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Social Cue Sleuth

Lesson Plan

Session 1 Lesson Plan

Introduce students to common facial expressions and help them identify emotions through visual cues, aiming for at least 4 correct identifications.

Understanding facial expressions is foundational for social interactions. Recognizing emotions in others boosts empathy, confidence, and peer engagement.

Audience

Grades 1-4, Individual IEP Students

Time

30 minutes

Approach

Hands-on card activities and guided matching practice

Materials

Facial Expression Cards, - Emotion Matching Worksheet, - Handheld Mirror, and - Paper Plates and Markers

Prep

Prepare Materials

15 minutes

  • Print and cut out the Facial Expression Cards (6 basic emotions: happy, sad, angry, surprised, scared, disgusted).
  • Print copies of the Emotion Matching Worksheet for student use.
  • Optionally laminate cards for durability.
  • Gather a handheld mirror or have student-use paper plates and markers ready for expression practice.
  • Review each emotion label and cue so you can model confidently during the lesson.

Step 1

Warm-Up and Emotion Check

5 minutes

  • Greet the student by name and ask, “How are you feeling today?”
  • Show 2–3 simple facial expressions using your own face; have the student guess each emotion.
  • Provide positive feedback, regardless of accuracy, to build comfort.

Step 2

Introduce Facial Expression Cards

10 minutes

  • Spread out the Facial Expression Cards face-up.
  • Present each card one at a time, name the emotion, and model an exaggerated facial expression.
  • Ask the student to imitate your expression and name it.
  • Discuss key facial features (mouth shape, eyebrows, eyes) that signal each emotion.

Step 3

Guided Matching Activity

10 minutes

  • Provide the Emotion Matching Worksheet.
  • Have the student choose a card and place or draw it next to the matching face on the worksheet.
  • Guide the student verbally (“Which face looks happy?”) and point to distinguishing features.
  • Aim for at least 4 correct matches; offer gentle prompts as needed.

Step 4

Reflection and Practice

5 minutes

  • Invite the student to look in the handheld mirror or use a paper plate to draw their own “happy” or “sad” face.
  • Praise their attempts and ask them to explain how they made their face show that emotion.
  • End with a positive reinforcement statement (e.g., “Great job reading faces today!”).
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Activity

Facial Expression Detective Cards

Description:
A set of 6 printable cards, each illustrating one of the basic emotions (happy, sad, angry, surprised, scared, disgusted). Bold lines and bright, contrasting colors make facial features easy to see and interpret.

Card Details (2.5" x 3.5" each):

EmotionIllustration Notes
HappyWide, curved smile; eyes slightly closed in a grin; eyebrows relaxed.
SadDownturned mouth; eyes slightly drooped; eyebrows angled upward in center.
AngryStraight or downturned mouth; eyes narrowed; eyebrows slanted inward.
SurprisedRound, open mouth; wide, round eyes; raised eyebrows.
ScaredSlightly open mouth (corners pulled back); wide eyes; eyebrows raised and drawn together.
DisgustedCurled upper lip; nose slightly wrinkled; one eyebrow raised.

Printing & Prep:

  • Print cards on cardstock or laminate for durability.
  • Cut along the outlines to create individual cards.
  • Optionally, back each card with a colored sticker dot to color-code by emotion.

Usage Instructions:

  1. Shuffle and place the cards face-down on the table.
  2. Ask the student to pick a card, observe the face, and name the emotion.
  3. Flip the card over to reveal a simple prompt on the back (e.g., “Show me how you would look if you felt this way.”).
  4. Encourage the student to mimic the expression and discuss situations when they might feel that way.

Materials Link:




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Worksheet

Emotion Matching Worksheet

Use your Facial Expression Cards. For each empty face below, place or draw the matching card. Then write the emotion name on the line.

