I. Curricular Framework

Concept:

Communication

Essential Question:

When is non-verbal communication important and necessary?

Bridge:

Non-verbal Communication Images

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To have the students experience body language communication.

Activity: Give each child a card with a communication task on it. In small groups have them nonverbally express the communication. The other children guess until they know what communication is intended.

Assessment: Are the children able to figure out the communication?

2. Attend: Attending to the Connection

Objective: To help the children begin to analyze the usefulness of nonverbal communication ad the extent to which we use it in our everyday lives.

Activity: In groups, have the children list the situations when they know things with out words. Discuss the value of that kind of knowing.

Assessment: The quality and extensiveness of the list the children create

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To have the children create a visual of the concept of nonverbal communication.

Activity: Have the children draw a picture of a person or animal so the viewer can tell what is being communicated. Have the children guess what communications was intended. Then post the pictures with the communications written underneath.

Assessment: The ability to depict a non-verbal communication accurately

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To understand and enjoy the book.

Activity: Read the story Yo! Yes?

Assessment: Attentiveness and understanding on the part of the children

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To examine in detail a sequence of events.

Activity: Have the children list the sequence of events that leads up to the friendship of the two children in the story.

Assessment:Understanding the sequence and the results of the events.
First meeting – begin to figure out what each other means then linking each other, then deciding to be friends.
Perhaps read the story again and have the children tell you when each event happens.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To give practice in the use of nonverbal communication.

Activity: Have a group of three or four students create a skit where only one or two words is used to tell the story.

Assessment: Rubric: clarity of communication, level of complexity and impact on watchers

7. Refine: Refining the Extension

Objective: To learn from performing and to reflect on that learning.

Activity: Have the group perform the skit for classmates (Home School: for family and friends.)
Have students list three things they learned about nonverbal communication, share and examine their lists with the other groups.

Assessment: Quality of the learning lists and impact on the watchers.

8. Perform: Creative Manifestation of Material Learned

Objective: To celebrate the fun of nonverbal language and how we can use it wisely to get to know each other better.

Activity: Have the children write a short poem with an illustration to show the fun of people getting to know each other with nonverbal communication.

Assessment: How much fun the children have

Assessment, Phase Five,Performance, Creative Use of Material Learned: