Non-Verbal Communication and Delivery
This unit is designed for a beginning speech class preferably after they have discussed verbal communication. The focus of this unit will be to teach students about nonverbal communication while teaching them the correct methods for delivery in public speaking. This unit will be immediately followed by the reading of a children’s book speech.
Day 1 – Non-Verbal Communication
Objective: Students will become familiar with non-verbal communication, how it is used and how it is perceived by other people. Then they will apply and demonstrate their recent knowledge in a nonverbal performance for their classmates.
Materials: none
Steps:
1. Begin a class with a forecast statement about the events of today’s class. Explain that class will begin with a discussion on non-verbal communication and then will transition to a small group activity.
2. Start the discussion by asking the students if they have ever been in a situation where someone has said something to them but contradicted their own statement by their body language. Take a few answers or, if no one answers ask hypothetically if any of the girls have ever asked a friend whether something looked good on them and gotten the response, “I think it looks good,” and not believed it? After their response ask them why they didn’t believe their friend.
3. Explain that non-verbal communication is often thought of as body language and that it is used to reinforce the verbal communication. Let the students know that there are many different aspects to nonverbal communication including eye-contact, facial expressions, gestures, voice inflection, pauses, and personal appearance, to name a few. Tell the students that we will be working with all of these things this week.
4. Explain that nonverbal communication is inevitable, widely understood, and that people tend to believe nonverbal cues over the verbal message. For example (to use the situation above) if your friend said you looked good with a disgusted look on her face you probably wouldn’t believe that she really thought you looked good in the outfit.
5. Also briefly explain that nonverbal communication is culturally bound because in different cultures nonverbal cues could mean different things.
6. To further demonstrate the point that nonverbal communication in inevitable and widely understood, explain activity 1 to the students and then use the remainder of the class period to complete activity 1.
Activity 1
1. Have the students pick a group of 3 to 4 people for this activity (or however many people to make as many groups as could finish in one day)
2. Explain to the students that they will work with their partners to come up with a nonverbal skit to present in front of their classmates.
3. Their skit can be anything school appropriate from being kicked out of a store, cheating on a test and getting caught, winning the lottery, and so on.
4. Explain that the time limit is 3 min, they can not use any verbal communication (including sound effects), and their scene has to have a clear beginning, middle, and end.
5. Explain that the students will have the rest of the class period to work on their skits and that they will be performing them for their classmates the next day.
Day 2 – Skit Performances
Objective: Students will apply and demonstrate their recent knowledge of nonverbal communication in a nonverbal performance for their classmates. Their performance will be peer and teacher reviewed. If time allows students will journal in their notebooks.
Steps:
1. Begin a class with a forecast statement about the events of today’s class. Explain that each group will perform their skit for the class, that each skit will be orally evaluated by the teacher and students, and if time allows each student will journal in their notebooks.
2. Start the skit performances. After each performance ask the students what the group was trying to portray in their skit. What happened? What worked? What didn’t work?
3. After the performances, if time allows, have the students’ journal in class about how they could have improved their performance in their skit, and what they learned about nonverbal communication in watching their classmates perform their skits. If there is not enough time for students to start journaling assign the journal activity as homework due the next day.
Day 3 – Delivery, Eye Contact, and Facial Expressions
Objective: Students will be able to identify the components of delivery in public speaking and learn the importance of eye contact and facial expressions in their speeches.
Materials: Two sets of note cards (five in each set). One set of note cards has different emotions on them (sad, excite, tired, cranky, nervous), the other set of note cards has different sentences on them (YAHOO!!! I just won the lottery! My pet fish just died a terrible death. I stayed up all night long working on my speech homework…I am soooo sleepy. I am so mad at my brother; I can’t believe he read my diary!). Students should also have a copy of their speeches
Steps:
1. Begin a class with a forecast statement about the events of today’s class. Explain that class will start with a lecture over delivery, eye contact and facial expressions and will end with a short activity.
