thursday: oral directions

Unit Plan: Oral DirectionsLesson Plan for ThursdayGrade: 2nd gradeSocial Studies Strand: Geography

Submitted By: Neo Sequeira

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan for Thursday Strand: Geography submitted by: Neo Sequeira

B. Summary of the Lesson Plan : This lesson is designed for 2nd grade students to learn to listen to oral instructions and follow them as well as giving oral instructions. This lesson uses whole class oral activities and a worksheet to move from one location to another.

C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: approximately 50 min. Groupings:

o Whole class- oral instructions activitieso Independent- oral instructions worksheet

D. Materials: Oral directions WorksheetAn object (ex. ball or anything found in classroom)Blindfold (optional)

E. Objectives: o NV State Social Studies Standards

G5.2.4 Give and follow simple oral directions to move from one location to another.

o Student-Friendly Standards (G5.2.4) Students will be able to give and follow directions by mouth,

orally, to move from one location to another.

F. Vocabulary: oral– spoken not written; by mouth not writing location- a place or position directions– an instruction or an order; the path something or someone moves along

o left right

o backwards/down straight/up o turn around

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


G. Procedure: 1. The teacher will begin by telling the class the student-friendly standard and going

over the vocabulary words in the order as they are written above.2. Teacher will then have students stand up at their desk and be instructed to follow

the teacher as he/she points left, right, up and down, and moves left, right, down, up and turns around. Play a game with these directions, pick a direction and have students do it without showing them. Pick a couple of students to choose a direction for the class to follow. (*A good way for students to remember the difference between left and right is when they put their hands in front of them and the back of their hands facing them, their left hand’s index and thumb will look like an L.)

3. Teacher has students sit down and explain they will help her/him move towards an object in the room. Pick a couple of students to take turns placing the object around the room and giving oral directions for teacher to move towards it (only follow the exact directions students give you).

4. Now it is the students turn to follow oral directions. Students comfortable enough using a blindfold can do so and those who are not can just close their eyes. Again pick a couple of students (different from last activity) to place an object around the room and give oral directions for student to moves towards.

5. When all students have given and followed directions, they will sit down and be given an “Oral Directions” worksheet. Students will wait, and listen to teacher’s instructions. Pick a “shape” for students to make (it doesn’t have to be a regular shape). Give directions for them be able to draw it, tell them where to start and which way to move. All students’ “shapes” should match yours.

H. Assessment: What will you use to measure student understanding?

I will use my observations on how well students follow the oral directions in the whole class activity and the oral directions worksheet.

Explain how you will know students understand the concepts from the lesson. Students will follow and give simple oral directions to move from one location to another. I will be able to observe which students have trouble following and giving instructions using the class activity. Using the worksheet, I will be able to assess which students followed directions by matching their “shapes” to mine and making sure they are identical.

I. Closure: As a whole class we will repeat the warm-up of having students point and move

left, right, forward/up, backward/down, and turn around. Ask students how each one is done, but do not tell them, only correct them.



J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

The easiest part of the lesson to teach will be modeling for the students which way is left, right, up, forward, down and backward and having them follow along.

2. Which part will be most challenging for you to teach? The most challenging part of the lesson to teach will be having students close their eyes and follow oral directions. They won’t be able to see, so a close eye must be kept on them so they do not get hurt.

3. How will you follow up or extend this lesson?If possible, students can go outside and be paired up. They will take turns giving oral directions and following them. Again blindfolds will be optional.

4. What can you do for students who don’t grasp the concepts?For students who don’t grasp the concept, the teacher or another student can walk with them, so they have someone guiding them.

5. Which part of the lesson, if any, do you think might need to change?If anything needs changing, it will be having students use blindfold or even close their eyes just for safety issues.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part was finding a way or ways to help students who don’t grasp the concept better understand.



Oral Directions

Name: ________________________________________________________________

Follow teacher’s oral instructions.


thursday: oral directions

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