Gesture Matching Game

Estimated Time: 10 minutes
MTSS Tier: Tier 1 (Classroom)
Audience: 3rd Grade

Materials (per pair)

• 6 Gesture Flashcards
• 6 blank index cards
• Pencil or marker
• Timer (optional)

Setup (2 minutes)

1. Arrange students into pairs.
2. Distribute six gesture flashcards and six blank index cards to each pair.
3. Ensure each student has a writing tool.

Instructions

1. Write Scenarios (2 minutes):
   • On each blank index card, students write one simple scenario (e.g., “ask to borrow a pencil,” “say hello,” “indicate you’re thirsty”).
2. Shuffle & Layout (30 seconds):
   • Partners shuffle their scenario cards face down.
   • Lay the six gesture flashcards face up on the desk.
3. Match & Discuss (5 minutes):
   • One student draws the top scenario card and reads it silently.
   • That student selects the gesture flashcard they think best matches.
   • The partner checks the choice; if they disagree, they discuss why and swap if needed.
   • Continue until all scenario cards are matched.
4. Share Out (2½ minutes):
   • Pairs rotate to another pair and explain one of their matches.
   • Invite volunteers to share a favorite match with the whole class.

Variations & Extensions

• Prewritten Scenarios: Teacher provides scenario cards to save time.
• Complex Scenarios: Advance students by having them write multi-step or emotion-based scenarios (e.g., “comfort someone who is sad”).
• Wildcard Gesture: Add a blank “create-your-own-gesture” card so students can invent a new signal.

Teacher Tips & Time Management

• Use a timer to keep each phase on track: 2 min for writing, 5 min for matching, 2½ min for sharing.
• Circulate and ask pairs to explain why they chose a particular gesture—this deepens understanding.
• Encourage students to add appropriate facial expressions or body posture when matching gestures.
• If pairs finish early, challenge them to switch roles or create an extra scenario.

Nonverbal Communication Reference

Use this sheet to review common gestures and practice using them without words. Refer back to the Gesture Flashcards when you need a reminder of how each gesture looks.

1. Common Gestures & Meanings

2. Practice Drawing & Naming Gestures

For each scenario below:

1. Choose one of the gestures above (or invent a new one).
2. In the box, draw how you would use that gesture.
3. Write the gesture’s name and what it means.

Scenario A: You want to borrow a pencil from a classmate.

[Draw here]

Name of gesture: ____________________________

Meaning: ____________________________________

Scenario B: You see a friend across the room and want to say hi.

[Draw here]

Name of gesture: ____________________________

Meaning: ____________________________________

Scenario C: You think your partner did a great job on their drawing.

[Draw here]

Name of gesture: ____________________________

Meaning: ____________________________________

3. Reflection Questions

1. How can gestures help you make friends in a classroom where not everyone speaks the same language?

1. Think of a time when someone used a gesture that made you feel good. What was the gesture, and how did it help you understand their message?

1. Draw or describe one new gesture you would teach a friend. What would it mean?

Warm-Up: Gesture Quick Draw

Estimated Time: 5 minutes
MTSS Tier: Tier 1 (Classroom)
Audience: 3rd Grade

Materials

• Whiteboard or paper per student
• Marker or pencil
• Optional: Gesture Flashcards for inspiration

Instructions

1. Pair Up (30 seconds):
   • Find a partner and sit facing each other.
2. Round 1 – Draw Your Gesture (1 minute):
   • On your paper/whiteboard, draw one of the three known gestures (thumbs-up, waving, pointing) without writing any words.
   • Keep your drawing hidden from your partner.
3. Round 1 – Guess & Discuss (1 minute):
   • Show your drawing to your partner.
   • Your partner names the gesture and says what it means.
4. Round 2 – Invent & Draw (1 minute):
   • Now invent a new gesture to show a simple message (e.g., “I need help,” “I like that”).
   • Draw your invented gesture.
5. Round 2 – Guess & Share (1 minute):
   • Swap drawings with your partner.
   • Guess each other’s invented gesture and explain why it makes sense.
6. Whole-Class Debrief (30 seconds):
   • Raise your hand if you saw a drawing you really liked.
   • One or two volunteers share their invented gesture with the class.

Teacher Tips:

• Model one quick sketch before students begin.
• Encourage simple shapes and clear lines so partners can guess easily.
• Keep the pace brisk to fit all steps in 5 minutes.

Nonverbal Reflection Exit Ticket

Estimated Time: 5 minutes
Instructions: Complete the questions below to reflect on what you learned about nonverbal communication.

