Social Signal Detectives Script

Below is a word-for-word teacher script for all 10 sessions. Each line begins with Teacher: to show exactly what to say. Follow prompts, pause for student responses, and distribute materials as indicated.

Session 1: Introduction to Social Signals

Teacher: “Welcome, detectives! I’m so excited you’re here for our first session of Social Signal Detectives. Over these next ten meetings, we’ll learn to read facial expressions, body language, and tone of voice—just like real detectives solving social mysteries!"

Teacher: “First, let’s watch two short video clips showing different emotions. As you watch, think: ‘What is this person feeling?’”
Play 2–3 video clips from Video Clips.

Teacher: “Great watching! For the first clip, who can tell me what emotion you saw?”

Teacher (if no answer): “Think about how their mouth moved or their eyebrows—those are big clues!”

Teacher: “Yes, that was ‘happy.’ What facial features helped you know?”

Teacher: “Perfect. Now it’s coloring time. I’ll hand out Coloring Sheets. When you see a happy face, color it yellow. Sad faces are blue, angry faces red, and so on. You have five minutes—go!”
Distribute coloring sheets and start timer.

Teacher: “Time’s up. Who wants to share their sheet and explain why they chose those colors?”

Teacher: “Nice explanations! Next, pair up and grab your Observation Charts. One partner will hold up a face I silently make. The other guesses the emotion and records it. Then switch roles. Each correct guess earns a Token Card. Ready?”
Monitor pairs and hand out tokens.

Teacher: “Outstanding work, detectives! You’ve earned tokens and improved your detective skills. See you next time!”

Session 2: Happy vs. Sad Signals

Teacher: “Welcome back, Social Signal Detectives! Today we’ll focus on happy versus sad signals. Let’s warm up: make your biggest happy face on the count of three—1, 2, 3!”

Teacher: “Great! Now, make a sad face—1, 2, 3.”

Teacher: “Notice the differences in your eyebrows and mouth. When we’re happy, eyebrows relax and the mouth lifts. When we’re sad, eyebrows draw together and the mouth turns down.”

Teacher: “Let’s watch two video examples—one happy, one sad. As you watch, see how those features change.”
Play video clips.

Teacher: “Who can point out one eyebrow or mouth change that told you ‘sad’?”

Teacher: “Exactly. Now, for our Music & Movement game: when I play this upbeat song, dance how you feel happy—big, open movements. Then I’ll switch to a slow, softer song—show me what sad posture looks like.”
Play songs and pause for posture discussion.

Teacher: “Next, complete your partner coloring sheets: highlight the happy features in one box and the sad features in the other. Then we’ll role-play using Script Cards.”
Hand out worksheet and script cards.

Teacher: “Who would like to share their role-play? Remember to label the emotion out loud. Tokens for clear labeling and kind encouragement!”

Session 3: Anger and Disgust Cues

Teacher: “Detectives, welcome to Session 3! We’re reviewing happy and sad first. Show me thumbs-up if you remember ‘happy,’ thumbs-down for ‘sad.’”

Teacher: “Awesome. Today we add two new clues: anger and disgust. Watch these two clips and think: ‘What signals do I see for anger? For disgust?’”
Play 2 video clips illustrating anger and disgust.

Teacher: “In the first clip, what face parts told you ‘anger’?”

Teacher: “Yes—tightened lips, furrowed brows. In the second clip, what told you ‘disgust’?”

Teacher: “Now we’ll play ‘Spot the Signal.’ I’ll start acting out a scenario, then freeze. You call out ‘anger’ or ‘disgust’—go!”
Act and freeze several times, students shout answers.

Teacher: “Excellent! Grab a [Coloring Sheet] and draw a small scene showing someone feeling anger and someone feeling disgust. Then we’ll discuss safe ways to respond when friends feel angry.”

Teacher: “Who can share their scene and one safe response to anger? Tokens for thoughtful answers!”

Session 4: Surprise and Fear Cues

Teacher: “Welcome back! Today: surprise and fear. Let’s warm up with charades—act surprise on three... 1, 2, 3!”

Teacher: “Great! Now act fear—1, 2, 3.”

Teacher: “Notice how eyes open wide for surprise, mouth rounds. Fear might make you shrink back or cover your face. Let’s watch two clips showing these signals.”
Play surprise/fear clips.

Teacher: “In pairs, use [Observation Charts] and note differences in pupils and posture.”

Teacher: “For Music & Movement, I’ll play sudden loud music—show me your surprised body posture. Then soft music—show me scared posture.”

Teacher: “Now journaling: describe a time you felt surprised or scared. You have three minutes.”

Teacher: “Who’d like to share? Tokens for thoughtful sharing!”

Session 5: Tone of Voice Signals

Teacher: “Hello detectives! Today we focus on tone of voice. Listen to these audio clips—same sentence spoken friendly, sarcastic, upset.”
Play audio 1, 2, 3.