2. If the students wrote in their journals as homework yesterday pick up their journals.
3. Begin the lecture on delivery. Explain that delivery refers to the way a person communicates their message orally and visually through the use of things like eye-contact, facial expressions, gestures, voice inflection, pauses, and personal appearance. Mention that delivery is very important in public speaking because delivery is the nonverbal part of the speech and they should know from yesterday and the day before that people pay more attention or give precedence to nonverbal cues. The same is true for public speaking.
4. Ask the students if they have ever found themselves watching a speaker rather than listening to them. Of course they have, have them share a couple stories.
5. Transition to explain that eye contact is one of the most expressive sources of nonverbal communication. Explain how eye contact can make a speaker seem credible and interested in the topic. Explain why that is good.
6. Explain that there are 3 good guidelines to follow in relation to eye contact. Go into detail about each one.
  a. Attempt to look at you audience at least 90 percent of the time.
  b. Span the entire audience with you eyes, don’t favor a side or section.
  c. Look listeners in the eye, people can tell if you’re not looking at them.
7. Transition to explain facial expressions. Ask the students if they have ever had a teacher or listened to a speaker that had no facial expressions. How did they feel? Did they continue to listen to the speaker or did they daze off? Why?
8. Explain that facial expressions can make a speech interesting, and that they reinforce a wide range of verbal messages.
9. Explain that facial expressions need to appear natural and spontaneous, although effective facial expressions must be planned and practiced in advance.
10. Complete Mrs. Helzer’s activity on facial expressions (skip the results section)
Facial Expression Activity
Danielle Helzer
Summer 2007
Topic: Facial expression
Objective: Students will learn the importance of facial expressions in their speech.
Materials: Two sets of note cards (five in each set). One set of note cards has different emotions on them (sad, excite, tired, cranky, nervous), the other set of note cards has different sentences on them (YAHOO!!! I just won the lottery! My pet fish just died a terrible death. I stayed up all night long working on my speech homework…I am soooo sleepy. I am so mad at my brother; I can’t believe he read my diary!). Students should also have a copy of their speeches.
Steps:
1. Ask for five volunteers.
2. The students should come up one at a time and draw a note card from each stack. The student will then read the sentence on the card using the emotion on the other card. Make sure that students get an emotion that does not match up with the sentence. For example, Jimmy draws the sad card but reads the sentence, “YAHOO!!! I just won the lottery!”
3. After all five volunteers have finished, process the activity with the class. Stimulate discussion by asking questions like, “Did you believe what your classmates were saying?” Ask them how each student could have made themselves more believable to the class (Jimmy did not seem excited that he won the lottery, his emotion did not match with his sentence…Jimmy should have been excited about winning the lottery).
4. Touch briefly on facial expressions and how they make a speech more interesting. For example, say a line like…I am so excited to teach you today…but use no emotion when saying the line. Point out that this is uninteresting and unbelievable. Facial expressions not only make a speech more interesting, but they make a speaker appear to be more credible.
Results: Students will practice reciting their speeches to a partner using appropriate facial expressions for the next 10-15 minutes.
Day 4 – Voice and Pauses
Objective: Students will learn the importance of voice and pauses as related to public speaking, distinguish between effective and ineffective pauses, orally practice speaking with pauses, and read aloud a conversation using different vocal inflections for each voice in order to engage their audience.
Materials: Papers printed with four or five short conversations between three people and sentence cards prepared before hand, one for each child (if you have a large class you can divide them into two groups and use the same sets of cards for each group)
Steps:
1. Begin a class with a forecast statement about the events of today’s class. Explain that to continue with delivery, class will start with a short activity, and then it will continue with lecture over voice with another short activity.
2. Start Mrs. Martin’s pauses activity entitled “Never Underestimate the Power of Silence”
3. After the students return to their seats begin the lecture on voice. Explain to the students that voice is a very important part of delivery. Vocalics, which includes tone of voice, pitch, stress, and juncture, are vocal cues that clarify a messages meaning. For example, the rising pitch inflection on “You’re a skydiver?” indicates that you are asking a question. (Also explain how stressing different words in a sentence can imply different meanings.)
4. Take any questions the students have over pauses or voice
5. Start Miss Blessing’s activity on Voice entitles “Look Who’s Talking”
6. After the activity, if time remains, have the students discuss different aspects of the activity with the rest of the class.