1. Most Helpful Gesture: Which gesture did you find most helpful today? Why?

1. Real-Life Scenario: Write one scenario where you might use a gesture to help someone who doesn’t speak English.

1. Your Feeling: How did using nonverbal cues make you feel when talking to your partner?

1. New Gesture Idea: Describe one new gesture you would teach a friend. (Draw it on the back of your sheet.)

1. Importance Reflection: Why is nonverbal communication important in our classroom and beyond?

Feel free to refer to the Nonverbal Communication Reference or Gesture Flashcards if you need a reminder of the gestures.

Silent Signals Script

Introduction to Nonverbal Cues (5 minutes)

(Teacher gathers students in a circle on the carpet.)

Teacher: "Good morning, friends! Today we’re going to learn how to ‘talk’ without using words. That means we’ll use our faces, our bodies, and our hands to send messages to each other. Can anyone think of a time you used a gesture—like waving or giving a thumbs-up—to talk without speaking?"

Wait 2–3 seconds for student ideas.

Teacher: "I heard someone say they waved goodbye to their pet—that’s perfect! Nonverbal communication is all the signals we send without words. Let’s look at some of these signals together."

(Teacher holds up the first Gesture Flashcard: Thumbs-Up.)

Teacher: "This is a thumbs-up. When I do this, what message do you think I’m sending?"

Possible student response: “Good job!” or “I like it!”

Teacher: "Exactly—thumbs-up means you like something or you agree. Now watch me do a wave."

(Teacher models a wave.)

Teacher: "What does a wave mean?"

Possible student response: “Hello” or “Goodbye.”

Teacher: "Yes! A wave can say ‘hello’ or ‘goodbye.’"

(Teacher points with index finger.)

Teacher: "And when I point like this, I’m directing your attention. I might point to show you where something is. Why do you think pointing is important when you can’t use words?"

Follow-up prompts: “How could you show a friend where your pencil is if they don’t speak your language?”

Teacher: "Great ideas! These three gestures—thumbs-up, waving, and pointing—can help us share messages without speaking the same language. Let’s practice them in a fun game!"

Activity 1: Gesture Matching Game (10 minutes)

Teacher: "Everyone, please find a partner and sit at your desks facing each other. When you’re ready, I’ll hand out your materials."

(Teacher circulates flashcards and blank index cards.)

Teacher: "Each pair gets six Gesture Flashcards and six blank index cards. On each blank card, write one simple scenario—like ‘ask to borrow a pencil,’ ‘say hello,’ or ‘tell someone you’re thirsty.’ Write one scenario per card. You have two minutes—go!"

(Set timer for 2 minutes.)

Teacher: "Time’s up! Now shuffle your scenario cards face-down. Lay your six gesture flashcards face-up on the desk. When I say ‘Begin,’ one of you will pick the top scenario card, read it silently, and choose the flashcard that matches. Your partner will check your choice and help you talk about why it matches. Ready? Go!"

(Set timer for 5 minutes as pairs match and discuss.)

Teacher (circulating, whispering): "Why did you pick that gesture? What other gesture might work?"

(After 5 minutes.)

Teacher: "Great work! Now stand up, find a new pair, and share one of your matches. Explain the scenario and the gesture you chose. You have two minutes—off you go!"

(Set timer for 2 minutes.)

Activity 2: Role-Play Practice (10 minutes)

Teacher: "Let’s come back to our original partners. I will give you a fresh set of scenario cards—no talking allowed now! One partner will be the non-English speaker and stays silent. The other partner uses only gestures to act out the scenario. You have one minute per turn, then switch roles. Use your mirror to watch your facial expressions and body posture. Ready?"

(Teacher hands out a new set of scenario cards.)

Teacher: "Begin!"

(Set timer for 1 minute round.)

Teacher (after first minute): "Switch roles now! Go!"

(Set timer for second minute.)

Teacher: "Excellent! Let’s do one more quick round if time allows. Remember: no words—only silent signals!"

(Optional additional round.)

Classroom Debrief (5 minutes)

Teacher: "Please push your desks back and join me in a circle again. Who would like to show us their favorite gesture from today’s lesson?"

Volunteer demonstrates.

Teacher: "Thank you for sharing! Can you tell us why that gesture worked for that scenario?"

Student explains.

Teacher: "Wonderful! How did it feel to communicate without words? Did you feel more included or connected?"

Students share briefly.

Teacher: "These silent signals can help us all feel included, especially when we meet new friends who don’t speak our language. Before we finish, remember you can practice these gestures on the playground, at lunch, or at home. Keep your Gesture Flashcards and your Nonverbal Communication Reference Sheet handy to teach a friend. Thank you for being great communicators today!"