Lesson Plan
Signal System Setup
Students will identify and practice three nonverbal signals to request a break, assistance, or permission—laying the groundwork for a silent support system.
Setting up these signals empowers students to self-advocate quietly, reducing classroom disruptions and building independence.
Audience
6th Grade Group
Time
30 minutes
Approach
Model, practice, reflect
Materials
Quiet Cue Collection slide deck, Index cards for signal creation, Markers or colored pencils, Signal Cards set, and Whiteboard and markers
Prep
Review Materials
10 minutes
- Preview the Quiet Cue Collection slides to familiarize yourself with each signal and its purpose
- Print or gather blank index cards and art supplies for students to design their personal signal cards
- Arrange the Signal Cards in a clear, visible spot at the front of the room
Step 1
Introduction to Silent Signals
5 minutes
- Explain the purpose of nonverbal signals: efficient, respectful requests for help or breaks
- Show two examples from the Quiet Cue Collection slides (e.g., hand on forehead for a brain break, index finger to palm for help)
- Check for understanding by asking students what each example might mean
Step 2
Signal Demonstration
7 minutes
- Display the full set of Signal Cards and walk through each one:
- Break Signal: tapping wrist
- Help Signal: pointer finger to palm
- Permission Signal: thumbs-up to chest
- After each, have the group mimic the gesture and state its meaning aloud
Step 3
Signal Charades Activity
8 minutes
- Divide students into pairs
- One student acts out a random signal from the Signal Cards while partner guesses
- Rotate so each student practices both signaling and interpreting
- Reinforce correct interpretations and gently correct misconceptions
Step 4
Design Your Signal Card
7 minutes
- Distribute index cards and art supplies
- Instruct students to personalize one of the three signals or create a new, simple nonverbal cue (must be clear and easy to replicate)
- Encourage creativity but maintain consistency in meaning
- Collect cards to display on a classroom signal board
Step 5
Reflection and Next Steps
3 minutes
- Gather students and discuss:
- Which signal felt most natural?
- How will you remember to use it responsibly?
- Explain that these signals will be used in upcoming lessons
- Post all student-designed cards on the signal board for reference
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Slide Deck
Quiet Cue Collection
A set of simple, nonverbal signals to help you ask for what you need without disrupting the class.
Welcome everyone! Today we’re introducing our Quiet Cue Collection. Explain that these cues allow students to communicate breaks, help, or permission quietly—no raised voices or hand-waving needed.
Why Silent Signals?
• Keep the classroom calm and focused
• Allow you to self-advocate quietly
• Help the teacher support you faster
Briefly discuss why we need these signals. Connect to classroom focus and respect.
Break Signal
Gesture: Tap your wrist gently with two fingers
Meaning: “May I take a quick break?”
Demonstrate the Break Signal: tapping the wrist with the opposite hand. Remind students that this means “I need a short break.”
Help Signal
Gesture: Pointer finger tapped on open palm
Meaning: “I need help, please.”
Show the Help Signal: pointer finger to palm. Emphasize waiting patiently until help arrives.
Permission Signal
Gesture: Thumbs-up placed on your chest
Meaning: “May I have permission to…?”
Introduce the Permission Signal: thumbs-up to the chest. Use when you need permission for something small, like getting up.
How to Use Signals
- Choose the correct signal for your need
- Show it clearly and hold for 2–3 seconds
- Wait for teacher acknowledgment
- Use sparingly and respectfully
Go over ground rules: use signals responsibly, only one at a time, wait politely. Check understanding by asking questions.
Practice Time!
• On the count of 3, show the Break Signal
• Next, show the Help Signal
• Finally, show the Permission Signal
• Give yourselves a thumbs-up when you’re confident!
Quick interactive practice: students stand and show each signal on cue. Encourage active participation.
Game
Signal Charades Game Guide
Objective: Students will reinforce their understanding of the three classroom signals (Break, Help, Permission) by silently acting them out and interpreting their peers’ gestures in a fun, fast-paced charades format.
Materials:
- Signal Cards (each card shows one of the three signals)
- A small container or cup to hold the cards
- Timer or stopwatch (smartphone / classroom clock)
- Optional: Score sheet for friendly competition
Setup:
- Shuffle all Signal Cards and place them face-down in a container at the front of the room.
- Arrange students in pairs (or small teams of 3).
- Explain the flow of the game and review each signal briefly.
Instructions:
- Round Structure (8 minutes total):
- Each pair takes turns. One student is the “Actor,” the other the “Guesser.”
- The Actor draws a random card, does not show it to the Guesser.
- On “Go,” the Actor silently performs the gesture for up to 20 seconds.
- The Guesser calls out which signal it is (“Break,” “Help,” or “Permission”).
- If correct, the pair earns 1 point; if incorrect, no point is awarded.
- Switch roles and repeat until time is up or each student has acted twice.
- Scoring & Reflection (2 minutes):
- Tally points per pair or team.
- Celebrate all participants for practicing respectful, nonverbal communication.
Follow-Up Discussion:
- Which signal was easiest to recognize? Which was the trickiest?
- How did it feel to rely only on nonverbal cues?
