1. 

   Step 1
   Teacher Provides Direction
   The teacher outlines the parameters of the drawing and models a sample drawing for students. “You will draw a robot like this one using simple shapes. Think about how you will describe your drawing in writing so your partner can re-create the drawing.”

2. 

   Step 2
   Students Draw
   Students independently make their drawings, each on his or her own sheet of paper.

3. 

   Step 3
   Students Write Instructions
   With their drawings in front of them, students write step-by-step instructions how to re-create the drawing on a separate sheet of paper, skipping every other line. They try to be as specific as possible. For example, “First, draw an oval in the middle of the paper. Make the oval taller than wide. That’s the robot’s body. Next, draw his head. For his head, draw a circle above the oval…”.

4. 

   Step 4
   Students Pair Up
   Students pair up with a partner who has not seen their drawing. They exchange only the written instructions.

5. 

   Step 5
   Students Draw
   Using their partner’s written description, students re-create the drawing.

6. 

   Step 6
   Partner A Reveals Original
   When both students are done drawing, or when time is called, Partner A reveals his or her original drawing. As a pair, they take turns discussing what was easy to follow and what was difficult and how they could improve their instructions.

7. 

   Step 7
   Pairs Edit
   They work as a pair to rewrite the directions.

8. 

   Step 8
   Switch Roles
   Partner B reveals his or her original, the pair discusses improvements, and then they work together to edit Partner B’s instructions.

9. 

   Step 9
   Students Re-Test Instructions
   After both partners have edited their instructions, they pair up again with a new partner and test each other’s edited instructions by asking their new partner to draw what they have written.

• Skip Lines. Have students skip lines and have a wide left margin as they write their instructions so they can use the spaces to make corrections during the editing process.
• Simple Drawings. Show students how to make very simple illustrations. Complex illustrations will be very difficult to describe and even more difficult to re-create.
• Varying Difficulty. Instructions can be made easier or more difficult depending on whether or not students are allowed to name their drawing or parts of the drawing. For example, it is easier to draw a rocket ship if students write, “These instructions will describe how to draw a rocket ship.” Similarly, it is more difficult to draw the rocket if students don’t mention parts by name. For example, if students can’t include “nose cone” and “fins” they must describe the features in such a way that the reader will be able to draw the parts without knowing in advance what he or she is drawing. To make it easier, allow students to write what the illustration is and name parts. To make it more difficult, disallow naming the illustration or its parts.

Mathematics

• Geometric drawings
• Triangles
• Math equations using pictures
• Items with different measurements

Language Arts

• Bookshelf with books (titles showing)
• Nouns (TV, washing machine, car)

Science

• Space station
• Transportation (air, land, water)
• Animal
• Tide pool
• Astronomy (planets, comets)
• Zoo
• Body systems
• Plant

Social Studies

• Map of state using landforms and cities
• Flag
• Route on a map
• Artifact
• Symbol