Words & Walks: Impact! Script

Warm-Up: First Impressions (10 minutes)

Teacher: "Hey there! We're going to dive into something super interesting today: how what we say and how we act really affects other people. To get us started, I want you to think about someone you've just met. It could be a new student, a person at a store, or even a character in a movie."

Teacher: "What's the very first thing you notice about them? How much of that first impression is about what they actually say, versus how they look or act? Take a moment to think about that."

(Pause for student response)

Teacher: "Great observations! Now, let's look at our first slide to explore this a bit more." (Navigate to Words & Walks: Impact! Slide Deck - Slide 1)

Teacher: "Our lesson today is called 'Words & Walks: What's Your Impact?' This is all about understanding the powerful messages we send, even without realizing it. On this slide, you see our title, and it asks a big question: 'How do you make an impression without saying a word? And how do your words change things?' We're going to explore those questions today."

(Navigate to Words & Walks: Impact! Slide Deck - Slide 2)

Teacher: "As you mentioned, first impressions are huge. This slide reminds us that 'First Impressions Matter.' Why do you think that is? What makes them so important?"

(Pause for student response)

Teacher: "Exactly! People make really quick judgments about us. We pick up on things like eye contact, posture, and facial expressions almost instantly. These are all part of a bigger picture that tells someone about us before we even open our mouths."

Understanding Verbal and Non-Verbal Communication (20 minutes)

(Navigate to Words & Walks: Impact! Slide Deck - Slide 3)

Teacher: "So, let's break down how we communicate. First, there's 'Verbal Communication: It's What You Say (And How!).' This is pretty straightforward – it's all about the words you choose. Are your words direct? Kind? Sometimes they can be confusing or really clear. But it's not just the words, is it?"

Teacher: "What else about your voice can change how your words are received?"

(Pause for student response, guide towards tone, volume, speed.)

Teacher: "You got it! Your tone of voice can make the biggest difference. You could say 'I'm fine' in a cheerful way, or in a really sarcastic way, or a sad way. The words are the same, but the message changes completely. And what about volume and speed? How does shouting versus whispering, or talking really fast versus really slow, affect your message?"

(Pause for student response.)

Teacher: "Fantastic points. Now, let's think about the other side of communication." (Navigate to Words & Walks: Impact! Slide Deck - Slide 4)

Teacher: "This is 'Non-Verbal Communication: Your Body's Story.' This is everything you communicate without using words. What are some ways your body talks?"

(Pause for student response, guide towards body language, eye contact, personal space, gestures.)

Teacher: "Excellent! Things like your posture – are you slouched or standing tall? Your gestures – are your arms crossed or open? Your facial expressions – are you smiling, frowning, or looking bored? Even how much eye contact you make, or how close you stand to someone, sends a message. Sometimes, your body can be even louder than your words! Can you think of a time when someone's body language told you more than what they were saying?"

(Pause for student anecdote/example.)

Teacher: "That's a perfect example. Our bodies are constantly sending signals." (Navigate to Words & Walks: Impact! Slide Deck - Slide 5)

Teacher: "So, when we put it all together, we have 'The Power Combo: Words + Body.' When your words and your body language match, your message is strong and clear. It's like everything is in sync. But what happens if they don't match? If you say 'I'm happy for you!' but you're frowning and looking away?"

(Pause for student response.)

Teacher: "Right! That sends 'Mixed Signals.' It can be really confusing for the other person, or they might think you're not being honest. Both verbal and non-verbal communication have a huge 'Impact' on how others see you and how they react. It shapes the whole interaction."

Worksheet Activity: Decoding Communication (15 minutes)

Teacher: "Now that we've talked about these different types of communication, let's try decoding some scenarios. I have a Body Language & Words Worksheet for you." (Distribute worksheet).

Teacher: "On this worksheet, you'll find different situations. Your job is to think about the words and the body language in each one and figure out what kind of message is being sent and what impact it might have. Read each scenario carefully, and write down your thoughts in the space provided. We'll go over them together when you're done."

(Allow student to complete the worksheet. Provide individual support as needed. Once completed, review answers and discuss.)

Teacher: "Excellent work on the worksheet! Let's talk through a few of your answers. What did you think about scenario X?"

(Discuss, focusing on agreement, disagreement, and rationale.)

Discussion: Real-Life Scenarios (15 minutes)

Teacher: "That worksheet was a great start. Now, let's move into a more open discussion using our Communication Scenarios Discussion Guide. I'm going to present some real-life situations, and I want you to tell me how different words and body language might change the outcome. We'll really focus on empathy here: how would you feel if someone used this body language or these words with you?"

