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|Program|[Lesson Title] |TEACHER NAME |PROGRAM NAME |

|Informa| | | |

|tion |Teach Me How-to (Student Presentations) |Hayley Williams |Parma City School District |

| |[Unit Title] |NRS EFL(s) |TIME FRAME |

| | | | |

| | |1 – 2 |One 120-minute class |

|Instruc|ABE/ASE Standards – English Language Arts and Literacy |

|tion | |

| |Reading (R) |Writing (W) |Speaking & Listening (S) |Language (L) |

| |Foundational Skills | |

| | | |

| |LEARNER PRIOR KNOWLEDGE |

| | |

| |Teaming skills/ have worked in groups previously |

| |INSTRUCTIONAL ACTIVITIES |RESOURCES |

| | | |

| |Introduce the lesson by asking students what kinds of technical instructions they have |Chalk/white board |

| |recently used? Record examples on the board (IKEA instructions, Computer set-up, | |

| |Repairing something, troubleshooting in a video game) |Student copies of Lesson 1.2 How-To and Instructions from |

| |What was effective (helped clarify) ? |Common core basics: Building essential test readiness skills (Reading). (2015). Columbus, OH: |

| |What was ineffective (did not help)? |McGraw-Hill Education. |

| |What happens when you have a hard time following the instructions? | |

| | |Student copies of Analyzing Technical Instructions |

| |Turn to Lesson 1.2 How-To and Instructions in Common Core Basics: Building Essential Test|Analyzing Technical Instructions [PDF file]. (n.d.). Retrieved from |

| |Readiness Skills (Reading). Let’s look under the section titled, “How-to and | |

| |Instructions”. What are the steps we need to remember when reading instructions? Ask a | |

| |volunteer to read this portion out-loud. |Student copies of instructions for small groups: |

| |Clarify with students what sequence is and what signal words are that indicate this. |Assembly Instructions: Hemnes Drawer Chest |

| | |Assembly Instructions: Hemnes Drawer Chest [PDF file]. (n.d.). Retrieved from |

| |Let’s look at the instructions “How to Change a Flat Tire,” and identify signal words | |

| |that indicate sequence. | |

| | |How to Change Your Car’s Oil: 7 Simple Steps |

| |Now, instructions or directions are not always written effectively. Let’s look at pg. 23 |How to Change Your Car's Oil: 7 Simple Steps. (n.d.). Retrieved from |

| |at the sequence of instructions for placing a three-way call. Are these instructions | |

| |effective or ineffective? In other words, is anything missing that would make these | |

| |instructions more clear or understandable? |1040 Instructions |

| | |1040 Instructions [PDF file]. (n.d.). Retrieved from |

| |Let’s practice analyzing some different sets of instructions to see what is most | |

| |effective. In small groups you will analyze a set of technical instructions and answer |Perfect Pot Roast |

| |some questions to determine the intended audience and if the instructions were effective |Drummond, R. (n.d.). Perfect Pot Roast. Retrieved from |

| |or not. | |

| | | |

| |Group students into small groups and hand them a copy of Analyzing Technical Instructions|Student copies of Instruction Evaluation Guiding Questions (attached) |

| |and a set of instructions from the list below instructions. Circulate the room while | |

| |students work within their groups. |Student copies of Technical Instructions Planning Sheet |

| |Small groups: |Technical Instructions Planning Sheet [PDF file]. (n.d.). Retrieved from |

| |Assembly Instructions: Hemnes Drawer Chest | |

| |How to Change Your Car’s Oil: 7 Simple Steps | |

| |1040 Instructions |Student copies of Sample Technical Instructions Rubric |

| |Perfect Pot Roast |Sample Technical Instructions Rubric [PDF file]. (n.d.). Retrieved from |

| | | |

| |Each group will present their technical instructions answering the Instruction Evaluation| |

| |Guiding Questions for the class. | |

| | | |

| |As a final assessment, students will create technical instructions of their choice ( | |

| |something they are interested in or can do). | |

| |First, students will partner up and use the Technical Instructions Planning Sheet to | |

| |interview their partner about his or her plans for these instructions. This will help to | |

| |organize their ideas. | |

| |Students will write their technical instructions for homework following the Sample | |

| |Technical Instructions Rubric. This assignment will be turned into the instructor the | |

| |following class for assessment. | |

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| |DIFFERENTIATION |

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| |Whole Class, Group/Partner work, Independent work |

| |Guided handouts (questions) |

| |Personal choice in creating instructions (interest area) |

| |Rubric provided |

|Reflect|TEACHER REFLECTION/LESSON EVALUATION |

|ion | |

| |Additional lessons from Common Core Basics: Building Essential Test Readiness Skills (Reading). |

| |Students could present their instructions/how-to for the class to add a presentation component to the lesson |

| |ADDITIONAL INFORMATION |

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Instruction Evaluation Guiding Questions

1. Who is the audience for the instructions? How do you know?

2. What is effective vs. Ineffective? In other words, what is good and bad in these instructions? Identify both good and bad parts of instructions.

3. What, if any, improvement do you believe the instructions need to be more effective?

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