Students will identify their personal strengths, share experiences of belonging, and collaboratively create a visual classroom community map to see where they fit in.
This lesson builds social-emotional skills by helping students recognize their value, fostering inclusivity, and strengthening classroom connections so every child feels they belong.
Give each student a sticky note and ask them to write their name or draw a small icon representing themselves
One by one, students place their sticky note on the map where they feel they belong (e.g., favorite reading corner, art area, group space)
As each student places their note, they say aloud why they chose that spot
Step 6
Closing Reflection
2 minutes
Point to the completed community map and note how everyone’s spot shows that each person belongs in the class
Ask: “How does seeing our names on this map make you feel?”
Reinforce that their unique strengths help our classroom community thrive
Slide Deck
Where We Belong
• Exploring our place in the classroom community
• Reflecting on personal strengths
• Sharing and mapping where we each belong
Welcome students to today’s lesson on belonging. Introduce yourself and briefly explain that today we’ll explore what it means to feel like part of our classroom community.
Lesson Objectives
By the end of this lesson, you will:
• Identify three personal strengths you bring to our class
• Share those strengths with a partner and the whole group
• Place your name on our classroom community map to show where you belong
Explain the lesson objectives in student-friendly language. Remind them these goals will guide our activities.
What Is Belonging?
• Belonging means feeling accepted and valued
• Everyone has a place where they feel at home and useful
Think–Pair–Share: What is one time you felt like you belonged?
Ask students to raise hands and share what they think “belonging” means. Write key words on the board as they respond.
Personal Reflection
• Take out your Personal Strengths Worksheet
• Quietly think of three strengths or qualities you bring to our class
• Write or draw each strength on the worksheet
Distribute the Personal Strengths Worksheet. Circulate and support any students who need help writing or drawing.
Pair Share
• Find a partner
• Take turns sharing one strength from your worksheet
• Give positive feedback when your partner shares
Model active listening: make eye contact, nod, and say something positive like “That’s a great strength because …”
Whole-Class Discussion
• Return to the group
• Volunteers share one strength they heard from their partner
• We’ll add each strength to our board under “Our Class Strengths”
As students share, chart responses under “Our Class Strengths.” Encourage variety and celebrate each contribution.
Create Classroom Community Map
• Look at our Community Map Template
• Write your name or draw an icon on a sticky note
• Place it where you feel you belong in our classroom (e.g., reading corner, art area)
• Say why you chose that spot as you place your note
Show the large Community Map Template on chart paper. Remind students to choose the spot where they feel most comfortable and explain why.
Closing Reflection
• Look at our community map together
• How does seeing all our names make you feel?
• Remember: your strengths help our classroom thrive!
Point to the completed map and summarize how everyone’s unique spot and strength contributes to our community.
Instructions: Quietly think of three strengths or qualities you bring to our class. In each space below, write or draw one strength.
My first strength is:
My second strength is:
My third strength is:
Be ready to share one of your strengths with a partner!
Activity
Community Map Template
Use this map to show where you feel you belong in our classroom. Write or draw your name/icon on a sticky note and place it in the area where you feel most comfortable. Be ready to say why you chose that spot!
Reading Corner
Art Area
Group Table
Desk Rows
Instructions for Teacher:
Print this template on chart paper or project it at full size.
Label each area clearly in your physical classroom to match this map.
Provide sticky notes and markers so students can write or draw and place their notes on the map.
Areas Defined:
• Reading Corner – where students go to read quietly.
• Art Area – where students work on creative projects.
• Group Table – where small groups collaborate.
• Desk Rows – where students work at their individual desks.
This visual will help us see all the places—and faces—that make our classroom a community.
