Body Language - 2
- 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?
- 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.
- 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.
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.
- 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.
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.
- 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.
Directions: Write about a time when you used body language to help tell a story in greater detail.
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.
- 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.
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.
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.
- 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.
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.
Directions: Think about the script read/played for the class and complete the questions below.
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.
A noun names a person, place, thing, or idea.
A verb names describe an action, a state, or an occurrence.
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.
- 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.
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.
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.
- Student Topic Checkout - 1 per student
- A pencil for each student
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.