Lesson 6 — Making My “All About Me” Page

Summary

Learners pull the year together onto a single “All About Me” page: a feeling word that matters to them, a fact about who they are, one thing they are proud of, a family story or tradition, a community they belong to, and a kind act they did. This page is the portfolio artifact for the year-end celebration, and no page is better than another’s — each is a whole person’s story.

Objectives

• Name and show a growing set of feelings in themselves and others. (D01.S1.01.01)
• Describe themselves with several facts and tell one thing they are proud of. (D01.S2.01.01)
• Name a family story or tradition and tell what it means to them. (D01.S2.01.02)
• Name several communities they belong to. (D02.S3.01.01)
• Offer help to a classmate who is struggling, without being asked. (D02.S4.01.01)

Connection

All year you have been collecting pieces of who you are — your feelings, your facts, your proud moments, your family’s stories, your communities, and your kind acts. Today you gather the most important ones onto one page. A portfolio is a collection of your own work and story, kept so you can see how far you have come. Like the opening unit’s “All About Me” page — but fuller, because you have grown a whole year since then.

Materials

• A large “All About Me” page or poster with boxes for each piece
• Crayons, pencils, glue
• Work from the year (writing, number work, made things)

Preparation

• Prepare or fold the “All About Me” page with spaces for: a feeling, a fact, a proud thing, a family tradition, a community, and a kind act.
• Gather each learner’s year of work so they can choose pieces to include.
• Set out crayons, pencils, and glue.

Facilitator note

This lesson is written to the learner (“you”). It is the portfolio-building step: every child assembles their own page, and every page is kept — none is ranked or compared. Remind learners that a page can be made many ways: writing, drawing, pasting, pointing, acting, signing, or dictating — all are real pages. For a learner who is blind or has low vision, build the page tactually (raised shapes, textured marks, a spoken or recorded description) so it can be “read” by hand and ear. For a learner with motor differences, allow pasting pre-made pieces or dictating while a partner places them. The point is the whole self, not a perfect page.

Procedure

1. Gather (5 min). Think of all the things you have learned and made this year. Today you gather the most important ones onto one page: your “All About Me” page.
2. Choose your pieces (10 min). Pick one of each, from this year’s work: a feeling word that matters to you; a fact about you; one thing you are proud of; a family story or tradition; a community you belong to; and a kind act you did.
3. Make your page (25 min). Put each piece in its own box — draw it, write it, or paste in work you already made. Add your name and a self-portrait. You may point, draw, act, or sign instead of writing; the page can be made many ways.
4. Check your page (5 min). Look at your page. Does it show the whole you? Is there anything you want to add? You are the author of this story.
5. Close (5 min). Every page in the room is a whole person’s story. No page is better than another’s. Keep your page safe — tomorrow you will share it, if you choose.

Differentiation

• Support: Use pre-folded boxes and picture choices for each piece; scribe words the learner says.
• Support (blind/low-vision): Build the page tactually — raised shapes, textured marks, or a recorded spoken description of each box.
• Support (motor differences): Paste pre-made pieces or dictate while a partner places them.
• Extension: Add a forward-looking box: “In Grade 2, I want to…”

Assessment

• Portfolio: The completed “All About Me” page, kept in the learner’s portfolio.
• Formative (observation): Does the page include a feeling, a fact, a proud thing, a family/community piece, and a kind act?

Home connection

Show your page to someone at home and tell them one thing on it you are most proud of.