Hammonds 1 Teacher:

Hammonds, Kyle A.

Subject:

Grade Level: 9

Speech/Communication
Overall Goal of Lesson:

for students to be able to identify all nine forms of non-verbal communications as they observe them being practiced
Instructional Objectives:

Discuss and define all types of non-verbal communication; observe and identify non-verbal communication in behavior *Cognitive *Affective
Texas Essential Knowledge & Skills (TEKS) & ELPS: Key Vocabulary:

Comm. App (110.58.) (b) Knowledge and Skills. (1) Communication Process. (E) Identify types of non-verbal communication and their effects
Higher Order Questions:

Non-Verbal Communication, Affect Display/Appearance, Silence, Artifacts, Paralanguage, Kinesics, Environment, Haptics, Proxemics, Chronemics, Olfactics

Do behaviors communicate things as well as words? How do we determine what perceptions we attribute to behaviors?
Student Activities:

*Discussion over what behaviors the students have experienced that conveyed something without words *Formally discovering and defining non-verbal behaviors according to the class text *Recording at least three instances of each type of non-verbal communication in a journal as they watch The Artist
Modifications/ELL Strategies Anticipatory Activity for Lesson:

*The lesson may be adapted to ask what the non-verbal communications imply to different cultures and how attributions may be distributed in a diverse manner
Time Teacher Input/Lesson Activity:

Students will complete a bell-ringer activity where write in their notebooks and describe what comes to mind when they see the words non-verbal communication.

10min 15min 5min 100min

*Non-verbal communication discussion *Defining types of non-verbals *Guided practice in identifying types of non-verbal communications *Watch The Artist and give three examples of each type of communication
Modeling:

give an example of each kind of non-verbal communication (use volunteers to demonstrate)

Guided Practice:

begin The Artist, point out examples of non-verbals and have students identify them; if students are incorrect, guide them to other ideas
Independent Practice:

...allow students to watch The Artist and record their own examples for non-verbal communications (and what those communications mean to them)

Hammonds 2 Lesson Closure:

have students share and discuss the examples that they recorded and then turn in their notebooks for grading
Assessment Methods/Strategies:

have students turn in notebooks with examples of non-verbal communications in The Artist. Students will be evaluated based upon: (a) recording the proper number of examples as specified in the instructions, (b) recording exclusively non-verbal behaviors and (c) recording examples that match the definitions given for each different type of non-verbal behavior
Resources (supplies, equipment, software, etc.):

Notebook, Pen/Pencil, Class Textbook, DVD player and DVD

Reflection: