Script: Your Words, Your Power

Introduction (5 minutes)

(Teacher): "Good morning, everyone! Today, we're going to talk about something super important that we do every single day: communication. Take a moment to think: What does 'communication' mean to you? How do we communicate with each other?"

Pause for student responses, acknowledge different ideas.

(Teacher): "Exactly! Communication is all about how we send and receive messages. It's how we share our thoughts, feelings, and ideas with others, and how we understand what others are trying to tell us. And it's a skill we can all get better at!"

Warm-Up: Communication Charades (5 minutes)

(Teacher): "To get us started, we're going to play a quick game called Warm-Up: Communication Charades. I'll show you an action or an emotion, and you'll have to act it out without speaking. Your classmates will try to guess what you're communicating. This will help us see how much we communicate without even using words!"

Facilitate the charades game as outlined in the Warm-Up: Communication Charades material.

(Teacher): "Wow, you did a great job! What did you notice during that game? Was it easy or hard to communicate without words? What helped you understand the message?"

Discuss student observations, leading into the idea of non-verbal communication.

Slide Deck Walkthrough: Understanding Communication (10 minutes)

(Teacher): "Now, let's dive a little deeper into what communication really is and why it's so powerful. We're going to use our Slide Deck: Your Words, Your Power to guide us."

(Slide 1: Your Words, Your Power: Mastering Communication!)

(Teacher): "As we just saw with charades, communication is more than just talking. It's about sending and receiving messages. There are two main types: verbal and non-verbal."

(Slide 2: Beyond Just Talking: How We Communicate)

(Teacher): "Verbal communication is when we use words – like when we're speaking right now, or when we write a note. Non-verbal communication is everything else! Our body language, our facial expressions, even the tone of our voice. Can you think of a time when someone's body language told you more than their words?"

Allow for student examples.

(Slide 3: Why is Good Communication a Superpower?)

(Teacher): "Why do you think it's important to be a good communicator? How can it help you in your friendships, with your family, or at school?"

Guide students to discuss the benefits of good communication (making friends, resolving conflicts, understanding assignments, expressing needs).

(Slide 4: The Art of Listening: Active Listening)

(Teacher): "Communication is a two-way street. It's not just about sending messages; it's also about receiving them well. That's where 'active listening' comes in. What do you think it means to be an 'active listener'?"

Discuss bullet points on the slide. Emphasize eye contact, nodding, not interrupting, asking clarifying questions, and summarizing.

(Slide 5: Speaking Up: Expressing Yourself Clearly)

(Teacher): "Just as important as listening is being able to express ourselves clearly. Sometimes we feel frustrated or misunderstood because our message wasn't clear. Who can give an example of an 'I' statement? Why are they helpful?"

Discuss bullet points on the slide. Practice turning a 'You' statement into an 'I' statement (e.g., 'You always interrupt me!' vs. 'I feel unheard when I'm interrupted while I'm speaking.').

(Slide 6: Practice Makes Progress!)

(Teacher): "Communication is a skill, and like any skill, the more we practice, the better we get. We're going to do some more practicing now!"

Reading & Discussion: The Communication Compass (10 minutes)

(Teacher): "Now, let's read about how we can navigate different communication situations. I'm handing out a Reading: The Communication Compass. Please read it quietly to yourselves, or with a partner if you prefer. As you read, think about the tools this 'compass' gives us for better communication."

Distribute the reading. After students have finished, transition to discussion.

(Teacher): "What were some of the key ideas or 'compass points' from the reading? What did it teach us about active listening or speaking clearly? Let's use our Discussion Guide: Communication Corner to help us explore these ideas."

Facilitate discussion using prompts from the Discussion Guide: Communication Corner.

Activity: Decode the Message (Worksheet) (10 minutes)

(Teacher): "Great discussion! Now, let's put our understanding to the test. I'm giving you a Worksheet: Decode the Message. On this worksheet, you'll find different scenarios. Your job is to 'decode' the communication – figure out what went well, what went wrong, and how the communication could be improved using the skills we've talked about."

