1) Hook: Frustrating Instructions
Student will experience having to follow instructions that are not clear to show them the need and importance of accurate procedural texts.
frustrating_instructions_t3hook_pbl.pdf | |
File Size: | 209 kb |
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2) Review Driving Question, Audience, and Rubric
How can we communicate instructions so that our peers may use technology tools to present information?
*Part of the rubric is following directions. This can be based on how they follow directions during the presentations, or you can have a mini lab set up where students are given teacher created instructions for a tool that hasnt been assigned, such as powerpoint where the students are all making the same product.
*Part of the rubric is following directions. This can be based on how they follow directions during the presentations, or you can have a mini lab set up where students are given teacher created instructions for a tool that hasnt been assigned, such as powerpoint where the students are all making the same product.
t3_pbl_rubric.pdf | |
File Size: | 77 kb |
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powerpoint_pbl_eval.pdf | |
File Size: | 132 kb |
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3) Examination of Instructional/Procedural Texts
Students need to discover what makes an effective procedural text. To accomplish this we used 7 different types of materials (such as Crock-Pot instructions, how to create a club-from a text book, directions from a map site, recipe, how to prepare for a job interview, picture only instructions, card game instructions, operating system instructions). Groups were given a handout called, "Faves and Flaws." The groups passed the sample texts around and each group recorded their faves (favorite/most helpful things) and flaws (things they didnt like/hindered their understanding/areas of improvement). Finally they completed a reflection based on the format of the 7th grade expository writing prompt format.
faves_and_flaws_chart._reflection.pdf | |
File Size: | 219 kb |
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4) Discovery of Effective Use of Transition Words and Phrases
Within their groups students are given excerpts from, "The Day that Henry Cleaned his Room" by Sarah Wilson. Using transition words and other sequencing clues, students must determine the order of the story. Then an assessment was given in which the students helped Henry escape the maze.
the_day_that_henry_cleaned_his_room.pdf | |
File Size: | 412 kb |
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the_day_that_henry_cleaned_his_room.key.pdf | |
File Size: | 415 kb |
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help_henry_make_it_past_the_obstacles_and_through_the_maze.pdf | |
File Size: | 390 kb |
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pbl_transtion_notes.pdf | |
File Size: | 162 kb |
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5) Groups Choose, Explore, and Create Instructions for Technology Tool
PBL groups were given a guide to follow when creating their instruction sheet.
pbl_tech_tool_options.pdf | |
File Size: | 378 kb |
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6) Test Drive-Revise & Edit
Groups pair up and "test drive" each others' instructions in order to gain feedback.
7) Presentations and Reflection
We had our classrooms set up as labs with netbooks. The students passed out their instructions and kept their script (with transition words) with them. As one student was instructing the other group members would be circulating the room and helping/guiding students who needed help.