Ultimate Me Manual

Overview

This lesson helps the student turn self-knowledge survey results into a simple personal user manual and an organised “framework” for future choices. It builds directly on earlier self-awareness work by using visual templates and structured questioning, with minimal reading and lots of hands-on organisation.

Learning intentions

WALT design personal user manuals through self-knowledge survey findings and a detailed framework questionnaire, and use the results to plan clear “how to help me” instructions.

• Students will complete a short personal manual survey (self).
• Students will use a parent/family questionnaire to gather supporting data.
• Students will analyse patterns in responses and convert them into a user-guide framework using guided templates.
• Students will communicate a draft framework clearly using visual/graphic organisers.

Success criteria

I can:

• I can answer survey questions about what helps, what hurts, and my warning signs in simple terms.
• I can sort my responses into categories using the manual framework template.
• I can write/say at least 3 “If… then…” instructions for other people to follow.
• I can identify 1–2 patterns from my data (for example: “meltdowns happen after X” or “I recover best with Y”).

Curriculum links

• Mathematics — plan and conduct a statistical investigation by posing/refining questions, collecting relevant data, analysing and interpreting it, and communicating findings within the context of the investigation.
• English (as a supporting skill) — communicate findings using clear sentence structures and topic-specific wording for a specific purpose.

Lesson structure (45 minutes total)

1. 0–5 min · Dopamine Hook (Story Sketch). Teacher shows two quick “manual cover” images (adventurous style): one calm scene, one overstimulated scene, and asks: “When I’m not okay, what do I look like?” Student answers verbally; teacher records 3 keywords on a single page.
2. 5–12 min · Mini Survey: “My Signals & Needs” (Self). Teacher reads each question aloud and shows a 3-option visual card (thumbs/colour dots). Student chooses a response and teacher marks it on the class “data page” spreadsheet/table.

• Examples: “My body says I need a break by… (1 sound/2 signs/3 feelings)” “Best help is… (1 quiet space/2 movement/3 comfort item)”
• Keep reading friction low: student responds by pointing or speaking; teacher inputs.

3. 12–20 min · Family Input Burst (Structured Questionnaire). Teacher prepares a parent script with 6 questions, asked verbally (or read aloud) and one question for each framework area: triggers, warning signs, calming supports, recovery time, helpful communication, safety needs. Student chooses one answer to highlight as “most surprising”.
4. 20–32 min · Framework Creation (Visual Organiser Sorting). Teacher presents the “Personal Manual Framework” poster with 4 large boxes:

• Triggers
• Warning Signs
• Supports
• If/Then Instructions Student drags/draws responses into boxes (paper icons or digital sticky notes). Teacher prompts: “What happens before? What do others notice? What helps most? What should a helper do next?”

5. 32–38 min · Quick Data Analysis (Simple Statistical Thinking). Teacher asks the statistical investigation question: “Which support works best most often for me?” Student counts responses (number of times each support was selected) and identifies:

• the most-chosen support
• the least-chosen support
• one possible reason (from student knowledge). Teacher records results as a small bar/column chart made from colours or tallies (no heavy reading).

6. 38–44 min · Draft 3 Instructions (User-Guide Writing/Speaking). Using sentence starters on a laminated card, student creates 3 “If… then…” instructions:

• “If I show warning signs, then…”
• “If my body needs a break, then…”
• “If I calm down, then…” Student can speak; teacher writes a short version or the student chooses a pre-made phrasing strip to assemble.

7. 44–45 min · Exit Ticket (One Pattern). Student finishes: “My top pattern is ___.” Teacher checks understanding and saves the framework sheet as “Lesson 26 draft”.

Resources

• Survey visual cards (3-option responses) and tally sheet/table
• Parent/family questionnaire script (6 questions), print or teacher read-aloud
• Personal Manual Framework template (4 large boxes) on paper and/or digital sticky notes
• Sentence starter strips for “If… then…” instructions
• Simple chart template (tallies to coloured bars)
• Coloured pencils/markers and option for digital drawing app
• Dyslexia-friendly: minimal text, large font, icons, audio/teacher read-aloud option
• Example storybook illustration cards for calm vs overstimulated scenes (teacher-made)

Assessment

• Observation checklist during survey completion: student can select responses independently/with support.
• Formative question checks: “Which box does this belong in?” and “What pattern did you notice?”
• Exit ticket: identifies 1 pattern and can name at least one most-chosen support.

Differentiation

• Support: teacher reads all questions aloud; student points/speaks; choices are visual (colour dots/icons) to reduce reading load.
• Support: provide a “word bank” of pre-approved phrases (short, high-frequency) for instructions (example: “quiet place”, “deep pressure”, “break”, “music”).
• Extension: if time/engagement allows, student adds a 4th “If/Then” linked to safety or communication (“If you need to talk to me, then…”).
• Sensory regulation: include a 30-second stretch micro-break before framework sorting if attention drops.
• Output flexibility: student may record responses as drawings, photo icons, or spoken responses instead of writing.

Optional preparation for parents (send today)

• Ask parents to answer the 6-question script verbally.
• Encourage examples from real situations (one short story is enough).
• Remind them the goal is “helpful instructions”, not judging the student.