(Present scenarios from the Discussion Guide one by one, encouraging thoughtful responses.)

Teacher: "Consider this: Your friend promised to help you with a project, but they keep looking at their phone and sighing while you're talking. What message are they sending, and how would that make you feel?"

(Guide discussion to active listening, respect, and non-verbal cues.)

Teacher: "What if you need to tell a classmate that they made a mistake on a group assignment? What words would you use? What kind of body language would be helpful, and what would be unhelpful?"

(Guide discussion to constructive criticism, tone, open body language.)

Teacher: "These are great insights. It shows how much thought goes into effective communication."

Activity: Positive Communication Role-Play (15 minutes)

(Navigate to Words & Walks: Impact! Slide Deck - Slide 6)

Teacher: "We've talked a lot about the different parts of communication. Now, let's shift our focus to 'Positive Communication: Be an Impactful Communicator!' What do you think makes communication positive?"

(Pause for student response, guide towards clear words, open body language, listening, empathy.)

Teacher: "Absolutely! It's about being clear, kind, and showing you care. A huge part of that is active listening." (Navigate to Words & Walks: Impact! Slide Deck - Slide 7)

Teacher: "'Active Listening: Hear Beyond The Words.' What do you think active listening means? What does it look like?"

(Pause for student response, guide towards eye contact, nodding, not interrupting.)

Teacher: "Fantastic! It means giving someone your full attention, showing them you're engaged, and truly trying to understand their perspective. And it's so important for positive interactions. So, let's put it all into action!" (Navigate to Words & Walks: Impact! Slide Deck - Slide 8)

Teacher: "This slide says, 'Let's Practice! (Role-Play Time)'. We're going to do some role-playing. I'll give you a scenario, and you'll act out how you would communicate, keeping in mind both your words and your body language. Remember, this is a safe space to try things out and get feedback. Don't worry about being perfect; just focus on practicing positive communication strategies." (Introduce scenarios from Positive Communication Role-Play Activity one by one.)

Teacher: "Scenario 1: You need to ask a teacher for an extension on an assignment. How would you approach them? What words would you use? What kind of body language would show you're serious and respectful?"

(Guide the student through role-play. Provide feedback on verbal and non-verbal elements. Repeat with other scenarios as time allows.)

Assessment: Communication Check-Up Test (10 minutes)

Teacher: "You've done a really great job practicing today. Now, to see how much you've taken in, I have a quick Communication Check-Up Test for you." (Distribute the test.)

Teacher: "Please complete this quietly and to the best of your ability. Take your time to read each question carefully. When you're finished, just let me know." (Allow student to complete the test.)

(Collect the test. Note for the teacher: The Communication Check-Up Answer Key will be used for grading.)

Wrap-Up & Project Introduction (5 minutes)

(Navigate to Words & Walks: Impact! Slide Deck - Slide 9)

Teacher: "Great job today! We covered a lot about how 'Your Communication, Your Impact!' This slide reminds us that every interaction is a chance to make a positive impact. It's so important to be mindful of both your words AND your body language, and to always practice empathy and clear communication."

Teacher: "As a way to continue thinking about and using these skills, I have a special project for you called the My Impact Project Guide. This project will let you apply what you've learned today in a creative way over the next week or so. I'll give you the guide, and we can quickly go over any initial questions you have." (Distribute the My Impact Project Guide.)

Teacher: "We'll talk more about the project next time, but for now, just know that you've gained some really valuable tools for making your interactions with others more positive and effective. Any final thoughts or questions about what we discussed today?"

(End lesson.)

Body Language & Words: What's the Message?

Instructions: Read each scenario below. Identify the verbal (words/tone) and non-verbal (body language) cues. Then, describe the likely message being sent and its potential impact on the other person.

Scenario 1:

Your friend says, "Sure, I can help you with that," but they are leaning away from you, have their arms crossed, and are looking down at the floor.

• Verbal Cues:
  
  
  
• Non-Verbal Cues:
  
  
  
• Likely Message Being Sent & Impact:
  
  
  
  
  
  

Scenario 2:

A classmate tells you, "That was a really great idea you had!" They say it with a big smile, direct eye contact, and a friendly tone of voice.

• Verbal Cues:
  
  
  
• Non-Verbal Cues:
  
  
  
• Likely Message Being Sent & Impact:
  
  
  
  
  
  

Scenario 3:

You accidentally bump into someone in the hallway. You immediately say, "Oh, I am so sorry!" but you continue walking quickly without stopping or looking back.

