Facial Expressions

Lesson Plan

Goal: Throughout the school day, the student will recognize facial expressions in others and respond appropriately to them in 8 out of 10 observable opportunities as measured by a teacher assessment tool.

Objectives:
1. Identify the emotion being expressed by a presented facial expression(such as a picture, video, etc.).
2. Identify the factors that influence or contribute to a person’s facial expressions.
3. Respond to another’s facial expressions by using rehearsed phrases or strategies (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: Facial expressions show what a person is likely feeling inside. Facial expressions can help us understand how someone feels, even if they do not or cannot tell you directly.

Questions:

What are facial expressions?
Why are facial expressions important in understanding another person’s message?
Can facial expressions provide us with information different from the words someone says?
Do facial expressions change the meaning of words?
Do facial expressions provide visual/emotional context to verbalizations?

Discuss with students what facial expressions mean. 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: Expressions Practice

Prior to beginning the activity, write each scenario below on an index card or sticky note. Practice identifying facial expressions and what the person may be feeling by randomly choosing an index card. Choose a student and read the scenario to them so the rest of the students do not hear. Ask the student to act out the facial expression that someone in that situation would likely display.

Materials Needed:

Scenarios - each one written on an index card or sticky note

Ask the rest of the students to guess what feeling is being expressed by the facial expression. Discuss the clues that led the students to guess that way.

Choose another student to act out a scenario and ask the other students to guess what is being expressed. Continue until all have been acted out.

Scenarios to use (or create your own):

Your parents just gave you a new video game.
Your brother broke your bicycle.
You just saw something scary on TV.
Your teacher just said that there is a pop quiz today.
You just walked into your home and all of your friends and family are there to surprise you for your birthday.
You hit the game winning home run.

Activity 2: Expressions

Review the key points from Activity 1 and the discussion points with the students. Pair up the students or separate into small groups. Ask each pair or group to complete Student Activity Sheet A. Discuss answers with students when all have finished.

Materials Needed:

Student Activity Sheet A - 1 per group

Pencil for each group

Chart paper or chalkboard

As a whole group, develop a list of situations when it is important to use facial expressions. Example: An emergency when there is a lot of noise. Record the students’ responses on chart paper or the board.

Student Activity Sheet A

Directions: Write what message the students are conveying through their facial expressions.

1. Tori feels .

2. Beth feels.

Activity 3: Comic Strip Worksheet

Allow students time to complete student activity sheet B. Discuss answers.

Using a few of the situations from Activity 1, ask students to think of how they would respond to someone displaying that facial expression. Ask students if they have ever had someone respond to one of their facial expressions in an odd or impolite way. Discuss polite/appropriate responses to the situations listed in Activity 2. Record the responses on chart paper or the board.

Materials Needed:

Situations from Activities 1 and 2

Student Activity Sheet B - 1 per student

Pencil for each student

Ask students time to complete Student Activity Sheet B. Discuss their answers when all students have finished.

Student Activity Sheet B

Directions: Study the comic strips below. Circle the answers that show the characters using appropriate facial expressions and responding appropriately.

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 demonstrating appropriate responses to facial expressions:
Beth: I am planning a surprise party for Anya (excited).
Kim: Hey, that’s a great idea (happy)!
Beth: Let’s do it Saturday night (happy).
Kim: Perfect (happy)!

Example script demonstrating inappropriate responses to facial expressions:
Beth: I am planning a surprise party for Anya (angry).
Kim: Cool.
Beth: Hey, I’m really excited about it (sad)!
Kim: That's nice (shrugs her shoulders and walks away).

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 current classroom literature to point out facial expressions to students.

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 is Beth planning for Anya?

3. When will they do the surprise party?

4. How do you think Anya will feel with the surprise?

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

Allow students time to complete the student lesson review. Discuss answers when finished.

Materials Needed:

Student Topic Checkout - 1 per student

Pencil for each student

Student Topic Checkout

Directions: Answer the following questions.

1. What are facial expressions?

2. Why do we need to think about what someones facial expression is telling us during a conversation?

3. Do facial expressions tell more about a person’s true message? Explain your answer.

4. Write one facial expression you are likely to show and how someone should respond to it.

Students

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