Non-Verbal Skills

Unit: Communications in Action

Lesson 4 of 6

Duration: 45 minutes

Class Size: 6 students (Mixed ability, ASD-specific secondary school, 5th & 6th year, LCA and L2)

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Curriculum Context (IE Curriculum Framework)

This lesson aligns with the Junior Cycle Wellbeing and English curricula, with an emphasis on Communication Competency and Personal and Interpersonal Skills as outlined in the Junior Cycle Wellbeing Guidelines and the Junior Cycle English Statements of Learning. It specifically addresses:

• SOC 2: Demonstrate an understanding of how communication can impact relationships.
• SEL 3: Develop strategies to manage relationships effectively including recognising and using verbal and non-verbal cues.
• SEL 4: Engage respectfully with others by recognising different communication needs and styles.
• ML 5: Express ideas and information clearly and appropriately through various media.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and interpret different types of non-verbal communication, including body language, facial expressions, and gestures.
2. Demonstrate the use of body language and facial expressions to convey emotions and messages effectively in communication.
3. Recognise the role of non-verbal cues in understanding others’ feelings and intentions.
4. Apply non-verbal communication skills in simulated social scenarios.

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Success Criteria

Students will know they are successful when they can:

• Correctly match facial expressions and gestures to emotions and communicative intentions.
• Use appropriate body language to support a verbal message during a paired activity.
• Explain how non-verbal communication can change or reinforce the meaning of a message.
• Show awareness of how their own non-verbal behaviour might be interpreted by others.

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Resources and Materials

• Printed cards with images of facial expressions, body gestures, and postures
• Emotion flashcards (dyslexia-friendly with simple wording and pictures)
• Mirror or tablet with front camera for reflection activities
• Scenario cards for role-play
• Visual timetable for the lesson structure
• Calm corner for sensory regulation if needed

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Lesson Outline

1. Introduction and Activation (5 minutes)

• Welcome and settle students. Briefly review previous lesson on verbal communication.
• Introduce “Non-Verbal Communication” visually including a simple definition with pictorial examples (body language, facial expressions, gestures).
• Use a short video clip or animated images showing clear body language and facial expressions (with subtitles and audio description for accessibility).
• Quick whole-group check-in: "How do you show when you are happy without using words?"

2. Exploration and Identification (10 minutes)

• Activity 1: Emotion Matching Game (Differentiated)
  • Spread emotion flashcards and non-verbal image cards on a table.
  • Students match facial expressions and gestures to correct emotions from the flashcards.
  • Use pairs to encourage peer support; teacher facilitates and scaffolds language for verbalising explanations.
• Dyslexia-friendly tip: Cards with large font, clear images with colour coding (e.g., happy = yellow border), and short words.

3. Practical Application (15 minutes)

• Activity 2: Mirror Practice and Role-Play

  • Give each student a hand-held mirror or use front camera on a tablet.
  • Students experiment with making different facial expressions (happy, confused, angry, surprised).
  • In pairs, one student says a simple sentence (e.g., "I’m excited to see you!"), the other responds with a non-verbal cue only.
  • Teacher prompts students to notice how body language changes the message meaning and checks understanding.

• Activity 3: Role-Play Scenario Cards

  • Provide simple social situation cards (e.g., greeting a friend, asking for help, showing you’re upset).
  • Students act out the scenario using mainly non-verbal communication.
  • Discuss with class how the message was interpreted and link to real life situations.

4. Reflection and Discussion (10 minutes)

• Guided group discussion with visual prompts:
  • "How did it feel to communicate without words?"
  • "Can non-verbal signs tell us if someone is happy or upset?"
  • "Why is it important to be aware of our body language?"
• Use a visual chart to record students’ responses.
• Personal reflection: Students complete a simple sentence starter worksheet – “I can show I am ___ by doing this with my face/body…”

5. Extension & Enrichment (Optional)

• For advanced learners: Create a short storyboard/comic strip illustrating a conversation relying heavily on non-verbal communication, including captions explaining gestures.
• Invite students to observe and record non-verbal cues in a TV clip or family interaction at home and bring examples to next lesson.

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Differentiation Strategies

• For ASD and sensory needs: Provide a calm corner and sensory breaks during activities if overwhelmed. Use clear, precise language, and avoid figurative expressions.
• Mixed ability: Use peer support and visual scaffolds; pair more confident students with those needing more help.
• Dyslexic learners: Use dyslexia-friendly fonts, colour coding, and audio support where possible.
• Non-verbal or limited verbal students: Encourage use of sign or symbol cards during activities. Include alternative communication devices if used by the student.

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Assessment

• Formative: Observation of student participation in activities, especially their ability to identify and use non-verbal cues during matching and role-play.
• Self-assessment: Use of simple success criteria checklist supported by visual symbols (tick or smiley faces).
• Peer feedback: Structured sentence starters (“I saw you smile when...”) during pair activities.
• Teacher notes: Record individual student progress focusing on understanding and practical application of non-verbal skills.

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Summary & Next Steps

• Recap how body language, facial expressions, and gestures impact communication.
• Preview next lesson: “Listening and Responding Skills” which will build on today’s focus by practising active listening and appropriate responses.
• Encourage students to be mindful of both verbal and non-verbal signals in everyday communication.

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End of Lesson Plan