Who I Am
Students learn to share a safe personal fact about themselves, notice one similarity and one difference with a classmate without ranking either, name two things they like about themselves with a real example, say something genuinely positive about having different kinds of people in the class, and try a new classroom role even when unsure about it.
Lesson Overview
What students will be able to do after this lesson: Students will be able to share a safe personal fact about themselves, notice a similarity and a difference with a classmate using neutral language, name two things they like about themselves with a real example, say something genuine and positive about having different people in the class, and take a first step in a new classroom role even when feeling unsure.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Sharing Who I Am — and Noticing Each Other | SA-IDN-2-1 · SA-IDN-2-2 |
| 2 | Things I Like About Me — and What Our Differences Bring | SA-IDN-2-3 · SA-IDN-2-4 |
| 3 | Trying Something New | SA-IDN-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SA-STR-2-1 | Knowing your strengths is part of knowing who you are — Segment 2’s positive self-concept work draws on this |
| SoA-INC-2-2 | Saying names correctly and acknowledging what makes each person distinct is a form of respecting identity |
| SoA-EMP-2-3 | Considering that classmates see the world differently connects to appreciating that different people bring different things |
Key Vocabulary
- Identity — The things that make you who you are — your family, your interests, your background, the things you value, the things you’re like and not like
- Similarity — Something you and another person share — a connection between you
- Difference — Something that makes two people distinct from each other; differences are not rankings
- Neutral language — Words that describe a difference without saying one way is better or worse than another
- Unsure — Not knowing what to expect yet; not the same as unable — it means you haven’t tried yet, not that you can’t
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 simple Venn diagram template on the board for Segment 1 partner comparisons
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 DoDifferences are not rankings · Safe to share vs. private — students choose what to share · “Unsure” doesn’t mean “can’t” — trying is the first step
- 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
- Frame for Segment 2
- Frame for Segment 3
This section opens when Grade 2 launches.
Sharing Who I Am — and Noticing Each Other
- What’s inside
- I do: 4 teacher modelsTextbook example: sharing a personal fact confidently and simply · Noticing one similarity and one difference, language-neutral · Wrong version → fix: a difference framed as a ranking · Non-conflict example: a similarity and difference in an ordinary, comfortable 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.
Things I Like About Me — and What Our Differences Bring
- What’s inside
- I do: 4 teacher modelsTextbook example: two things I like about myself, with real examples · Wrong version → fix: a vague self-concept statement with no example · Saying something genuinely positive about having different people in the class · Non-scripted, ordinary positive: something genuine, not a poster quote
- 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.
Trying Something New
- What’s inside
- I do: 3 teacher modelsTextbook example: choosing a new role and taking the first step · Wrong version → fix: refusing because of uncertainty · The first step is enough — not the whole thing
- 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
- 3 partner-share roundsOne for each segment, with the frame students say together
- 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.
