Teacher Facilitation Script: Me, Myself & I

1. Introduction (Slide: “Me, Myself & I!”)

Teacher (excited tone):
“Good morning, friends! Welcome to our special time called “Me, Myself & I.” Today, we are going to learn about our names, our feelings, our strengths, and the things we love about ourselves. Are you ready to share and have some fun?”
(Pause for cheers or thumbs-up.)
“Great! Let’s get started.”

2. Warm-Up & Name Reflection (Slide: “Mirror Time!”)

Teacher:
“Let’s sit in our circle. I’m going to give each pair of friends a mirror.
Here you go—one mirror for two friends.
When it’s your turn, look in the mirror, say ‘My name is ___,’ and then tell us one thing you like about your face or your smile.
I’ll go first!”
(Model: Look in mirror, “My name is Ms. Lenny, and I love my big smile!” Encourage applause.)
“Now, let’s pass the mirror to my friend on the right. [Child’s name], your turn!”
(After each child: Applaud or show thumbs-up. Continue until all have shared.)
“Wonderful! I love hearing what you like about yourselves.”

3. Video Exploration & Emotion Discussion (Slide: “Let’s Explore Feelings!”)

Teacher:
“Now we will watch a short video called Self-Awareness Video. In this video, friends will talk about how they feel and what makes them special. Let’s watch!”
(Play the 2–3 minute video.)
“Great watching! Who can tell me one feeling you saw in the video?”
(Wait for responses: happy, sad, excited, etc.)
“Thank you! Let’s practice those feelings with our Emotion Flashcards.”

Flashcard Practice (Slide: “How Are You Feeling?”)

Teacher:
“I’m going to show a card. Look at the face carefully. Then I want you to show me that face with your own face and name the feeling. Ready?”
(Show first card.)
“Who can make this face? Yes, that’s ‘surprised!’ Wonderful job. Let’s try the next one.”
(Continue through all cards.)
“Fantastic! You are emotion experts!”

4. Strengths Star Game (Slide: “Strengths Star Game”)

Teacher:
“Now it’s time for our Strengths Star Game. We’ll sit back in our circle. When I toss the bean bag (or plush feelings ball) to you, catch it, and tell us something you’re really good at. It could be singing, drawing, running—anything you like! After you share, I’ll give you a star sticker to wear.”
(Toss ball gently to a child.)
Child: “I’m good at dancing!”
Teacher: “I love that—dancing is so fun! Here’s your star sticker.”
(Continue until each child has a turn.)
“You all have so many amazing strengths—look at all these stars!”

5. All About Me Coloring Activity (Slide: “All About Me Art”)

Teacher:
“Now let’s get creative! I’m handing out the All About Me Coloring Sheet and crayons. On your sheet, you’ll color a picture of yourself and draw or write one thing you love about you—maybe your favorite hobby or your favorite color. Use any colors you like!”
(Distribute materials; circulate and prompt.)
Prompts:

• “What color makes you feel happy?”
• “Can you draw yourself playing your favorite game?”
• “Tell me one thing you love—maybe flying kites or reading books!”
  (Offer praise: “Beautiful! I love those bright colors!”)

6. Cool Down & Share (Slide: “Share & Breathe”)

Teacher:
“Let’s finish by sharing what we learned today. Please bring your artwork back to the circle.”
(Children gather.)
“Who would like to show their picture and share one thing they learned about themselves today?”
(Encourage each child briefly.)
“Thank you for sharing! Now—let’s take three big breaths together. Breathe in positivity… (inhale) and breathe out… (exhale). One more time: inhale… exhale. Give yourself a big hug!”

7. Closing (Slide: “Great Job, Friends!”)

Teacher:
“You did a fantastic job today learning about who you are—your name, feelings, strengths, and favorite things. Remember, each of you is unique and special every single day. Thank you for sharing your wonderful selves with us! See you tomorrow!”
(Wave and smile.)

Emotion Chat

Goal

Help students identify and express the emotions they saw in the video and connect those feelings to their own experiences.

Discussion Guidelines

• Sit in a circle and face each other.
• Use a quiet, “listening” voice when others share.
• Raise your hand or use a talking stick (bean bag) to take turns speaking.

Talk About Feelings

1. Happy Face!
   • Who can show us the “happy” face from the video?
   • What makes you feel happy?

1. Feeling Sad
   • Who remembers the “sad” face we practiced?
   • When might you feel sad at home or at school?
   • What could you do to help a friend who is sad?

1. Surprise!
   • Can you show your “surprised” face?
   • Tell us about a time something surprised you (like a birthday cake or a loud noise).

1. Excited Energy
   • Who felt excited watching the video?
   • What makes you feel excited?
   • How does your body feel when you’re excited?

