Meet My Classmates

Overview

In this fourth lesson of the five-lesson unit “All About Me at School,” students practice introducing themselves and listening to classmates. Building on earlier work with names, classroom routines, and personal preferences, students participate in partner talk, a sharing circle, and shared writing to create a class “Our Names and Interests” chart.

Learning intentions

Students will be able to:

• Introduce themselves using a complete sentence.
• Speak clearly and audibly so classmates can understand.
• Listen while a classmate speaks and take turns.
• Share one personal detail, such as an interest, preference, or ability.
• Notice one similarity or difference between classmates.

Success criteria

• I can say, “My name is ___.”
• I can say, “I like ___” or “I can ___.”
• I can listen while a classmate speaks and wait for my turn.
• I can share one thing that is the same or different about me and a classmate.

Curriculum links

• Collaborative conversations with peers and adults about familiar topics and texts.
• Describing familiar people and providing an additional detail with support.
• Speaking audibly and expressing thoughts, feelings, and ideas clearly.
• Using standard English grammar and usage when speaking.
• Clarifying the meaning of unfamiliar words from a kindergarten text or discussion.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and listening routine. Open with the welcome and hook slides and display a visual of two children meeting for the first time. Ask, “What can we do to help someone feel welcome?” Model the carpet routine: eyes watching, body still or safely moving, ears listening, and hands to self. Students practice turning their bodies toward a speaker and showing listening with a quiet signal such as a hand on the heart.

2. 5–13 min · Read-aloud and talk. Read a short, culturally inclusive picture book about children and classroom community. Pause to explain one or two unfamiliar words using the illustrations and context, then ask, “How did the children learn about one another?” and “What helped them belong?” Students think quietly, turn to a partner, and share one observation; selected students contribute to the whole group.

3. 13–20 min · Model an introduction. Use the introduction model slides to show the sentence frames. Model facing the listener, speaking at an understandable volume, and saying, “My name is Ms./Mr. ___. I like ___. I can ___.” Think aloud about waiting, listening, and responding kindly. Invite the class to echo each frame and identify the personal detail in the model.

4. 20–29 min · Partner practice. Distribute the name and interests practice page and provide name/photo cards or communication supports as needed. Students rehearse one introduction with a trusted partner, taking turns as Speaker 1 and Speaker 2; listeners respond, “Thank you for sharing,” then switch roles. Circulate to prompt complete sentences, clear voices, eye gaze or an appropriate alternative, and turn-taking. Students may draw their choice before speaking.

5. 29–39 min · Sharing circle and comparison. Return to the sharing-circle direction slides and remind students how to hold the class talking object, listen, and pass it safely. Each child shares one sentence using “My name is ___,” “I like ___,” or “I can ___.” After each share, invite one peer to say, “We both ___” or “I ___, but ___,” with teacher support. Keep the pace steady and offer students the option to share with the teacher or a partner if speaking to the full group is not yet accessible.

6. 39–45 min · Shared chart and closing check. Create the “Our Names and Interests” chart with students, recording each child’s name and one stated interest or ability. Use the chart and closing slides to ask, “What did we learn about our class?” Students identify one similarity or difference with a partner, then complete the final prompt on the name and interests practice page by drawing or telling the teacher: “One thing I learned about a classmate is ___.” Celebrate careful listening and respectful participation.

Resources

• Culturally inclusive picture book about children and classroom community
• the welcome, modeling, directions, and closing slide deck
• the name and interests practice page
• Name/photo cards
• Communication board or picture-choice cards
• Class talking object
• Chart paper or whiteboard
• Thick markers
• Carpet spots, floor markers, or assigned seating places

Assessment

• During partner practice, use a quick checklist for whether each student states a name, shares one detail, speaks audibly, listens, and takes a turn.
• During the sharing circle, note whether students use a sentence frame, respond respectfully, and provide a similarity or difference with prompting.
• Review the closing drawing or oral response to determine whether each student can identify one personal detail learned about a classmate.

Differentiation

• Provide sentence frames, name/photo cards, gestures, picture choices, and repeated teacher modeling. Accept speech, pointing, signing, communication-board selections, or a drawing followed by adult interpretation.
• Allow rehearsal with a trusted partner, the teacher, or a small group before whole-class sharing. Give students extra processing time and do not require eye contact.
• For students developing English, preteach words such as “name,” “like,” “can,” “same,” and “different” with real objects, gestures, and illustrations; pair them with a supportive peer.
• For students ready for a challenge, invite them to add a second detail, explain why they like something, ask a classmate a question, or compare two classmates using a complete sentence.