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Silent Signals

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Olivia Ballou

Tier 3

Lesson Plan

Signal Strategy Session

Teach the student three simple nonverbal signals to request help, indicate a need for a break, and self-calm, then practice using them effectively during class activities.

Equipping the student with clear, non-disruptive cues builds self-control, reduces interruptions, and fosters independence in managing emotions.

Audience

3rd Grade Student

Time

20 minutes

Approach

Model signals, guided practice, independent use, and self-monitoring.

Materials

  • Signal Cards Visuals, - Practice in Pairs Activity Sheet, and - Signal Use Monitoring Rubric

Prep

Prepare Materials

5 minutes

  • Print and review Signal Cards Visuals
  • Print and cut pieces for Practice in Pairs Activity Sheet
  • Familiarize yourself with the Signal Use Monitoring Rubric

Step 1

Introduction

2 minutes

  • Greet the student and explain the goal: learn nonverbal signals to communicate needs without speaking out
  • Highlight how using signals keeps classmates focused and maintains classroom harmony

Step 2

Teach Signals

5 minutes

  • Display each card from Signal Cards Visuals
  • Explain: 1) Hand up for help, 2) Hand on heart to self-calm, 3) Finger to lips for quiet
  • Model each signal slowly and ask the student to mirror you

Step 3

Guided Practice

7 minutes

  • Use the Practice in Pairs Activity Sheet
  • Read short scenarios aloud; student responds with the correct signal card
  • Provide immediate feedback and praise accurate responses

Step 4

Independent Use

4 minutes

  • Role-play two quick classroom situations; student initiates the proper signal without prompt
  • Encourage the student to verbalize why they chose each signal

Step 5

Review & Reflect

2 minutes

  • Complete the Signal Use Monitoring Rubric together
  • Identify one strength and set one goal for improving signal use in the next session
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Slide Deck

Signal Cards Visuals

• Help 🚩: Raise your hand for assistance
• Calm 💗: Place hand on heart to soothe yourself
• Quiet 🤫: Finger to lips to show you’ll stay silent

Introduce the visual signal cards that the student will use to communicate needs without speaking out loud. Explain that each card shows a simple cue and label.

Signal Card 1: Help

[Icon: Raised Hand]
Label: “Help”

Show the ‘Help’ card. Point out the hand-raise icon and label. Model raising your hand whenever you need help, then have the student mirror you.

Signal Card 2: Calm

[Icon: Hand on Heart]
Label: “Calm”

Present the ‘Calm’ card. Highlight the heart-hand icon and label. Demonstrate placing a hand on your heart and taking a deep breath to calm down. Have the student practice.

Signal Card 3: Quiet

[Icon: Finger to Lips]
Label: “Quiet”

Introduce the ‘Quiet’ card. Point out the finger-to-lips icon and label. Model the cue when you’ll listen quietly. Ask the student to show the cue when you give a quiet instruction.

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Activity

Practice in Pairs Activity Sheet

Instructions:

  • Read each scenario below.
  • Circle the signal icon that shows the best response: 🚩 (Help), 💗 (Calm), 🤫 (Quiet).
  • In the box, draw the signal you chose.
  1. I dropped my crayons and need help picking them up.

🚩 💗 🤫 [ ]

  1. My heart is beating fast because I feel frustrated.

🚩 💗 🤫 [ ]

  1. The teacher is explaining a new rule and we need to be quiet.

🚩 💗 🤫 [ ]

  1. I spilled my water and need help cleaning it.

🚩 💗 🤫 [ ]

  1. I feel upset because I lost my paper.

🚩 💗 🤫 [ ]

  1. The class needs to listen quietly during storytime.

🚩 💗 🤫 [ ]

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Rubric

Signal Use Monitoring Rubric

This rubric helps track the student’s mastery of nonverbal signals, their ability to reflect on performance, and set improvement goals.

Criteria4 – Exceeds Expectations3 – Meets Expectations2 – Developing1 – Needs Improvement
Accuracy of Signal SelectionConsistently selects the correct signal for each scenario without hesitation.Selects the correct signal most of the time with minimal support.Occasionally selects the correct signal but needs reminders.Rarely selects the correct signal even with prompts.
Prompt Use of SignalsInitiates signals spontaneously in all appropriate situations.Uses signals without prompts in most situations.Requires occasional prompts to use signals.Needs frequent reminders to use signals.
Appropriate Use of SignalsUses each signal accurately to manage behavior and emotion.Uses signals appropriately but may occasionally misuse one.Shows inconsistent appropriate use of signals.Often misuses signals or uses them in incorrect contexts.
Self-ReflectionProvides insightful reflection on strengths and areas for improvement.Accurately identifies strengths and one area for growth.Identifies either a strength or an area for improvement.Struggles to reflect on performance.
Goal-SettingSets a specific, measurable goal with clear steps for improvement.Sets a relevant goal that is achievable.Sets a general goal but lacks specifics.Needs teacher assistance to set a goal.

Scoring Guide:

  • 4: Exceeds expectations (independent, accurate, insightful)
  • 3: Meets expectations (consistent with occasional support)
  • 2: Developing (emerging skill; needs reminders)
  • 1: Needs improvement (requires frequent prompts and guidance)

Use this rubric at the end of each session to chart progress, discuss reflections, and plan next steps.

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