Beacon Lesson Plan Library

Say What You Mean

Timothy Mark Dillehay
Lee County School District

Description

Students are challenged to create what their partners are viewing, with only verbal communication. The reporter is not allowed to see what the receiver is drawing, which forces students to understand the importance of detailed instruction, clear communication, and following directions.

Objectives

The student listens and uses information gained for a variety of purposes, such as gaining information from interviews, following directions, and pursuing a personal interest.

Materials

-An envelope with two different drawings for each pair of students.
-A blank sheet of typing or drawing paper (1 per student).
-A copy of the "What I Heard" worksheet (1 per student).
-Walky-talky

Preparations

1. Create an envelope with two drawings for each pair of students.

2. Gather a blank sheet of typing or drawing paper (1 per student), walky-talky, and a copy of the What I Heard worksheet (1 per student).


Procedures

1) Give one volunteer student a walky-talky and an envelope with one drawing inside. The student goes into the hallway (out of sight) and opens the envelope and begins to describe what he/she sees.

2) The walky-talky is placed in front of the class so all students can hear the report. Each student in the class begins to draw on their papers (private from others) what they believe is being described to him/her.

3) The volunteer is brought in from the hallway. The teacher and students evaluate why most drawings are not identical to what appears on the paper from the envelope. Elicit that clear, concise, detailed directions are necessary, but so are good listening skills. Review active listening skills.

4) A second student is given the opportunity to go in to the hall and open a new drawing and report it to the class.

5) The walky-talky is placed in front of the class so all students can hear the report. All students in the class begin to draw on their papers (private from others) what that student believes is being described to him/her.

6) The volunteer is brought in from the hallway. The teacher and students evaluate why most drawings are not identical to what appears on the paper from the envelope or if they are closer than the first drawings. Students are probed to mention what words the second volunteer used that were helpful for them to understand the drawing, and what words he/she could have used to describe better. Again, review active listening skills and creating mental pictures as the listener hears the words/phrases. Discuss listening to the entire description first, then hearing it piece by piece.

7) Explain that now each student will have an opportunity to complete both the reporter and recorder portions of this exercise. Remind students of the objective of being a good listener and review words/phrase and methods of stating the description.

8) Have students pick a partner and have them sit back to back. Explain that since not all 30 students can be placed in seclusion in the hallway, we will sit back to back to simulate the limitations. Students must be instructed that the recorder (drawer) is not to talk. (Telling the reporter that they did not understand was not something the students in the classroom could do to the student that was outside. If this is enforced, it will help the exercise be more meaningful and probably more quiet so everyone can hear his partner's description.)

9) Have one student of the pair open an envelope and begin to quietly describe the drawing to his partner. The reporter should not be able to view what is being drawn, until the drawing is complete. Remember, the volunteer in the hallway did not know if the class was understanding and drawing correctly or not.

10) After a set amount of time, have students evaluate how their drawings compare to what was in the envelope.

11) Have the reporter and recorder switch positions and complete steps 8-10 again.

12) Have all students return to the individual seats.

13) Distribute the What I Heard worksheet to each student (see associated file).

14) Tell the students that they will need to staple their drawings to the completed What I Heard worksheet and hand them in before the end of the period.

Assessments

Note that this lesson only focuses on the following directions portion of the standard.

Use completed “What I heard” Worksheet (associated file) to formatively assess the student’s insight to understanding clear and precise communications.
Criteria: Acceptable work is both:

(1) All questions from the Insight page are completed.

(2) Two attached drawing cards (100%) are completed.

Attached Files

What I Heard worksheet and 4 drawings     File Extension: pdf

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