  1. ◯ (Place or draw card here)





    Emotion: ______


  2. ◯ (Place or draw card here)





    Emotion: ______


  3. ◯ (Place or draw card here)





    Emotion: ______


  4. ◯ (Place or draw card here)





    Emotion: ______


  5. ◯ (Place or draw card here)





    Emotion: ______


  6. ◯ (Place or draw card here)





    Emotion: ______


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Lesson Plan

Session 2 Lesson Plan

Teach students to recognize and interpret common gestures and body language cues, aiming for at least 4 correct identifications and imitations.

Understanding nonverbal gestures helps children decode unspoken messages, improving social awareness, peer interactions, and confidence in communicating.

Audience

Grades 1-4, Individual IEP Students

Time

30 minutes

Approach

Demonstration, guided practice, and role play

Materials

Prep

Prepare Materials

10 minutes

  • Print and cut out the Gesture Cards (6–8 common gestures: waving, thumbs up, shrugging, pointing, crossing arms, nodding).
  • Print copies of the Body Language Bingo Sheet for student use.
  • Gather small tokens or markers for Bingo.
  • Clear a small area in the room to allow the student to stand and act out gestures.
  • Familiarize yourself with each gesture and its typical meaning to model accurately.

Step 1

Warm-Up Review

5 minutes

  • Greet the student and briefly review facial expressions from Session 1.
  • Ask the student to name one emotion and show the matching facial expression.
  • Transition: “Today we’ll learn about body language and gestures!”

Step 2

Introduce Gesture Cards

10 minutes

  • Spread the Gesture Cards face-up.
  • Present each card, name the gesture, and model it (e.g., wave, shrug).
  • Ask the student to imitate each gesture and explain what it might mean (e.g., a thumbs up means “good job”).
  • Discuss key features: hand position, arm movement, and body posture.

Step 3

Guided Role Play

10 minutes

  • Play a matching game: hold up a Gesture Card and ask the student to perform it.
  • Then reverse roles: the student shows a gesture, and you guess its meaning.
  • Offer prompts as needed (“Can you think of a time someone used this gesture?”).
  • Aim for at least 4 correct identifications and performances.

Step 4

Body Language Bingo

5 minutes

  • Give the student the Body Language Bingo Sheet and tokens.
  • Call out a gesture; the student finds and marks it on their Bingo sheet.
  • Continue until the student gets a line; praise accurate marking.
  • Close by asking, “Which gesture was your favorite? Why?”
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Activity

Gesture Cards

Description:
A set of 6 printable cards, each illustrating one common gesture that conveys a nonverbal message. Bold lines and clear illustrations help students identify body language cues.

Card Details (2.5" x 3.5" each):

GestureIllustration Notes
WavingHand raised, open palm, curved motion lines to show movement.
Thumbs UpClosed fist with thumb pointing upward; simple lines emphasize the thumb.
ShruggingBoth shoulders raised, palms up, small question marks above shoulders.
PointingArm extended, index finger pointing outward; straight lines for arm.
Crossing ArmsArms folded across chest, simple curves for each arm.
NoddingHead tilted forward with small motion lines near chin.

Printing & Prep:

  • Print on cardstock or laminate for durability.
  • Cut along outlines to create individual cards.

Usage Instructions:

  1. Shuffle and place cards face-down on the table.
  2. Ask the student to pick a card, observe the gesture, and name it.
  3. Flip the card over to reveal a prompt on the back (e.g., “Show me this gesture now,” or “When might someone use this gesture?”).
  4. Encourage the student to act out the gesture and discuss its meaning or real-life situations where it appears.

Materials Link:




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Activity

Body Language Bingo Sheet

Description:
A simple 3×3 Bingo grid featuring common gestures. Students listen for your cue (e.g., “Pointing”) and mark the matching square with a token. Getting three in a row (horizontally, vertically, or diagonally) wins the game!

How to Use:

  1. Give the student the Gesture Cards and tokens (small counters, stickers, etc.).
  2. Call out one gesture at a time (or hold up a Gesture Card).
  3. Student finds the gesture name on their Bingo sheet and places a token on it.
  4. Continue until the student marks three in a row; celebrate their Bingo!
  5. For extra practice, clear tokens and play again, switching up the call order.

