Beacon Lesson Plan Library

I Like Me

Cathy Burgess
Bay District Schools


This lesson celebrates the uniqueness of students and what they like about themselves. Students make collages and display them in the classroom


The student knows how to use positive communication skills when expressing needs, wants, and feelings.

The student uses prior knowledge, illustrations, and text to make predictions.

The student uses basic elements of phonetic analysis (for example, hears, segments, substitutes, and blends sounds in words).

The student uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding.

The student generates ideas before writing on self-selected topics and assigned tasks (for example, brainstorming, observing surroundings, reading texts, discussion with peer).

The student writes informal texts (for example, journal entries, reading response).


-Suggested big book, [I Like Me], Carlson, Puffin Books, 1988
-Suggested book, [ABC I Like Me!], Carlson, Puffin Books, 1999
-Magazines (one for each student)
-Scissors (one for each student)
-Glue (one for each student)
-Boy pattern (download; see Weblinks)
-Girl pattern (download; see Weblinks)
-Making words activity sheet (see associated file)
-Highlight tape
-Magnetic letters
-Magnetic board/chalkboard
-Suggested song, "Sammy, Getting To Know Myself" by Hap Palmer, Educational Activities 1972
-CD/cassette player
-Bear stickers from lesson 2


1. Put magnetic letters on the magnetic board ahead of time. (b, e, s, t, j, n, t, r, v, and w)
2. Make a collage about yourself. Cut out pictures from magazines that describe what you like about yourself and glue them on one patterns for an example to model.
3. Gather books, [I Like Me] and [ABC I Like Me] and have them out ready to read. If those books are not available, read any books on building self-confidence or self-esteem.
4. Make sure you have different kinds of magazine for students to cut. For example: women’s, children’s, sports, fishing, hunting, and catalogs.
5. Download boy and girl pattern and duplicate for each student. (See Weblinks)
6. Duplicate the Making Words activity sheet for each student.
7. You will need a CD/cassette player to play the Sammy song. If that song is not available any song on being happy about yourself will do.
8. You will need glue and scissors for each student.
9. Students need writing journals.


Lesson 7, day 11 of the All About Me unit

1. Call students to circle time. Choose someone showing good manners and let him/her pick the songs or poems learned so far in this lesson. Say something like: I see _____sitting quietly waiting for the lesson to begin. Let me give him/her a “Beary” Good Manner sticker for using good manners and he/she can pick a poem or song to start our lesson with. Do this with a couple of students reinforcing good manners you have seen them practicing. It is a good way to review previous lessons on how unique students are. Formatively assess students. Use criteria in the assessment section.

2. Also review how brainstorming is used to help students when they write. Refer to how they made their flowers on a sheet of paper with their own names into making the actual one for final writing. Review how that kind of web will help them when they write about any topic.

3. Next show the book [I Like Me!]. Cover the text.

A. Ask: What do you see on the cover? How do you think she feels? What makes you think she is happy?

B. Page 9, What is happening here?

C. Pages14 & 15, What do you see?

D. Page 21, How do you think she feels now? Why?

E. Pages 24 & 25, Look at the picture carefully. What is going on? How does she feel now?

F. Page 32, What is her expression?

Based on what we’ve seen, what do you think this story will be about? Accept reasonable answers. Formatively assess students. Use criteria found in the assessment section.

4. Read [I Like Me!] Point to the words and track the print as you go. Model figuring out unknown words as you go along. For example when you get to things on page 4, say: This is a word I don’t know. How am I going to figure it out? Lead students through the process, thinking and talking aloud as you go.

A. Context clues- read the sentence without the word "things." I do fun ____ with me. What would make sense there?

B. Phonetic clues- Look at the beginning sound “th” of the unknown word. Read the sentence with the /th/ sound at the beginning. I do fun th___ with me. Do you see any little words in that big word that you know? Yes, in. So put those two sounds together and /th/ /in/ and read the sentence again. I do fun thin__ with me. Could it be things? How did you know?

Do this with other words you think they may have difficulty figuring out like beautiful, morning, mistakes etc.

5. Discuss how the pig is not perfect, she makes mistakes, but she likes herself anyway.

A. Ask: Do you feel that way about yourself? Can you pick yourself back up and feel good even when you have done something wrong?

B. Look back at pages 20 & 21. What did she do after she fell down skating? What does it look like her friends are doing when she fell down? Is that good manners? What would be a better thing to do when she fell down?

C. What did she do when the icing fell off the cake? Refer to pages 22 & 23.

D. So when you make mistakes, what can you do?

E. Remember that verse: Try and try again! Everybody say: Try and try again!

6. With the highlight tape, highlight the word 'best' on page 1. Tell students you are going to see how many new words you can make with the word 'best' using magnetic letters. Put the letters on the board and form the word best.

A. Take the b off best, and what is the rhyme? Let’s see how many new words we can make that rhyme.

B. Put an r in front of est, and what do you have?

C. Continue to do this with the other letters. (j, n, v, t, and w)

D. Write all the new words you made on the chalkboard and read them together. Tell students they have a word family. Ask: Who remembers what word families are? Word families are like your family. They are related to each other. Look for a pattern you see over and over. In this case it is what?

E. Pick one word from above and use it in a sentence. Model sentence writing on the board. Formatively assess students.

7. Now highlight the word 'bad' from page 18 of the story. Tell students they will practice making and reading a word family at their desks. Distribute the making words activity sheet. (Use magnetic letters and boards if you have them available. Those letters are easier to manipulate than the activity sheet. The activity sheet is the next best thing.)

