Two Truths and a Dream Prompt Card

Please write your name and then fill in each section.

Name: ________________________________

Two Truths about Me:

1. ____________________________________
   
   
   
2. ____________________________________
   
   
   

One Dream or Goal for This Year:
____________________________________

All About Me Card

Name: ____________________________ Nickname or preferred name: _______________
 
 

Fun Fact about Me: ____________________________________________________________ ____________________________________________________________________________
 
 

Something nobody knows about me: ______________________________________________
____________________________________________________________________________

S

Son gnihtemo

My Academic or Personal Goal for This Year:
___________________________________________________________________________ ___________________________________________________________________________


S

o

m

em tuoba swonk eno on gnihte

Growth Mindset Poster

What Is Mindset?

Your mindset is your set of beliefs about your abilities and potential. It shapes how you approach challenges, learn new things, and grow.

Growth Mindset vs. Fixed Mindset

Key Messages

• Embrace Challenges: Every challenge is a chance to learn.
  
  
  
• Learn from Mistakes: Mistakes show us what to try differently.
  
  
  
• Effort Leads to Mastery: Hard work and persistence pay off.
  
  
  
• Power of Yet: Replace “I can’t do this” with “I can’t do this yet.”
  
  
  

Growth Mindset Mantras

• “I will learn from today’s mistakes.”
  
  
  
• “My effort makes me stronger.”
  
  
  
• “Every expert was once a beginner.”
  
  
  

Remember: Your brain grows stronger each time you try something new. Keep pushing forward and celebrate your progress!

Cultural Connection Bingo

Objective: Practice conversational English while celebrating diverse backgrounds in a fun, game-based format.

Time: 15–20 minutes

Materials:

• Cultural Connection Bingo Cards (one per student)
• Pens or markers
• Small prizes or stickers (optional)

Preparation:

• Print enough Cultural Connection Bingo Cards for your class. Each card contains a 5×5 grid with cultural or personal statements (e.g., “Speaks a language other than English at home,” “Has visited another country,” “Loves spicy food,” etc.).
• Prepare sentence stems on chart paper or slide (see Differentiation).

Instructions:

1. Distribute one bingo card and a pen/marker to each student.
2. Explain the rules:
   • Students circulate and ask classmates yes/no questions to find someone who matches each square.
   • If a peer answers “Yes,” the student writes that person’s first name in the square.
   • One signature per person—students must talk to different classmates for each square.
3. Students aim to fill a complete row, column, or diagonal to call “Bingo!”
4. When a student calls Bingo:
   • Check their card by having them use full sentences to share two findings.
     Example: “Maria speaks Spanish at home,” or “Jamal has an older sibling.”
   • Confirm accuracy. If correct, award a small prize or sticker.
5. Continue playing multiple rounds as time allows, encouraging different partners each time.

Debrief & Reflection (5 minutes):

• Invite a few students to share one new thing they learned about a classmate.
• Ask questions:
  • Which square was easiest or hardest to complete?
  • What new vocabulary did you use or hear today?
  • How did asking questions in English feel?

Differentiation & Scaffolding:

• Display sentence stems for ELL support:
  • “Do you _____?”
  • “Where are you from?”
  • “Do you like _____?”
  • “Can you tell me about _____?”
• Group emerging English speakers with supportive peers.
• Allow students to answer in their home language first, then guide them to translate key phrases into English.

Extensions:

• Have students write a short paragraph later in class summarizing one interesting cultural connection they made.
• Turn completed Bingo cards into a classroom display celebrating diversity.

Picture Prompt Storytelling

Objective: Build vocabulary, narrative skills, and peer collaboration using visual prompts.

Time: 20 minutes

Materials:

• Picture Prompt Cards (one per group) Picture Prompt Cards
• Paper and pens or markers

Preparation:

• Prepare or print a variety of images: scenes, people, objects, cartoons, etc.
• Create a set of Picture Prompt Cards each featuring one image.
• Prepare sentence frames on chart paper or slide (see Differentiation).

Instructions:

1. Divide students into small groups of 3–4.
2. Give each group one Picture Prompt Card.
3. Ask groups to spend 3–4 minutes discussing the image using these frames:
   • “In this picture, I see…”
   • “The people might be feeling ___ because ___.”
   • “Maybe this happened when…”
4. After brainstorming, each student writes 3–4 sentences to tell a short story about the picture:
   “First…, Next…, Finally…”
   
   
   
   
   
   
5. Groups reconvene and volunteer one story to read aloud.

Differentiation & Scaffolding:

• Provide sentence stems on a visible board:
  • “I notice…”
  • “They seem to be…”
  • “I predict that…”
• Allow stronger English speakers to pair with emerging ELLs to model language.
• Challenge advanced groups to add dialogue or sound effects.

