All About Me: My Special Story
Materials Needed
- Child-safe mirror
- Paper or a small booklet
- Crayons, washable markers, or colored pencils
- Glue stick
- Child-safe scissors
- Stickers or craft materials
- Optional: family photos, favorite toy, or a few objects that represent the child
- Optional: a phone or tablet for recording the child’s “All About Me” message
Learning Objectives
By the end of the lesson, the child will be able to:
- Say their name and share at least two facts about themselves.
- Identify simple body parts and describe one personal feature.
- Name at least one feeling, interest, strength, or favorite thing.
- Create an “All About Me” page or booklet.
- Understand that every person is special and different.
Success Criteria
Success looks like this:
- “My name is ____.”
- “I like ____.”
- “I feel ____.”
- The child creates a picture or booklet page about themselves.
- The child listens kindly while another person shares.
Introduction: Who Am I?
Time: 5 minutes
Invite the child to look in the mirror. Smile and say:
“Look! Who do you see? You see you! You are special, and there is only one you.”
Ask:
- “What is your name?”
- “What color are your eyes?”
- “What is something you like to do?”
Tell the child: “Today we will learn about you. We will talk about your body, your feelings, and things you like. Then we will make an All About Me book.”
Body: I Do, We Do, You Do
Part 1: My Name
Time: 5 minutes
I Do: Adult Models
Say your name clearly:
“My name is Sam. Sam is my name.”
Clap once for each part of the name. For example: “Sam” or “Ma-ry.”
We Do: Say It Together
Say the child’s name together. Clap the syllables.
Ask:
- “Can you say your name?”
- “Can you tell me the first sound in your name?”
You Do: Child Practices
Invite the child to introduce themselves using this sentence:
“My name is ____.”
Quick check: Listen for the child to say their name. Give specific feedback, such as, “You said your name loudly and clearly.”
Part 2: My Body
Time: 7 minutes
I Do: Adult Models
Point to your body parts and name them:
“I have two eyes, one nose, one mouth, two ears, two arms, and two legs.”
Move as you talk. Touch each body part gently or point to it.
We Do: Mirror Game
Stand beside the child. Say a body part and have the child point to it in the mirror.
- “Touch your head.”
- “Wiggle your fingers.”
- “Blink your eyes.”
- “Stomp your feet.”
- “Smile with your mouth.”
You Do: My Special Features
Ask the child to describe one feature:
- “What color is your hair?”
- “Is your hair short, long, curly, or straight?”
- “What color are your eyes?”
- “What is something your body can do?”
Remind the child: “Bodies can look different. Every body is special.”
Part 3: Feelings and Favorites
Time: 8 minutes
I Do: Adult Models
Make a happy face and say:
“I feel happy when I play outside.”
Make a calm face and say:
“I feel calm when I read a book.”
Explain that feelings can change. Say:
“Sometimes we feel happy, sad, mad, worried, or calm. All feelings are okay. We can use words to tell how we feel.”
We Do: Feeling Faces
Take turns making faces for different feelings. The child can copy you or choose a feeling to act out.
- Happy: smile and clap.
- Sad: make a frown and give a pretend hug.
- Mad: make a serious face and take a slow breath.
- Calm: breathe in slowly and breathe out slowly.
You Do: Favorites Choice
Invite the child to choose two or three questions to answer:
- “What is your favorite color?”
- “What food do you like?”
- “What toy do you like?”
- “What song do you like?”
- “What animal do you like?”
- “What do you like to do outside?”
Use the sentence frame:
“I like ____.”
Think-and-share: Give the child quiet time to think. Then invite them to share an answer with you, a family member, or a favorite toy.
Hands-On Activity: Make an “All About Me” Book
Time: 15–20 minutes
Fold several pieces of paper in half or use one sheet for a single-page project. Let the child choose whether to make a booklet or one large page.
Page 1: My Name
Write or help the child trace:
“My name is ____.”
The child may decorate the page with letters, stickers, or drawings.
Page 2: This Is Me
Invite the child to draw themselves. Ask:
- “Where will you draw your eyes?”
- “What color will your hair be?”
- “What clothes are you wearing?”
Page 3: My Favorites
Help the child draw or add symbols for two favorite things. The child may choose to draw a toy, food, animal, color, or activity.
Page 4: My Feelings
Ask the child to choose a feeling and draw a matching face.
Complete the sentence:
“I feel ____ when ____.”
Page 5: I Can
Ask the child to draw something they can do, such as run, sing, build, help, count, dance, or give hugs.
Write:
“I can ____.”
Choice: The child may draw, dictate words to an adult, use stickers, trace letters, or choose objects to glue onto the page.
Real-World Practice: Introduce Yourself
Time: 5 minutes
Pretend to meet for the first time. Model an introduction:
“Hello! My name is Alex. I like to build with blocks.”
Invite the child to practice:
“Hello! My name is ____. I like ____.”
Repeat the activity with different settings:
- Meeting a new child at a park
- Meeting a teacher
- Meeting a friendly neighbor
- Introducing themselves to a stuffed animal
Practice listening, too. Say:
“When someone is talking, we look, listen, and wait for our turn.”
Formative Assessment
During the lesson, check whether the child can:
- Say their name.
- Point to or name several body parts.
- Share a favorite thing.
- Identify or act out a feeling.
- Follow simple directions.
- Talk about their drawing or project.
Use gentle prompts when needed:
- “You can start by saying, ‘My name is…’”
- “You can point if you do not want to say it yet.”
- “Would you like to draw it or tell me about it?”
Summative Assessment: My All About Me Share
At the end of the lesson, invite the child to share the completed page or booklet. The child may speak, point, act, or have an adult read their words.
Look for these four parts:
- The child shares their name.
- The child shares at least one favorite thing.
- The child identifies a feeling or personal strength.
- The child explains one part of their artwork.
Feedback example: “You told me your name, showed me your favorite toy, and explained your picture. You shared your story very clearly.”
Differentiation and Support
For a Child Who Needs More Support
- Offer two choices: “Do you like red or blue?”
- Use sentence starters: “My name is…” and “I like…”
- Allow pointing, drawing, gestures, or choosing objects instead of speaking.
- Complete only one or two pages of the booklet.
- Use a favorite toy as a conversation partner.
For a Child Ready for More Challenge
- Help the child write some letters in their name.
- Invite the child to share three or more facts.
- Ask the child to compare two favorites: “Which do you like more? Why?”
- Invite the child to make an All About Me presentation for family members.
- Record the child reading or telling the booklet story.
Conclusion: Tell What We Learned
Time: 5 minutes
Look through the child’s work together. Ask:
- “What is your name?”
- “What is one thing you like?”
- “What feeling did you draw?”
- “What can you do?”
- “What makes you special?”
Recap by saying:
“Today we learned about you. We learned your name, your body, your feelings, your favorite things, and something you can do. You are special because you are you!”
Finish with a simple chant:
“I am special. I am me. I can learn and I can be!”
Optional Follow-Up Activities
- Make a family “All About Us” page.
- Measure the child’s height and mark it on a growth chart.
- Play “Find something that is your favorite color.”
- Make a collage of things the child likes.
- Read a story about being unique and talk about how the characters are alike and different.