What I’m Good At and What I Love
Students learn to name two personal strengths with a real school example for each, name one interest and explain why it excites them, match a strength to a classroom role and explain the fit, use a strength on purpose during a task, and name the specific action that helped them succeed at something small.
Lesson Overview
What students will be able to do after this lesson: Students will be able to name two personal strengths with real school examples, describe one interest and explain why it matters to them, match a strength to a classroom role, use a strength on purpose during a task, and name the specific action that helped them succeed at something small.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | My Strengths and My Interests | SA-STR-2-1 · SA-STR-2-2 |
| 2 | Matching Strengths to Roles and Using Them on Purpose | SA-STR-2-3 · SA-STR-2-4 |
| 3 | Naming What Helped Me Succeed | SA-STR-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SA-IDN-2-3 | Knowing what I like about myself includes knowing my strengths — these two topics reinforce the same self-knowledge |
| SA-REF-2-3 | Naming the specific action that helped me succeed (Segment 3) is the same move as recognizing a strength in action |
| RS-TMW-2-2 | Choosing a group role that uses your strength is teamwork in action |
Key Vocabulary
- Strength — Something you do well — a skill or quality you bring to tasks and situations; strengths can grow with practice
- Interest — Something you love learning about, exploring, or doing; what you’re genuinely curious about or excited by
- Evidence — A real example that shows a strength in action — a specific moment, not just “I think I’m good at it”
- Role — A job or position in a task or group that has specific things to do; choosing a role that fits your strength makes you more useful to the group
Materials
- Whiteboard space or chart paper + marker for I Do modeling
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
- Optional: a short class brainstorm list of possible strengths (helpful if students are unfamiliar with strength vocabulary)
How this lesson is structured: Each skill segment below has an I Do (teacher models the skill with a realistic scenario) and a We Do (class practices together with your guidance). Independent practice — the You Do — lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 3 quick set-ups before the I DoA strength is specific — not “I’m good at everything” or “I’m not good at anything” · Strengths are about what you do — not what you feel or think about yourself · An interest is more than “I like it” — it has a why
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
My Strengths and My Interests
- What’s inside
- I do: 4 teacher modelsTextbook example: a named strength with a specific school example · Wrong version → fix: the vague or comparative strength · Naming an interest with a real “why” · Two different strengths: showing they are genuinely distinct
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Matching Strengths to Roles and Using Them on Purpose
- What’s inside
- I do: 3 teacher modelsMatching a strength to a role: the fit explanation · Wrong version → fix: picking a role you want vs. one that fits your strength · Using a strength on purpose, not by accident
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Naming What Helped Me Succeed
- What’s inside
- I do: 3 teacher modelsTextbook example: naming the specific action, not luck or ability · Wrong version → fix: luck or ability instead of action · Non-achievement example: noticing a positive moment in an ordinary situation
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Self-Awareness resources for Grade 2, ready to use today.
