Body Language

Lesson Plan

Goal: Throughout the school day, the student will identify and interpret the body language of others in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify body language cues that people display.
2. Identify the possible emotions someone may be experiencing given their body language.
3. Respond to another’s body language using a rehearsed phrase or strategy (such as “I can see you are upset. Can I help?”; “You look like you are having a great day”; smiling at a person that smiles at you, etc.)

Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.

New Jersey ELA Standards

New York ELA Standards

Indiana ELA Standards

Common Core ELA Standards

Definitions of Key Terms: Body language is nonverbal communication. Body movements and facial expressions can convey meaning and show emotion.

Questions:

What is body language?
Is body language an important factor in communication?
Can body language provide us with information different from the words someone says?

Discussion Topics:

Body language conveys a lot of information about what a person really means.
Body language can change the meaning of words.
Body language gives you insight into how someone actually feels about what you have said.
Body language can help you understand what happened in greater detail.

Discuss with students what body language is. Review the discussion point questions.

Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

T (Think): Teacher begins by asking a specific question using the discussion topics.
P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
Once time is up, ask each student to share a word or thought from their list.
Other students must cross that word or thought off their list.
Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Situations

Prior to beginning the activity, write emotions on sheets of paper (one emotion per sheet). Tape the sheets up around the room.

Discuss with students how you can use body language cues to help you show how you are feeling without using words.

Materials Needed:

Situations

Sheets of paper labeled - sad, happy, hurt, scared, excited

Chart paper or interactive board

Read the situations below and have the students move to the emotion for that situation. Ask students to display the body language that would convey that emotion.

Chris got an F on his math paper.
Silas broke his neighbor’s window with his baseball.
Beth fell off her bike and got hurt.
Donny played really hard at recess.
PJ got a new puppy.

As a group, make a list of situations when it is important to use body language. Record the students’ answers on the board or chart paper.

Example: When you are angry and you want to convey that message.

Activity 2: Personal Story

Share a personal story with the students that shows how you used body language to convey your emotions. Discuss how others around you reacted or responded.

Materials Needed:

Student Activity Sheet A - 1 per person

Pencil for each student

Ask students time to complete Student Activity Sheet A. Discuss the student’s stories when all have finished.

Student Activity Sheet A

Directions: Write about a time when you used body language to help tell a story in greater detail.

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2 with students.

Prior to beginning the activity, write emotions on index cards; one emotion per card. Instruct the students in how to play a version of “Heads Up” with the index cards.

Materials Needed:

Student Activity Sheet B - 1 per student

Index cards - an emotion written on each; enough for pairs of students

Pencil for each student

Facing one another, one student draws an index card without looking and places it on his/her forehead for his/her partner to see. The partner must use body language to help the other student guess the emotion written on the index card. No words may be used by the student demonstrating the emotion.

Pair students and play “Heads Up.” After each student in the pair has had two turns, ask students to complete student Activity Sheet B and share with a partner.

Student Activity Sheet B

Directions: Create two characters. Select two situations when he or she would have to use appropriate body language. Draw your character using that body language. On the back of the sheet of paper, list the emotion(s) you were conveying with body language.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:

Student Activity Sheet C - 1 per student

Pencil for each student

Student Activity Sheet D - 1 per student

Red and purple colored pencil or pen

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet D.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named two nouns. Repeat the process for verbs.

If time allows students may partner together and role play the script.

Example script reading body language appropriately:
Anya: Let’s watch a scary movie.
Tori: That sounds great. (Sad face and looking away)
Anya: I love scary movies but it doesn’t look like you really want to watch one. Why don’t we watch a comedy instead?
Tori: Thank you for noticing I was sad. I would rather watch a comedy.

Example script reading body language appropriately:
Anya: Let’s watch a scary movie.
Tori: OK (Sad face and looking away)
Anya: I love scary movies.
Tori: Me too. (Sad face and looking away)
Tori: I am so happy that you are excited.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use classroom literature to point out body language and allow students to determine how the character is feeling.

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. What does Anya want to watch?

3. What does Anya want to watch?

4. What kind of movie will the characters watch instead?

5. How does Tori feel that Anya noticed how she was feeling?

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts using eye contact appropriately (looking at the conversation partner) and inappropriately (by not looking at the conversation partner). Use the script sheet to create students' scripts.

Materials Needed:

Script sheet for each group

Pencil for each student

Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Script Extensions:

Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.

Ideas for modifying this activity based on your students’ needs:

create a script as a class

pair or group students so that skill levels are varied and assign each a role or task that uses their skill

create the script by recording the dialog with a phone or other recording device.

Topic Checkout

Review the key points from the previous activities with students. Allow students to complete the Student Topic Checkout. Discuss their answers when all students have finished.

Materials Needed:

Student Topic Checkout - 1 per student

A pencil for each student

Student Topic Checkout

Directions: Complete the following questions.

What does the term body language mean?
Does body language contribute to the understanding of a person's message? Why or why not?
Why do we need to consider body language when we are communicating?
List three emotions, the body language you would see for each and how you would respond to each.

Students

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