G4 · L02
Knowing My Strengths and Using Them Well
Students learn to name three strengths with evidence from multiple settings, match strengths to project roles using task-specific reasoning, use their strengths to support peers, turn interests into inquiry questions, and create a mini portfolio showing a strength in action.
1LESSON OVERVIEW
Lesson Overview
What students will be able to do after this lesson: Students will be able to name three personal strengths with specific, multi-setting evidence, match a strength to a project role using task-specific reasoning, use a strength to contribute to a group and trace the effect, turn an interest into a focused inquiry question, and create a portfolio entry that shows a strength in action with a caption connecting the strength to what the work demonstrates.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Naming and Matching My Strengths | SA-STR-4-1 · SA-STR-4-2 |
| 2 | Putting Strengths to Work | SA-STR-4-3 · SA-STR-4-4 |
| 3 | Showing My Strength With Real Evidence | SA-STR-4-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SA-IDN-4-2 | Connecting a strength to an identity aspect — how strengths are expressed — is naturally present when students anchor strengths to specific settings and explain how a strength shows up across who they are. |
| SA-REF-4-2 | Segment 3 requires students to compare their work to a criterion (does this sample actually show the strength?) — the same evaluative move SA-REF-4-2 builds through self-assessment against criteria. |
| RS-TMW-4-2 | Segment 2’s contribution work (SA-STR-4-3) asks students to use their strength in service of a partner or group and describe the effect on the shared result — the teammate-support skill RS-TMW-4-2 addresses. |
Key Vocabulary
- Strength — a skill, quality, or ability that shows up consistently in how you do things across different situations — not just something you enjoy, but something you actually do well
- Evidence — a specific, real example from an actual moment or setting that proves your strength is genuinely there; not a general claim (“I’m good at it”) but a grounded instance (“When we did the group project and no one knew how to start, I organized the ideas and we finished”)
- Inquiry question — a specific question you genuinely want to answer, narrow enough to actually research; “I want to learn about animals” is a topic — “Why do some animals migrate seasonally while others don’t?” is an inquiry question
- Portfolio entry — a piece of real work paired with a short caption that explains what it shows about one of your strengths and how that strength shaped the outcome
Materials
- Whiteboard or chart paper and markers (for posting the key language through-line at the start of each segment)
- Optional for Segment 3: any work samples students have on hand — drafts, assignments, projects — to use during practice
- 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.
Before you teach
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 not the same as what you like or what you’re the best at · Evidence has to be specific and from more than one place · Using your strength to help others is not doing their work for them
- Rescue planIf students are significantly behind
This section opens when Grade 4 launches.
You’re on the Grade 4 list
Introducing the skill
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
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You’re on the Grade 4 list
Skill segment 1
Naming and Matching My Strengths
I CANI can name three strengths and show where I use them — and I can pick the job that fits my strength and explain why it’s the right fit.
- What’s inside
- I do: 4 teacher modelsTextbook example: naming three strengths with specific, multi-setting evidence · Wrong version → fix: a vague strength claim with no evidence · Matching a strength to a role using task-specific reasoning (SA-STR-4-2) · Positive scenario: matching a strength in a low-stakes, ordinary moment
- We do: 4 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 4 launches.
You’re on the Grade 4 list
Skill segment 2
Putting Strengths to Work
I CANI can use my strength to help my group do better — and I can turn my interest into a question and say how I’ll find out.
- What’s inside
- I do: 4 teacher modelsTextbook example: using a strength to contribute and tracing the effect on the group (SA-STR-4-3) · Wrong version → fix: “I helped” with no strength or effect named · Turning an interest into a specific inquiry question (SA-STR-4-4) · Interest connected to a strength: the two work together
- We do: 4 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 4 launches.
You’re on the Grade 4 list
Skill segment 3
Showing My Strength With Real Evidence
I CANI can show a strength with real proof and explain what it did for my work.
- What’s inside
- I do: 4 teacher modelsTextbook example: choosing the right evidence and writing a connected caption · Wrong evidence → fix: choosing work that shows effort, not the specific strength · Choosing evidence for a relational or process strength · Wrong caption → fix: a generic effort statement replaced by a connected caption
- We do: 4 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 4 launches.
You’re on the Grade 4 list
Wrapping up the week
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Round 1 — Naming strengths and finding the right fit
- Round 2 — Using strength to help and following an interest
- Round 3 — Showing strength with real proof
- Land the key idea
This section opens when Grade 4 launches.
You’re on the Grade 4 list
Practice resources
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.
Segment 1Segment 2Segment 3
- 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.
Segment 1Segment 2Segment 3
- 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 4, ready to use today.
