The Art of Reading People: Character, Expression, Interpretation

CONTENTS OF CURRICULUM UNIT 11.01.09

  1. Unit Guide
  1. Introduction
  2. Background
  3. Rationale
  4. The Science Behind Connecting to Literature
  5. Opening Up the Character Analysis Toolkit
  6. Strategies
  7. Introduction to the Unit
  8. Activity: Nonverbal Communication
  9. Socratic Seminar: Langston Hughes' "Mother to Son"
  10. Collaborative Activity: Interpreting Character Change in the Short Story "Shells"
  11. Character Journals and the Novel Indigo
  12. Culminating Activity: Take a Walk in My Shoes
  13. Notes
  14. Common Core Standards for Fifth Grade
  15. Resources on the Web for Teachers

Reading Between the Lines: The Secret Lives of Characters

Nancy Ventresca

Published September 2011

Tools for this Unit:

Activity: Nonverbal Communication

In this lesson, students will become more aware of the way that our bodies and mannerisms can communicate just as loudly as our tongues. Begin the class with displaying some nonverbal signals of displeasure—frowning, slamming books, etc. Open a discussion in this regard. What was this type of behavior "saying"? How did they know? Encourage personal connections and examples.

Next, use video clips from YouTube (silent movies such as Charlie Chaplin) or silenced clips from older children's programs or films. The following are some clips that might be helpful:

- http://youtu.be/QTFl5-_4D1Y ("Even Stevens")

- http://youtu.be/RAcEUO9e748 ("Clarissa Explains It All").

-http://youtu.be/GRKS1hbsPDg (Charlie Chaplin clips)

I chose these examples because these shows are not current, and the students may not be familiar with them. Have students individually jot down their ideas regarding what is occurring in the clips. Open up to a whole class discussion about what they saw and ideas about what was happening in the clip. If desired, you repeat the clips with sound, to see if their conclusions were correct. Any misconceptions will provide for great discussion about how difficult it is to interpret the minds and intentions of others.

Next, tell students that this reading of nonverbal cues is actually a science. Explain the work of Paul Ekman and his research on the universality of facial expressions. If possible, access (or have students access) his website: www.paulekman.com. The opening of the television show Lie to Me could be used. It clearly demonstrates and isolates the facial muscles that are used in various expressions. Allow time for students to share their thoughts and connections to the topic.

Introduce the following assignment: Students will document their encounters with situations that involve nonverbal communication in their daily lives. For one week, they will keep track of at least one situation per day that involved nonverbal communication and body language. Students may choose to record their situations in writing, by drawing, or by taking a photo or video. Each event must be accompanied by a reflection on the situation, including characters, setting and their personal interpretation of what happened. These projects will then be shared.

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