Lesson Plan
Cue-Detective Challenge
Students will identify verbal, physical, and situational cues to infer characters' feelings, thoughts, and potential next actions in various scenarios.
Understanding cues helps students build empathy, improve communication, and navigate social interactions effectively, both inside and outside the classroom.
Audience
Elementary School Students
Time
20 minutes
Approach
Interactive discussion, visual analysis, and a scenario-based game.
Materials
Smartboard or Projector, Cue-Detective Challenge Slide Deck, Cue-Detective Script, Cue-Detective Scenario Cards Game, and Cue-Detective Quiz
Prep
Review Materials
10 minutes
- Review the Cue-Detective Challenge Slide Deck and become familiar with its content.
* Read through the Cue-Detective Script to prepare for guiding the lesson.
* Print and cut out the cards for the Cue-Detective Scenario Cards Game.
* Review the Cue-Detective Quiz.
Step 1
Introduction: What are Cues?
3 minutes
- Begin by asking students what they think "cues" are. Use the Cue-Detective Challenge Slide Deck and the Cue-Detective Script to guide the discussion on verbal, physical, and situational cues.
Step 2
Spot the Cues Activity
7 minutes
- Present various scenarios from the Cue-Detective Challenge Slide Deck and ask students to identify the different types of cues.
* Facilitate a short discussion after each scenario, prompting students to explain their reasoning using the Cue-Detective Script.
Step 3
Cue-Detective Scenario Cards Game
7 minutes
- Divide students into small groups (if applicable for larger classes) or play as a whole class.
* Distribute the Cue-Detective Scenario Cards Game cards. Each group/student picks a card and identifies the cues, feelings, thoughts, and what might happen next.
* Encourage sharing and discussion, referring to the Cue-Detective Script for prompts.
Step 4
Wrap-up and Quiz
3 minutes
- Briefly review the importance of cue detection.
* Administer the Cue-Detective Quiz as a quick check for understanding.
Slide Deck
Cue-Detective Challenge
What are they thinking? What are they feeling? What might they do next?
Let's become super-sleuths of social clues!
Welcome students and introduce the concept of being a "cue-detective." Explain that today they will learn how to notice small clues to understand people better.
What Are Cues?
Cues are clues people give us about how they're feeling, what they're thinking, or what they might do.
There are three main types of cues:
- Verbal Cues (what they say)
- Physical Cues (what their body shows)
- Situational Cues (what's happening around them)
Define 'cues' as clues people give us. Explain that there are different kinds of clues: what people say (verbal), how their bodies look (physical), and what's happening around them (situational).
Verbal Cues: What They Say
Verbal cues are clues we get from a person's words and how they say them.
- Tone of voice: Is it happy, sad, angry, excited?
- Volume: Are they whispering, shouting, or speaking normally?
- Words they choose: Are they positive, negative, questioning?
Give examples of verbal cues: tone of voice, volume, specific words used. Ask students if they can think of times when someone's words gave them a clue.
Physical Cues: What Their Body Shows
Physical cues are clues we get from a person's body language.
- Facial expressions: Smiling, frowning, wide eyes, narrowed eyes
- Body posture: Slumped shoulders, standing tall, crossed arms
- Gestures: Waving, pointing, fidgeting
Discuss physical cues like facial expressions, body posture, gestures. Ask students to show you a happy face, a sad face, etc., to demonstrate understanding.
Situational Cues: What's Happening Around Them
Situational cues are clues we get from the environment or the context of what's happening.
- Where are they? (e.g., playground, doctor's office, party)
- What event is taking place? (e.g., birthday, test, game)
- Who else is around?
Explain situational cues: what's happening in the environment or the context of the interaction. Give an example like seeing someone in a library vs. on a playground.
Scenario 1: Park Playtime
Look at this picture (imagine a picture of two kids at a park: one is smiling and running, the other is sitting on a bench with a slightly slumped posture).
- What verbal cues do you imagine?
* What physical cues do you see?
* What situational cues are there?
* How do you think they are feeling? What might they be thinking? What might happen next?
Present a simple image or describe a simple scenario (e.g., two children at a park, one is smiling, the other has a ball). Ask students to identify cues.
Scenario 2: Puzzle Perplex
Look at this picture (imagine a picture of a child with a puzzle, frowning slightly, leaning forward, with an adult gently observing nearby).
- What verbal cues do you imagine?
* What physical cues do you see?
* What situational cues are there?
* How do you think they are feeling? What might they be thinking? What might happen next?
Present a second scenario, slightly more complex (e.g., a child looking frustrated with a puzzle, an adult nearby). Guide them to identify more nuanced cues.
Time to be a Cue-Detective!
You've learned about different types of cues! Now it's time to put your skills to the test.
We're going to play the Cue-Detective Scenario Cards Game!
Briefly recap the types of cues and transition to the game, emphasizing how practicing helps them become better cue-detectives.
Script
Cue-Detective Script
Introduction: What are Cues? (Slide 1 & 2)
"Good morning/afternoon, super-sleuths! Today, we're going to become amazing 'Cue-Detectives.' Has anyone heard that word 'cue' before? What do you think it might mean?"
"That's right! Cues are like clues! They are little hints people give us about how they're feeling, what they're thinking, or even what they might do next. Just like detectives look for clues to solve a mystery, we'll learn to look for social clues to understand people better.
There are three main types of cues we'll investigate: Verbal Cues, Physical Cues, and Situational Cues. Let's dive in!"
Verbal Cues: What They Say (Slide 3)
"First up, Verbal Cues. These are the clues we get from what someone says and how they say it. Think about it: If someone says, 'I'm fine,' but their voice is quiet and shaky, what clue does that give you?"
"Exactly! Their tone of voice and volume are telling us something different from their words. We also look at the words they choose. Are they using happy words, sad words, or maybe lots of questions?"
"Can anyone give me an example of a time when someone's words or how they said them gave you a clue about how they were feeling?"
Physical Cues: What Their Body Shows (Slide 4)
"Next, we have Physical Cues. These are the clues we get from a person's body language. Our faces are super expressive! What does a big smile usually tell you?"
"And what about if someone's shoulders are slumped, and they're looking down?"
"Great observations! We look at their facial expressions, their body posture—how they're standing or sitting—and their gestures, like waving or fidgeting. Our bodies can tell a big story without saying a word."
"Show me a happy face! Now show me a face that tells me you're confused. Fantastic!"
Situational Cues: What's Happening Around Them (Slide 5)
"Our last type of clue is Situational Cues. These clues come from where someone is or what is happening around them. Imagine seeing someone crying at a birthday party versus crying after falling off their bike. Do those situations give you different clues about why they're crying?"
"Yes! The situation helps us understand why someone might be feeling a certain way. Where are they? What event is happening? Who else is around? All of these can be important clues."
Scenario 1: Park Playtime (Slide 6)
"Alright, detectives, let's put our skills to the test! Look at the image on the screen. (Refer to the image description from Cue-Detective Challenge Slide Deck or display the image if projected).
- What physical cues do you notice? (Guide students to observe facial expressions, body posture, etc.)
- What situational cues are there? Where are they? What's happening?
- What verbal cues do you imagine they might be saying, based on what you see? (Encourage creative, but logical, inference.)
- Based on all these clues, how do you think each person is feeling? What might they be thinking? And what do you think might happen next?"
Scenario 2: Puzzle Perplex (Slide 7)
"Excellent work! Let's try another one. Look at this next picture. (Refer to the image description from Cue-Detective Challenge Slide Deck or display the image if projected).
- What physical cues do you see here?
- What situational cues can you identify?
- What verbal cues do you imagine are happening?
- How might the child be feeling? What do you think they're thinking? What could happen next, given the adult nearby?"
Time to be a Cue-Detective! (Slide 8)
"You all are becoming fantastic cue-detectives! You've learned how to spot verbal, physical, and situational clues. Now, it's time for our Cue-Detective Scenario Cards Game! This game will give you more chances to practice your detective skills."
"(Distribute the game cards and explain the rules of the game - see Cue-Detective Scenario Cards Game for details. Circulate and assist as students play.)"
Wrap-up and Quiz (After Game, 3 minutes)
"Great job everyone, playing the Cue-Detective game! Remember, noticing these cues helps us understand others and be better friends and classmates."
"Now, for a quick check to see what you've learned today, we have a short Cue-Detective Quiz. Please complete it to show me how much you've grown as cue-detectives!"
Game
Cue-Detective Scenario Cards Game
Objective: To practice identifying verbal, physical, and situational cues to understand characters' feelings, thoughts, and potential next actions.
Materials:
- Printed Cue-Detective Scenario Cards Game cards (cut out)
* Pencils/Pens (optional, if students want to jot notes)
Instructions:
- Preparation: Print and cut out the scenario cards below. You can laminate them for durability.
- Groups: Divide the class into small groups (2-4 students) or play as a whole class by having students volunteer to read and analyze cards.
- Gameplay:
- Each group (or selected student) picks a scenario card.
- Read the scenario aloud to the group/class.
- As a group, discuss and identify:
- Verbal Cues: What words might be used? How might they sound?
- Physical Cues: What body language or facial expressions would you expect to see?
- Situational Cues: What in the environment or context gives you clues?
- Feelings: How do you think the character(s) are feeling?
- Thoughts: What do you think the character(s) might be thinking?
- Next Actions: What do you predict the character(s) might do next?
- Encourage each group to share their findings and reasoning with the class.
- Facilitate a brief discussion after each card, gently guiding students if they miss cues or make unsupported inferences.
Scenario Cards (Print and Cut)
Card 1: Lost Teddy Bear
Scenario: A child is sitting alone on a park bench, shoulders slightly slumped. Their lower lip is trembling, and they keep looking around with wide, watery eyes. There's an empty spot next to them on the bench where something clearly used to be.
- Verbal Cues (Imagine):
- Physical Cues:
- Situational Cues:
- How are they feeling?
- What are they thinking?
- What might they do next?
Card 2: Surprise Party!
Scenario: You walk into a room, and all your friends suddenly jump out from behind furniture, shouting,