Pauses Activity – Never Underestimate the Power of Silence
Elissa Martin
Summer 2007
Objective: Students will distinguish between effective and ineffective pauses and will orally practice speaking with pauses.
Materials: Sentence cards prepared before hand, one for each child (If you have a large class you can divide them into two groups and use the same sets of cards for each group)
Steps:
1. Say “Good Morning,” then remain silent until you have the classes attention (this may take awhile…if the class isn’t settling down, repeat your greeting).
2. After a few seconds of silence, explain to the class that today you will be learning about how to use pauses effectively when they are speaking.
3. Discuss what pauses are. Explain that a pause is when you stop speaking for a brief time before continuing.
4. Note the differences between effective pauses that give your audience time to absorb what you have said and ineffective pauses that sometimes happen when we are nervous and forget what we are supposed to say next.
5. Tell the students that you are going to play a game dealing with pauses.
6. Give each student a card and allow them to practice it for about a minute.
7. After the students have had time to read their cards, have them take turns reading their cards with the pauses.
8. As a class, discuss whether each pause was effective or ineffective. If they are ineffective, ask the students to explain why they are ineffective and what could be done to make them better (do they need to be eliminated, shortened or lengthened, moved somewhere else, etc).
9. Wrap up the activity by discussing again the importance of pauses before moving on to the next activity.
Results:
Ideally, this activity will come after students have learned about making their speech flow when delivering. It will be followed by more fine tuning on vocal control. No homework is required, but students could be assigned practice time working with pauses in their own speeches.
Sample sentences for cards:
Sally sells seashells (pause and count to three in your head before continuing) by the seashore.
I (pause and count to 6 in your head before continuing) know why the caged bird sings.
Please remember those who have died defending our freedom. (Pause and count to five in your head before continuing). They are our greatest heroes.
Vocal Variety
MATERIALS: Papers printed with four or five short conversations between three people.
OBJECTIVE: The students will read aloud a conversation using different vocal
inflections for each voice in order to engage their audience.
STEPS:
1. Read a short fairytale aloud to the class using no vocal variety whatsoever. Ask the students if they felt engaged while listening to this story.
2. Now read the same fairytale using different voices and inflections for each character. Explain to them the importance of using ones voice in order to engage their audience.
3. Divide the class in to groups of three or four. Hand to each group a conversation paper.
4. Have each student pick a conversation and read it to his or her group. Have the students listening to the speaker decide if they can tell the difference between characters.
5. Walk from group to group to make sure that the exercise was understood.
RESULT: The students should understand the importance of vocal variety and should be able to change their voices for different characters and situations. The next step will be to choose one of these characters and work on the vocal inflections that that one character possesses.
Day 5 – Gestures and Children’s Book Assignment
Objective: Students will learn the importance of adding gestures into their speeches and will practice gesturing to a group of people as to learn effective gesturing skills.
Materials: A prepared sample speech with outrageously bad gestures
Steps:
1. Begin a class with a forecast statement about the events of today’s class. Explain that to continue with delivery, class will start with an example of gestures, followed by a lecture, then a description of next weeks assignment, and then a game
2. Following the introduction begin Miss. Hurby’s Gestures Activity entitled “Do Not Overdo It!” (only complete steps 1 through 3)
3. After completing the activity, explain next week’s assignment. Explain that the student’s will be giving speech next week starting Wednesday. In the speech they will be reading a children’s story of their choice to the class. They will be graded on all aspects of delivery. The time limit will be 3 to 5 minutes. More on the assignment will be explained on Monday. They will have time in the library on Monday to choose a book but they are encouraged to start looking this weekend.
4. For the remaining time in the class period the student’s are allowed to play the game “Gestures” as it fits in directly with the curriculum.
Gestures Activity
Do Not Overdo It!
Objective:
Within a 50 minute class period, students will practice incorporating gestures into their speeches based on the guidelines given in class.
Materials:
Students will need to bring a copy of their written speeches to class.
Evaluation sheets for everyone in the class concerning gestures.
