI.6.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

• CCSS.ELA-Literacy.RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

• CCSS.ELA-Literacy.RST.6-8.3

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

## Key Vocabulary

• Following directions
• Previewing
• Skimming
• Text features
• Key words/phrases
• Tools
• Location words
• Negative words
• Descriptive words

## Warm-Up and Preparation

• Before class, create a document to share or display as follows:
1. Write the names of all students in your group
2. Circle all vowels
3. Underline all consonants
4. Count and total the number of vowels and consonants
5. Subtract consonant number from vowel number
6. Add 100 to this number
• Start class by telling students you will be showing directions for a short activity.
• Divide them into small groups and give each chart paper and markers.
• Now display the directions for ten seconds, then put it away. If distributing, allow students to turn the page over and read for ten seconds, then collect.
• Have groups do the activity. As they work, walk around and observe how they're attempting to follow directions.
• After groups are finished with the activity, ask:
• What was it like to follow directions when you had limited time?
• What are some strategies you typically use to follow directions accurately?
• Tell students they will be learning some strategies to follow directions and have them label their reading notebooks 'Following Directions.'

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