Futuristic airplane and the blind landing

A lesson plan, divided into two exercises, that teaches students techniques for communicating and observing both detail and directions using written, oral, and visual sources.

A lesson plan for grade 9 English Language Arts

By Elaine Cox

Provided by NC REAL Enterprises

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This lesson plan is designed to teach students the importance of giving specific details both orally and in writing.

Learning Outcomes

Students will:

• Understand the importance of giving specific written details in writing assignments
• Understand the importance of giving specific oral details in a speech or presentation
• Develop creativity
• Practice translating words into images and vice-versa
• Develop skills for one of the English I and English II writing assessment modes (descriptive)

Teacher Planning

Time required

Exercise one: 30-45 minutes
Exercise two: 30-45 minutes
Both exercises can be done on the same day or on separate days.

Materials required for exercise one

• A sign that reads “Pilot”
• A sign that reads “Control Tower”
• A blindfold
• Numerous assorted objects to place on the floor (can be just about anything from the classroom)
• A board to record crash points

Materials required for exercise two

• Scrap paper (three pieces per participant)
• Pens and pencils
• Crayons or colored markers

Activities

Exercise one: The blind landing

1. Divide the room in half in order for the activity to be repeated at least twice, but it is more effective if each pair of students has the opportunity to participate. Choose students from each side of the room: one will be the “pilot” and the other the “control tower.” The remaining students will form two lines facing each other about four feet apart. The area in between the students is the “runway” which the pilot must pass through successfully.
2. Blindfold the pilot and place objects are on the floor in front of him on the runway area. The control tower must verbally guide the pilot around the obstacles. The pilot may not speak. The pilot-control tower team receives one crash point for any items touched, including people. Change the placement of objects between each pair of students and repeat the activity.
3. Ask students the following debriefing questions:
   • What kind of directions were most helpful? Which are most harmful?
   • What role did listening play?
   • Did the pilot have confidence in the control tower?
   • Was confidence an important part of this activity?
   • How could specific directions/details be improved?
4. For a follow-up activity, have students write and perform a one-minute speech giving specific details or directions on how to do something — without naming what that something is. Some examples are: how to start a car, change a tire, make a cake, tie a shoe, etc. Individually, each student will give a speech while the other students will use the details and directions given to guess the topic of the presentation.

Exercise two: Futuristic machine

Activity adapted from NC REAL “building entrepreneurial skills” exercise.

1. Give each participant three sheets of scrap paper and ask them to number the sheets #1, #2, and #3.
2. Give the following directions: You are a master designer, and you’ve been chosen to design an airplane equipped for the twenty-second century. On sheet #1, you will have three minutes to draw your airplane. Remember, anything is possible. Be creative; there’s no need to design it like the airplanes of today. Give your plane a name. When the three minutes is up, write your name on the top of paper #1 but do not share your drawing with anyone.
3. Have students to use sheet #2 to describe, in writing, the airplane they just drew. Allow five to ten minutes and ask them for as many details as possible. Again, students should not discuss the planes with anyone, and they should not write their names on sheet #2.
4. When everyone is finished, collect both the drawings and the written descriptions, remembering to keep them in separate piles. Distribute the descriptions (page #2) making sure no one gets his/her own sheet.
5. Guide students by saying: On sheet #3, draw the airplane described on the paper you just received, and then write your name on the top of this paper. Allow five minutes. (It is important that students draw what they see based on the written description.)
6. Have the students post the descriptions on sheet #2 with their drawings on sheet #3 around the room. Give the original drawings (sheet #1) back to their owners, and ask them to post the drawings above the matching description and second drawing.
7. Have each pair of participants (the original artist and the replica artist) stand and share the two versions of the drawings with the class while reflecting on the following:
   • What differences were noted between the original and the second drawing?
   • What wording (or lack of wording) could cause these differences?
   • What could have been done to make all three versions match more precisely?
8. Follow-up activity:
   • Have students write a descriptive paragraph about a long-lost relative who has flown in on the futuristic airplane (someone no one in the class would have seen). Remind students to include as many details as possible about the person’s appearance.
   • Read the paragraphs to the class. (Depending on class size, you may ask for a limited number of volunteers to read their paragraphs.)
   • Have the students vote to decide who wrote the most vivid paragraph, and have them explain why.
   • Have all the students draw the relative from the paragraph that was chosen and then have students compare drawings.
9. To conclude the lesson, facilitate a discussion about the importance of using details in writing and speaking. In the discussion, remind students to use specific examples from the activities in this lesson.

Extension

Have students close their eyes and listen to a short portion of a movie. Ask them to discuss which words described how the actors and actresses were moving or what they might be doing. Then have students watch another portion of the movie without sound. Can they tell by the actions of the actors and actresses what was being said? What can they tell about the tone of the conversation from facial expressions? What can they tell about characterization of the actors and actresses?