Distribute the worksheet. Circulate to assist students. After sufficient time, review answers as a class, referring to the Answer Key: Worksheet & Quiz as needed.

Activity: Active Listening Challenge (10 minutes)

(Teacher): "We've talked a lot about active listening, and now it's time to truly practice it with the Activity: Active Listening Challenge! I'm going to pair you up, and one person will share something about their day, a favorite hobby, or a fun memory for 1 minute. The listener's job is to listen so carefully that they can repeat back the main points of what their partner said. No interrupting, just listening! Then, we'll switch roles."

Facilitate the activity. Emphasize genuine listening and summarizing. Provide positive feedback and brief discussion afterward.

Wrap-Up & Cool-Down (10 minutes)

(Teacher): "You've all done a fantastic job today exploring the world of communication! We've learned about verbal and non-verbal cues, active listening, and speaking clearly. To quickly check our understanding, we'll do a quick Quiz: Communication Check-Up or reflect with our Cool-Down: One Word Wisdom."

Administer the quiz or facilitate the cool-down.

(Teacher): "As a final activity, you'll have the chance to create your very own Project Guide: My Communication Toolkit! This project will let you show everything you've learned about communicating effectively. I'll be looking at your projects using this Rubric: Communication Toolkit Assessment to see how well you've applied these important skills."

Explain the project and rubric, answering any questions. Emphasize that communication is an ongoing skill.

(Teacher): "Remember, your words have power, and so does your listening. Keep practicing these skills every day!"

Warm-Up: Communication Charades

Objective: To activate students' prior knowledge about non-verbal communication and to get them thinking about how messages are conveyed without words.

Time: 5-7 minutes

Instructions for the Teacher:

1. Explain to students that communication isn't just about talking. We also communicate a lot with our bodies, faces, and actions.
2. Tell them you're going to play a game of charades to demonstrate this.
3. Have students volunteer (or choose them) to come to the front of the class.
4. Whisper an action or an emotion to the student, or show them a prompt card (examples below).
5. The student must act out the word or phrase without speaking, and the rest of the class tries to guess what they are communicating.
6. After a few rounds, lead a brief discussion: "What did you notice? Was it easy or hard to communicate without words? What helped you understand the message?"

Charade Prompts (Cut these out or write them on cards):

• Actions:
  • Brushing your teeth
  • Playing basketball
  • Eating a very sour lemon
  • Reading a book
  • Swimming
  • Tying your shoes
  • Playing a video game
• Emotions:
  • Happy
  • Sad
  • Angry
  • Confused
  • Excited
  • Scared
  • Surprised

Reading: The Communication Compass

Navigating Conversations with Skill

Communication is like a compass that helps us navigate our way through our daily lives. It guides us in understanding others and making sure we are understood. Just like a compass has different directions, good communication has different parts that work together.

North: Active Listening – The Ear of the Compass

Imagine trying to find your way without looking at your map! That's what listening without really listening is like. Active listening means you give your full attention to the person speaking. It's not just about hearing their words, but understanding their message and feelings. Here's how you can be an active listener:

• Face the Speaker: Turn your body towards them and make eye contact. This shows you're engaged.
• Don't Interrupt: Let them finish their thoughts completely, even if you have something you really want to say.
• Show You're Listening: Nod your head, use small verbal cues like "Mmm-hmm" or "I see," and keep an open, relaxed posture.
• Ask Clarifying Questions: If something is unclear, ask questions like, "Can you tell me more about that?" or "So, if I understand correctly, you mean...?" This shows you're trying to understand.
• Summarize: Sometimes, it helps to briefly repeat in your own words what you heard. "So, it sounds like you're feeling upset because... Is that right?" This confirms your understanding and gives them a chance to correct you if you misunderstood.

East: Clear Expression – The Mouth of the Compass

Once you've listened, it's your turn to speak. Clear expression means getting your message across so others can easily understand what you think, feel, or need. It's about being specific and thoughtful with your words.

