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Following Directions 7

 

Instructor Write the following words on the chalk board or overhead projector: “Please sit down without talking. I will pass out a card to you. Read it but do not say anything or show it to anyone!” Also write the words “Following Directions” in a separate area on the chalk board or overhead projector. When the class is ready to begin, say “All right, let’s get going.”

 

 1. When the teacher says, “All right, let’s get going”, you stand up, point and ask, “Hey, what’s that mean on the board: ‘following directions’?” Then sit down.

2. After a student stands and asks, “Hey, what’s that mean on the board: ‘following directions’?”, you wave your arms saying, “I know, I know!” Stand up and say, “It takes practice to follow directions.” Then sit down.

3. After a student stands and says, “It takes practice to follow directions”, you stand up and say: “Some of you may be good at following directions because you make things using directions, like building with Legos or cooking.” Then sit down.

4. After a student stands and says, “Some of you may be good at following directions because you make things using directions, like building with Legos or cooking”, you stand and say: “But we don’t always pay attention enough to do something correctly.” Then sit down.

5. After a student stands and says, “But we don’t always pay attention enough to do something correctly”, you stand and say: “This is an experiment to see how well we can follow directions and work together.” Then sit down.

6. After a student stands and says, “This is an experiment to see how well we can follow directions and work together”, you stand and say, “Let’s look at the clock and see how long it takes us to get through this exercise, starting now.” Then sit down.

7. After a student stands and says, “Let’s look at the clock and see how long it takes us to get through this excercise, starting now”, you stand and say, “It’s _______ o’clock! Write that down!”

8. When a student stands and says, “It’s now _______ o’clock! Write that down!” your job is to write down the time and then say “Got it!” [PLEASE NOTE: At the end of this exercise, someone will want to know this start time. Be ready to read it when s/he asks for it!]

9. After a student says, “Got it!”, say the real name of the main character in “Maniac Magee”.

10. When a student says, “Jeffrey Magee”, call out, “That’s right!”

11. After a student calls out, “That’s right!”, you ask, "What’s Maniac Magee’s favorite food?”

12. After a student asks, “What’s Maniac Magee’s favorite food?”, call out the answer to the question. (Hint: he eats a lot of them in the book!)

13. After a student calls out, “Butterscotch Krimpets”, stand, rub your tummy and say, “Yum-my, they sound goo-oo-ood!” Then sit down.

14. After a student stands and says, “Yum-my, they sound goo-oo-ood!”, stand up and say, “You know what else is good? 4 pieces of pepperoni pizza, 6 cups of Surge, and 5 chocolate chip cookies.” Then sit down.

15. After a student says, “You know what else is good? 4 pieces of pepperoni pizza, 6 cups of Surge, and 5 chocolate chip cookies”, you add up how many things were mentioned, and then say, “That’s ______ junk items! What we need is 1 juicy apple!”

16. After a student says, “What we need is 1 juicy apple”, stand up, hold your stomach and say, “Oh, I feel stuffed listening to all this talk about junk food. Now I need some exercise!” Jog in place until another student stands up and starts talking. Then sit down.

17. When a students gets up and starts jogging in place, you say “Not me! I need a nap!” Put your head down on your desk and start snoring loudly.

18. When a student starts snoring loudly, you shout out, “Rise and shine people! Let’s get our brains going!”

19. After a student shouts out, “Rise and shine people! Let’s get our brains going!”, you say, “Okay, wise guys, what’s the capital of Rhode Island?”

20. Answer the question, “What’s the capital of Rhode Island?” [you may get out your geography book or atlas to find the answer] and say, “I know, I know! It’s_____________!”

21. After a student says “I know, I know! It’s Providence“, you stand up and say, “That’s good! Now tell me what river Lewis and Clark explored that flows into the Pacific Ocean!” Then sit down.

22. After a student stands up and says, “That’s good! Tell me what river Lewis and Clark explored that flows into the Pacific Ocean!”, you say, “It’s the _______________ River. [Get out your geography book or atlas and look if you can’t remember!]

23. After a student says, “Columbia River”, you stand and say, “Cool! Now tell me the colors in the rainbow!”

24. After a student stands and says, “Cool! Now tell me the colors in the rainbow!”, you name the seven colors commonly found in the rainbow. [hint: think Roy G. Biv!]

25. After a student says, “ Red, orange, yellow, green, blue, indigo, and violet” (or all these colors in a different order), you say, “Good job! Now, what about igneous rocks...where do they come from?”

26. After a student says, “Good job! Now, what about igneous rocks...where do they come from?”, you say, “Don’t blow your top waiting! [that was a hint!] They come from _______________.

27. After a student says “Don’t blow your top waiting! They come from volcanoes”, you stand and ask, “Volcanoes, that’s a good word to spell. How do you spell volcanoes?” Then sit down.

28. When a student asks how to spell the word for a mountain that erupts ash or lava, you spell the word.

29. If a student spells, “V-o-l-c-a-n-o-e-s”, shout out “You got it!” If the student spells it wrong shout “Try it again”. Keep going until the word is spelled correctly.

30. After a student spells the word for a mountain that erupts ash or lava correctly, you write it on the board correctly. Then sit down.

31. After a student writes v-o-l-c-a-n-o-e-s (make sure the spelling is correct!) on the board, yell out the name of a famous volcano.

32. After a student has yelled out the name of a famous volcano, you begin singing “Mary had a little lamb, little lamb, little lamb. Mary had a little lamb, its fleece was white as snow.”

33. After a student sings “Mary had a little lamb, little lamb, little lamb. Mary had a little lamb, its fleece was white as snow”, you clap your hands and yell out,“ I’ve never heard such fantastic singing!”

34. After a student claps hands and yells, “I’ve never heard such fantastic singing!”, you yell out, “Th-th-that’s all folks!”

35. After a student yells out “Th-th-that’s all folks!”, you shout out “Stop!” Look at the time. You say, “We finished at ______o’clock. You ask “What time did we start?” When a student gives you the start time, figure out how many minutes passed since the excercise started. Go to the board and write, “It took us (correct number) minutes to complete this exercise. We’re the greatest!!!”

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