Minds On

Performances

Explore the examples of performances in the following carousel:

Student Success

Think-Pair-Share

What are some important elements that we need to include in a performance?

What communication and presentation strategies can we use during a performance?

Discuss with a partner, if possible.

Note to teachers: See your teacher guide for collaboration tools, ideas and suggestions.

Action

The power of gestures and verbal cues

Using physical actions and vocal effects are ways to communicate a message.

In dramatic performances, gestures and verbal cues are used often in an exaggerated way.

Brainstorm

What communicates a message?

Think about the different types of performances from our Minds On activity. What gestures and verbal cues can you use to communicate a message?

Record your ideas using a method of your choice.

A young student reads lines from a script and makes a dramatic gesture with one of their hands.

Communication and presentation strategies

Let’s review our communication and presentation strategies from a previous learning activity.

For each sentence, select the missing (letter, word, or phrase) from the drop-down menu.

Think about all of the different oral texts you have explored, then answer the following questions:

  1. Which oral texts communicate a message using verbal cues?
  2. Which oral texts communicate a message using non-verbal cues?
  3. Which oral texts communicate a message using adjectives?

Discuss your answers with a partner if possible, or complete the Strategies of Oral Texts Table in your notebook or using the following fillable and printable document. You can also use a method of your choice.

Strategies of Oral Texts Table

Strategies of Oral Texts
Record examples of oral texts that you have explored in the past, then check off the communication and presentation strategies that were used for each oral text.
Oral text Verbal cues Non-verbal cues Adjectives
1)
2)
3)

Press the ‘Activity’ button to access Strategies of Oral Texts Table. 

Activity(Open PDF in a new window)

Consolidation

Performing a message

Actors use gestures, verbal cues, and adjectives during their performances. They sometimes exaggerate these cues so that their message is very clear to the audience.

Four young students spread their fingers next to their faces with their eyes and mouth opened wide.

Explore the following list of messages. How would you use different gestures, verbal cues, or adjectives to clearly communicate these messages?

Messages to Communicate
Yes No
Maybe I don’t know
Go Stop

Hurry up

Slow down

Come here

Go there

Please

Thank you

I’m warm

I’m cold

I’m excited

I’m afraid

Choose six messages from the list to perform and practice performing your messages. Once you feel like you are ready, share your performances.

Perform your six messages to a partner if possible, or record your performances using video or audio. You can also record a detailed description of your performances using a method of your choice.

Comparing performances

When you are finished performing, respond to one of the following questions:

  • If you had a partner, compare your performances. What is different? What is similar?
  • If you worked independently, what other ways could you communicate the messages you chose?

Record your response using a method of your choice.

Reflection

How do you feel about what you have learned in this activity? Which of the next four sentences best matches how you are feeling about your learning? Press the button that is beside this sentence.

I feel…

Now, record your ideas about your feelings using a voice recorder, speech-to-text, or writing tool.