Facial Expressions - 2

Foundational

Table of Contents

Teachers

Definition: Facial expressions show what a person is feeling inside.

Questions

  • What are facial expressions?
  • Why are facial expressions important in understanding another person’s message?
  • Do facial expressions convey a lot of information about what the sender really means?
  • Do facial expressions change the meaning of words?
  • Do facial expression provides visual/emotional context to verbalizations?

Discuss with students what facial expressions mean. 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: Expressions Practice

Practice listening carefully to others by playing one or more of the following games.

  1. Your parents just gave you a new video game
  2. Your brother broke your bicycle
  3. You just saw something scary on TV
  4. Your teacher just said that there is a pop quiz
  5. You just walked into your home and all of your friends and family are there to surprise you for your birthday
  6. You hit the game winning home run
Materials Needed:
  • Situations below

Activity 2: Expressions

Allow students to work in small groups to complete student activity sheet A. Discuss answers.

In a large group, develop a list of circumstances when it is important to use facial expressions. Example: An emergency when there is a lot of noise

Materials Needed:
  • Student Activity Sheet A - 1 per group
  • Pencil for each group
  • Chart paper or chalkboard

Activity 3: Comic Strip Worksheet

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

Materials Needed:
  • Student activity sheet B - 1 per student
  • Pencil for each group

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 demonstrating facial expressions appropriately:
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 facial expressions inappropriately:
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.

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

Materials Needed:
  • Student Lesson Review Sheet - 1 per student
  • 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 current classroom literature to point out facial expressions to students.

Students

Go to only student curriculum

Student Activity Sheet A

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

1. Tori feels .

2. Beth feels.

Student Activity Sheet B

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

Student Activity Sheet C

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

Remember:

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

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

Example script demonstrating facial expressions appropriately:
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 facial expressions inappropriately:
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.

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

Student Lesson Review Sheet

Directions: Complete 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 sender’s true message? (Circle) Yes or No Why?