A. Have students cut the top row with the letters in the squares off their paper. (Demonstrate)

B. Leave the first three letters hooked together and cut up the rest of the letter squares. Remember bad is a word from the story.

C. Put all the letters up at the top of the desk (model with magnetic letters from the board or a transparency.)

D. All words to be formed from the letters will be pulled from the top of the desk to the center of the desk. Tell students to cut off the “b” in “bad”. See who can recognize the word family. So, put “ad” in the center of the desk. Write the word bad in the first blank on the activity sheet.

E. Take the “b” off and put the new letter “l” on ad. Say: /l/ /ad/ makes lad. Write that word on your sheet. (Demonstrate each time)

F. Take the “l” off and put the new letter “m” on ad. Say: /m/ /ad/ makes mad. Write that word on your sheet.

G. Let the children do the rest by themselves. Walk around and formatively assess the students as they complete the rest of the activity sheet.
H. Ask students to tell you the pattern. Ask students how many new words they know how to read now by just changing the onset of the rhyme.

Have students pick one word from the “ad” word family and use it in a sentence. Model an example on the board with the word bad from the poem. Tell them we need to be able to write a complete sentence with the word say. Think/say/write aloud sentences like: My dog is bad. Talk about capitalizing and punctuating. Underline the word you used in a sentence. Now have them do it with one of their words. Walk around and observe students ability to use a word family word in a sentence. Formatively assess students.

8. To end the lesson, introduce the song "Sammy" by Hap Palmer. Tell students this is about a boy who appreciates and accepts himself as he is just like the pig from the story, [I Like Me!]. Have students listen to the song before they sing it and act out the motions of the bird, fish, bug, and bunny. In the last verse, have students point to themselves. Call on several students to tell what they like about themselves or why they are glad to be themselves. Tell them to think about that tonight because tomorrow this lesson will continue.

Lesson 7, Day 12 of the All About Me unit
The journal writing activity should reflect what first graders are capable of doing at the beginning of the school year. The Standard states "informal writing." This activity is to get the students in the habit of writing and to enjoy it.

1. Call students to circle time. Sing and act out the song, "Sammy." Call on several students to tell why they are glad to be them. Discuss how everybody is unique and special. Use Sam from Sammy’s name to review making new words. Ask students to come up and show you what to do.

2. Show [ABC I Like Me!] Ask: Have you seen any of these characters before? Where? What do you suppose this book is about? Show them several different pages, hopefully someone will say it is an abc book and predict that the pig will take a journey through the alphabet describing great things about herself with each letter.

3. Read the story to find out. Discuss how important it is to feel good about yourself. Discuss how everybody has lots of different ways to describe good things about themselves. One way is to do what this pig did and write books about how great you are. Another way is to make a collage about you. A collage is a collection of different pictures glued together. It is an art project. You will use art to communicate why you like yourself. Your assignment is to look through magazines and find pictures that describe what you like about yourself, cut them out, and glue them to the dress of the girl or the shirt of the boy pattern. This is a good time to show the teacher example and tell them about why you put certain pictures on yours.

4. Now distribute the boy and girl patterns, magazine, glue, and scissors. Tell students to decorate the patterns to look like them with their hair and eye color. Students will actually make the collage part on the girl's dress and the boy's shirt. Get started!

5. Have students make a journal entries about their collages. Give them the sentence starter:
I put ______ on my collage because______. Use the teacher example from #3 above to model brainstorming and writing. Walk around and formatively assess student's writing.

6. To end the lesson, have students share their collages and writing. Formatively assess students.


Day 11
Formatively assess if student knows how to use positive communication skills when expressing needs, wants, and feelings by listening to examples of good manners from procedure #1.
-How__ waited patiently for the teacher’s attention when she was talking to an adult.
-How someone sat with his/her hand in the air and finger on the lips waiting for the teacher to call on him/her.

Formatively assess students using prior knowledge, illustrations, and text to make predictions by observing verbal responses in procedure #3. Specifically listen for:
-A pig is on the cover and she looks happy because she is smiling and has her hands up in the air. She is happy about
-Page 9, She is reading books and eating cookies.
-Pages14 & 15, She is looking at herself in the mirror.
-Page 21, She feels sad or embarrassed because she slipped skating.
-Pages 24 & 25, It looks like maybe she baked another cake.
-Page 32, She looks terribly happy or excited!

Formatively assess student use of basic elements of phonetic analysis (for example, hears, segments, substitutes, and blends sounds in words in procedure #4 by their answers given on things like “th” is the beginning sound, I see the word “in.” Things make sense if we use it a sentence.

Formatively assess student’s use of beginning letters (onsets) and patterns (rhymes) as visual cues for decoding in the activity found in procedure #6. Look for new words like: rad, pad, dad, sad, Tad, had, mad and lad.

Day 12
Formatively assess student using prior knowledge, illustrations, and text to make predictions by observing verbal responses in procedure #5. Specifically listen for:
-We saw that character in the book we read yesterday [I Like Me].
-This book shows some of her friends.
-It is more about the pig.
-It shows different letters of the alphabet.
-Different letters of the alphabet describe good things about the pig.

Formatively assess students' brainstorming and informal journal writings by observing them as they write. Check for students' brainstorming ideas and staying on the topic.


1. Writing center- Make an I Like Me book.

2. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

Web supplement for I Like Me
Girl Pattern

Web supplement for I Like Me
Boy Pattern

This site is a search of all public school media centers for specific books and media materials. Use this site to locate the materials needed for this lesson.

Attached Files

The Making Words activity sheet.     File Extension: pdf

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