Lesson Plan
Signal Language Guide
Students will learn and practice four simple nonverbal signals to request breaks or help, then apply them in role-play and reflect on their effectiveness.
Teaching nonverbal signals empowers students to self-advocate quietly, reducing classroom disruptions and fostering independence.
Audience
3rd Grade Small Group
Time
20 minutes
Approach
Demo signals, practice in role-play, and reflect on usage.
Prep
Prepare Materials
5 minutes
- Review the Silent Signals Demo
- Print enough copies of My Signal Chart Worksheet for each student
- Prepare scenario cards for the Signal Role-Play Activity
- Familiarize yourself with prompts in the Signal Reflection Cool-Down
Step 1
Warm-Up
3 minutes
- Gather students in a circle and explain today’s goal: sharing needs quietly.
- Ask: “What could you do if you need help but don’t want to call out?”
- List ideas on chart to highlight quiet strategies.
Step 2
Demonstration
5 minutes
- Project the Silent Signals Demo slides.
- Model each signal and its meaning (e.g., hand on head = break, raised finger = help).
- Ask volunteers to mimic each signal and state what it means.
Step 3
Role-Play Practice
8 minutes
- Pair students and give each pair a scenario card from the Signal Role-Play Activity.
- Students take turns acting out needing a break or help using the appropriate signal while partner responds.
- Circulate, prompt correct use, and praise clear signals.
Step 4
Reflection & Cool-Down
4 minutes
- Hand out the Signal Reflection Cool-Down.
- Students draw or write one situation they will use a signal and which one.
- Invite a few volunteers to share their reflections with the group.
Slide Deck
Silent Signals Demo
In this demo, we’ll learn 4 simple nonverbal signals to request:
• A break
• Help
• Restroom
• More time
Let’s practice each one!
Introduce the lesson. Explain that today we’ll learn four quiet signals to ask for what you need without interrupting classmates.
Signal #1: Break
Gesture: Hand on top of your head
Meaning: “I need a short break.”
Usage Tips:
- Do it slowly and clearly
- Wait for teacher acknowledgment before leaving your seat
Demonstrate placing your hand on your head calmly. Share the example scenario: “If you’ve been working for a while and feel tired, use this signal instead of calling out.”
Signal #2: Help
Gesture: Raise one finger (pointer) beside your shoulder
Meaning: “I need help.”
Usage Tips:
- Keep eyes on your work while signaling
- Teacher will come assist you quietly
Model raising one finger at chest level. Explain that this works when a student is stuck and needs assistance.
Signal #3: Restroom
Gesture: Tap wrist like checking a watch
Meaning: “I need to use the restroom.”
Usage Tips:
- Tap once or twice gently
- Wait for green light before you go
Show tapping your wrist as if checking the time. Clarify that this is our code for a restroom break.
Signal #4: More Time
Gesture: Make a “T” with one hand horizontal and one vertical
Meaning: “I need more time.”
Usage Tips:
- Hold the “T” until the teacher nods
- Good to use when you’re almost done but need a minute more
Demonstrate forming a “T” with your hands. Explain this stands for “time” and means you need more time to finish work.
Activity
Signal Role-Play Activity
Overview: In pairs, students practice using the four silent signals in realistic classroom scenarios. One student enacts the scenario and uses the correct signal; the partner responds and then they switch roles.
Materials:
- Printable scenario cards (6 cards per pair)
- Student desks or table space
Time: 8 minutes
Setup
- Print and cut apart the scenario cards (below).
- Shuffle and place face-down stacks on each pair’s workspace.
Instructions
- Have students sit in pairs facing each other.
- Each pair takes one scenario card without showing their partner.
- Student A reads the scenario silently and decides which silent signal fits.
- Student A acts out the scenario and uses the nonverbal signal.
- Student B responds as the teacher (e.g., “I see your hand on your head—take a two‐minute break,” or “I see your finger—come over and I’ll help you”).
- Partners discuss briefly how clear the signal felt (10–15 seconds).
- Swap roles: Student B draws a new scenario card and repeats steps 3–6.
- Continue until time is called or all cards are used.
Teacher Tips
- Circulate and prompt students: “Which signal would you use here?”
- Praise correct, clear gestures and calm waiting.
- Remind students to maintain eye contact with their scenario card only, not to speak.
Scenario Cards
- Stuck on a word
You’re reading a story and can’t figure out a tricky word. - Feeling tired
You’ve been working for a while and need a quick brain break. - Finished early
You finished your math early but need more time to check your work. - Need restroom
You really need to use the restroom before it’s too late. - Art supplies
You dropped your scissors and need help picking them up. - Almost done
You’re nearly finished your drawing but need one more minute to color.
Worksheet
My Signal Chart Worksheet
Name: ________________________ Date: _____________
Use this chart to practice our four silent signals. For each signal:
- Draw the gesture in the box.
- Write a situation when you might use it.
Refer back to the Silent Signals Demo if you need a reminder of each gesture.
Signal #1: Break
Gesture: Hand on top of your head ("I need a short break.")
Draw the signal here:
Write a time you might use this signal:
Signal #2: Help
Gesture: Raise one finger beside your shoulder ("I need help.")
Draw the signal here:
Write a time you might use this signal:
Signal #3: Restroom
Gesture: Tap wrist like checking a watch ("I need to use the restroom.")
Draw the signal here:
Write a time you might use this signal:
Signal #4: More Time
Gesture: Make a “T” with your hands ("I need more time.")
Draw the signal here:
Write a time you might use this signal:
Create Your Own Signal (Optional)
If you could make a fifth silent signal, what would it be?
Name of your signal: _______________________
Draw your gesture here:
Explain when you would use this signal:
Cool Down
Signal Reflection Cool-Down
Think back to the silent signals we’ve learned today. Use the space below to draw or write:
- A situation when you will use one of these signals.
- Which signal you will use:
- Why you will use this signal: