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Preparing for a New Student 2

by Stephanie N. Brown | 07 Aug 2015
Resource Description: This lesson is structured around supporting a revolving-door classroom with a diverse student population. Adult Refugee and Immigrant ESL classes are often changing, where new students are constantly being added to the classroom community. This lesson focuses on group dynamics and community building. Students reflect and share their own experiences as a new student, in hopes of better supporting the growing classroom. The lesson will end with an established student-created plan to support new students in their class.
Audience: Adult
Audience Language Proficiency: Intermediate
Duration: 60 Minutes
Language Skill: Listening, Speaking, Writing
Content Area: ESL, Life Skills
Materials and Technology:
  1. Photo of a Possible Student
  2. Whiteboard and Markers
  3. Magnets 
  4. Paper and Pencils 
  5. Yellow and Green Post-It Notes
  6. Large Poster Paper
Objective(s): SWBAT* verbally express their feelings and experiences of being a new student.

SWBAT apply their personal experiences of being a new students, to try and help a potential new student.

SWBAT generate a plan to support new students.

*Students will be able to (SWBAT)
Outcome(s): Students will reflect on how it felt to be a new student. They will work together to brainstorm ways to welcome new students. Then as a large group they will construct a plan to best support new students in their classroom.
  1. Prior to class print out a picture of a potential student and give this fictional student a name.
  2. Prepare the classroom by having students sit in a large circle. 
  3. Briefly talk to students about how the classroom is always changing. Talk about how everyone has been a new student at one point. 
  4. Have students write for 2-minutes about what it feels like to be a new student. What does it feel like to be a new student? 
  5. Have students share their reflections with a partner. Provide each pair yellow post-it notes and ask them to write their feelings. Have students stick these notes on the left side of the board. 
  6. As a group review the feelings that are on the board. What patterns do students notice?
  7. Have students sit down. Read the following situation (role-play): “Congratulations, we are going to have a new student join our class. I do not know much about this person, but I do have a picture of her. I also know her name is _______”. Walk around the circle and show student the picture. Then place the picture on board. 
  8. Pair students. Provide each pair with green post-it notes and have them brainstorm ways that they might welcome a new student/person to the classroom. How might you welcome a new students to the classroom and the community?
  9. Have students put the post-it notes on the right side of the board. As a group have students share what they have written on their post-it notes. 
  10. Open up the circle for conversation. Ask students to think about the yellow and green post-its. Have them make a plan (a list of group norms) that the class will do when a new student joins the group. Keep this conversation open and allow students to generate ideas. 
  11. Note the student-created plan on a piece of large paper, and stick this list in the front of the class. Show students that this will be a reminder for them when new students do join the class.
Assessment: Active participation in pair and whole group conversations.
Differentiation: Scaffold the beginning reflection by reviewing different emotion vocabulary.

Extend the beginning writing by having students complete another draft for homework. Use these drafts to create a book of feelings and ways to support new students.

Have students reflect on this experience for homework and write a letter to a fictional new student. Compile these letters.
TESOL Interest Section: Adult Education, Materials Writers, Social Responsibility