Extensions:

• Have students illustrate their story as a comic strip.
• Turn favorite stories into a class “Picture Story” bulletin board.

Role-Play Scenario Dialogues

Objective: Practice functional English in real-life contexts through paired acting.

Time: 15 minutes

Materials:

• Role-Play Scenario Cards Role-Play Scenario Cards
• Props or simple costume items (optional)

Preparation:

• Create scenario cards with everyday situations (e.g., ordering food, asking for directions, introducing yourself, making plans).
• Print one set of Role-Play Scenario Cards.

Instructions:

1. Pair up students and give each pair one scenario card.
2. Allow 3–4 minutes to plan a short dialogue. Encourage use of target phrases.
3. Offer a simple script template:
   • A: “Hello, I’d like…”
   • B: “Sure, you can…”
4. Each pair performs their dialogue (1–2 minutes) in front of the class or to another pair.
5. Peers give positive feedback: “I liked how you said…”

Differentiation & Scaffolding:

• Provide partially completed scripts for lower-level learners.
• Allow pairs to rehearse in private before performing.
• Encourage use of gestures, facial expressions, and props.

Extensions:

• Record role-plays on a tablet for playback and self-assessment.
• Swap cards and repeat with new partners.

Vocabulary Charades

Objective: Reinforce key vocabulary through kinesthetic practice and peer guessing.

Time: 10 minutes

Materials:

• Vocabulary Charades Word List Vocabulary Charades Word List
• Small slips of paper or index cards

Preparation:

• Select 15–20 target words from current unit (verbs, nouns, adjectives).
• Write each word on a separate card to form the Vocabulary Charades Word List.

Instructions:

1. Place all word cards face-down in a container.
2. One student draws a card, reads the word silently, and acts it out (no speaking).
3. The rest of the class guesses the word by raising hands.
4. The student who guesses correctly takes the next turn.
5. After each word, ask the class to use it in a sentence:
   “They are ___.” or “I can ___.”

Differentiation & Scaffolding:

• Group students so stronger speakers can model guessing language.
• Offer a word bank on the board for reference.
• Allow students to sketch the word on the board if acting is challenging.

Extensions:

• Play in teams for a competitive element.
• After the game, students write two charades words and swap cards with a partner to act out again.

Language Buddy Interviews

Objective: Foster speaking, listening, and cultural exchange among English Language Learners through scaffolded partner interviews.

Time: 20–25 minutes

Materials:

• Language Buddy Interview Question Cards
• Pens or pencils
• Timer or watch
• Clipboards or hard surfaces (optional)

Preparation:

• Print or write out enough Language Buddy Interview Question Cards so each pair has one or two cards.
• Post a set of sentence frames on chart paper or project them for scaffolding (see Differentiation).

Instructions:

1. Pair students, mixing proficiency levels when possible.
2. Distribute one or two interview question cards per pair.
3. Review key phrases and polite greetings:
   • “Hello, my name is ____. What’s your name?”
   • “Can you tell me about ___?”
4. Round 1 (3–4 minutes):
   • Student A asks the questions on the card.
   • Student B responds in full sentences, using notes as needed.
   • Encourage follow-up questions for clarity (e.g., “Why is that important?”).
5. Switch roles and give each student a new card for Round 2 (3–4 minutes).
6. Write a Partner Profile:
   • After both rounds, students write 3–4 sentences summarizing their partner’s answers and one surprising fact they learned.
     
     
     
7. Share Out:
   • Volunteers introduce their buddy to the class using their profile:
     “This is Maria. She moved here from Mexico. Her favorite food is tamales because ___.”

Differentiation & Scaffolding:

• Visual Supports: Add pictures or icons to question cards for emerging ELLs.
• Sentence Frames:
  • “My favorite ___ is ___ because ___.”
    
    
    
  • “In my country, we celebrate ___ by ___.”
    
    
    
• Modeling: Conduct a live demo with a volunteer before students begin.
• Home Language Option: Let students answer in their first language, then support translation into English.

Extensions:

• Class Cultural Map: Chart where each student is from and one unique tradition.
• Audio Recording: Record interviews for pronunciation practice and self-assessment.
• Student-Generated Questions: Invite learners to write additional interview prompts for future rounds.
• Bulletin Board Display: Post partner profiles to celebrate class diversity.

Sample Language Buddy Interview Questions

1. What tradition does your family celebrate, and why is it special to you?
   
   
   
2. What is your favorite food from home, and how is it prepared?
   
   
   
3. Describe a holiday or festival you look forward to each year.
   
   
   
4. What do you miss most about your home country or city?
   
   
   
5. What new thing have you learned since joining this school?