Steps:
1. First the teacher will introduce gestures by reading a famous speech such as “I Have A Dream” by Martin Luther King Jr. to the class and overdoing the gestures to the point where the speech become comical. Throwing hands out and then quickly pulling them back in would be one gesture. Not moving at all would be another gesture. Moving both hands at one time would be another. These gestures would be put into the speech throughout my delivery.
2. Then ask the students after the demonstrations if they enjoyed my delivery of “I Have a Dream.” The answer the teacher hopes to evoke is no, and hopefully the students will say something to the extent of you looked funny while presenting, or something of that nature.
3. Then the teacher will lecture and demonstrate for about 15 minutes or so about the importance of proper gesturing in a speech. We will talk about using fluid and flowing hand motions. Making sure the hand is above the waist when gesturing, and making sure the movement is motivated by the words within the speech. Do not move both hands at one time because we do not do that naturally. If teacher can obtain a copy of Martin Luther King Jr. presenting the speech on video, present this to the class for a great demonstration.
4. During the remaining time students will have an opportunity to practice their gestures within their speech in front of their classmates.
5. Break the students up into small groups of 3-5 members (depending on class size). Tell them to read their speech and incorporate gestures as they do so to the members of their group.
6. Give everyone in the classroom a sheet for evaluating the gestures given in their group members’ speech. This way, if the individual forgets what their group members said to them, they will have a hard copy of the information right there when they are practicing their speech at home, or at school before they actually give the speech.
7. Tell every group to give a quick evaluation of their members after they give their speech, and then hand them the evaluation sheet for future referencing.
Results:
If students feel they need more feedback, set up times at the end of school to meet with students and work on their gestures within their speeches for that whole week before they give their speeches. Otherwise, advise practice at home.
Jami Ellis
Physical Characterization
Overview
Day One: Importance of Non-Verbal Expression.
Day Two: Movement/Concept Building
Day Three: Creating A Pantomime
Day Four: Characterization
Day Five: Presentation of Characters
Objective: This unit is designed to instill and confidence and understanding of characterization, namely physical characterization. It is intended to be a “hands on” type learning rather than a lecture class. Keep that in mind as you lead class discussions, as the only lecture of discussion notes the teacher may have will be the assessment at the end of the unit. The emphasis in evaluation lies in effort and a grasp of major concepts such as gestures, mannerisms, and facial expression.
Assessments:
Characterization sheets (5 points)
Written Assessment (10 points )
Final Presentation.(20 points)
Day One: Importance of Nonverbal Expression (45 min)
Activity #1 – This is fun activity to get students to think about the role of nonverbal expression.
Objective: Students will brainstorm as many emotions as there are students in the class. Upon drawing an emotion at random, each student will “perform” the same story using different emotions. Classmates will write down three effective physical representations of all emotions shown. Material: Note cards, Short Story
Steps:
1. Students brainstorm emotions and teacher writes them on note cards.
2. Each student draws a note card at random.
3. Students will stand up in turn and give the story according to the emotion they drew.
4. Throughout the exercise, students will write down three effective strategies for physically portraying emotion.
Results: Students will gain a conscious understanding of physical ways to express emotion.
• Introduction of Final Presentation –Each student will choose a literary character (approved by the teacher) to physically represent in a 2-3 minute, character-driven narrative of original composition. They will also choose one prop or object the character might have in his/her possession to use their pantomime skills during the presentation. It is acceptable for more than one student to choose the same character, as it will show students the variety of ways just one character can be portrayed. Grading will be based on physicality, not the written material. A manuscript or note card(s) is optional, but do not let it interfere with your ability to portray your character. (A rubric will be handed out at this point.)
Day Two: Movement/Concept Building (45 min)
Activity #2 – This activity allows students to take a greater awareness of what all parts of their body are doing and integrate them into one purpose.
Objective: Students will work individually and in-groups to explore a variety of physical characterizations. This exercise will draw upon what they learned previously and reinforce the importance of physical attributes to express meaning.
Material: None
Steps:
1. Students lie on the floor and create the following things individually: Bacon frying, butter melting, popcorn popping, etc.
