🍎Making Connections: The 'Super Power' of Conversation

Lesson plan

Objectives

• Students will be able to identify and use at least three 'conversation starter' questions to initiate dialogue.
• Students will demonstrate active listening by recalling two specific facts about a peer's interests.
• Students will define the term 'commonality' and identify one thing they share with a classmate.
• Students will practice turn-taking behaviors during group discussions with 100% participation.

Materials

• Class set of 'Find Someone Who' BINGO sheets
• Large chart paper and markers
• Timer or bell for transitions
• Pencils and clipboards for each student
• Printed 'Conversation Starter' cards
• Student journals for the exit ticket

Warm-up

Begin by asking students to stand up and find a partner they don't know well. Give them 60 seconds to find three things they both have in common (e.g., both wearing sneakers, both like pizza, both have a sister). When the timer rings, have a few pairs share their commonalities with the class. Explain that today we are going to learn how stories and questions help us build a strong classroom community.

Direct instruction

1. Define 'Active Listening': Explain that it means looking at the speaker, nodding, and not interrupting. Model this by having a volunteer tell you about their favorite animal.
2. Introduce 'Open-Ended Questions': Explain that these are questions that need more than a 'yes' or 'no' answer. Example: Instead of 'Do you like dogs?', ask 'What do you like about dogs?'
3. Model the 'Follow-up': Show how to ask a second question based on an answer. Example: If a peer says they like Minecraft, ask 'What is the coolest thing you have built?'
4. Discuss 'Commonalities': Explain that a commonality is something shared by two or more people. Use a Venn Diagram on the board to show how two different students can have overlapping interests.
5. Review the 'Find Someone Who' Rules: Explain that they must move calmly, use their 'inside voices', and can only have the same person sign their paper twice maximum.
6. Set Behavior Expectations: Role-play a respectful way to approach a classmate ('Hi, my name is... Can I ask you a question?') and a respectful way to end a conversation ('Thanks for sharing! See you later!').

Guided practice

As a whole class, we will practice answering a prompt using the 'Think-Pair-Share' method. The teacher asks: 'If you could have any superpower to help you in 3rd grade, what would it be and why?' Spend 30 seconds thinking, then turn to a neighbor and share. The teacher will circulate to ensure students are making eye contact and using follow-up questions like 'Why did you choose that?' or 'How would that work?'

Independent practice

Students will participate in a 'Mix and Mingle' Bingo activity. Each student receives a grid with prompts like 'Has a pet,' 'Likes to draw,' or 'Has been to the beach.' Students must walk around, ask their peers questions to find matches, and have the peer sign their name in the corresponding box. The goal is to fill as many boxes as possible while having meaningful short conversations.

Closure

Gather the students back on the rug. Ask for three volunteers to share one surprising thing they learned about a classmate. For the exit ticket, students must write one complete sentence on a sticky note: 'One person I talked to today was [Name] and we both like [Interest].' Stick these on the classroom door as they head to the next activity.

Assessment

Mastery will be measured through observation during the Bingo activity (checking for active listening and polite questioning) and through the completion and accuracy of the 'Commonalities' worksheet and Exit Ticket.

Differentiation

For struggling learners: Provide a 'cheat sheet' with sentence starters like 'Do you like...?' or 'What is your favorite...?' and pair them with a 'peer buddy' during the BINGO. For advanced learners: Challenge them to find 'Triple Commonalities' (things three people share) or have them write a short paragraph about how a classmate's interest is different from theirs but still interesting.

The Getting to Know You Connection Map

Answer the questions about yourself first. Then, interview a classmate and record their answers. Finally, write one thing that is the SAME and one thing that is DIFFERENT.

1. 1. What is your favorite book or story?
2. 2. What is your favorite subject in school?
3. 3. Do you have any brothers or sisters? How many?
4. 4. What is one thing you are really good at doing?
5. 5. What do you like to do during recess?
6. 6. What is your favorite color?
7. 7. What is your favorite meal or snack?
8. 8. What is something you want to learn this year?
9. 9. List one thing that you and your partner BOTH like (a commonality).
10. 10. List one thing that is DIFFERENT between you and your partner.