Gesture Names in Grid:

BIN
WavingThumbs UpShrugging
PointingFREE SPACECrossing Arms
NoddingWavingThumbs Up



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Slide Deck

Session 2: Decoding Gestures & Body Language

Objective:
• Recognize and interpret common gestures and body language cues.

Materials:
• Gesture Cards
• Body Language Bingo Sheet
• Tokens or markers
• Open space for movement

Welcome the student and introduce today’s goal. Emphasize the importance of nonverbal communication.

Warm-Up Review

  1. Greet the student and review one facial expression from Session 1.
  2. Ask them to name the emotion and show the matching face.
  3. Transition: “Today we’ll learn about body language and gestures!”

Use positive reinforcement when the student recalls the expression. Keep it brief and engaging.

Introduce Gesture Cards

• Spread Gesture Cards face-up.
• Present and name each gesture, modeling with clear movements.
• Have the student imitate and explain what each gesture means.
• Discuss key features like hand position and body posture.

Model each gesture slowly and exaggerate movements. Prompt the student to describe when they have seen these gestures.

Guided Role Play

• Show a Gesture Card; student performs the gesture.
• Reverse roles: student shows a gesture; you guess the meaning.
• Encourage real-life examples (“When might someone shrug?”).
• Aim for at least 4 correct identifications and performances.

Offer verbal prompts and gentle corrections. Keep the activity interactive and fun.

Body Language Bingo

• Give the student the Bingo sheet and tokens.
• Call out or show a gesture; student finds and marks it.
• Continue until the student marks three in a row.
• Celebrate the Bingo and ask: “Which gesture was your favorite? Why?”

Encourage excitement when the student gets Bingo. Use this as a chance to reinforce gesture meanings.

Closing & Reflection

• Summarize key takeaways about gestures and body language.
• Praise the student’s effort and progress.
• Preview next session: reading social cues in real-life scenarios.

End on a positive note. Build anticipation for Session 3’s role-play practice.

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Lesson Plan

Session 3 Lesson Plan

Integrate facial expressions, gestures, and tone of voice in realistic social scenarios by having the student identify and act out cues correctly at least 4 times.

Combining multiple social cues in context builds deeper understanding of how emotions and intentions are communicated, boosting social confidence and real-world readiness.

Audience

Grades 1-4, Individual IEP Students

Time

30 minutes

Approach

Guided role play with multi-cue prompts

Materials

Scenario Role-Play Cards, - Tone of Voice Cards, - Facial Expression Cards, - Gesture Cards, and - Simple props (hats, scarves, small toys)

Prep

Prepare Materials

15 minutes

  • Print and cut out the Scenario Role-Play Cards (6 scenarios involving greetings, asking for help, sharing, saying goodbye, etc.).
  • Print and cut out the Tone of Voice Cards (e.g., happy, sad, angry, excited).
  • Review the scenarios and decide which facial expressions and gestures pair best.
  • Gather simple props to support role play (hats, scarves, toy phone).
  • Have the Facial Expression Cards and Gesture Cards on hand for quick review.

Step 1

Warm-Up Combined Review

5 minutes

  • Greet the student and review one facial expression and one gesture from prior sessions.
  • Show a Facial Expression Card and a Gesture Card; ask the student to name and perform each.
  • Transition: “Now let’s put them together with how we speak!”

Step 2

Introduce Tone of Voice

5 minutes

  • Show the Tone of Voice Cards and name each tone.
  • Model a simple sentence (e.g., “Hello!”) in two different tones (happy vs. sad).
  • Ask the student to repeat the sentence in each tone and discuss how voice changes feel and sound.

Step 3

Scenario Role-Play

15 minutes

  • Shuffle Scenario Role-Play Cards and draw one.
  • Read the scenario aloud (e.g., “You see a friend who looks upset. Greet them and ask if they’re okay.”).
  • Prompt the student to choose an expression card, a gesture card, and a tone card that match the situation.
  • Provide props as needed and have the student act out the scenario.
  • After each role play, discuss: “Which cues did you use? How did they help?”
  • Aim for at least 4 successful role plays with appropriate cue combinations.