• Verbal Cues:
  
  
  
• Non-Verbal Cues:
  
  
  
• Likely Message Being Sent & Impact:
  
  
  
  
  
  

Scenario 4:

Your teacher asks, "Do you understand the homework?" You respond with a quiet, "Yes," while nodding your head, but your eyebrows are furrowed in confusion.

• Verbal Cues:
  
  
  
• Non-Verbal Cues:
  
  
  
• Likely Message Being Sent & Impact:
  
  
  
  
  
  

Scenario 5:

During a group project, a team member consistently makes eye contact, nods when others are speaking, and offers encouraging phrases like "That makes sense!" or "Good point!"

• Verbal Cues:
  
  
  
• Non-Verbal Cues:
  
  
  
• Likely Message Being Sent & Impact:
  
  
  
  
  
  

Communication Scenarios: How Does It Feel?

Instructions: Discuss each scenario with your teacher. Think about the words and body language involved, and most importantly, consider how each situation would make you feel.

Scenario 1: The Distracted Friend

Your friend promised to help you study for a big test. As you try to explain a difficult concept, they keep glancing at their phone, sighing, and tapping their foot.

• What verbal and non-verbal messages are they sending?
• How would you feel in this situation? Why?
• What could your friend do differently to show they care about helping you?

Scenario 2: The Group Project Disagreement

During a group project, you suggest an idea that a team member immediately dismisses by rolling their eyes and saying, "That's a terrible idea, we're not doing that."

• How would the team member's words and body language impact you and the group?
• How might this affect future interactions or your willingness to share ideas?
• What would be a more respectful way for them to respond, even if they didn't like the idea?

Scenario 3: The Helpful Peer

You're struggling to carry a stack of books, and another student notices. They walk over, make eye contact, and politely ask, "Do you need a hand with those?"

• What verbal and non-verbal cues are present here?
• How would you feel in this moment?
• How does their communication differ from some of the negative examples we've discussed?

Scenario 4: Apology Accepted... or Not?

Someone accidentally spills water on your artwork. They quickly say, "Oops, my bad," with a shrug and no eye contact, then walk away.

• Even though they said "sorry," what message did their non-verbal communication send?
• How would you feel about their apology?
• What would make their apology feel more sincere and impactful?

Scenario 5: Expressing Frustration Positively

You're feeling really frustrated because a game isn't working, and you want to tell your parent/guardian about it. You could stomp your feet, shout, and demand they fix it, or you could take a different approach.

• What are the differences in impact between shouting and using a calm tone, open body language, and clear words to explain your frustration?
• Which approach is more likely to get a positive response?
• How can you express strong emotions while still communicating positively?

Positive Communication Role-Play

Instructions: For each scenario, we will role-play the interaction. Focus on using both positive verbal communication (your words, tone, and volume) and positive non-verbal communication (your body language, eye contact, and facial expressions). After each role-play, we will discuss what went well and what could be improved.

Scenario 1: Asking for a Favor

Situation: You need to ask a classmate to lend you their notes for a class you missed. You want to sound respectful and appreciative.

Your Goal: Clearly and politely ask for the notes, showing gratitude.

Teacher's Role: The classmate.

Scenario 2: Expressing Disagreement Respectfully

Situation: In a group discussion, a friend shares an opinion you strongly disagree with. You want to express your different viewpoint without making them feel attacked or disrespected.

Your Goal: Share your perspective calmly, using "I" statements and open body language.

Teacher's Role: The friend.

Scenario 3: Apologizing Sincerely

Situation: You accidentally interrupted someone while they were speaking during class. You want to apologize genuinely.

Your Goal: Offer a sincere apology with appropriate words and body language that shows you mean it.

Teacher's Role: The person you interrupted.

Scenario 4: Offering Encouragement

Situation: A friend is feeling down about a test they didn't do well on. You want to cheer them up and offer support.

Your Goal: Use words and body language that convey empathy, encouragement, and a willingness to help.

Teacher's Role: The friend feeling down.

Scenario 5: Setting a Boundary

Situation: Someone is standing too close to you and making you uncomfortable. You want to politely ask them for more space.

Your Goal: Clearly and respectfully communicate your need for personal space without being aggressive.

Teacher's Role: The person standing too close.

Communication Check-Up Answer Key

Question 1: Which of the following is an example of non-verbal communication?

Correct Answer: C) Frowning while listening

Explanation: Non-verbal communication refers to communication without words. Frowning is a facial expression, which is a form of body language. Shouting, writing, and telling a story all involve words.

Question 2: The phrase "I'm fine" can have very different meanings depending on your:

Correct Answer: B) Tone of voice

Explanation: While the words "I'm fine" are verbal, the way you say them (your tone of voice) can completely change the message. A cheerful tone suggests genuine well-being, while a flat or sarcastic tone suggests the opposite.

