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This document outlines a 7-day pacing calendar for a unit on nonverbal communication. Each day focuses on a different aspect of nonverbal communication: voice tone and volume on Day 2, gestures on Day 3, eye contact on Day 4, facial expressions on Day 5, personal space on Day 6 (optional), and integrating the concepts on Day 7. A variety of activities using videos, discussions, modeling, and worksheets are planned to help students learn about and practice interpreting and employing nonverbal communication skills.
This document outlines a 7-day pacing calendar for a unit on nonverbal communication. Each day focuses on a different aspect of nonverbal communication: voice tone and volume on Day 2, gestures on Day 3, eye contact on Day 4, facial expressions on Day 5, personal space on Day 6 (optional), and integrating the concepts on Day 7. A variety of activities using videos, discussions, modeling, and worksheets are planned to help students learn about and practice interpreting and employing nonverbal communication skills.
This document outlines a 7-day pacing calendar for a unit on nonverbal communication. Each day focuses on a different aspect of nonverbal communication: voice tone and volume on Day 2, gestures on Day 3, eye contact on Day 4, facial expressions on Day 5, personal space on Day 6 (optional), and integrating the concepts on Day 7. A variety of activities using videos, discussions, modeling, and worksheets are planned to help students learn about and practice interpreting and employing nonverbal communication skills.
Brainstorm. Share ideas (PPT slide) Why is nonverbal communication important? Discuss (PPT slide) Watch Pixars For the Birds (on YouTube). Discuss what we can learn from body and paralanguage (i.e. with no words). Exit slip: Name two kinds of nonverbal communication. (Students can verbalize with teacher writing notes if needed.) Tone of voice (with PPT slides): Discuss: What is it? Why is it important? Model mad, happy, bored, surprised, interested. tones of voice. Have students practice with a given phrase (ex/ I have homework) Voice volume (with PPT slides): Brainstorm: what is it? Discuss three basic voice volumes and settings in which each is appropriate. Work together on Shapiros Activity 12 (exercise to identify which voice volume is appropriate for different settings). Discuss: why is volume important? What is a gesture? Brainstorm and discuss (PPT slide). Complete Shapiros Activity 15 (examine gestures, identify what they mean, and a time the gesture might be used) Read scenarios and discuss what is being communicated by the gestures? (Scenarios from Mannixs Worksheet 27) Watch Learn Body Language to Understand the Story (short movie). Discuss: how do the characters use gestures to communicate? What is eye contact? (PPT slide) Discuss and model examples and non-examples . Watch Hidden Rules-Making Eye Contact (TED Ed resource). Complete the accompanying online test together. Reiterate point that we have alternatives ex/(looking at eyebrows, looking away briefly, explaining discomfort with eye contact, etc.)
Nonverbal Communication Unit Pacing Calendar
Day 5: Facial Expressions
Day 6 (Optional): Personal Space
Day 7: Putting It All
Together
Why is eye contact important?
Brainstorm and discuss. Practice using eye contact as directed (see Shapiro s Activity 13). After each scenario, write down feelings on the experience. Discuss. Brainstorm together: what do facial expressions tell us? Look at PPT slides with photographs of different expressions. Discuss interpretations. Have students work on Shvapiros Activity 14 independently. Discuss as a group. Watch the video Personal Space (on YouTube). Have students fill in blanks on graphic organizer. Have students fill out Shapiros Activity 16 /space zones visual as we talk about the zones (intimate, personal, social, public). Ask students to consider who they would place in each zone. Possible extension: have students watch scenarios of space invaders and suggest fix-ups. Whole Unit Assessment: Have students write down responses to the prompt What are some ways people can communicate without using words?(Alternative: have students respond verbally with the teacher as scribe.) Look at Shapiros Activity 19 and discuss: How do the kids feel? Did their body language give you any clues? Watch video The Social Express: Hidden Social Cues (min: 1:26 -2:21) and discuss same prompts.