Teacher: “Which clip sounded friendly? Sarcastic? Upset?”

Teacher: “Great ear work! Now in small groups, pick a [Script Card], practice reading it in each tone, and have your partners note the tone on their [Observation Charts].”

Teacher: “Time’s up. Let’s hear one group perform their script in a sarcastic tone, and one in a friendly tone.”

Teacher: “Finally, create a two-panel comic strip labeling each speaker’s tone. You have five minutes.”

Teacher: “Who’d like to show their comic? Tokens for accurate tone detection!”

Session 6: Body Language Basics

Teacher: “Welcome to Session 6. We’re learning open versus closed postures. Open posture means arms are relaxed, chest forward. Closed means arms crossed, shoulders hunched.”

Teacher: “Let’s try freeze-dance: dance when music plays; when it stops, freeze! I’ll walk around taking photos of your posture.”
Play music and freeze.

Teacher: “Everyone back to your seats. Let’s analyze these photos—who has an open stance? Who looks defensive?”

Teacher: “In your coloring sheets, shade body shapes to show openness in green and defensiveness in orange. Then tell me one way posture affects how others see us.”

Teacher: “Tokens for accurate analyses and great observations!”

Session 7: Putting It All Together

Teacher: “Session 7—review time! Quick matching game: on screen I’ll flash cues; call out the emotion or posture. Ready?”
Run rapid-fire matching game.

Teacher: “Now triads: use your [Script Cards] to role-play a short scenario. One detective watches and takes notes on the [Observation Chart], one acts the scenario, one records. Rotate roles after two minutes.”

Teacher: “Let’s debrief: what felt easy? What was hard? Tokens for honest reflections.”

Session 8: Real-World Video Analysis

Teacher: “Today, detectives, we analyze real-world footage. I’ll play a short TV/movie clip with the sound off. In groups, note facial, body, and tone cues on your charts and predict how each character feels.”
Play muted clip.

Teacher: “Discuss in your groups: What did you notice? What do you predict each character’s intention is?”

Teacher: “Now turn the sound back on—how close were your predictions to the plot? Tokens for deep observations!”

Session 9: Community Practice

Teacher: “Welcome to Community Practice! We’re going on a short trip to the cafeteria (or hallway). Take your [Observation Charts] and quietly note peers’ nonverbal cues.”
Walk-and-observe for 5–7 minutes.

Teacher: “Back in class, pair up and share your findings: What cues did you see? How did it make you feel?”

Teacher: “Let’s role-play any challenging situation you observed. Tokens for respectful, safe observations!”

Session 10: Celebration & Next Steps

Teacher: “Congratulations, detectives—Session 10! Let’s review our favorite activities and check chart data.”

Teacher: “Time for a group quiz: I’ll flash 10 mixed cues; shout out the signal.”
Run quiz.

Teacher: “Fantastic work. Now it’s certificate time! Each of you has earned the title ‘Social Signal Detective.’”
Hand out certificates/badges.

Teacher: “Let’s celebrate with a Music & Movement finale—play your favorite detective song!”

Teacher: “Finally, how will you use these skills outside class? Tokens for thoughtful next steps! Great job, everyone!”

End of Script. Good luck, Teacher! Distribute tokens, encourage participation, and have fun training your Social Signal Detectives.

Body Language Music & Movement Game

Objective: Students will practice reading and demonstrating open vs. closed, inviting vs. defensive postures through an engaging freeze-dance activity.

Materials:

• Music tracks with varying tempos and sudden stops (upbeat, slow, dramatic)
• Speaker or device to play the songs
• Clear open space in the classroom or gym
• Observation Charts for students to record postures
• Optional: Camera or tablet (to photograph freeze-frames)

Instructions:

1. Warm-Up (3 minutes)
   • Play an upbeat song and invite students to dance freely.
   • Emphasize big, open movements (arms wide, head up).
2. Freeze-Dance Round (15 minutes)
   • Explain: “When the music stops, freeze immediately in any posture.”
   • Start the music. After 10–20 seconds, halt it suddenly.
   • Upon freezing, ask:
     • “Is this posture open (arms apart, chest forward) or closed (arms crossed, shoulders hunched)?”
     • “What feeling does this posture convey (confident, nervous, defensive)?”
   • Students record their observations on their Observation Charts.
   • Award Token Cards for correct labeling and thoughtful descriptions.
   • Repeat for 6–8 freeze-dance cycles, alternating quick stops and slower fades.
3. Photo-Capture Variation (Optional)
   • Assign one student per round to snap a quick photo of a peer’s freeze-frame.
   • Display the photo on the board or tablet.
   • Classmates identify and label the posture together.
4. Reflection & Discussion (7 minutes)
   • Gather students in a circle. Ask:
     • “Which freeze posture looked the most open? Why?”
     • “Did any freeze-frames look defensive? How did that make you feel?”
     • “How could you adjust your posture to look more confident in real life?”
   • Record key ideas on the board.
   • Hand out tokens for active participation and insightful contributions.

