Getting to Know You

Overview

Today’s first-day lesson uses short collaborative games and structured introductions to build speaking and listening skills while setting clear class expectations. Students will practice expressing ideas clearly and building on others’ responses through discussion routines and sentence frames.

Learning intentions

• Students will be able to participate effectively in collaborative discussions by listening, building on peers’ ideas, and expressing their own ideas clearly.
• Students will be able to use standard English grammar and conventions when speaking during introductions and game responses.
• Students will be able to use academic and social vocabulary accurately (e.g., reasons, agree/disagree, because).
• Students will be able to respond to context clues to determine the meaning of key phrases used for classroom discussions.

Success criteria

• I can listen to my partner and respond in a way that builds on their idea.
• I can speak clearly using complete sentences and correct grammar.
• I can use discussion words from my word bank to explain my reasons.
• I can follow class expectations during group talk and transitions.

Curriculum links

• Speaking and Listening: Engage effectively in collaborative discussions with diverse partners, building on others’ ideas and expressing ideas clearly.
• Language (Grammar/Usage): Demonstrate command of standard English grammar and usage when speaking.
• Language (Conventions): Use knowledge of language and its conventions in speaking.
• Language (Vocabulary): Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Lesson structure ({total minutes})

1. 0–5 min · Warm welcome & goal. Teacher greets students, shares a simple agenda, and models one sentence starter for introductions; students repeat the model and choose a sentence from a display/slide.
2. 5–12 min · Icebreaker: “Two Truths and a Lie.” Teacher models the talk moves (listen, ask a question, then share a guess with “because…”); students in pairs take turns saying 2 truths and 1 lie and respond to each other’s guesses using sentence frames.
3. 12–18 min · Whole-group expectations game. Teacher introduces 3–5 class expectations (e.g., Listen to understand, Speak with respect, Try your best, Follow directions quickly) and runs “Agree/Not Yet” quick checks; students stand or signal their choice and then say one reason using a frame: “I agree because…” / “I’m not sure yet because…”.
4. 18–26 min · Small-group “Build the Idea” round (discussion routine). Teacher teaches a simple routine: Step 1 restate (brief), Step 2 add-on (new detail), Step 3 connect (because); students rotate in groups of 3–4 to answer a prompt like “What helps you learn best?” using the routine and a word bank.
5. 26–32 min · Language mini-lesson: complete sentences & grammar check. Teacher highlights common errors ESL students may make during speaking (missing subject/verb, fragments) and demonstrates “Fix it” examples tied to student phrases from earlier games; students fix 3 quick teacher-provided sentences with a partner.
6. 32–39 min · Station rotation: Talk & Listen practice. Teacher sets up 3 stations with timed tasks:

• Station A: “Question Toss” (students ask and answer one question each, using question stems).
• Station B: “Proof with Because” (students choose a reason card and match it to their statement).
• Station C: “Respectful Responses” (students practice agreeing/disagreeing politely with frames). Students move in small groups and must use at least two word-bank phrases at each station.

7. 39–45 min · Exit ticket & wrap. Teacher gives a quick written or oral exit ticket: one expectation they will follow and one discussion sentence they will use (students can read aloud); students submit and receive quick feedback.

Resources

• Sentence starter cards (e.g., “My idea is…”, “I agree because…”, “I build on your idea by…”, “Can you explain…?”)
• Word bank posters (because, for example, also, however/not yet, first/next/finally, reason, evidence)
• Expectation chart with icons (Listen, Respect, Try, Follow directions)
• Scenario/prompt cards for discussion routine (“What helps you learn best?” “What’s a goal for this class?”)
• “Reason” card set for Station B
• Grammar “Fix it” slips (short incorrect sentences students correct)
• Timer for rotations
• Student ID/name tags (and optional student-interest sticker)

Assessment

• Teacher listens for discussion moves during games: students build on peers’ ideas and use complete sentences.
• Quick grammar check during “Fix it” activity: can students turn fragments into complete sentences while speaking?
• Exit ticket: students write (or dictate) one expectation they will follow and read one “because” sentence.

Differentiation

• Support for ESL:
• Provide sentence frames on desk strips and model every task once before students start.
• Use a bilingual support option if appropriate (students may privately preview meaning of key words, then speak in English).
• Allow “first-draft speaking” (students can use shorter sentences as long as they follow the frame).
• Small-group roles:
• Assign roles like Speaker, Listener, Questioner to ensure every student speaks.
• Visual scaffolds:
• Expectation icons and a constant word bank during every speaking task.
• Gesture support for transitions (e.g., “Listen,” “Add on,” “Because”).
• Differentiation by task:
• Basic: students use one sentence frame and one word-bank phrase.
• On-level: students add a reason (“because…”) and one follow-up question.
• Advanced: students add contrast (“However…”) or an example (“For example…”).
• EAL/SEN considerations:
• Offer a “check-in” pause during rotations so students can practice quietly with the teacher before speaking to the group.
• Provide extra time for processing and allow responses via partner “repeat and refine” before group share.

Language targets (WIDA-aligned)

• Content target: Students will share their ideas about learning and class expectations using a discussion routine and word bank.
• Language target (Speaking/Listening): Students will use sentence starters and complete sentences to (1) answer, (2) ask a question, and (3) add a reason using “because,” while listening to peers and responding respectfully.

Extension (for advanced learners)

• Students must include a contrast sentence in their discussion (e.g., “I see it differently because…” or “However, I think…”).
• Students can lead one short station round by reading the prompt card aloud and reminding the group to use a specific word-bank phrase.