Warm-Up: Name Chain

Time: 5 minutes
Objective: Help students learn each other’s names and build memory through repetition and fun facts.
Materials: Picture prompt on whiteboard (e.g., icons for hobbies), optional name tags.

Instructions:

1. Have students sit or stand in a circle.
2. Teacher models: “My name is Ms. Lenny and I love cats.” (Use a picture prompt on the board to support language learners.)
3. Next student repeats the previous share, then adds their own:
   • “Her name is Ms. Lenny and she loves cats. My name is [Name] and I love [Fun Fact].”
4. Continue around the circle—each person must recall all previous names/facts before adding theirs.

Language Support:

• Provide a visual sentence frame: My name is ___ and I enjoy ___.
  
  
  
• Show simple icons (soccer ball, book, dog) to spark ideas.

Emotional Support:

• After each share, classmates give a thumbs-up or smile to build a positive, encouraging atmosphere.

Extension (If time allows):

• Challenge students to clap once when they hear their own name to stay engaged throughout the activity.

Game: Emotion Bingo

Time: 7 minutes
Objective: Build emotional vocabulary, encourage peer sharing, and create a safe space for expressing feelings.
Materials:

• Emotion Cards Template bingo sheets (one per student)
• Markers, crayons, or bingo chips
• A hat or container with emotion cards (from the template)

Instructions:

1. Distribute one bingo sheet to each student along with markers or chips.
2. Place emotion cards (small cards with one emotion word and icon each) into a hat or container.
3. Teacher (or a student volunteer) draws one emotion card at a time, calls out the emotion (and shows the card).
4. Students look for that emotion on their bingo sheet and mark the square if they have it.
5. Continue until a student achieves five in a row (horizontal, vertical, or diagonal) and calls “BINGO!”
6. The winner shares with the group a time they felt that emotion, using the sentence stem:
   “I felt [Emotion] when ___.”

Language Supports:

• Provide a word bank and icon chart on the board showing all emotion words used.
• Model the sentence stem and have it displayed on a poster or sentence strip.
• Allow students to whisper or point if they need help locating words.

Emotional Supports:

• Remind students that sharing is optional—if a student prefers, they can describe the emotion rather than share a personal story.
• Affirm all contributions with positive feedback (e.g., “Thank you for sharing,” “Great job using our feeling words!”).

Extension (If time allows):

• After the first winner, continue playing for a “full card” bingo.
• Challenge students to role-play the emotion on the card for classmates to guess.

Activity: Role Role-Play (Triads)

Time: 8 minutes
Objective: Students will explore and practice their assigned team roles in groups of three while using structured language supports to introduce themselves and collaborate on a shared task.

Materials:

• Role Badges for Triads (Leader, Recorder, Encourager)
• Scenario Prompt Cards (index cards with simple tasks, e.g., “Build a paper tower” or “Design a class logo”)
• Timers (one per triad)

Instructions:

1. Form Triads: Divide the class into groups of three.
2. Assign Roles: Give each student one badge from Role Badges for Triads:
   • Leader: Guides the discussion and makes sure everyone speaks.
   • Recorder: Writes or draws the group’s ideas.
   • Encourager: Offers positive feedback and checks in with teammates.
3. Model Introductions: Show the sentence stem printed on each badge and say aloud:
   “Hello, I’m [Name]. I am the [Role]. My job is to [key task].”
4. Practice Intros: In each triad, students take turns introducing themselves in role.
5. Plan the Task: Hand out a Scenario Prompt Card to each triad. Set a 2–3 minute timer.
   • Triads discuss how they will complete the prompt, using each role’s strengths.
6. Share Back (if time): Invite one or two triads to briefly describe how they divided tasks by role.

Language Supports:

• Sentence frames printed on badges guide introductions.
• Display a visual word bank on the board (e.g., “guide,” “draw,” “encourage”).
• Model each phrase aloud and encourage echoing.

Emotional Supports:

• Emphasize that every role is vital—celebrate each student’s contribution.
• Use a quiet signal (thumbs-up) for any student to request a brief pause.
• Offer positive feedback, especially for quieter students.

Extension (If time allows):

• Swap badges and repeat with a new prompt.
• Challenge triads to invent a new role (e.g., Timekeeper) and write their own sentence frame.
  
  
  
  

Discussion: Setting Expectations

Time: 7 minutes
Objective: Co-create 3–5 clear, visual group norms so every student understands how we’ll work together safely and respectfully.
Materials:

• Team Expectations Poster (large chart with columns for “Be Safe,” “Be Kind,” “Be Responsible”)
• Markers (various colors)
• Icon stickers or drawn icons
• Students’ name tags for signing

Instructions:

1. Activate Prior Knowledge (1 minute):
   • Ask: “What makes you feel safe and happy when you work with friends?”
   • Invite 2–3 quick answers (point-and-share or whisper to a partner).
2. Brainstorm Expectations (3 minutes):
   • Display the Team Expectations Poster.
   • In whole group, ask: “How can we be safe? Kind? Responsible?”
   • Teacher writes each student suggestion in the matching column, adding a simple icon (e.g., ear for listening).
   • Aim for 3–5 total expectations (e.g., “Listen with our ears,” “Use kind words,” “Help each other”).
3. Check for Understanding (1 minute):
   • Reread each expectation aloud, asking students to “thumbs-up” if it’s clear.
   • Clarify any unfamiliar words with a quick explanation or gesture.
4. Commitment Signing (2 minutes):
   • Give each student their name tag.
   • Invite them to place their tag under the poster as a promise to follow the expectations.
   • Encourage them to say aloud: “I will [Expectation]” when they sign.

Language Supports:

• Provide sentence frames on the board:
  • “I will ______ when we work together.”
  • “Can you help me understand ______?”
• Use icons next to each rule to support comprehension.
• Repeat key vocabulary with gestures (e.g., point to your ear when saying “listen”).

Emotional Supports:

• Validate each student’s contribution (“Great idea!” “Thank you for helping us feel safe!”).
• Offer a private check-in (thumbs-down signal) if a student appears uneasy.
• Reinforce the idea that rules help everyone learn and feel respected.

Follow-Up Questions:

• “Which rule will help you most today?”
• “How will you remind yourself to follow our expectations?”

Cool Down: Reflection Exit Ticket

Time: 3 minutes
Objective: Encourage students to reflect on today’s activities, express how they feel, and set a learning goal for next time.
Materials: One Reflection Exit Ticket per student, pencils or crayons.

Name: ____________________ Date: ____________

1. How do you feel right now? (Circle one)
   😊 🙂 😐 🙁
2. One thing I enjoyed today was:

1. One thing I hope to learn next time is:

Language Support

• Provide the sentence stems on the board:
  • “I enjoyed ___.”
  • “Next time, I want to learn ___.”
• Offer word banks or picture icons for key words (e.g., “enjoy,” “learn”).

Emotional Support

• Remind students that there are no wrong answers—every feeling and goal is valid.
• Allow students to draw instead of write if that feels easier.