The Nonverbal Narrator Script

Warm Up: Silent Story (5 minutes)

Teacher: "Good morning, everyone! Today, we're going to start with a challenge that involves no talking. I want you to get into small groups of 3-4 people. Your task is to communicate a very simple story to your group using only nonverbal cues. No words, no sounds! I'll give you a topic in a moment. You have about 3 minutes to plan and perform. Ready? Your story is... a student who is really excited for a test, takes it, and then realizes they forgot to study. Go!"

(Allow 3 minutes for groups to work.)

Teacher: "Alright, time's up! Let's hear from a few groups. Who wants to share their 'silent story' and explain how you used nonverbal communication to get your message across? What expressions, gestures, or body language did you rely on?"

Introduction & Nonverbal Nuggets (7 minutes)

Teacher: (Transitioning, referencing Nonverbal Nuggets Slide Deck - Slide 1) "That was a fantastic way to kick off our discussion! As you just experienced, a huge part of how we communicate doesn't involve words at all. Today, we're diving deep into the world of nonverbal communication."

(Advance to Nonverbal Nuggets Slide Deck - Slide 2)

Teacher: "Our objective for today is clear: we want to recognize the many forms of nonverbal cues and learn how to improve our own nonverbal skills. Why do you think this is important? How might understanding nonverbal communication help you in your daily life?"

(Allow 1-2 student responses.)

Teacher: "Exactly! It can boost your confidence, improve your relationships, and simply make you a more effective communicator. Let's break down some of these 'nonverbal nuggets.'"

(Advance to Nonverbal Nuggets Slide Deck - Slide 3)

Teacher: "First up: Body Language. Think about your posture. When you're sitting or standing, what message might your body be sending? What about gestures? How do hand movements or even fidgeting change the meaning of what you're saying, or even if you're not saying anything at all?"

(Facilitate a brief discussion.)

(Advance to Nonverbal Nuggets Slide Deck - Slide 4)

Teacher: "Next, our faces and eyes are incredibly powerful communicators. Facial expressions can convey happiness, sadness, surprise, anger – sometimes even before a word is spoken. And eye contact... what does it mean when someone looks you directly in the eye? What about when they avoid eye contact?"

(Ask for student examples or interpretations.)

(Advance to Nonverbal Nuggets Slide Deck - Slide 5)

Teacher: "Finally, it's not just what you say, but how you say it. Your tone of voice – the volume, pitch, and speed – can completely change the meaning of your words. Think about saying, 'I'm fine' in a flat tone versus an upbeat one. What's the difference? We also have appearance and touch. These subtle cues are everywhere!"

(Ask for a few quick examples of how tone changes meaning.)

Activity: Charades Challenge (8 minutes)

Teacher: "Now that we've explored the different types of nonverbal communication, let's put our skills to the test! We're going to play a quick Charades Challenge Activity. I'm going to divide you into pairs or small groups. Each group will receive a card with an emotion or a simple concept. Your task is to act it out for the class using only nonverbal communication. The rest of the class will guess!"

(Divide students into groups. Distribute prompt cards from the Charades Challenge Activity. Allow a few rounds of charades.)

Teacher: "Great job, everyone! What did you notice during that activity? What nonverbal cues were most effective in getting your message across? Were there any that were tricky to interpret?"

Worksheet & Discussion: Observe and Interpret (7 minutes)

Teacher: "To solidify our understanding, I'm going to hand out this Observe and Interpret Worksheet. I want you to take a few minutes to read through the scenarios and reflect on the questions. Think about how nonverbal cues play a role in each situation."

(Distribute Observe and Interpret Worksheet. Allow 3-4 minutes for students to complete it.)

Teacher: "Alright, let's open up a Decoding Dynamics Discussion based on your reflections. What was one interesting observation you made while working on the worksheet? Can anyone share a time when nonverbal communication either helped or hindered a message you were trying to send or receive?"

(Facilitate a short discussion, encouraging students to share personal anecdotes and interpretations.)

Cool Down: One-Word Wonder (3 minutes)

Teacher: "We're almost out of time, but before we go, I want to hear one word from each of you. This word should represent your biggest takeaway from today's lesson, or a new nonverbal skill you want to actively practice. Think about it for a moment... and when you're ready, share your 'one-word wonder.'"

(Go around the room, allowing each student to share one word.)

Teacher: "Fantastic words, everyone. Remember, communication is a powerful tool, and a huge part of its power lies beyond words. By being more aware of the nonverbal messages we send and receive, we can become more effective, empathetic, and confident communicators. Keep practicing your nonverbal know-how!"

Silent Story Warm Up

Instructions:

1. Get into small groups of 3-4 people.
2. Your task is to communicate a simple story to your group using only nonverbal cues. No words, no sounds!
3. You will have 3 minutes to plan and perform.

Your Story:

A student is really excited for a test, takes it, and then realizes they forgot to study.

One-Word Wonder Cool Down

Instructions:

Think about everything we discussed and practiced today regarding nonverbal communication. What is one word that represents:

• Your biggest takeaway from the lesson?
• A new nonverbal skill you want to actively practice?