2. Students join in pairs to create: a vacuum cleaner cleaning, a lawn mower mowing, a fridge door opening, etc.
3. Students become groups of four to create larger appliances ( no operators ): a coffeemaker, a toaster, a washing machine
Results: Students will improve their body awareness.
• Update on Final Presentations – Characters should be chosen by the end of day three.
• Announcement of written assessment for day four.
Day Three: Creating A Pantomime
Activity #3 – What students learn through this activity will help them in successfully handling the pantomimed object for their final presentation.
Objective: Students will create a story with seemingly unrelated items that must be expressed to their classmates without words or sound.
Material: note cards with different objects on them
Steps:
1. Each student chooses a card.
2. Divide students into three or four groups.
3. Students will create a story with the props on their cards. They will be given a few minutes to practice pantomiming the story.
4. Each group will pantomime their story to the class. The class will try to guess what the group is enacting.
Results: Students will be able to use trial and error within their groups to find the most effective way to express an idea to an audience without words.
• Update on Final Presentation – Characters should be chosen and approved by the end of this class time.
Day Four: Characterization (35 min)
Activity #4 – This activity will as students are refining their literary characterizations for their final presentations.
Objective: Students will take a prop at random and complete a worksheet to help “flesh out” a character that might use that object. This lesson fits with the overall theme of physical characterization as far as helping students to visualize a character from a limited resource.
Material: Suitcase full of props and costume pieces
Steps:
1. Working in groups of three, students will select a prop from the suitcase.
2. With the help of a worksheet, students will identify traits of a character that may use that prop.
3. One student from each group will write their groups prop and two sentences describing their character on the board.
4. Class discussion as to the effective descriptive phrases.
Results: Students will be able to evolve characters without verbal directions.
• At this time, students will be giving a written assessment over basic themes covered in class discussion.
• Update on Final Presentation – Remind students to write narratives and practice before they all present next class period.
Day Five: Presentation of Characters (50 min)
By this time, your students will have had ample opportunities to be up in front of the class individually as well as in groups, trying out their characterization skills. This should be a comfortable environment for each student to display different techniques he/she has learned.
Objective: Students will each give a 2-3 minute character-driven narrative they have written employing physical characteristic skills they have learned. The emphasis of evaluation falls on the characterizations, not the writing.
Material: None
Steps:
1. Each student will speak in an order designated by the teacher. Every student will have time to speak in one day.
2. Listeners will write down one way each speaker was successful in creating his/her character.
3. Comments will be handed back with a rubric from the teacher.
Results: Students will gain confidence and knowledge in physically portraying a literary character.
Rubric for Final Presentations
Name:_________________________ Character:____________________
Facial Expression
Comments:
____ Not Present in Presentation
____ Present in parts of Presentation
____ Present throughout Presentation
Gestures
Comments:
____ Not Present in Presentation
____ Present in parts of Presentation
____ Present throughout Presentation
Pantomimed Object
Comments:
____ Not Present in Presentation
____ Present in parts of Presentation
____ Present throughout Presentation
Mannerisms/Other Bodily Characterizations
Comments:
____ Not Present in Presentation
____ Present in parts of Presentation
____ Present throughout Presentation
____ Respectful to Other Performers
____ Total
Characterization Worksheet Name:_________
How old is your characater?
Is your character male of female?
Does your character have any unique physical attributes ( wooden leg, limp, double jointed )?
What mannerisms does your character possess?
Write a brief history for your character ( did he/she go to school? where did he/she grow up? Does he/she have any brothers or sisters? Children?) :
What are a few things your character wants/desires?
This is just a jumping off place! Do not let these questions limit your characterization!!
Written Assessment: Physical Characterization
Name:____________________ Date:_____________
Multiple Choice: Choose the best answer.
1. Which of the following is not an effective example of facial gestures?
A. Wide open eyes B. Wrinkling your nose
C. Rubbing your hands together D. Smiling
2. Which of the following would be effective in physically portraying an older man?
A. Pantomiming the use of a cane. B. Wheezing when you speak
C. Talking with an accent D. Knitting
3. Concerning pantomimes, which object would be an effective choice for portraying a child?
A. A car B. A lawn mower
C. A dishwasher D. A ball
Matching: Match the action with its categorical title. Not all choices will be used.
