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The purpose of this lesson is for each student to identify themselves as a unique individual. Each child can build a sense of self by acknowledging their own acquired skills, interests, and abilities, as well as similarities and differences with other people.
This lesson teaches how we are all alike and different from one another and it is our unique combination of preferences, abilities, and characteristics that makes us special. Children will reflect on their own abilities as well as those of their classmates as they explore “All about me.”
Activity 1: (10 minutes) THE AMAZING BOX
Find a small box that will hold a hand mirror, and decorate it as desired with colored paper, paint, or other collage materials. Place the small hand mirror inside the box, mirrored side up. Close the lid to the box and place it on a table or chair at the front of the room.
Tell the students that today you brought the “AMAZING BOX.” Inside the box is the face of one of the most amazing people that you know. This person is talented, wise, kind, funny, dedicated, honest, helpful, and so on (list as many adjectives as you would like). Have the students come to the front of the room one at a time and open the top of the box. As they see their own reflection in the mirror, remind each child to not let anyone else know who this person is until after everyone has had a chance to see the image inside the box.
After all the students have had the opportunity to see inside the box, talk with the group about who they saw inside the box.
Use this opportunity to talk about how each person in the classroom has many good qualities that make them amazing, and identify one quality for each child: “Jenn is helpful, Marco is kind…”. Or, ask the students to identify the characteristics or skills for each other.
Give each child a copy of the “Amazing Me” handout and have them create a picture of themselves—or the amazing person they saw inside the box.
Tell the children that you will leave out the amazing box and they can come check to see who is in it anytime they wish.
Activity 2: (20 minutes) ME BAGS
Read or watch the read-aloud video to one of the following books: I Like Me, by Nancy Carlson (read-aloud video by Read Aloud Adventures) or I Like Myself, by Karen Beaumont (read-aloud video by Black Children’s Books and Videos). Discuss with the class the kinds of things that the characters in this book liked about themselves. We all have characteristics that are similar to each other, and we are also different (unique). We may even look very similar to our siblings or parents, but on the inside we are very different. Even twins, who look exactly alike, have different interests, thoughts, and abilities. It is the combination of all these things (interest, preferences, thoughts, and abilities) that make us unique and special, and that is something to be proud of!
A few days before doing this activity, make copies of the “Me Bag Parent Letter” handout and staple it to a paper lunch bag. This note instructs parents to help their child find 5 things from home that represent them. This can be mementos, pictures, or possessions that indicate likes, preferences, or things that are important to the child. All items should fit inside the bag. Once all the bags have been returned, have each child share their bag with the group by showing and explaining each of the objects inside. Have the other children listen for things that are similar or different from the items they put in their bags.
What have you learned about each other that you didn’t know?
Note that while some children had similar items in their bags, no two bags were exactly alike—just like them!
Activity 3: (5 minutes) LOOK WHAT I CAN DO
Write each child’s name on a small piece of paper and place it inside a bag or box. Have the children sit in a circle so that everyone can see each other. Draw a name from the bag. Have the child say, “Look what I can do!” and then have the child perform an action of their choosing such as jumping jacks, a somersault, standing on one foot, pulling a silly face, etc. Have everyone in the circle repeat the activity. Continue until everyone has had the opportunity to participate.
Next, have children select partners of 2 or 3. In their small groups they should choose an activity that they can do together such as building statues, leapfrog, dance moves, twirling, etc. Each group performs their action, and all the other groups then copy the performing group. Repeat until all the groups have shared, and then change up the groups and have the new groups create a new group activity.
Activity 4: (10 minutes) ME GRAPH
Make a copy or reproduce the “Me Graph” handout onto a large sheet of paper or poster board. You may need to duplicate the grid multiple times as you will need one row per student. (You can also create this grid on a chalkboard or whiteboard in the classroom). Create a list of “likes,” such as “I like pizza,” “I like snow,” “I like to paint,” “I like to read,” “I like broccoli,” etc. You will need one “like” for each of the 10 columns on your graph. Write these words (or a keyword) from the statement at the top of each column. Take a picture of each child, and print 10 copies of each child’s face. Make sure to size or crop the picture so that it fits inside the squares on the grid you have made.
During quiet time or freeplay, invite children over to work with you individually. Select the first “like” statement and ask the child, “Do you like broccoli?” If the child indicates that they do, have them tape their face to the graph in the first available space closest to the bottom of the column. Repeat with each question until the child has answered for each. If a child does not like the item, then no face is added to the graph, and move on to the next question. Once all the children have had a chance to indicate their preferences, share the graph with the students.
Discuss the features of the graph. Ask the children to figure out by looking at the graph that the column with the most faces shows that more people like that item. Note how the graph shows that many students like similar things, and there are things that very few children like. Have the children find the things where they are similar to other students.
Extend this activity and graph different features such as hair color, eye color, left/right handedness, etc.
Alternative activity: Create the graph together during group time. Read one of the statements, and have everyone who agrees with that statement stand up or raise their hand (example: “I like broccoli”). Have the class help you count the number of children who are standing. At the top of the first column, write “broccoli,” and then color in the number of squares that corresponds to the number of children who indicated that they like broccoli. Repeat this process with the rest of the cards until your entire graph is completed.
Activity 5: (30 minutes) I AM EVERY GOOD THING
Read I am Every Good Thing, by Derrick Barnes and Gordon C. James or watch the read-aloud video by Storytime with Mr. Stephen. See how many “good things” the students can remember from the book. Share some of the “good things” about you, and then ask each child to identify one or two “good things” about themselves.
Lay a large sheet of craft paper on the floor. Write, “I am every good thing” on top, and then trace an outline of each child on a sheet of paper. Have the child color or decorate their outline by adding facial features, clothing, hair, etc. As the children are working, ask each child about the “good things” they are, and write these ideas (and add a few of your own) on their paper surrounding their “self portrait”. Hang the papers around the room or in the hall. As a class, take a tour of your “every good thing” museum and talk about the good things that are written on each page. Allow the students to continue to add things to their own paper, or that of their friends as you explore each child’s page.
Activity 6: (ongoing) ALL ABOUT ME BOOK
Help students create their own book that is all about them. Make a copy of the “All About Me” book for each child. Throughout the week, include the pages from the booklet in your center activities. Some require paint, measuring tools like a tape measure, scale, etc., to complete. Once all the pages are completed, collate all pages of the book and bind the pages together. Have each child share their book with the rest of the class during group discussion time throughout the week.
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