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Body language can “speak” volumes and potentially lead
to miscommunication. In this Smart Choices activity students examine body
language with a “Body Language” check sheet and define what is being
communicated. |
Primary Learning Outcomes
How do people communicate? What are the nonverbal ways to
communicate, send messages, and/or respond.
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 9-12
Guidance
A. Self Knowledge
2
Topic: Skills to
interact positively with others.
Standard: -Demonstrate effective interpersonal skills. -Demonstrate
interpersonal skills required for working with and for others. -Describe
appropriate employer and employee interactions in various situations.
-Demonstrate how to express feelings, reactions, and ideas in an appropriate
manner.
Grade: 9-12
Language Arts
16
Topic: Core
Skills
Standard: Recognizes
speaker's purpose and identifies verbal and nonverbal components of
communication (body language, facial expression, gestures).
Procedures/Activities
Step:
1 Duration:
Discuss a method of communicating your thoughts and feelings
to another person without saying anything. For example, giving a “thumbs-up” is
the same as saying “Way to go.”
Step:
2 Duration:
Hand out the “Body Language” activity sheet to students. Have
students define what is being communicated by each of the items. Mark each
response on the chalkboard
Attachments for Step 2
Title: Body Language FileName: Body Language.cwk
Description: Claris version
Title: Body Language FileName: Body Language.doc
Description: A list of 20 ways to
communicate non-verbally.
Step:
3 Duration:
Discuss similarities and differences in the students’
responses.
Step: 4 Duration:
Discuss how we sometimes: a. Misinterpret nonverbal cues. b.
Send ambiguous messages (smile as we say, “Now stop it,” when we are not kidding
and really want that person to stop).
Step:
5 Duration:
Discuss the meaning of “congruence”—when our outward behavior
matches our inward feelings. (Saying “Now stop it” with a serious
expression.)
Materials and Equipment
“Body Language” activity sheet (on the following page)
Chalkboard/chalk Pencil or pen
Standards (Local and/or National)
Total Duration
1 hour
Technology Connection
Assessment
Students will be assessed by their observations and
interpretations of nonverbal messages.
Extension
A collection of pictures from magazines might be used to
practice interpreting nonverbal cues to feelings. Students may play a game of
charades demonstrating nonverbal communication.
Remediation
Reading difficulties can be addressed by using a reading
partner for clarification.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
