Find Common Ground

Overview

Students build a welcoming classroom community by learning classmates’ names and interests through a “Find Someone Who…” grid and a structured five-minute partner share. The lesson establishes inclusive discussion habits students will use throughout the year: listening, taking turns, asking follow-up questions, and building on others’ ideas.

Learning intentions

Students will be able to:

• Participate respectfully in one-on-one and whole-class conversations.
• Ask and answer questions about appropriate, low-risk topics.
• Listen for details and use a classmate’s name accurately.
• Build on a partner’s response with a follow-up question or comment.
• Explain one community norm that supports belonging and safety.

Success criteria

• I can introduce myself and use a classmate’s name.
• I can ask, answer, and follow up during a conversation.
• I can listen without interrupting and invite others to speak.
• I can choose a pass or alternative response when a prompt feels uncomfortable.

Curriculum links

• Collaborative conversations with diverse partners in small and larger groups.
• Effective discussions that build on others’ ideas and express ideas clearly.
• Speaking and listening behaviors that prepare students for academic collaboration.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Display the opening community question and say, “What helps a new group feel like a place where people can participate?” Students silently think, then share one idea with a partner. Invite two or three responses; affirm that students may pass.

2. 5–10 min · Safety and discussion norms. Teacher says, “Today we are learning about interests, not private lives. You may pass, say ‘I’d rather answer a different square,’ or use an invented example. We do not tease, pressure, photograph, or repeat personal information.” Review the norms on the safety and conversation norms: ask before joining, respect personal space, listen, take turns, use names correctly, and stop when someone says no. Students silently show a thumbs-up, sideways, or down to indicate whether they understand the expectations; privately clarify concerns.

3. 10–14 min · Model the grid routine. Open the grid directions and distribute the Find Someone Who grid. Model with a volunteer: “Hi, I’m ____. May I ask you one question?” After the response, say, “Thanks, Jordan. I heard that you enjoy drawing. What do you like to draw?” Explain that students write a classmate’s first name only in a square when the person genuinely matches the prompt. Students may use each person only once unless the teacher allows otherwise, and they should not shout answers across the room.

4. 14–24 min · Find Someone Who. Students circulate, or remain seated while classmates visit them, and complete as many different squares as possible. They ask one prompt at a time, listen for the answer, and thank the speaker. Teacher circulates with a clipboard, welcomes students into conversations, checks that no one is being pressured, and prompts: “Whose idea can you build on?” “Please ask before joining.” “Would a seated conversation or written exchange work better?”

5. 24–29 min · Reset and partner share setup. Students return to assigned or self-selected partners; teacher displays the five-minute partner-share structure. Explain: Partner A speaks for two minutes about one interesting or surprising, but comfortable, thing learned; Partner B listens and may ask one follow-up question. Switch roles for two minutes, then spend one minute choosing one idea to share without naming sensitive details. Say, “You may share your own answer instead of your partner’s, or pass.”

6. 29–36 min · Five-minute partner share. Start and stop each round with a visible timer. Students use the stems “One thing I noticed was…,” “That connects to…,” and “Can you tell me more about…?” Teacher listens for balanced participation and quietly supports students who need a different response mode.

7. 36–45 min · Community debrief and closure. Invite volunteers to share patterns, such as common hobbies, without identifying a classmate unless that classmate agrees. Ask, “What made a conversation feel comfortable?” and “What helped you participate?” Students complete the exit prompt on the worksheet: “One discussion move I used was ____. One way I can help our class feel welcoming is ____.” Collect responses as students leave.

Resources

• the community conversation slide deck
• the Find Someone Who grid
• Visible timer
• Teacher clipboard and class roster
• Pencils
• Optional seating chart or partner list
• Quiet alternative workspace
• Name tents or reusable name cards

Assessment

• During the grid, use a roster to note whether students initiate, answer, listen, and respect a pass or boundary.
• During partner share, listen for turn-taking, accurate use of names, follow-up questions, and comments that build on a partner’s idea.
• Review exit responses to identify students needing support with participation, safety, or discussion routines before the next lesson.

Differentiation

• Provide sentence starters, a model conversation, and a visual timer. Allow students to rehearse with the teacher or a trusted partner before circulating.
• Shy students may complete fewer squares, interview one assigned partner, write responses, or have a partner read questions aloud. Never require public sharing.
• ELL students may use a bilingual dictionary, sketch or point to interests, preview key language, and respond with a phrase rather than a full sentence.
• Neurodivergent students may opt out of eye contact, use noise-reducing supports, receive the grid digitally or in large print, and take a brief quiet break.
• For mobility or access needs, arrange wide, uncluttered pathways and let classmates come to the student. Offer seated, written, typed, or speech-to-text participation; provide an adult-supported alternative if needed.