Introductions - 2

Foundational

Teachers

Goal: When in a social situation, the student will complete a typical introduction exchange in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Initiate a greeting using polite language (such as “Hello,” “Nice to meet you,” “Hi, how are you?”, “Hi, my name is…,” etc.).
2. Respond to someone who has greeted you with a typical polite response.
3. End an introduction exchange with a typical response (such as “Goodbye,” “See you tomorrow,” “Have a nice day,” etc.).

Definitions of Key Terms: An introduction is an action in which people greet one another and share information about themselves.

Discussion Points:

Questions:

  • What does it mean to introduce yourself?
  • Why do you need to introduce yourself to someone new?
  • What happens if you don’t introduce yourself?

Discuss with students what it means to introduce yourself and why it is important. Review the discussion point questions.


Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Introducing Yourself

Review the discussion points and the definition of an introduction. Ask students to think and share how they would introduce themselves to the following people:

Materials Needed:
  • Student Activity Sheet A - 1 per group
  • Pencil per group
  • Chart paper or interactive board
  • A new student in your school who joins your class.
  • A new person you meet on your sports team.
  • A friend’s friend.
  • Someone you meet in the community.

Record their answers on the board or chart paper. Ask students to share any other ideas for when they may need to introduce themselves. Record those answers/ideas on the board or chart paper.

Assign each student a partner. Ask the partners to complete Student Activity Sheet A. When all students have finished, gather them to discuss the role play.

Student Activity Sheet A

Directions: Role play the introduction below with a friend.

Student A: Hi, my name is Silas. It is nice to meet you!
Student B: Hello Silas , my name is Donny. It is nice to meet you too!
Student A: Welcome to our class!

Role play introductions in the following situations.

  • A new person you meet on your sports team.
  • A friend’s friend.
  • Someone you meet in the community.

Activity 2: Create an Introduction

Review the ideas shared and recorded during Activity 1 with the students. Discuss if there is only one “right” way to introduce themselves. Discuss how to end an introduction politely and positively. Ask students to begin thinking about ways they have introduced themselves in the past.

Materials Needed:
  • Student Activity Sheet B - 1 per pair of students
  • Pencil or pen -1 per pair of students

Assign each student a partner. Ask the partners to complete Student Activity Sheet B. Remind students that the introduction should have a beginning and an ending. When all students have finished, gather them to share their work. If time allows, you may ask partners to role play the introductions they created.

Student Activity Sheet B

Directions: Silas and Beth are meeting for the first time. Create an appropriate introduction below.

Silas:

Beth:

Silas:

Beth:

Silas:

Beth:

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2. Ask students to think and share about any past experiences they have had when someone introduced themselves poorly or in a mean way. Discuss how students felt when an introduction was made in a positive way versus in a negative way.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student

Ask students to complete Student Activity Sheet C. When finished, have students share their answers.

Student Activity Sheet C

Directions: Study the comic strips below. Check or circle the answers that show the characters making a good introduction.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet D.

Materials Needed:
  • Student Activity Sheet D - 1 per student
  • Pencil for each student
  • Student Activity Sheet E - 1 per student
  • Red and purple colored pencil or pen

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet E. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet E.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named nouns. Repeat the process for verbs and contractions.

If time allows students may partner together and role play the script.

Example script of introducing yourself appropriately:
Kim: Hello my name is Kim. What is your name?
Beth: Hello Kim, it is nice to meet you. My name is Beth.
Kim: Would you like to eat lunch with me today?
Beth: Yes, let’s go!

Example script of introducing yourself inappropriately:
Kim: Hello my name is Kim. What is your name?
Beth: I like to watch movies.
Kim: But what is your name?
Beth: I am going to eat now.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use current classroom literature that demonstrates making introductions appropriately.

Student Activity Sheet D

Directions: Think about the script read/played for the class and complete the questions below.

  1. Who are the characters in this script?
  2. Where are the characters going?
  3. Why is introducing yourself politely important?
  4. How do you think Kim feels when Beth does not answer her?

Student Activity Sheet E

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the contractions. BONUS: find words that could be contractions and write their combined words in margin.

Remember: A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

A contraction is a shortened form of words.

Example script of introducing yourself appropriately:
Kim: Hello my name is Kim. What is your name?
Beth: Hello Kim, it is nice to meet you. My name is Beth.
Kim: Would you like to eat lunch with me today?
Beth: Yes, let’s go!

Example script of introducing yourself inappropriately:
Kim: Hello my name is Kim. What is your name?
Beth: I like to watch movies.
Kim: But what is your name?
Beth: I am going to eat now.

Application Activity

Review and discuss example scripts from lesson extension.

In small groups, have the students create scripts correctly and incorrectly making introductions. Use the script sheet to create students scripts.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Have students record their scripts using the SiLAS software. Remember to name and save their work. Premiere the movies with the group members at the end of each session.

Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialogue with a phone or other recording device

Topic Checkout

Review the key ideas and discussion points from all activities. Ask students to complete the Student Topic Checkout. Discuss their answers when all students have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • Pencil for each student

Student Topic Checkout

Directions: Complete the following questions.

1. What is an introduction?

2. Why are introductions important?

3. How do people feel when you don’t introduce yourself to them?

4. Write a good introduction that you will use.