Extensions & Variations:

• Pair Challenge: In pairs, one student freezes, the partner guesses and records the posture before swapping roles.
• Thematic Music: Use different genres (sci-fi, classical, hip-hop) and discuss how music style changes movement.

Assessment:

• Review each student’s Observation Chart entries for accuracy (open vs. closed, emotion inferred).
• Note improvement in posture labeling over repeated rounds.

This game integrates music, movement, and social cue practice—making body language concepts memorable and fun for your Social Signal Detectives!

Observation Detective Challenge

Objective:
Students will practice observing and recording nonverbal social cues in real time, then share and discuss their findings with a partner to reinforce accurate interpretation and peer feedback.

Materials:

• Observation Charts
• Optional: Script Cards or teacher-provided scenarios
• Timer or stopwatch
• Token Cards for positive reinforcement

Instructions:

1. Pair Up (1 minute)
   • Students form pairs. Assign one student as Actor and the other as Observer.
2. Observation Round (8 minutes)
   • Actor: Choose a scenario card or create a short, simple situation (e.g., “You just won a prize,” “You are upset because you lost something”). Act it out using facial expressions, body posture, and tone of voice—without speaking words (or with scripted lines from Script Cards).
   • Observer: Use your Observation Chart to note:
     • Facial expression cues (eyebrows, mouth)
     • Body language (open vs. closed posture)
     • Tone of voice (if speaking)
   • After 2–3 minutes, switch roles and repeat with a new scenario.
3. Pair Analysis & Feedback (5 minutes)
   • Partners compare charts and discuss:
     • “Which cue was easiest to spot? Why?”
     • “Was there a cue that surprised you?”
     • “How did the tone or posture change your interpretation?”
   • Use sentence starters:
     • “I noticed when you ___, I felt like you were ___.”
     • “Next time, I might add more ___ (e.g., eye movement, volume).”
   • Award Token Cards for accurate observations and respectful feedback.
4. Whole-Class Debrief (5 minutes)
   • Invite 2–3 pairs to share a brief summary:
     • One cue they observed well
     • One challenge they encountered
   • Teacher highlights effective strategies (e.g., “Notice how Jamal used his eyes to show surprise.”).
5. Assessment & Extension
   • Teacher reviews each student’s chart entries for accuracy.
   • Extension: Have confident pairs perform their scenario for the class while peers guess the cues.

Differentiation:

• Provide visual prompt cards for actors who need clear guidance.
• Allow observers to draw simple icons (happy face, crossed arms) if writing is challenging.

This activity gives students repeated practice spotting and articulating social signals, strengthening their real-world communication skills in a supportive peer setting.

Social Signals Group Chat

Purpose:
This discussion lets students share real-life experiences noticing social cues, practice using descriptive language, and learn from peers’ strategies. It reinforces the skills we’ve built over the sessions.

Discussion Guidelines

• Take turns speaking; listen actively when others share.
• Use “I noticed…” or “I felt…” statements to describe cues and feelings.
• Be respectful: no interrupting or judging.
• Refer to your notes (e.g., Observation Charts) when needed.

Discussion Format

1. Form small groups of 3–4 students.
2. One student reads the question aloud, each person takes a turn to answer.
3. After everyone shares, the group picks one key insight to report to the whole class.
4. Rotate question-reader and reporter roles for each prompt.

Discussion Prompts

1. Spotting Emotions in Daily Life

Think of a time this week when you noticed someone’s face or posture and guessed their emotion correctly.

• What did you see or hear that gave you the clue?

Follow-up questions:

• Did you check your guess by asking how they felt?
• How did they respond when you noticed their emotion?

2. Body Language Insights

Describe a situation at school (hallway, lunchroom, gym) where someone’s body language told you how they felt.

• Which posture (open, closed) stood out?

Follow-up questions:

• How did knowing their posture help you decide how to act?
• Have you ever felt defensive by mistake? What did you learn?

3. Tone of Voice Challenges

Share a time when tone of voice was confusing—maybe a friend sounded upset but didn’t look sad.

• What words did they say, and how did the tone differ from their facial expression?

Follow-up questions:

• How did you clarify their meaning?
• What strategies will you use next time to avoid misunderstandings?

4. Applying Detective Skills Beyond Class

How can you use your Social Signal Detective skills in other places—sports, at home, on the bus?

• Describe one specific situation and what you will look for.

Follow-up questions:

• Who can you ask to practice with you outside class?
• What reminder (gesture, note) will help you remember to look for cues?

Whole-Class Wrap-Up

• Each group’s reporter shares one insight or strategy they discussed.
• Teacher highlights strong examples and adds any new tips.
• Award Token Cards for thoughtful participation and deep observations.

End of Discussion.