Body Language - 2

Foundational

Table of Contents

Teachers

Definition: 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 different information then the words someone is saying?

Discussion Topics:

  • Body language conveys a lot of information about what a sender 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 point:

  • The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
  • Play tic-tac-toe by dividing the group into teams. Write discussion questions on a post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their teams marker (x or o) on the grid.

Activity 1: Situations

Tape the labels around the room. In the large group, read the situations below and have the students move to the emotion that indicates the appropriate body language. Students should display that body language that they chose.

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

As a group, make a list of circumstances of when it is important to use body language. Record answers on the board.

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

Materials Needed:
  • Situations
  • Sheets of paper labeled - sad, happy, hurt, scared, excited
  • Chart paper or chalk board

Activity 2: Personal Story

Allow students time to complete student activity sheet A. Discuss when finished.

Materials Needed:
  • Student Activity Sheet A - 1 per person
  • Pencil for each student

Activity 3: Comic Strip Worksheet

Allow students to complete student activity sheet B and share with a partner.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet C.

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

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 crayon

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.

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 to indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete activity sheet D.

Display the script using the immersive reader, 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 and syllables.

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

Script Writing and Animation

Review and discuss example scripts from 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.

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

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Lesson Review

Allow students to complete the student lesson review sheet

Materials Needed:
  • Student Lesson Review Sheet - 1 per student
  • A pencil for each student

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. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

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

Students

Go to only student curriculum

Student Activity Sheet A

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

Student Activity Sheet B

Directions: Create two characters and two situations when he or she would have to use appropriate body language. Draw your character using that body language. Share your comic and see if your friends can guess what body language your characters are using.

Student Activity Sheet C

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 two nouns in purple that name a person and one noun that names a place. In red circle two verbs.

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.

Directions: How many syllables do you hear in the words below?

Student Lesson Review Sheet

Directions: Complete the following questions.

  1. What does the term body language mean?
  2. Does body language contribute to the understanding of a person's message? Yes or No? Why?
  3. Why do we need to consider body language when we are communicating?