___A. jumping rope, without the rope 1. Mannerism
___B. frowning 2. Facial Expression
___C. rocking back and forth on your heels 3. Pantomiming
___D. staring into space
Short Answer:
1. List two physical characterizaion techniques you would employ to depict a college student.
2. List two physical characterization techniques you would employ to portray an Olympic athlete.
Jodi Meyer
Nonverbal Communication
This is a 5 day unit plan over nonverbal communication designed for a high school speech classroom. The class length for each day is 55 minutes. The lessons present nonverbal communication through visual, verbal, and physical activities. Activities are used to reinforce concepts and learning.
Goals of this unit are
1- to stress the of the importance of nonverbal communication in public speaking.
2- to have students identify and comprehend a variety of nonverbal cues.
3- to enable learners to practice and produce different aspects of nonverbal communication.
Most grading is accomplished through informal observation of participation that is continuous through class time and homework completion. Students have a culminating assessment in which they utilize the nonverbal communication aspects learned in class.
Standards directly addressed by this unit
12.3.2 Students will make presentations that demonstrate consideration of audience, purpose, and information.
Standards indirectly addressed by this unit
12.1.2 Students will located, evaluate, and use primary and secondary resources for research.
12.1.7 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
12.2.5 Students will demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning.
Speech 400 Lesson Plan Outline
Teacher’s Name_________________Stephanie Gray______________________________
Class Name, Length_________Speech I, 55 minute classes_________________________
Unit Name_________________Nonverbal Communication_________________________
Lesson for Day #_______#1 – Introduction to Nonverbal Communication_____________
1. Lesson Objectives
After today’s lesson, the students will be able to:
– define nonverbal communication.
– recall and identify aspects of nonverbal communication.
– state why nonverbal communication is important in public speaking.
2. Nebraska Standards Addressed
12.1.7 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
12.2.5 Students will demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning.
3. Instructional Sequence
(5 minutes) A. ENTER
1. Split students into pairs. Have students define “nonverbal communication” in their own words.
(40 minutes) B. EXPLORE
- Have students share their definitions. Then share the following definition:
Nonverbal communication is the unspoken communication that goes on in every face-to-face encounter with another human being. It tells you their true feelings towards you and how well your words are being received. The combination of the features of nonverbal communication is often a subconscious choice made by native speakers, but for the learner, can be a barrier to natural communication and the cause of misunderstanding. On the grounds that ‘it’s not what you say, it’s the way that you say it’, 90% of our message is communicated nonverbally, and only 10% is actual words. Like grammatical structures, nonverbal communication has form, function and meaning, all of which may vary from language to language.
3. Ask students to list various types of nonverbal communication. Fill in what students do not say. Write this list on the blackboard or overhead.
– Body language – Gestures and body motions such as shrugging, tapping your foot, drumming your fingers, winking, and facial expressions
– Proximity to a person
– Use of touch
– Use of pauses and waiting
– Smell
– Vocalics – tone of voice, volume, speech, inflection
– Sounds – um, uh-huh, mumbling, grunting
– Silence
– Dress
– Stance, posture of the body
– Eye contact
4. Visual production
Using the overhead display, use gestures worksheet #1. On the over head, place the following pictures. Ask the students what they think the person is telling us with their body.
- Picture of Clinton and Gore.
- Black and white picture with girl’s head on knees
- Man and woman in embrace
- Man with head in hands
- Visual production #2
Using the overhead display, show pictures #1. Ask the students what these gestures mean in English, then inform them of other meanings of these gestures around the world.
- The “okay” symbol.
- Brazil – inappropriate for school!
- Japan – money
- Thumb under index finger
- Turkey – obscene gesture (similar to “the bird”)
- Brazil – good luck!
- “Stop”
- Turkey – you get nothing from me
- Africa – you have five fathers
- Thumbs up
- Turkey – Right wing political party
- Japanese –Five
- Wiggled in American Sign Language – ten
(5 minutes) C. CLOSURE
- Review: Have a member of the class define nonverbal communication. Why is nonverbal communication an important component of speech?