Question 3: Explain in your own words what it means to send "mixed signals" in communication. Provide an example.

Sample Answer: Sending "mixed signals" means that your verbal communication (your words) and your non-verbal communication (your body language, tone) are not matching up. This can make your message confusing or make others doubt what you're saying.

Example: Saying "I'd love to go!" with your arms crossed, a frown, and avoiding eye contact. Your words say yes, but your body says no.

Question 4: Which action shows active listening?

Correct Answer: C) Nodding and making eye contact while someone speaks

Explanation: Active listening involves showing the speaker that you are engaged and understanding what they are saying. Nodding, making eye contact, and giving small verbal affirmations (like "uh-huh") are all signs of active listening. Interrupting, avoiding eye contact, and being distracted by a phone show a lack of engagement.

Question 5: Describe a time when someone's body language told you more than their words did. How did it make you feel?

Sample Answer: (Student's personal answer will vary, but should demonstrate understanding.)

• Example 1: "Once my friend said they weren't mad at me, but they kept their back to me and wouldn't look at me. Their body language told me they were mad, even though their words said they weren't. It made me feel confused and a little hurt."
• Example 2: "My teacher told me I did well on a project, but they said it with a really bored expression and didn't even smile. It made me feel like they didn't really mean it, even though the words were positive."

Question 6: Why is it important to be aware of how your words and body language affect others?

Correct Answer: B) To build better relationships and avoid misunderstandings

Explanation: Being aware of your communication helps you to be clearer, more empathetic, and more effective in your interactions. This leads to stronger, healthier relationships and reduces confusion or conflict.

Question 7: Imagine you accidentally hurt a friend's feelings. What are two things you could do (one verbal, one non-verbal) to make your apology more sincere and impactful?

Sample Answer:

• Verbal: I could say, "I am truly sorry that I hurt your feelings. I didn't mean to, and I understand why you're upset." (Focus on specific apology, acknowledgement of impact, and empathy.)
• Non-Verbal: I could make direct eye contact, have an open and relaxed posture, and have a sincere, concerned facial expression to show I really mean my apology.

My Impact Project: Observing Communication

Objective:

To apply your understanding of verbal and non-verbal communication by observing and reflecting on real-life interactions, and to practice mindful communication.

Project Overview:

Over the next few days, you will become a "communication detective"! You will observe interactions around you (at home, watching TV, in public places) and reflect on how words and body language are used, and the impact they have. You will then practice applying positive communication strategies in your own interactions.

Part 1: Observation Log (Suggested: 3-5 observations)

Choose different settings to observe. For each observation, record the following:

1. Date & Setting: (e.g., Monday, Family Dinner; Tuesday, Watching a TV Show; Wednesday, School Hallway)

2. Who was involved? (e.g., Mom and Dad, two characters, two classmates)

3. Verbal Communication Observed:

   • What words were used? (e.g., "I don't agree," "That's a good idea")
   • What was the tone of voice? (e.g., calm, angry, sarcastic, enthusiastic)
   • What was the volume/speed? (e.g., loud, whispering, fast, slow)

4. Non-Verbal Communication Observed:

   • What body language did you see? (e.g., crossed arms, open hands, eye rolling, smiling, nodding, leaning in/out)
   • What facial expressions were made? (e.g., confused, happy, bored, frustrated)
   • What about eye contact or personal space?

5. Perceived Message & Impact:

   • What message do you think was being sent?
   • How do you think the communication (words + body language) affected the people involved? Did it create understanding, confusion, tension, or warmth?
   • Were there any mixed signals? If so, describe them.

Part 2: Personal Practice & Reflection (Choose 2 opportunities)

Think about what you've observed and learned. In your own daily life, choose two opportunities to intentionally practice positive communication. This could be:

• Giving a sincere compliment.
• Apologizing thoughtfully.
• Actively listening to someone.
• Expressing a need or feeling clearly and calmly.
• Using open body language when talking.

For each practice opportunity, record the following:

1. Date & Situation: (e.g., Thursday, talking to my brother about sharing games)

2. My Goal: What positive communication skill did you try to use?

3. My Actions (Verbal & Non-Verbal): What words, tone, and body language did you intentionally use?

4. The Outcome & My Reflection:

   • How did the other person react?
   • What was the impact of your communication?
   • What did you learn from this experience? Was it easier or harder than you expected?

Presentation (Optional)

Be prepared to share 1-2 of your most interesting observations or personal practice reflections with your teacher. We will discuss what you learned from being a "communication detective"!