Facial Expressions - 3

Continued Growth

Lesson Plan

Goal: When asked, the student will identify a peer/adult’s facial expression to interpret their emotion, in 8 out 10 observable opportunities, as measured by a teacher assessment tool.

1. Identify the emotion after viewing a set of facial images.
2. Identify the factors that influence a person’s mood.
3. Respond to a person’s mood using rehearsed phrases/strategies (such as “I can see you are upset. Is there anything I can do?”; “You look like you are having a great day!”; smiling at a person that smiles at you, etc.)

Definitions of Key Terms: Facial expressions show how a person is likely feeling inside.

Discussion Points:

  • 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?

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: Brainstorm

As a class, develop a list of reasons why it is important to understand facial expressions, such as understanding when a friend is upset with you.

Materials Needed:
  • Chart paper or interactive board

Record the answers shared by the students.

Discuss the factors that influence a person’s facial expressions.

Activity 2: Expressions Practice

Review the key points from Activity 1 with the students.

Call out a variety of emotions, such as happy, angry, tired, hungry

Materials Needed:
  • List of emotions to use as examples
  • Chart paper or interactive board

sk students to demonstrate the facial expressions they would show for each. As the students demonstrate that emotion, discuss what someone seeing that would or should do. How could you respond when seeing a classmate or friend with that expression.

Record their answers on the board or chart paper.

Activity 3: Personal Narrative

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

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

Share a personal experience showing when you misunderstood a friend or colleague’s facial expression. Describe what the person looked like, how you responded and the result.

Allow students time to complete Student Activity Sheet A. Ask for volunteers to share their responses when all students have finished.

Student Activity Sheet A

Directions: Think about a time you misunderstood someone's facial expressions. Describe it below.

Application Activity

Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the problem. Use the script prompt provided below or create your own and include:

Materials Needed:

The dialogue between the characters must include:

  • A social situation where one character is using facial expressions and the other character interprets Character #1’s emotions correctly and responds appropriately.
  • A social situation where one character is using facial expressions and the other character misinterprets Character #1’s emotions and responds inappropriately.

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.

Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):

Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.

Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.

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

Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.

Topic Checkout

Review the key points from previous activities and discussions. Allow students time 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.

1. What can happen if a person is unable to read a person’s facial expressions?

2. Do facial expressions tell more about a true message? Why?