• Use 'I' Statements: Instead of saying "You always take my things without asking!", try "I feel frustrated when my belongings are used without my permission." 'I' statements focus on your feelings and needs, not on blaming others. They open up a conversation instead of shutting it down.
• Be Specific: Vague statements can cause confusion. Instead of "That's bad," explain what is bad and why.
• Consider Your Tone: Your voice carries a lot of meaning. Is it calm, angry, sad, or excited? Make sure your tone matches your message.
• Body Language Matters: Your gestures, posture, and facial expressions also send messages. Make sure they align with your words. If you say "I'm fine" but you're frowning and avoiding eye contact, your non-verbal message is louder than your verbal one.

South: Understanding Non-Verbal Cues – The Eyes of the Compass

Sometimes, what someone doesn't say is just as important as what they do say. Non-verbal cues are the silent signals we send with our bodies. Learning to read these signals can help you understand someone's true feelings.

• Facial Expressions: A smile, a frown, raised eyebrows – these all tell a story.
• Body Posture: Are they standing tall and confident, or slumped and defeated? Are their arms crossed, indicating defensiveness?
• Gestures: Are they fidgeting, pointing, or using their hands to emphasize points?
• Eye Contact: Do they make steady eye contact (showing engagement) or avoid it (which might suggest shyness or discomfort)?

West: Empathy and Perspective – The Heart of the Compass

At the heart of good communication is empathy – the ability to understand and share the feelings of another. It means trying to see things from their point of view.

• Put Yourself in Their Shoes: Before you respond, try to imagine how they might be feeling or why they might be saying what they're saying.
• Acknowledge Their Feelings: Even if you don't agree with their actions, you can acknowledge their emotions. "I can see you're really upset about that."

Practice Makes Progress!

Just like learning to ride a bike or play a video game, communication skills get better with practice. The more you actively listen, express yourself clearly, pay attention to body language, and practice empathy, the better you'll become at navigating all your conversations and building stronger connections with everyone around you.

Discussion Guide: Communication Corner

Objective: To facilitate a deeper understanding of active listening and clear expression through guided discussion following the reading.

Time: 10 minutes

Introduction (1 minute)

(Teacher): "We've just read 'The Communication Compass,' which gave us some great insights into how we communicate. Let's discuss some of the important ideas from the reading."

Discussion Questions (8 minutes)

1. What does 'active listening' truly mean? Can you describe it in your own words? What are some things you do to show someone you're actively listening?
   
   
   
   
2. The reading mentioned several things that get in the way of good listening (like interrupting or planning your response). What are some common 'listening blockers' you've experienced or noticed? How do they make you feel?
   
   
   
   
3. Why are 'I' statements so important when you want to express how you feel or what you need? Can you give an example of an 'I' statement you might use at school or at home?
   
   
   
   
4. The reading talked about both verbal (words) and non-verbal (body language, tone) communication. Which do you think is more powerful sometimes, and why? Can you think of a situation where someone's body language completely changed the message of their words?
   
   
   
   
5. What's one new strategy or idea about communication you learned from the reading that you want to try practicing this week?
   
   
   
   

Wrap-Up (1 minute)

(Teacher): "Excellent points, everyone! Remember, communication is a skill that we build every day. Paying attention to how we listen and how we speak can make a huge difference in our relationships and how well we understand each other."

Activity: Active Listening Challenge

Objective: To provide students with direct practice in active listening and to experience the difference it makes in understanding others.

Time: 10 minutes

Materials:

• Optional: A soft ball or beanbag to pass (can be used as a talking stick)

Instructions for the Teacher:

1. Explain the Goal (1 minute): Reiterate the importance of active listening. Explain that in this activity, students will practice truly hearing and understanding their partner before responding.
2. Pair Up (1 minute): Have students pair up. If there's an odd number, create one group of three, with one student acting as an observer/feedback provider for both.
3. Role Assignment & Topic (1 minute):
   • One partner will be the Speaker for the first round.
   • The other partner will be the Active Listener.
   • Provide a simple, low-stakes topic for the speaker to talk about, e.g., "Tell your partner about your favorite thing you did last weekend," or "Share a fun memory from elementary school," or "Describe a hobby or interest you have."
4. Round 1 - Speaker Shares (2 minutes):
   • The Speaker talks for 1 minute about their chosen topic.
   • The Active Listener focuses entirely on listening: making eye contact, nodding, showing engagement, and not interrupting or planning their response.
   • After 1 minute, the Speaker stops.
5. Listener Summarizes (1 minute):
   • The Active Listener then tries to summarize, in their own words, the main points and feelings they heard from their partner. They can start with, "So, what I heard you say was..." or "It sounds like your main point was..."
   • The Speaker listens to the summary and can gently correct or add if the listener missed something important.
6. Switch Roles (3 minutes): Have partners switch roles. The original Listener becomes the Speaker, and vice versa. Repeat steps 4 and 5.
7. Debrief (1 minute): Bring the class back together.
   • Ask: "What was challenging about being the listener?"
   • Ask: "How did it feel when your partner really listened to you and summarized what you said?"
   • Emphasize that active listening builds trust and understanding.

Key Coaching Points:

• Remind listeners to avoid interrupting or offering advice – their job is purely to understand.
• Encourage speakers to provide enough detail for their partner to summarize.
• Praise students for their effort in trying a new skill.

Project Guide: My Communication Toolkit

Objective: To demonstrate understanding of effective communication skills by creating a personalized "Communication Toolkit."

Time: This project can be assigned as homework or completed over 1-2 class periods, depending on complexity.

Introduction:

You've learned a lot about what makes communication powerful – things like active listening, clear "I" statements, and understanding body language. Now, it's your turn to become a communication expert and create a toolkit to help yourself and others communicate better!

Project Description:

Your task is to design and create a "Communication Toolkit" that includes at least three different items or resources aimed at improving communication. You can be creative with your toolkit! Think about what tools would genuinely help someone communicate more effectively in different situations. Your toolkit should reflect your understanding of the communication concepts we've discussed.

Possible Toolkit Items (Choose at least three, or come up with your own!):

• "I" Statement Cue Cards: Create a set of cards with examples of how to turn blaming "You" statements into clear, constructive "I" statements. Include different scenarios (e.g., feeling frustrated, needing help, disagreeing).
• Active Listening Checklist/Badge: Design a small poster, bookmark, or even a printable "badge" that lists the key behaviors of an active listener (e.g., "Make eye contact," "Don't interrupt," "Ask questions").
• Non-Verbal Communication Guide: Create a visual guide (mini-poster, infographic) showing different facial expressions or body language cues and what they might communicate (e.g., crossed arms, smiling, slumped shoulders).
• Conflict Resolution Steps Mini-Booklet: Design a small booklet that outlines 3-5 simple steps for resolving disagreements using good communication.
• "My Feelings" Chart: Create a chart that helps identify different emotions and provides "I" statement starters for each (e.g., "When I feel [sad], I can say, 'I feel sad when...' ").
• Communication Game Idea: Outline a simple game that helps people practice a specific communication skill (like empathy or clear instructions).
• A Short Skit/Role-Play Script: Write a short script for a two-person role-play that demonstrates good and bad communication, with a focus on improving a specific skill.

What to Include in Your Project Submission:

1. Your Communication Toolkit: The physical or digital items you created (e.g., cards, poster, booklet, game rules, script).
2. A Brief Explanation (1-2 paragraphs): For each item in your toolkit, explain:
   • What the item is.
   • Which communication skill it is designed to help with (e.g., active listening, clear expression, empathy, non-verbal cues).
   • Why you think this item is an effective tool.

Assessment:

Your project will be assessed using the Rubric: Communication Toolkit Assessment, focusing on your understanding of communication concepts, creativity, and the clarity of your explanations.

Good luck, and get creative! Your toolkit could really help someone (including yourself!) become a better communicator.

Rubric: Communication Toolkit Assessment

Project: My Communication Toolkit

Student Name: _________________________

Date: _________________________

This rubric will be used to assess your My Communication Toolkit project. Pay attention to how well your toolkit demonstrates your understanding of communication skills and creativity.

