Nonverbal Communication Cues

Overview

In this lesson (Lesson 15 of 20), students will analyze short video clips to identify how non-verbal cues (posture, eye contact, facial expressions, tone-related gestures, and space) shape meaning in professional and everyday conversations. Students will collaborate to explain what they observe, then connect their findings to clearer communication choices.

Learning intentions

• Students will be able to interpret non-verbal signals in communication.
• Students will be able to analyze evidence from a video (what they see) to support a claim (what it likely means).
• Students will be able to present findings clearly, logically, and appropriately for an audience.
• Students will be able to use discussion strategies by posing/responding to questions that connect observations to broader communication themes.

Success criteria

• I can analyze a video and identify at least 3 non-verbal cues.
• I can state what the cues likely communicate and explain my reasoning using evidence from the clip.
• I can present my group’s conclusions clearly and logically so classmates can follow the line of reasoning.
• I can ask and answer discussion questions that deepen understanding (e.g., “What else could it mean, and why?”).

Curriculum links

• Speaking and Listening — Make strategic use of digital media in presentations to enhance understanding of findings and add interest.
• Speaking and Listening — Present information, findings, and supporting evidence clearly, concisely, and logically.
• Speaking and Listening — Propel conversations by posing and responding to questions, incorporating others, and clarifying/verifying/challenging ideas and conclusions.
• Writing — Introduce a topic; organize complex ideas; include formatting/graphics/multimedia when useful to aid comprehension.
• Speaking and Listening — Adapt speech to a variety of contexts and tasks with command of formal English when appropriate.

Lesson structure (40 total minutes)

1. 0–5 min · Hook (facilitator-led). Teacher shows a 20–30 second silent video loop and asks: “What message do you think this person is communicating without words?” Students do a quick silent write: “Claim: __. Evidence: __.”

2. 5–12 min · Mini-direct teach (non-verbal toolkit). Teacher displays a one-slide cue chart with icons for facial expression, eye contact, posture, gestures, and proxemics (space). Students annotate the chart with one example from the hook clip and one professional setting (interview, group project, client meeting).

3. 12–22 min · Video analysis in groups (collaboration + evidence). Students form groups of 4. Each group watches a 60-second clip once with sound off, then once with sound on (same clip). Teacher assigns roles: Timekeeper, Evidence Finder, Cue Labeler, Presenter Draft. Students complete a “Cue → Meaning → Evidence” organizer and practice one discussion question for later (e.g., “How might context change what this cue means?”).

4. 22–30 min · Whole-class discussion (question-driven). Each group shares one key finding using a 45-second structure: “Our claim… Our 3 cues… Our evidence… Possible alternative meaning….” Teacher requires one follow-up question from another group and a brief response that verifies/challenges ideas, especially where meaning could be ambiguous.

5. 30–37 min · Quick presentation refinement (logic + clarity). Teacher models how to tighten reasoning: “If you name a cue, you must provide evidence and connect it to a meaning.” Students revise their 45-second share script on the organizer, ensuring their evidence sentences match what they saw.

6. 37–40 min · Exit ticket (assessment check). Students respond to: “Pick one non-verbal cue from today and explain what it may communicate in a professional setting. Then add one question you would ask to confirm your interpretation.” Teacher collects for quick review.

Resources

• Slide deck with non-verbal cue icon chart and timer
• Short teacher-selected videos (2 clips total, each 1–2 minutes)
• “Cue → Meaning → Evidence” organizer (paper or digital)
• Discussion role cards (Timekeeper, Evidence Finder, Cue Labeler, Presenter Draft)
• Headphones (optional) or teacher-controlled audio
• Timer and projector/TV

Assessment

• Formative: Teacher circulates during group video viewing; checks that students list cues and ground meanings in visible evidence.
• Formative: During share-outs, teacher listens for clear logic (claim → cues → evidence) and question quality (verification/challenge).
• Exit ticket: Checks ability to interpret one cue and ask a confirming question.

Differentiation

• Dyslexia-friendly supports: Provide cue chart as visuals with short labels; allow audio read-aloud of any printed directions; use high-contrast slides; offer speech-to-text or scribe options for exit tickets.
• Scaffolds for interpretation: Provide sentence frames (“I notice…”, “This likely means… because…”, “An alternative meaning could be…”) and a word bank (confident, guarded, attentive, nervous, respectful).
• Collaborative grouping: Use “mixed-ability” groups with assigned roles so each student contributes a defined part; permit students to share using notes rather than memorization.
• Extension for advanced learners: Add a “context test” requirement—students must identify how meaning changes across settings (interview vs. debate vs. classroom discussion) and justify with evidence from the clip. (Optional if time allows during revision.)