!["I Am..."](http://cdn.storyboardthat.com/storyboard-srcsets/lauren/sel--i-am.png ""I Am..."")
Activity Overview
Each of us is unique in many ways, and it is important for children to embrace their individuality and be proud of it. Celebrating their own uniqueness also allows them to recognize the uniqueness of others and better understand how each of us is different and special in our own way. For this activity, students will create a 3 cell spider map that reflects on their own character and what makes them unique. Depending on student ability or teacher preferences, students can include a description, or just use an I Am statement and an illustration.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that illustrates your unique qualities.
Student Instructions
- Click “Start Assignment”.
- Write your name in the title box.
- Write an “I Am” statement in each heading.
- In each cell, create an illustration that represents the header using appropriate characters, scenes, and items.
Lesson Plan Reference
- [ELA-Literacy/SL/1/1] Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- [ELA-Literacy/SL/2/2] Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- [ELA-Literacy/SL/4/1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Frequently Asked Questions about Social Emotional Learning- I Am
Introduction and Emotion Recognition
Begin the lesson by explaining the importance of understanding and expressing emotions. Use age-appropriate materials, like pictures of faces displaying various emotions or children's books about feelings, to introduce different emotions (e.g., happy, sad, angry, surprised, scared). Engage the students in a discussion about how emotions can be expressed through facial expressions, body language, and words. Ask students to identify and label emotions in pictures or describe when they have felt these emotions themselves.
Emotion Word Bank Activity
Provide each student with a list of basic emotion words (e.g., happy, sad, angry, surprised, scared). You can create word cards or use a worksheet. Have students work individually or in pairs to match each emotion word to a corresponding picture of a facial expression. Encourage students to use the words in sentences to describe times they have felt these emotions. For example, "I felt happy when I got a new puppy." As a class, review the words and discuss situations that might lead to these emotions.
Emotion Charades Game
Play an emotion-themed game of charades. Write down several emotion words on small pieces of paper, fold them, and place them in a container. Have students take turns picking a word and acting out the corresponding emotion without using words. The rest of the class guesses the emotion. After each round, discuss the importance of recognizing emotions in others and how non-verbal cues can help.
Emotion Art Activity
Provide art supplies such as colored pencils, markers, paper, and ask students to choose an emotion from the word bank. Instruct students to create an artwork that represents the chosen emotion. They can draw scenes, characters, or abstract art to convey the emotion. After they finish, ask students to share their artwork with the class and explain how they depicted the emotion. Encourage classmates to discuss how the art made them feel and how they could identify the emotion portrayed.
Frequently Asked Questions about Social Emotional Learning- I Am
Why is developing a positive self-concept important for individuals' emotional well-being?
Developing a positive self-concept is essential for emotional well-being because it directly impacts an individual's self-esteem and overall mental health. When individuals have a healthy self-concept, they tend to experience less anxiety and depression. They are more resilient in the face of adversity and better equipped to build positive relationships. A positive self-concept provides a stable foundation for emotional well-being, fostering self-acceptance and a greater sense of self-worth.
How can storyboards effectively illustrate the concept of "I Am" in SEL?
Storyboards are a powerful visual tool to convey the complex concept of "I Am" in SEL. They can showcase a person's self-identity journey by visually representing their values, emotions, and self-awareness. Through a sequence of images and scenarios, storyboards make the abstract concept tangible. They engage students by offering a personalized, relatable perspective on the exploration of one's self-identity.
What are some key components to include in "I Am" worksheets?
"I Am" worksheets should include thought-provoking questions that prompt students to engage in deep self-reflection. These questions should encourage the exploration of personal values, beliefs, emotions, strengths, and weaknesses. Additionally, worksheets can guide students in setting personal goals related to self-awareness and self-identity. To maximize effectiveness, it's important to include open-ended questions, allowing students the freedom to express their individuality and personal experiences.
How can storyboards and worksheets be tailored to address diverse backgrounds and experiences when teaching "I Am"?
To make storyboards and worksheets inclusive, educators should incorporate a range of scenarios, examples, and questions that acknowledge and respect diverse cultural, social, and personal backgrounds. The content should reflect the richness of human experiences and values. This ensures that all students, regardless of their backgrounds, can relate to and find themselves in the materials, fostering a sense of belonging and cultural sensitivity.
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