Here I Am!

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SWBAT complete a writing frame that tells about them.

Big Idea

The alphabet helps us to read and write. The first letter of our name is called our 'first initial.'

Prepare the Learner

5 minutes

Review circle map

This lesson is second in a series of fifteen.


We practice reading the circle map from the inside out as we did in the previous lesson.


 I say: When we read a Circle Map, we read from the inside circle out.  I will touch the words and we will read them together!  Ready?

I begin in the center of the map, touching "I,"  and echo read with the students.  I say: I (students echo) like (students echo) the (students echo) dog (students echo). 


For each word, I go back to the center and read out in this same format. This sets the stage for the writing activity and refreshes their memory of what we discussed on the previous day.


I ask: Is there anything anyone would like to add to our map that tells what we like?  I take student suggestions and add them.


Interact with the text/concept

45 minutes

Write Off the Map 


Students will now create their own page similar to A My Name is Alice.  They will complete the linguistic pattern “__my name is ______ and I like _____.”   I like to buy the glitter foam letters from Target, WalMart or any craft store and glue it to the first line.  Most of them have self adhesive so you can just stick it on with ease! 



Students are sitting on the carpet with me as I show them what to do with their glitter letters.  I say:  I am going to come to each of you and give you the first letter of your name.  When I do, I want you to put it here on this very first line.  Watch me as I glue mine.  I model how to push the letter onto the first line so it sticks.  I continue: You are going to take your paper back to your seat and wait for me to bring you your letter.  Any questions?

I have the first letters of my students names presorted from the bag.  I go to each student, peel off the paper strip from the back of the letter, give them their letter and show them where to put it.  This does take a little time, but it saves me from having a lot of papers with letters stuck all over the paper!




The second line is for the student’s name.  Students can write their name if they are able.  If they are not able, I will write it with a highlighter(any color) and students can trace it. There is a sample of what this looks like in the student sample with the word 'bananas.'


I put my paper on the document camera and call student's attention to the screen.  I say: Now it is time to write our name on the second blank line right here. (I touch the line) Boys and girls, touch your second line with your finger where you are going to write your name.  I quickly sweep the room to make sure students are indicating the correct line.  If they are not, I gently move their finger and show them which line their name will be going on.  


I continue: Watch me as I write MY name on my second line.  I write my name.  Now I want you to write your name on your line.  If you do not know how, that is ok.  I will come with my highlighter to help you and you can trace it.  Remember to use your PENCIL when you write your name!  We COLOR with crayons.  We WRITE with pencils.


As students are writing, I am monitoring and assisting where necessary.



I like ___ 

The third line is for something they like.  Ideally, the word should begin with the same letter that their name begins with.  However, for struggling students or second language learners this can be  a tall order. 


I draw students' attention back to the document camera for the last blank line.  I say: On this last line we are going to write the word for something that we like.  Right now my sentence says "P my name is Ms. Pearson and I like __."   I really like pretzels, so I am going to write the word 'pretzels.'  I write the word.  


I continue: Do you see how 'pretzels' and 'Pearson' both start with the same letter "P?"  If you can think of something that you like that starts with your first letter, then try to write that.  If you cannot, you can write anything that you like.  You can use our map or you can think of a new idea.  If you need help with your word, raise your hand and I will come write it for you with my highlighter and you can trace it.  Any questions?  



Share Their Writing

I like to have the kids share their writing.  I have done it where they share with the whole group and in small groups.  Both work well, but I am always readily available for my struggling learners or second language learners to assist them when needed.  With my non English speakers, I will chunk the sentence and they repeat:  “J my name is Jenny(student repeats) and I like(student repeats) jellybeans(student repeats).”



Extend Understanding

45 minutes

Self Portrait 



I generally run the head and shoulders on brown construction paper so the kids do not have to color the face.  They then cut it out and glue it on the __ my name is __ paper.  (I like to run the " __my name is __" paper on large 11 x 17 sized paper because I display these all year in my classroom!)




I do the face as a guided drawing.  I have my face up on the document camera for all students to see and they are sitting at their desks with theirs.

I say: I am first going to draw my eyes.  Watch me then you will do your eyes.  FIRST we are goiong to put two ovals near the top part of our head.  Do not put them to far to the top because then your hair will cover them!  I am going to get my black crayon and draw two ovals for my eyes.  I draw two ovals.  Now you get your black crayon and draw your ovals for your eyes.  

As students are drawing, I quickly sweep the room to check for accuracy.

I continue:  Crayons down, eyes on me.  Now we need to make our eyeballs.  That is the center part or your eye that helps you to see!  My eyes are green, so I am going to get my green and make two green eyeballs inside my eyes.  I draw my eyeballs.  I continue: Make your eyes now. (I have also used google eyes for the eyeballs and that looks very cute too!)

As students are drawing, I quickly sweep the room to check for accuracy. 

I follow the same guided drawing format for the nose, mouth, eyebrows and eyelashes.




I call students' attention back to the document camera for the hair.  I say: Now we are going to add our hair.  We are going to TEAR our hair from paper.  My hair is blonde, so I am going to use brown and yellow to make mine.  I have long hair, so I am going to tear my paper into strips and glue it to my head.  I model tearing and gluing my hair to my head.  

I direct: If you have short hair (boys) you are going to tear smaller, shorter strips like this.  I model how to tear short hair strips.

I put various colors of construction paper out for students to choose from to tear their hair.  Each student gets one piece of construction paper and a bottle of glue and goes back to their seat to work on their hair.  As they are working, I monitor and assist where necessary.




As students are working on their hair, I come around with pre-cut half circles of fabric for their shoulders.  I ask them to choose one and I lay it on their desk to glue onto their shoulders when then are done with their hair.

When I notice students are finishing their hair I say: Boys and girls, look up here quickly so I can show you how to glue your clothing on your shoulders.  Watch as I glue mine.  When you are done with your hair, go ahead and glue your clothes.  I model and leave my sample visible so that students can refer to it as they glue theirs.