Charades Challenge Activity

Instructions:

1. In your groups, you will receive a card with an emotion or a simple concept.
2. Your goal is to act out the emotion/concept using only nonverbal communication (no talking, no sounds).
3. The rest of the class will guess what you are trying to communicate.
4. Be creative with your body language, facial expressions, and gestures!

Charades Prompt Cards (Cut these out or write them on slips of paper):

• Excited
• Confused
• Angry
• Shy
• Confident
• Bored
• Surprised
• Determined
• Sarcastic
• Listening intently
• Feeling rushed
• Showing disagreement

Nonverbal Charades Battle Game

Objective:

To effectively communicate emotions, actions, or concepts using only nonverbal cues, and to accurately interpret the nonverbal messages of others.

Materials:

• Slips of paper with various emotions, actions, or simple concepts (examples below)
• A timer (optional, for competitive rounds)
• Whiteboard or score tracker (optional)

Instructions:

Setup:

1. Divide the class into two or more teams.
2. Prepare a hat or bowl with slips of paper, each containing a word or phrase for nonverbal communication.

Gameplay:

1. A player from Team A draws a slip of paper.
2. The player has 1-2 minutes (teacher discretion) to act out the word/phrase for their team using only nonverbal communication. No sounds, no mouthing words!
3. Team A guesses the word/phrase. If they guess correctly within the time limit, they earn a point.
4. If Team A cannot guess, the other teams get one chance to steal by making a guess.
5. A player from Team B then takes their turn.
6. Continue rotating turns between teams.

Winning:

The team with the most points after a set number of rounds or when time runs out wins.

Example Prompts for Slips of Paper:

Emotions:

• Happy
• Sad
• Surprised
• Angry
• Scared
• Confused
• Proud
• Frustrated
• Bored
• Excited

Actions:

• Drinking water
• Reading a book
• Running fast
• Waving goodbye
• Shrugging shoulders
• Knitting
• Typing on a keyboard
• Planting a seed
• Climbing a ladder
• Driving a car

Concepts:

• Winning
• Losing
• Friendship
• Danger
• Silence
• Thinking
• Waiting
• Curiosity
• Strength
• Weakness

Observe and Interpret Worksheet

Instructions:

Read each scenario below. Then, answer the questions, focusing on the nonverbal cues involved.

Scenario 1:

During a group project meeting, one of your classmates, Alex, has their arms crossed, is leaning back in their chair, and keeps glancing at the clock. When someone asks for their input, they give very brief, one-word answers.

1. What nonverbal cues is Alex displaying?
   
   
   
   

2. What might these nonverbal cues communicate about Alex's engagement or feelings regarding the meeting?
   
   
   
   

3. If you were leading the meeting, how might you try to engage Alex, considering their nonverbal communication?
   
   
   
   

Scenario 2:

Your friend, Maya, tells you she had a "great day," but while saying it, her voice is a bit flat, she avoids eye contact, and her shoulders are slightly slumped.

1. What nonverbal cues contradict Maya's verbal message?
   
   
   
   

2. What do these contradictory nonverbal cues suggest about Maya's actual feelings?
   
   
   
   

3. How might you respond to Maya, taking into account both her verbal and nonverbal messages?
   
   
   
   

Scenario 3:

Someone is giving a presentation. They maintain good eye contact with the audience, use open hand gestures to emphasize points, and stand confidently.

1. What nonverbal cues contribute to the presenter's effectiveness?
   
   
   
   

2. What message do these nonverbal cues send to the audience?
   
   
   
   

3. Which of these nonverbal skills could you work on to improve your own presentations or public speaking?
   
   
   
   

Decoding Dynamics Discussion

Instructions:

This discussion is designed to help us share observations and deepen our understanding of nonverbal communication. We will use our reflections from the Observe and Interpret Worksheet as a starting point.

Discussion Prompts:

1. Worksheet Insights: What was one interesting or surprising observation you made while completing the Observe and Interpret Worksheet? Was there a scenario where the nonverbal cues clearly changed your understanding?
   
   
   
   

2. Real-Life Connections: Can anyone share a personal experience where nonverbal communication either significantly helped or hindered a message you were trying to send or receive?
   
   
   
   

3. Cultural Differences: Do you think nonverbal cues are the same across all cultures, or do they vary? Can you think of any examples?
   
   
   
   

4. Improving Our Skills: What is one specific nonverbal skill you want to focus on improving in your own communication? (e.g., making more eye contact, being aware of your posture, using intentional gestures)? How do you plan to practice this?
   
   
   
   

5. Detecting Inconsistencies: How important is it to pay attention to nonverbal cues when someone's words don't seem to match their body language? Why?
   
   
   
   

Observe and Interpret Worksheet

Instructions:

Read each scenario below. Then, answer the questions, focusing on the nonverbal cues involved.

Scenario 1:

During a group project meeting, one of your classmates, Alex, has their arms crossed, is leaning back in their chair, and keeps glancing at the clock. When someone asks for their input, they give very brief, one-word answers.

1. What nonverbal cues is Alex displaying?
   
   
   
   

2. What might these nonverbal cues communicate about Alex's engagement or feelings regarding the meeting?
   
   
   
   

3. If you were leading the meeting, how might you try to engage Alex, considering their nonverbal communication?
   
   
   
   

Scenario 2:

Your friend, Maya, tells you she had a