I know its a bit late, people are already starting their first day. But, if you haven't established rules or expectations for a classroom this can also be used for a second day lesson plan.

Here's there barebones of what's in the lesson plan:

• Self-introduction. Who I am, where I'm from, family, etc. You'll need to replace photos/names with your own.
• Self-intro review. Short, sweet, feel free to make longer.
• Co-develop rules. This part is discussion/board based. I have a set of rules I use (included in the attachments), feel free to scrap and use your own.
• Time: this should easily fill a 45~50 min class, and could spill into the beginning of the next day if prolonged.

The first week or so I use to establish routine, rules and expectations. This is the same powerpoint structure I use for my Elementary students, just modified to have participation for higher level learners. For the last part, i have the students either do a short skit on the rules or create a poster that we'll hang up in the room. Either way, they should produce/practice the rules.

As a bonus I've included the rule set I use as well as the letter I send home to parents. Hope this helps :)

Hello Mark!

I'm glad I found this -- I found your elementary one as well and loved it. I'm a new teacher teaching elementary, middle, AND high school so I'm a little bit overwhelmed. Thanks for supplying the first day stuff!

I was wondering if you could elaborate a bit about earning points as a team. Do you put them in teams or by team do you mean class? I'm kind of planning on using the same(ish) lessons for my middle and high school classes because I was told the high school classes are a very low level. What do you think about that?

Anyway, thanks a lot!

I know the feeling! I taught at four schools my first year, two mid and two ele's, and it can be daunting, but just go in with a good attitude and lots of energy and you'll do fine ;)

So, the way the point system works for my classes is on a month-to-month basis.
If everyone in the class is doing well (and you can determine this by doing well in an exercise, everyone turning in homework, working well in groups, etc/whatever you deem as point worthy) I'll reward the class a point/points. At the end of the month, if they have X amount of points, they can get something as a class.
Example:
10=candy (everyone gets a piece(s) of candy. I only do this at the end of the month. Cuts back on buying candy every week and allows me to get them some good stuff. The best ones were always imported from Mexico, can buy them at almost any store near the schools)
15=fun activity (pull a PPT game from waygook, bring in scrabble, or something else. Fun day)
20=Movie

I used this at all of my schools and got varying results. It all depended on the students and my co-teachers. Some students didn't care, some loved it. No system is perfect.

As far as using the same power point for the high school students, that's your call. On the first day, try to challenge them with something a bit closer to pure English. I mean, they're not dumb. When we took Spanish/German/French/Chinese in high school the teachers from day one just spoke Spanish and forced you to be in an environment that tried to solely utilize the target language, you should probably mimic that. After assessing them for about a week, if you decide they are REALLY low level, then develop lesson plans to cater to their needs.

Hope that helps :)

I'd like to add my Introduction lesson plan and materials in case some of you have the first week off like some people I know.

This is what I've done with my 2nd and 3rd year Middle school students this week and I've found it extremely successful:

I've taught many of these students already so I keep my own introduction short. I ask who has had me before and if those who haven't know my name. I ask if they remember where I'm from and give them the opportunity to ask a couple questions if they want to (usually it's just my age they want to know).

I show my Classroom Expectations and Consequences ppt, taken originally from: http://www.waygook.org/index.php/topic,43191.msg280999/topicseen.html#msg280999, but with many changes.  I also break down "expect" and "sequence" for them but otherwise go through rather quick. My co-T takes a moment to clarify and gets the student to recite the expectations.

After the PPT I switch gears and let them know I'd like them all to choose an English name for use in English class.  We then brainstorm girls and boys names for about 5 minutes and I write them on the board, with mostly boys participating.

I go through the names worksheet briefly before handing it out, which includes a blank list for them to write 5 things about themselves.  I LOVE reading through their answers, and it gives me some insight into their English level and what to expect from them participation-wise as well as their interests.  I'm keeping them for reference.
My co-T and I walk through the classroom and give help/keep them on track.  I don't even mind if they only write one thing since that tells me what I might expect from them in the future.

With 10 minutes to go, I hand out a Bingo sheet for them to circulate the class with, gathering classmates' English names.  This has gone amazingly well with total participation and minimal noise or distractions.  I like how it gets even the most introverted students up and about, even if there's only minimal writing a very little English dialogue. 

Originally I had planned to play bingo in the same lesson, having students who win read the names that form bingo and also tell us something about themselves, but I haven't had enough time in any of the 10 classes I've held.  I've instead integrated the game into my lessons next week.  For grade 3, the unit topic is jobs and the textbook talks about what people like and should do.  So after covering the textbook, when students win bingo I'll have them stand and say something they like or like to do.  I'll ask someone in the class to then recommend a job that person could pursue.   Students who win/participate by answering will get a stamp for their rewards page and maybe candy, I haven't decided yet.

I've honestly found a huge difference in this approach in terms of their interest as opposed to the slide show about myself that I showed them last year.  I also get a kick out some kids' originality in their name choices and what they say about themselves.

Sorry for the gap Beginners_falafel, I haven't been on Waygook this past week.

I did have a name list, I made one from the worksheets students turned in the week before.

I tied the bingo game into the next lesson. After finishing the main part of that lesson, I started by calling out their names to hand back the bingo sheets which they had already filled in last period (the class really enjoyed hearing all the names since some of them were rather interesting). Then I told them we were starting with one line. I called out names and also wrote them on the board.  After a couple have one line of Bingo I go to two lines, then three and so on. 

When my third years get a bingo, I have them come up to the front so I can check their sheets, then have them say something they like or like to do now.  Then their classmates have the chance to raise their hands to suggest something they could do for a job, like "I like talking" so "he could be a lawyer." Both get a stamp or candy.  I've had mixed results for enthusiasm, but all my classes have participated.

For second years, I just have the student come up and name a goal of theirs for this year.  Stamp for reward.

My co-teacher recommended having each student stand when their name was called, but I decided against it.

-Hope this can be helpful, sorry again for the late reply.