My Identity and Respect
Students learn to describe two aspects of their identity using specific details, explain how they're alike and different from classmates without ranking, connect a background detail to a working preference, name three things they're proud of with school evidence, and take on a new role by asking what they need to know and completing the first steps.
Lesson Overview
What students will be able to do after this lesson: Students will be able to describe two aspects of their identity using specific language, compare themselves with a classmate without ranking, connect a background detail to a working preference, name three things they’re proud of with school evidence, and take on a new classroom role by asking what they need and completing the first two steps.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Describing Who I Am | SA-IDN-3-1 · SA-IDN-3-2 |
| 2 | What My Background and Strengths Tell Me | SA-IDN-3-3 · SA-IDN-3-4 |
| 3 | Taking On Something New | SA-IDN-3-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SA-STR-3-1 | Describing identity aspects (traditions, interests) naturally surfaces strengths students already use at school. |
| SoA-INC-3-1 | Comparing without ranking in Segment 1 models exactly the kind of respectful difference-acknowledgment that inclusive classrooms depend on. |
| SoA-EMP-3-2 | Understanding how a classmate’s background shapes their preferences is a direct entry point for perspective-taking. |
Key Vocabulary
- identity — the details about who you are that stay true across different places and situations — like your family background, home language, traditions, and what you care about
- background — where you come from, the people you grew up with, the language spoken at home, and the customs your family follows
- working preference — the way you like to work or learn best — not a rule, just what fits you
- evidence — a specific example from real life that shows something is true
Materials
- Whiteboard or chart paper and markers
- 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: index cards or sticky notes for Segment 2’s “three proud qualities” activity
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 DoIdentity aspects vs. surface preferences · Comparing without ranking · Working preference vs. excuse
- Rescue planIf students are significantly behind
This section opens when Grade 3 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 3 launches.
Describing Who I Am
- What’s inside
- I do: 4 teacher modelsTextbook example: describing two identity aspects with specific language · Wrong version → fix: surface preference vs. identity detail · Similarity without ranking · Difference with neutral or positive framing (no apology needed)
- 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 3 launches.
What My Background and Strengths Tell Me
- What’s inside
- I do: 4 teacher modelsTextbook example: background detail → working preference, framed as “this is me” · Wrong version → fix: excuse framing vs. “this is me” framing · Naming one proud quality with school evidence · Extending to three proud qualities (distinct, anchored to school)
- 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 3 launches.
Taking On Something New
- What’s inside
- I do: 3 teacher modelsIdentifying a new role and asking for what you need · Taking the first two steps · Non-conflict scenario: taking a new role with genuine curiosity
- 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 3 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Round 1 — Segment 1
- Round 2 — Segment 2
- Round 3 — Segment 3
This section opens when Grade 3 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 3, ready to use today.