Follow-Up Prompts

• “Tell me more about that feeling.”
• “How did your heart or tummy feel when you were ___?”
• “What could you say or do to help a friend feel better?”

Wrap-Up

• Praise their sharing: “Thank you for telling us about your feelings!”
• Remind students: “All feelings are OK—happy, sad, excited, surprised. We can use our words and faces to share them.”
• Encourage them to notice and name their feelings throughout the day.

Strengths Star Game

Goal

Build self-confidence by having each child recognize and share a personal strength with the class.

Materials

• Bean Bag or Plush Feelings Ball
• Star-Shaped Stickers (one per child)
• Optional: Visual cue cards with simple activity icons (drawing, singing, running)

Setup & Time

• Arrange students in a circle on the floor.
• Total time: 7 minutes

How to Play

1. Introduce the Game
   • Hold up the bean bag and explain: “When you catch the ball, you’ll tell us something you’re really good at.”
   • Show a sample: “I’m good at reading books!”
2. Toss & Share
   • Gently toss the ball to a student.
   • The catcher says, “I’m good at ___,” and the class gives a thumbs-up or light clap.
3. Award a Star
   • After sharing, the student places a star sticker on their shirt or paper name tag.
4. Continue Around the Circle
   • Toss to another student, repeating steps until everyone has had a turn.

Differentiation & Supports

• Language Needs: Display simple icon cards to prompt strengths (e.g., a paintbrush for “drawing”).
• IEP/504 Accommodations: Provide extra think time or a peer buddy to help a child verbalize their strength.
• Sensory Support: Use a soft, lightweight ball for gentle tossing.

Extension Questions (Optional)

• “Can you tell us why you like this strength?”
• “How does it feel when you use this skill?”

Result: By the end, each child has practiced speaking in front of peers, received positive recognition, and visibly celebrated their unique strengths with a special star.

Emotion Expression Game

Goal

Help students practice recognizing and expressing different emotions through movement, facial expressions, and play.

Materials

• Emotion Flashcards (one set)
• Optional: upbeat music player
• Open floor space

Setup & Time

• Arrange students in a large circle or open area.
• Total time: 5–7 minutes

How to Play

1. Introduce the Game
   • Show one of the Emotion Flashcards and name the emotion (e.g., happy, sad, surprised, excited).
   • Model a matching facial expression and body movement (e.g., jump for excitement, droop shoulders for sadness).
2. Emotion Freeze Dance (optional music)
   • Play music and invite students to dance or move around freely.
   • Pause the music suddenly and hold up a flashcard.
   • Students must “freeze” in a pose and facial expression that matches the emotion shown.
   • Point to a few volunteers to demonstrate and name the emotion.
3. Charades Circle
   • Place all flashcards face down in the center.
   • One at a time, a student picks a card, shows it quietly to the teacher, then returns to the circle.
   • The student acts out the emotion using their face and body.
   • Classmates guess the emotion.
   • After a correct guess, the actor places the card aside and returns the next one.
4. Repeat
   • Continue until each student has had a turn or cards are gone.

Differentiation & Supports

• Language Needs: Label each flashcard with the emotion word; allow pointing.
• IEP/504 Accommodations: Offer a peer buddy to whisper the emotion name.
• Sensory Support: Provide a quiet corner for students who need a break from movement.

Extension Questions

• “How does your face feel when you’re feeling ___?”
• “Can you show me two different ways you might move if you’re excited?”

Result: Students will strengthen emotion vocabulary, practice expressive skills, and have fun moving their bodies in a supportive environment.

Share & Breathe

Goal

Wrap up the “Me, Myself & I” lesson by reflecting on learning, calming the mind and body, and reinforcing positive self-awareness.

Materials

• Students’ completed All About Me Coloring Sheet or artwork
• Optional: soft background music (instrumental)

Steps

1. Gather in a Circle
   • Invite students to bring their coloring sheet or drawing back to the circle.
2. Share One Thing
   • Go around the circle. Each child holds up their picture and shares one thing they learned or love about themselves today.
   • After each share, classmates give a soft clap or thumbs-up.
3. Group Breathing
   • Explain: “Now we’ll take three big breaths together to help us feel calm and proud.”
   • Breathe in slowly through the nose (thinking of something positive), then breathe out through the mouth (releasing any worries).
   • Repeat three times, counting or using “1–2–3” quietly.
4. Self-Hug
   • Invite students to wrap their arms around themselves, giving a gentle self-hug, and smile at what makes them special.
5. Reflect & Close
   • Ask: “How does your body feel after breathing?”
   • Praise: “You did an amazing job learning about YOU today!”

End with a cheerful wave and reminder: “Remember, every day you are unique and wonderful!”