Step 4

Reflection & Feedback

5 minutes

  • Ask the student to reflect on their favorite scenario: “Which emotion or
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Lesson Plan

Session 4 Lesson Plan

Students will analyze illustrated social scenario cards to identify characters’ facial expressions, gestures, and tone of voice, accurately labeling at least three cues.

Contextualizing social cues in stories helps students see how expressions, body language, and tone work together in real-life interactions, building deeper comprehension and confidence.

Audience

Grades K–2, Individual IEP Students

Time

30 minutes

Approach

Story-based analysis and guided discussion

Materials

Prep

Prepare Materials

15 minutes

Step 1

Warm-Up Review

5 minutes

Step 2

Introduce Illustrated Stories

10 minutes

Step 3

Guided Story Interpretation

10 minutes

  • Use the next 2–3 story cards one by one; have the student choose cards and explain their choices.
  • Encourage them to reference specific illustration details (e.g., eyebrow position, hand movement, speech style).
  • Provide support and prompts as needed to achieve at least three correct cue identifications.

Step 4

Response & Reflection

5 minutes

  • Give the student the Social Story Response Worksheet and have them draw or write the facial expression, gesture, and tone for one story.
  • Ask them to explain their responses and describe real-life situations where they might see these cues.
  • Close with positive feedback and preview Session 5’s focus on applying skills in real-world interactions.
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Activity

Illustrated Social Story Cards

Description:
Four printable cards, each depicting a simple, illustrated social scenario. Students will review facial expressions, gestures, and inferred tone of voice to decode how characters feel and communicate.

Card Details (4" × 5" each):

Card #Scenario TitleIllustration & Text
1Playground FriendA child stands alone on the swings, head down. Speech bubble: “Hi… can I play?”
2Snack Time ShareTwo students sit at desks. One holds an extra cookie, offering it. Speech bubble: “Want some of mine?”
3Birthday SurpriseA small group surrounds a friend wearing a party hat. The hat-wearer claps hands. Speech bubble: “Wow!”
4Sad Good-byeParent waves at a teary child at the school door. Speech bubble: “Have a great day!”

Usage Instructions:

  1. Shuffle the cards and place them face-down.
  2. Turn over Card 1. Read/narrate the scene, pointing out facial details and body posture.
  3. Ask: “How does this person feel? Which face, gesture, and tone fit?”
  4. Invite the student to pick a Facial Expression Card, a Gesture Card, and a Tone of Voice Card.
  5. Discuss why each cue matches the scenario. Repeat for Cards 2–4.

Social Story Response Worksheet

Use this worksheet after reviewing the Illustrated Social Story Cards. Choose one scenario and record your answers below.

  1. Scenario Title: ________________________
  2. How does the main character feel? (Circle or draw a face)
    😊 😐 😟 😡


  3. Which gesture matches this scene? (Circle or draw)
    👋 (Waving) 👍 (Thumbs Up) 🤷 (Shrugging) 👉 (Pointing) 🙅 (Crossed Arms) 🤓 (Nodding)





  4. What tone of voice would they use? (Underline one)
    • Happy • Sad • Surprised • Excited • Worried


  5. Why did you choose these cues? Describe in a sentence:
    _____________________________________________________________





  6. Think of a time you felt the same way. What happened?
    _____________________________________________________________










Great job being a Social Story Sleuth!

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Lesson Plan

Session 5 Lesson Plan

Students will apply their social cue skills in realistic scenarios by choosing and using facial expressions, gestures, and tone of voice. They will enact four role-play prompts and reflect on their cue use to reinforce self-monitoring and set future goals.

Generalizing social cue recognition to real-world contexts and promoting self-reflection helps students solidify their skills, fosters independence, and boosts confidence in peer interactions.

Audience

Grades K–2, Individual IEP Students

Time

30 minutes

Approach

Simulated practice with guided self-reflection

Materials

Prep

Prepare Materials

15 minutes

Step 1

Warm-Up Review

5 minutes

  • Greet the student and revisit one favorite social story scenario from Session 4.
  • Ask which cues they noticed (facial expression, gesture, tone).
  • Transition: “Today you’re the Social Cue Sleuth in real life!”

