Elements of Communication

Overview

This lesson helps students identify verbal and non-verbal communication and explain how each shapes meaning during conversations. Students will collaborate to create a comparison chart and use short role-plays to test their understanding.

Learning intentions

• Students will differentiate verbal and non-verbal communication in real-life professional situations.
• Students will explain how tone, word choice, body language, and facial expressions change a listener’s interpretation.
• Students will participate in a collaborative discussion by building on peers’ ideas and expressing their own clearly.
• Students will organize information logically so classmates can follow their reasoning.

Success criteria

• I can sort examples into verbal or non-verbal communication categories.
• I can describe at least two ways non-verbal cues can change the meaning of a message.
• I can create a chart that compares verbal vs. non-verbal communication clearly and correctly.
• I can use discussion norms (listening, taking turns, responding to peers) during group work.

Curriculum links

• CCSS.ELA-LITERACY.SL.9-10.1 — Initiate and participate effectively in collaborative discussions, building on others’ ideas and expressing ideas clearly.
• CCSS.ELA-LITERACY.SL.9-10.1b — Set rules for collegial discussions with roles, goals, and deadlines.
• CCSS.ELA-LITERACY.SL.9-10.1c — Propel conversation by posing and responding to questions that connect to broader ideas; clarify or challenge conclusions.
• CCSS.ELA-LITERACY.SL.9-10.4 — Present information and evidence clearly, concisely, and logically for a specific purpose and audience.

Lesson structure (40 minutes)

1. 0–5 min · Hook (observe and predict). Teacher displays two quick scenarios (spoken words + non-verbal note). Students turn and talk: “What do you think the listener might feel, and why?”

2. 5–12 min · Mini-lesson (model thinking). Teacher facilitates a brief explanation: verbal (words, tone of voice, wording) vs. non-verbal (eye contact, facial expression, posture, gestures, pace). Students complete a quick “thumbs” check: teacher reads examples; students signal verbal, non-verbal, or both.

3. 12–18 min · Collaboration setup (roles and norms). Teacher assigns group roles: Facilitator, Evidence Finder (calls on examples), Chart Builder (writes), and Reporter (shares). Students review discussion norms together: ask one clarifying question and respond to at least one peer using “I agree because…” or “I’m not sure—can you explain…?”

4. 18–28 min · Chart creation (core task). Teacher provides a graphic organizer chart template with two columns (Verbal / Non-verbal) and prompts (Examples, What it signals, How it affects meaning). Students work in groups to sort provided scenario cards and justify their placement with at least one sentence per row.

5. 28–35 min · Role-play test (kinesthetic practice). Teacher gives each group a short script line the same verbal message but with different non-verbal cues (e.g., crossed arms + flat voice vs. open posture + steady eye contact). Students perform for 30–45 seconds, then groups answer: “How did the non-verbal change the message to the listener?” Teacher circulates, prompting with questions that connect to broader professional communication expectations.

6. 35–40 min · Share and exit (accountability). Teacher calls on 2–3 groups for rapid reporting (30 seconds each). Students finish an exit ticket: “One difference between verbal and non-verbal communication is… and one way it impacts a conversation is…”

Resources

• Slide deck or projector showing scenarios and examples
• Graphic organizer chart template (Verbal vs. Non-verbal) for each student
• Scenario cards (statements plus brief non-verbal cues)
• Role-play script cards for each group
• Timer for role-play segment
• Exit ticket slips
• Sentence starters for discussion (e.g., “I think… because…”, “Can you clarify…?”)

Assessment

• Formative: teacher listens during group chart work for correct sorting and clear justification.
• Formative: teacher observes role-play discussions for use of accountable talk (responding, asking questions, building on ideas).
• Exit ticket: checks whether students can accurately differentiate and explain impact in one concise response.

Differentiation

• Dyslexia-friendly support: provide the chart organizer with clear headings, consistent spacing, and color-coded categories; allow oral dictation to a partner or teacher aide for chart entries.
• Sentence starters and word banks: give students prompts for explanations (“verbal cues include…”, “non-verbal cues show…”).
• Kinesthetic learners: role-play cards ensure movement and practice; students act out cues rather than only writing.
• Support for EAL/SEN: pre-teach key words (tone, posture, gesture, expression) with student-friendly definitions and allow visuals on cards.
• Extension for early finishers: add an extra row to the chart titled “Professional impact” and include one example of how misunderstandings could be fixed by adjusting wording and/or body language.

Extension (optional)

• Advanced learners analyze a short teacher-provided video clip from professional settings (e.g., interview or customer service) focusing on verbal vs. non-verbal patterns; students identify one strong cue and one potential mismatch, then justify with evidence from the clip.