Teacher Comments:

Answer Key: Decode the Message Worksheet & Communication Check-Up Quiz

Decode the Message Worksheet - Answer Key

Scenario 1: The Group Project

• Problem: Elena feels unheard, and the group is not collaborating effectively. Communication is breaking down because Elena isn't expressing her needs clearly, and the others aren't actively listening or giving her space to contribute.
• How to Improve (Elena): Elena could use an "I" statement like, "I feel frustrated when I don't get a chance to share my ideas. Can we take turns, please?" or "I would like to suggest we go around the circle so everyone has a chance to speak."
• How to Improve (Group Members): The other group members should practice active listening by making eye contact, not interrupting, and ensuring everyone has a turn to speak. They could ask, "Elena, do you have any ideas you'd like to add?" or "Let's make sure everyone gets a chance to share their thoughts."

Scenario 2: The Misunderstanding with a Friend

• Problem: Liam is making assumptions and reacting based on his interpretation of Mia's body language without seeking clarification. Mia's non-verbal cues (crossed arms, frown) are sending a negative message, but Liam isn't trying to understand why.
• How to Improve (Liam): Liam could use an empathetic and clarifying question, "Mia, you seem upset. Is everything okay?" or "I noticed you're frowning; did I do something to bother you?" This shows active listening and concern without accusing.
• How to Improve (Mia): Mia could practice clear expression by saying, "I'm feeling a bit sad today because of something that happened at home, but it has nothing to do with you." or "I'm just tired; I'm not mad." Her body language could also be more open if she's willing to talk.

Scenario 3: Asking for Help

• Problem: Maya is struggling with her math homework and calls out from her room in a whiny voice, "Hey! Can you help me with this? I don't get it at all!" Her older brother, who is busy in another room, sighs and yells back, "What do you want help with? Be specific!"
• How to Improve (Maya): Maya needs to be specific. "I feel stuck on problem 5 in my math homework. Can you please look at it with me for a few minutes and help me understand this type of equation?" She should also use a calm, respectful tone.
• How to Improve (Brother): If the brother sensed frustration, he could ask, "What exactly are you stuck on? Can you show me the problem?" to encourage clearer communication.

Communication Check-Up Quiz - Answer Key

1. Which of these is an example of verbal communication?

   • Correct Answer: Writing a note (Verbal communication uses words, spoken or written.)

2. What does 'active listening' mean?

   • Correct Answer: Paying full attention to what the other person is saying (It's about focusing to understand, not just hearing).

3. Which is an example of an 'I' statement?

   • Correct Answer: "I feel frustrated when my things are messy." (This focuses on the speaker's feeling and the situation, not blaming).

4. Name two ways you can show someone you are actively listening to them.

   • Possible Answers: Making eye contact, nodding, asking clarifying questions, summarizing what they said, not interrupting.

5. Why is good communication considered a 'superpower'?

   • Possible Answers: Helps make friends, resolves conflicts, helps understand others, helps express feelings and needs, helps work together effectively, avoids misunderstandings, builds stronger relationships.

Cool-Down: One Word Wisdom

Objective: To allow students to reflect on the key takeaway from the lesson on communication skills in a concise manner.

Time: 3-5 minutes

Instructions for the Teacher:

1. Ask students to think about everything they learned or discussed about communication today.
2. Instruct them to choose one single word that best describes something important they learned, a feeling they have about communication, or a communication skill they want to remember.
3. Go around the room and have each student share their word. The teacher can also share a word.
4. Briefly acknowledge and appreciate each student's contribution. No need for detailed explanations, just a quick share.

Example Words Students Might Share:

• Listening
• Clear
• Empathy
• Understanding
• Voice
• Respect
• Body Language
• Powerful
• Words
• Feelings

(Teacher): "Great job, everyone! It sounds like we all picked up on different, but equally important, parts of communication today. Remember these words as you go about your week and try to put what you learned into practice."

Game: Two Sides, One Story

Objective: To practice empathetic communication and understanding different perspectives in a playful, low-stakes environment.