- How can we use this practice to stay calm and focused during regular class time?
Extension Variation:
• Team Relay: Two teams line up. The first student from Team A draws and acts, then returns the card and tags the next teammate. First team to correctly identify all three signals wins!
Project Guide
Design Your Signal Card
Objective: Students will create a personalized signal card representing one of the classroom cues (Break, Help, Permission) or a new, clear nonverbal cue—reinforcing understanding and ownership of our silent support system.
Materials:
- Index cards or cardstock
- Markers, colored pencils, or crayons
- Ruler (optional)
- Signal Cards for reference
Instructions
- Review Signals (1 minute)
- Quickly revisit the three core signals using Quiet Cue Collection and Signal Cards.
- Plan Your Design (2 minutes)
- Choose one of the existing signals (Break, Help, Permission) or invent a new, simple nonverbal cue aligned with classroom needs.
- Sketch your gesture lightly on your index card to plan placement and details.
- Create Your Card (3 minutes)
- Draw the gesture clearly, showing hand placement or body posture.
- Label the card with the signal name and its meaning in neat handwriting.
- Decorate with colors or symbols, ensuring clarity remains top priority.
- Share and Display (1 minute)
- Swap cards with a partner: have them interpret your signal and offer feedback on clarity.
- Make any quick adjustments based on peer suggestions.
- Hand in your final card to the teacher for display on the classroom Signal Board.
Reflection
Which design choice helped make your gesture easy to understand? How will you remember to use this signal responsibly in our class?
Answer Key
Cue Interpretation Guide
Purpose
This guide helps teachers accurately interpret both the standard classroom signals and student‐designed cues. It also provides a rubric to evaluate the clarity and effectiveness of each gesture so students receive constructive feedback.
1. Interpreting the Core Signals
| Signal Name | Gesture Description | Intended Meaning | Step-by-Step Reasoning |
|---|---|---|---|
| Break Signal | Tap two fingers on your wrist with the opposite hand | “May I take a quick break?” | 1. Notice the tapping motion at the wrist. 2. Verify the student holds gesture for 2–3 seconds. 3. Confirm no other signals are active simultaneously. 4. Acknowledge and grant a short break. |
| Help Signal | Pointer finger tapped on open palm | “I need help, please.” | 1. Look for the index finger meeting palm. 2. Ensure the student waits patiently. 3. Approach the student to provide assistance. |
| Permission Signal | Thumbs-up placed on the chest | “May I have permission to…?” | 1. See the thumb pressed against the chest. 2. Listen for the verbal request that follows (e.g., leave to sharpen pencil). 3. Respond with yes/no. |
2. Interpreting Student-Designed Signals
Link to student work: Design Your Signal Card
When reviewing a student-created cue, follow these steps:
- Observe the Gesture: Watch the card’s illustration or see the student demonstrate.
- State Your Interpretation: Describe what you think the signal means (e.g., “pointing at the heart means ‘I need encouragement’”).
- Check for Alignment: Ask the student to confirm whether your interpretation matches their intended meaning.
- Discuss Visibility & Simplicity: Ensure the gesture is easy to see from any seat and requires at most 2–3 simple motions.
- Provide Feedback: Use the rubric below to score the signal and give specific suggestions for improvement.
3. Rubric for Evaluating Student Signals
| Criteria | 4 – Exceeds Expectations | 3 – Meets Expectations | 2 – Developing | 1 – Needs Improvement |
|---|---|---|---|---|
| Clarity | Gesture is unmistakable, visible from anywhere in the room. | Gesture is clear and generally visible. | Gesture is somewhat ambiguous or hard to see at a distance. | Gesture is confusing or too subtle to interpret reliably. |
| Alignment with Meaning | Gesture perfectly matches the intended need without extra explanation. | Gesture matches meaning but needs minor clarification. | Gesture partly matches but leaves students guessing. | Gesture does not match the intended meaning. |
| Ease of Replication | Can be replicated in ≤2 steps and remembered by peers instantly. | Replicable in 3 simple steps. | Requires 4+ steps or detailed explanation to replicate. | Too complex to recreate without direct coaching. |
| Respect & Responsibility | Demonstrates respectful use in context, held 2–3 seconds, one at a time. | Generally respectful with minimal misuse. | Misuse observed (e.g., holds too long or uses multiple signals). | Not used respectfully or consistently. |
Scoring & Feedback
- Total possible: 16 points.
- 13–16: Outstanding—celebrate and display widely.
- 9–12: Solid understanding—offer praise and minor tips.
- 5–8: Developing—provide targeted coaching (e.g., simplify motion).
- 1–4: Remediation—revisit signal design and practice with the student one-on-one.
4. Next Steps for Teachers
- After scoring, meet briefly with each student to:
• Confirm your interpretation aligns with their intention.
• Highlight strengths and areas for refinement using rubric language. - Collect final versions for the classroom Signal Board.
- Revisit any signals scoring below 3 in upcoming warm-ups to reinforce clarity and proper use.
This guide ensures all classroom and student-designed signals are understood, standardized, and used respectfully to maintain a calm, communicative learning environment.