Back to School Communication Quiz

1. What is 'active listening'?
   • Ignoring the speaker
   • Looking at the person and thinking about their words
   • Drawing while someone is talking
   • Waiting for your turn to talk about yourself
   Answer: Looking at the person and thinking about their words
2. Which of these is an 'open-ended' question?
   • Do you like blue?
   • Is your name Sam?
   • What is your favorite thing about summer?
   • Are you in 3rd grade?
   Answer: What is your favorite thing about summer?
3. If you and a friend both love soccer, what is that called?
   • A difference
   • A commonality
   • An argument
   • A secret
   Answer: A commonality
4. How should you start a conversation with someone new?
   • Walk away
   • Yell at them
   • Smile and say 'Hi, my name is...'
   • Stare at them until they speak
   Answer: Smile and say 'Hi, my name is...'
5. What is a 'follow-up' question?
   • A question about a different topic
   • A question about what the person just said
   • A question that ends the conversation
   • Asking 'What?' over and over
   Answer: A question about what the person just said
6. Why is it important to make eye contact when talking?
   • To see what color their eyes are
   • It shows that you are paying attention
   • To make them feel nervous
   • Because the teacher said so
   Answer: It shows that you are paying attention
7. What should you do if you realize you and a peer have different interests?
   • Be rude to them
   • Try to change their mind
   • Be respectful and ask them why they like that
   • Stop talking to them
   Answer: Be respectful and ask them why they like that
8. Which of the following is an example of a good follow-up question for: 'I went to the zoo this summer'?
   • What is for lunch?
   • Which animal was your favorite?
   • I am 8 years old.
   • I don't like the zoo.
   Answer: Which animal was your favorite?

The Family Fact-Finders Mission

Welcome to 3rd Grade! This week, we are practicing our interview and listening skills. Your mission is to take what we learned in class today and apply it at home. This will help you get to know a family member or guardian even better while practicing your oral communication skills. Please complete the tasks below and return this sheet by Friday.

• Choose one adult family member to interview.
• Ask them: 'What was your favorite subject when you were in 3rd grade?'
• Ask them: 'What was your favorite game to play when you were my age?'
• Use at least one follow-up question during your interview (e.g., 'Why did you like that game?').
• Tell them one thing you are excited about for school this year.
• Write down one thing you and your family member have in common on the back of this paper.
• Have the family member sign the bottom of the page to show you completed the 'Mission'.

Vocabulary

Commonality · noun

A feature or interest shared by two or more people.

"The two boys found a commonality when they realized they both loved space."

Active Listening · noun

Paying close attention to a speaker using eyes, ears, and heart.

"Sarah used active listening to understand the teacher's instructions."

Conversation · noun

A talk between two or more people where ideas are shared.

"We had a long conversation about our favorite movies."

Open-ended Question · noun

A question that requires more than a yes or no answer.

"'How did you spend your weekend?' is an open-ended question."

Follow-up Question · noun

A question asked to learn more about something a person just said.

"When Tim said he liked pizza, Jan asked the follow-up question, 'What toppings do you like?'"

Respect · noun

A way of treating someone that shows you care about their feelings.

"Wait for your turn to speak to show respect for others."

Community · noun

A group of people living or learning together in the same place.

"Our 3rd-grade class is a kind and helpful community."

Identify · verb

To recognize or point out what something is.

"Can you identify which student is wearing a red shirt?"

Interest · noun

Something that a person enjoys learning about or doing.

"Toby has a strong interest in learning how to play the piano."

Collaboration · noun

The act of working together with others to reach a goal.

"The science project required great collaboration from the whole team."

Activities

• Find Someone Who... BINGO · 15 minutes

  Students receive a 4x4 grid containing various traits (e.g., 'Has a younger sister,' 'Can whistle,' 'Loves broccoli'). Students move around the room, asking peers questions to see if they match a square. If a peer matches, they sign the student's board. The goal is to get a 'BINGO' (four in a row) while practicing polite introductions and listening.

• The Human Knot · 10 minutes

  Groups of 6-8 students stand in a circle and reach across to grab the hands of two different people (not the person directly next to them). Without letting go, the group must communicate and work together to untangle themselves back into a clear circle. This emphasizes communication and problem-solving without leaving anyone out.

• Story Ball · 10 minutes

  Students sit in a circle. The teacher starts with a soft ball and shares a 'Rose' (something good) and a 'Thorn' (something challenging) from their summer. The teacher tosses the ball to a student, who does the same. This builds empathy and helps students see that everyone has different experiences and feelings about starting school.

• Mime Your Interest · 10 minutes

  One student comes to the front and mimes an activity they love (like swimming, reading, or playing soccer) without using words. The rest of the class must watch closely and guess the activity. The person who guesses correctly must then ask an open-ended follow-up question to the 'actor' about that interest.