Step 2

Role-Play Practice

15 minutes

  • Shuffle the Real-World Role-Play Cards and draw one.
  • Read the scenario (e.g., “You see a friend building blocks. Ask to play.”).
  • Prompt the student to choose and use a Facial Expression Card, Gesture Card, and Tone of Voice Card.
  • Have the student act out both sides (friend and self), using props as needed.
  • After each role-play, discuss: “What cues did you use? How did they help?”
  • Repeat for four scenarios, aiming for accurate cue use in at least three.

Step 3

Self-Reflection

5 minutes

  • Give the student the Social Cue Self-Reflection Checklist.
  • Ask them to check off which cues they noticed and used in today’s practice (facial, gesture, tone).
  • Provide prompts: “Which was hardest? Which was easiest?”
  • Praise their awareness and effort.

Step 4

Goal-Setting & Closure

5 minutes

  • Invite the student to set a personal goal for noticing or using one social cue during upcoming interactions (e.g., “This week I will pay attention to my friend’s facial expressions”).
  • Record the goal on the Social Cue Self-Reflection Checklist.
  • Summarize the session: celebrate successes and highlight growth.
  • Encourage the student to be a “Social Cue Sleuth” in real-world situations outside the lesson.
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Activity

Real-World Role-Play Cards

Description:
A set of 6 printable cards illustrating everyday social situations. Students draw a card, read a short prompt, then choose and use their facial expression, gesture, and tone of voice to act it out.

Card Details (4" × 5" each):

Card #Scenario TitleIllustration & Prompt
1Greeting a ClassmateTwo children at a classroom door, one waving. Prompt: “You see a friend arrive at school. Greet them!”
2Asking to Join a GameOne child building a block tower, another watching. Prompt: “Ask to play with the blocks.”
3Thanking for HelpOne child holding a fallen crayon box, another offering help. Prompt: “Say thank you for helping you.”
4Taking TurnsTwo children and one toy car. Prompt: “It’s your turn next. Ask politely to use the toy.”
5Apologizing for BumpingTwo children on the playground, one accidentally bumps the other. Prompt: “Apologize for bumping them.”
6Inviting to PlayOne child standing by a jump-rope, another watching. Prompt: “Invite your friend to jump rope with you.”

Printing & Prep:

  • Print cards on cardstock or laminate for durability.
  • Cut along outlines to create individual cards.
  • Optionally back each card with a colored sticker to organize by difficulty or theme.

Usage Instructions:

  1. Shuffle the cards and place them face-down on the table.
  2. Student draws a card and reads the prompt aloud (or teacher reads, if needed).
  3. Student selects a Facial Expression Card, a Gesture Card, and a Tone of Voice Card that fit the scenario.
  4. Student acts out the scenario, using props if desired, playing both roles (self and other child).
  5. After acting, discuss: “What cues did you choose? How did they help show your message?”
  6. Repeat until all cards have been practiced or for four scenarios, aiming for accurate cue use in most.
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Worksheet

Social Cue Self-Reflection Checklist

Use this checklist after practicing with the Real-World Role-Play Cards.

Date: ________________ Time: ________________

  1. Which social cues did you notice and use today? (Check all that apply)

[ ] Facial expression

[ ] Gesture

[ ] Tone of voice


  1. Which cue was the easiest for you? Why?

__________________________________________________________________________



  1. Which cue was the hardest for you? Why?

__________________________________________________________________________



  1. How well did you use each cue? Circle a number (1 = not well, 5 = very well)

Facial expression: 1 2 3 4 5

Gesture: 1 2 3 4 5

Tone of voice: 1 2 3 4 5


  1. What is one goal you have for using social cues in real life?

__________________________________________________________________________



  1. When and where will you practice noticing social cues this week?

__________________________________________________________________________



Great job being a Social Cue Sleuth! Keep using your skills every day.

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