Time: 10-15 minutes (can be adjusted)

Materials:

• Scenario cards (see examples below)
• Small slips of paper or whiteboard/markers for summarizing (optional)

Instructions for the Teacher:

1. Explain to students that good communication often means understanding that there can be different ways of seeing a situation.
2. Divide the class into pairs or small groups of 3.
3. Give each pair/group a scenario card (or display it on the board).
4. Each scenario describes a common situation with two different perspectives or feelings involved.
5. Round 1 (5-7 minutes): Have students discuss within their pair/group. One student takes on the role of Character A, the other Character B. They should try to understand and explain their character's perspective and feelings to their partner using "I" statements.
6. Round 2 (5-7 minutes): Have students switch roles. If they were Character A, they now take on Character B, and vice-versa.
7. Bring the class back together and discuss: "Was it easy to understand both sides? Did your opinion change when you tried to see it from the other character's view? How can trying to understand someone else's perspective help us communicate better?"

Scenario Cards

Scenario 1: The Borrowed Pencil

• Character A: You lent your favorite pencil to a classmate yesterday, and they returned it broken. You're upset because it was special to you.
• Character B: You accidentally broke your friend's pencil. You felt bad but weren't sure how to tell them or what to do.

Scenario 2: The Unfair Game

• Character A: You were playing a game with friends, and you felt like someone wasn't following the rules, which made you really frustrated.
• Character B: You were playing a game and didn't realize you were doing anything wrong. You just wanted to have fun, and now your friend seems mad.

Scenario 3: Lunchtime Dilemma

• Character A: You really want to sit with your best friend at lunch, but they always sit with a different group on Wednesdays, and you feel left out.
• Character B: You like sitting with different friends on different days. You didn't realize your best friend felt left out on Wednesdays.

Scenario 4: The Loud Chatter

• Character A: You are trying to concentrate on your homework at home, but your sibling is playing music and talking loudly, making it hard to focus.
• Character B: You are having fun with your friends, listening to music, and don't realize how much noise you're making or that it's bothering anyone.

Worksheet: Decode the Message

Objective: To analyze communication scenarios and practice identifying effective and ineffective communication strategies.

Instructions: Read each scenario carefully. For each scenario, identify the problem, and then suggest how the communication could be improved using the skills we discussed (active listening, "I" statements, clear expression, understanding non-verbal cues).

Scenario 1: The Group Project

Elena is working on a group project with three other classmates. Elena has some great ideas, but every time she tries to speak, someone else talks over her, or the group moves on to a different topic without acknowledging her. Elena starts to feel frustrated and shuts down, not contributing anymore.

1. What is the problem with communication in this scenario?
   
   
   
   
   
   
   
2. How could Elena improve her communication? (Think about "I" statements or clear expression.)
   
   
   
   
   
   
   
3. How could the other group members improve their communication? (Think about active listening and creating space.)
   
   
   
   
   
   
   

Scenario 2: The Misunderstanding with a Friend

Liam sees his friend Mia sitting by herself with her arms crossed and a frown on her face. Liam thinks, "Oh no, Mia is mad at me!" He avoids talking to her for the rest of the day, which makes Mia feel even worse because she was just sad about something that happened at home and wanted a friend to talk to.

1. What is the problem with communication in this scenario?
   
   
   
   
   
   
   
2. How could Liam improve his communication? (Think about non-verbal cues and asking questions.)
   
   
   
   
   
   
   
3. How could Mia improve her communication? (Think about clear expression or non-verbal cues.)
   
   
   
   
   
   
   

Scenario 3: Asking for Help

Maya is struggling with her math homework and calls out from her room in a whiny voice, "Hey! Can you help me with this? I don't get it at all!" Her older brother, who is busy in another room, sighs and yells back, "What do you want help with? Be specific!"

1. What is the problem with communication in this scenario?
   
   
   
   
   
   
   
2. How could Maya improve her communication? (Think about being specific and her tone.)
   
   
   
   
   
   
   
3. How could her brother improve his communication, even if he's busy? (Think about active listening or empathy.)