New Era University

Integrated school

No. 9 Central Ave., New Era, Quezon City

 I. Objectives
At the end of the lesson, the students shall be able to:

1. Enumerate the five types of following directions;

2. instill the importance of following directions in life and cooperation in the classroom; and

3. create their own “Direction quiz” using the five types of following directions.

II. Subject Matter

Topic: Following Directions

Reference: https://www.superduperinc.com/handouts/pdf/223_Different.pdf

Materials: Visual aids and papers with numbers.

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminaries
i. Prayer
ii. Greeting the class

B. Motivation

“Before we start our lesson, I need eight

persons. Two representatives from each group,
you will be in pair. I will stick paper with
numbers in different parts of your body. All
you need to do is to listen to my instruction. I
will shout two numbers, one from the numbers
that is in the body of one student and one
number will be in the body of another student.
You need to find the numbers that I will
announce and stick them together. I will count
five seconds before the separation of the two
numbers. Is that clear?”
“Yes, ma’am!”
“Ok, let’s start!”
“3-7”
“4-10”
“2-9”
“1-8”
“5-6”
“4-8”
“1-6”
“Thank you for your cooperation students.
Now, what can you say about our activity
today?” “It was fun and interesting.”

“Oh, thank you. How about the way we play

the game? What can you say?” “The players need to listen to what you will
say, ma’am.”
“Very good! The players need to listen to what
will I say or to my directions. Since we are
talking about directions, our topic for today is
“Following directions”.”

C. Lesson Proper
“When you hear the word “direction”, what
comes up into your mind or what do you think
is the meaning of it?” “Direction is an instruction that tell you how to
go to a place.”
“Very Good! Directions are steps given to
complete a job. Sometimes directions are
written and sometimes they are spoken. It is
important to follow directions exactly as they
are given in order to do work properly.
Following directions can be very difficult, or
even impossible, if the person receiving
directions doesn't listen or isn't focused. There
are five types of following directions. These
include basic directions, Sequential directions,
quantitative and spatial directions, temporal
directions, and conditional directions. ”
“The first one is the Basic directions, everyone
please read?” “Following basic directions starts with a
simple, one-step direction using one element,
such as “Point to the ball.””
“The difficulty increases as more elements are
added to the verbal directions, such as color
(Point to the red ball.), size (Point to the large
ball.), action (Point to the ball that is
spinning.), or location (Point to the ball that is
below the car). Then, the higher levels
combine these elements (Point to the small red
ball that is spinning below the car.).”
“Who can give me an example of basic
directions?” “Look at the board.”

“Very good! Let’s increase the difficulty. The

color of the board.” “Look at the whiteboard.”
“Size?” “Look at the small board.”
“Location?” “Look at the board inside the classroom.”
“Then combine it all.” “Look at the small whiteboard inside the
“Very Good!” classroom.”
“Is that clear?” “Yes, ma’am.”

“Next type is the Sequential Directions,

everyone please read?” “This skill targets the child’s ability to follow
multi-step and sequential directions.”
“When we say “Multi-step directions”, it
require following two or more directions at a
time. For example, Put the red block in the
basket and close the door. When we say
Sequential directions, tasks involve following
directions in a specific order. For example, Put
the glue in the box, push your chair under the
table, and get in line.”
“Who can give me an example of Sequential “Rise up from you bed, fold your blanket, and
directions?” get ready for your school.”
“Very good!”

“The third type is the Quantitative and Spatial

Directions.”