(5 minutes) D. EXTEND
7. ASSIGNMENT: Have students look through newspapers or magazine in the library or at home to find advertisements with nonverbal communication. The article should be “school appropriate” and demonstrate a form of nonverbal communication. The easiest advertisements will contain human beings, but other advertisements can be used as well. Bring the advertisement to class and be able to tell what is being sold and the nonverbal communication technique used by the seller. Does the advertisement work?
Have students repeat back the assignment due tomorrow in class.
E. EVALUATE
Information evaluation (observations)
Students participate in class and group discussions and answer questions.
Students evaluate the ideas of other verbally.
4. Materials, Resources, Technology Needs
Blackboard or overhead
Gestures worksheet #1
Nonverbal pictures #1
Nonverbals – Gestures worksheet #1
Nonverbal pictures #1
Speech 400 Lesson Plan Outline
Class Name, Length_________Speech I, 55 minute classes_________________________
Unit Name_________________Nonverbal Communication_________________________
Lesson for Day #_____#2 – Acting out Nonverbal Communication________________
1. Lesson Objectives
After today’s lesson, the students will be able to:
– demonstrate the use of nonverbals in advertising and media.
– demonstrate their knowledge on nonverbals through physical action.
2. Nebraska Standards Addressed
12.1.2 Students will located, evaluate, and use primary and secondary resources for r esearch.
12.1.7 Students will demonstrate the ability to analyze literary works, nonfiction, films, and media.
12.3.2 Students will make presentations that demonstrate consideration of audience, purpose, and information.
3. Instructional Sequence
(5 minutes) A. ENTER
1. Display cartoon. What does this picture have to say about nonverbal communication?
(35 minutes) B. EXPLORE
2. Have students present their advertisements, stating why they think the advertisement is an example of nonverbal communication.
3. Act it out
Thirteen scenes are located on the nonverbal gestures worksheet #2. Cut up the topics into strips of paper, and have students divide into pairs. Give each pair of students a strip of paper, and have they to act out the scene without using words. The pair can tell a story and the class as a whole must guess what they are trying to convey.
(5 minutes) C. CLOSURE
Review: How was trying to portray the scene without using words? What did you learn about nonverbal communication?
(10 minutes) D. EXTEND
Assignment: Take the list from day #1 and delegate to each student a topic about nonverbal communication. Have each student find information about their topic and bring enough information to share with the class tomorrow. A list for topics can be found on the List of Topics – Nonverbals sheet. Have students bring something concrete to hand in – notes, outline, etc.
Ask students to repeat what is due tomorrow for class.
E. EVALUATE
Informal evaluation (observations)
Students participate in class and group discussions and answer questions.
Students evaluate the ideas of other verbally.
Formal evaluation (documentation)
Homework due – advertisements
4. Materials, Resources, Technology Needs
Cartoon
Nonverbals gestures worksheet #2
List of Topics – Nonverbals sheet
Nonverbal gestures worksheet #2
A child arrives home after curfew, and a parent is waiting.
Two forbidden lovers are meeting for a rendezvous.
A couple is breaking up.
Friends meeting for the first time after fifty years.
Two people at a ball game.
Two people running from a murderer.
A parent telling their child the dog got run over.
A surprise birthday party thrown for one person by the other.
A camper asking a ranger for directions.
Two people meet at a dance.
A person at karaoke is singing and has a horrible voice.
A person is being attacked by a mugger.
Two kids playing tag.
List of Topics – Nonverbals sheet
Use of touch
Use of smell
Proximity
Use of pauses
Body posture while standing
Body posture while sitting
Eye contact
Blinking
Female dress
Male dress
Hair
Silence
Tone of voice
Pitch
Rhythm
Accents
Emotional conveyed through nonverbals
Volume
Inflection
Sounds
Gestures using the hands
Nodding or movements with the head
Facial expressions
Winking
Movement
Speech 400 Lesson Plan Outline
Class Name, Length_________Speech I, 55 minute classes_________________________
Unit Name_________________Nonverbal Communication_________________________
Lesson for Day #_______________#3 – Gestures_________________________________
1. Lesson Objectives
After today’s lesson, the students will be able to:
– define different aspects of nonverbal communication in greater detail.