“When we say Quantitative, what does it “Quantitative mean relating to the amount of
mean?” something.”
“Very good! Terms to denote quantity include
one, two, all, both, either, or, and, not, except,
and don’t. How about Spatial?” “Spatial is relating to space and relationship of
objects within it.”
“Very good! Terms indicating spatial location
include first, second, third, last, and between.
For example,
Choose the toy that is between the small green
rocket and the big yellow train.”
“Who can give me another example?” “Find the slipper in the second cabinet or under
the chair.”
“Very good! The fourth type is the Temporal
Directions. Everyone please read.” “Temporal directions target a student’s ability
to follow directions containing the words
“before” or “after” in a variety of positions
“For example, in some instances, the term within the utterance.”
“before” is located in the middle of the
direction: “Put the truck in the box before you
put the robot in the box.” Another trial may
position the term “before” at the beginning of
the utterance: “Before you put the doll in the
box, put the rocket in the box.” Higher levels
of this activity increase auditory memory and
processing demands by adding color attributes.
For example: “After you put the green doll in
the box, put the red plane in the box.””
“Who can give me another example of a
direction where the word “before” is in the
middle?” “Brush your hair before you put a ribbon.”

“Very good! How about putting “before” in the “Before you put a ribbon, brush your hair.”
beginning?”
“Very good! How about using “after”?” “After you brush your hair, put a ribbon.”

“Very good! The sixth type is the Conditional “This task provides directions with certain
Directions. Everyone please read.” conditions. Students decide what actions to do
based on the given condition(s).”
“For example: “If a doll is in the box, put the
box on the truck.” Some directions also
involve negation: “If a rocket is not in the box,
put the box on the truck.” Higher levels add
elements such as color, quantity, and size to
increase the auditory memory and processing
demands: “If a green doll and a blue train are
in the box, put the box on the large truck. If
not, put the box on the small truck.”” “If your name starts with a vowel, turn in a
circle If your name starts with a consonant,
clap your hands.”
“Very good! Do you have any questions?” “None!”

“If none, let’s review the five types of

following directions.”

D. Generalization
“What are the five types of Following “The five types of Following Directions are
Directions?” basic directions, Sequential directions,
quantitative and spatial directions, temporal
directions, and conditional directions.”
“What directions that starts with a simple or
one-step direction?” “Basic Directions”

“This direction require following two or more

directions at a time and in a specific order.” “Sequential Directions”

“This direction is the combination of

 Quantitative which means relating to the
amount of something and Spatial which is
relating to space and relationship of objects
within it.” “Quantitative and Spatial Directions”

“This direction target a student’s ability to

follow directions containing the words
“before” or “after” in a variety of positions
within the utterance.” “Temporal Directions”

“This task provides directions with certain

conditions. Students decide what actions to do
based on the given condition.” “Conditional Directions”

E. Application

Classify the following whether it is a

basic directions, Sequential directions,
quantitative and spatial directions, temporal
directions, or conditional directions.

1. Before you take a medicine, eat your 1. temporal directions

food. 2. Sequential directions
2. Pretend to sneeze, walk to the door, 3. temporal directions
count to 5, and sit down. 4. basic directions
3. Touch the chair before you touch the 5. Sequential directions
backpack. 6. conditional directions
4. Look at the wall. 7. quantitative and spatial directions
5. Pretend to tie your shoe, count to 10, 8. basic directions
and clap your hands 3 times. 9. Sequential directions
6. If pencils cut paper, jump up and down. 10. conditional directions
7. Find the slipper in the second cabinet or
under the chair.
8. Follow me.
9. Cross your fingers, stand up, turn
around in a circle, and wink at someone
in the room.
10. If cows give us milk, touch your head.

F. Evaluation

DIRECTION QUIZ

1. Get a one whole sheet of paper.

2. Write your first name in the middle of your paper.
 3. Draw a heart above your name.
4. Write your last name in bottom right corner
5. Cross your last name out with two lines
6. Draw a picture of your favorite food underneath your name.
7. Draw a smiley face inside the heart you drew.
8. Raise your hand and say “I am on number 8”.
9. Draw a cow in the bottom left corner of your paper.
10. Put your ball pen down quietly and wait for others to finish.

G. Assignments

Create your own “Direction quiz” using the five types of following directions. Put in a ½
crosswise.

Prepared by:

Aira Pelonia

BSE-English

Student Teacher