– comprehend and utilize gestures.
2. Nebraska Standards Addressed
12.3.2 Students will make presentations that demonstrate consideration of audience, purpose, and information.
3. Instructional Sequence
(5 minutes) A. ENTER
1. Have a student define nonverbal communication.
(50 minutes) B. EXPLORE
2. Have students present the information they found about their specific topics. Keep presentations brief.
3. Gestures
Play the game Gestures with the time remaining.
(0 minutes) C. CLOSURE
(0 minutes) D. EXTEND
E. EVALUATE
Informal evaluation (observations)
Students participate in class and group discussions and answer questions.
Students evaluate the ideas of other verbally.
Formal evaluation (documentation)
Homework due – information on specific topics
4. Materials, Resources, Technology Needs
Gestures –the board game
Speech 400 Lesson Plan Outline
Class Name, Length_________Speech I, 55 minute classes_________________________
Unit Name_________________Nonverbal Communication_________________________
Lesson for Day #_____#4 – Work day – Assignment due tomorrow__________________
1. Lesson Objectives
After today’s lesson, the students will be able to:
– recognize nonverbal communication in everyday speech.
– produce a duet utilizing different forms of nonverbal communication.
2. Nebraska Standards Addressed
12.3.2 Students will make presentations that demonstrate consideration of audience, purpose, and information.
3. Instructional Sequence
(10 minutes) A. ENTER
1. Divide students into groups of three using the popsicle sticks method. Have the students play “2 truths and a lie” game. Students state three facts about themselves, two are true and one is false. Using what we’ve learned about nonverbal communication, attempt to guess which is false. Also, be aware of your own nonverbal cues and attempt to fool your friends!
(40 minutes) B. EXPLORE
2. ASSIGNMENT: Divide students into pairs using the popsicle sticks method. Give assignment verbally to the students. Hand out assignment sheet. Tell students they have the rest of the class period to work with their partner. Any additional practice needs to be outside of class time. This is due tomorrow in class.
(5 minutes) C. CLOSURE
3. Ask students what is due for tomorrow.
(0 minutes) D. EXTEND
E. EVALUATE
Informal evaluation (observations)
Students participate in group activity and with partner.
Students evaluate the ideas of other verbally.
4. Materials, Resources, Technology Needs
Non-verbal Communication – A Duet without Words
Assignment: With a partner, you will perform a short non-verbal presentation to better understand the power of non-verbal communication.
Using one prop, you and your partner must tell a story. In order to tell the story, you must act out the scene without words. Utilize what you have learned about nonverbal communication to complete this assignment. Sounds are acceptable (to a certain extent – gibberish constitutes words, not sounds). The class should be able to guess what story you are trying to tell; the ability to recognize what you are trying to say will determine part of your grade.
What story you and your partner choose to tell is up to you. Please inform me of your choice of story before the end of class today to avoid repeats.
– Length of presentation- 1 minute (fifteen second grace period)
– Requirements- No talking/use of nonverbals only, one prop, tell story
Speech 400 Lesson Plan Outline
Class Name, Length_________Speech I, 55 minute classes_________________________
Unit Name_________________Nonverbal Communication_________________________
Lesson for Day #______________#5 – Assignment due___________________________
1. Lesson Objectives
After today’s lesson, the students will be able to:
– produce and demonstrate a duet utilizing different forms of nonverbal communication.
2. Nebraska Standards Addressed
12.3.2 Students will make presentations that demonstrate consideration of audience, purpose, and information.
3. Instructional Sequence
(5 minutes) A. ENTER
1. Have students quickly rehearse and review with their partners their assignment.
(45 minutes) B. EXPLORE
2. Presentation of assignments due.
(5 minutes) C. CLOSURE
3. Ask students what they thought about the assignment and the unit overall. Get feedback.
(0 minutes) D. EXTEND
E. EVALUATE
Informal evaluation (observations)
Students participate in activity.
Students evaluate the ideas of other verbally.
Formal evaluation (documentation)
Homework due – Nonverbal communication duet
4. Materials, Resources, Technology Needs
Stephanie Gray
December 19, 2007