All About Me Pennants

Overview

In lesson 3 of 5 in “Building Our Learning Community,” students create a personal pennant using organized words, phrases, and brief details about their interests, identities, strengths, and learning preferences. They then share selected details with classmates while practicing the class promise, clear speaking, and a short Heads or Tails brain break.

Learning intentions

Students will be able to:

• Write relevant personal details for a clear purpose and audience.
• Organize words, phrases, and brief sentences so their ideas are easy to follow.
• Present selected information using appropriate volume, eye contact, and clear pronunciation.
• Adapt their language for a respectful, formal classroom sharing context.

Success criteria

• I can include relevant details that represent me.
• I can organize my pennant so each idea is clear and easy to understand.
• I can share at least two details using an appropriate volume, clear pronunciation, and some eye contact.
• I can listen respectfully and respond in a way that supports our class promise.

Curriculum links

• Clear and coherent writing appropriate to task, purpose, and audience.
• Presenting claims and findings with logical sequencing, pertinent details, adequate volume, eye contact, and clear pronunciation.
• Adapting speech to a formal classroom context and demonstrating command of formal English.
• Using accurate academic and domain-specific words to communicate ideas.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and hook. Teacher displays the prompt “What could one small pennant teach us about a classmate?” using the opening question slide, briefly revisits the class promise, and models sharing one personal detail respectfully. Students turn and talk about one detail they might want classmates to know.

2. 5–10 min · Examine the model. Teacher shows the model pennant and success criteria slides and thinks aloud about choosing relevant details, grouping ideas, and using precise words rather than unrelated lists. Students identify what makes the model clear and audience-appropriate, then help name two details they could explain further.

3. 10–13 min · Plan ideas. Teacher distributes the All About Me planning and pennant worksheet and guides students through four planning areas: interests, identity or background, strengths, and learning preferences. Students select at least one detail from three or more areas and add a brief explanation for two details. Remind students they may choose what to share; private information is never required.

4. 13–25 min · Design and write. Teacher displays the pennant design directions slide and models turning notes into readable phrases or brief sentences, checking capitalization, punctuation, spelling, and word choice. Students design their pennants on the worksheet, using a title, clear sections, color or symbols, and details that an audience can understand. Circulate to conference with students: “Which detail best represents you?” and “How could you make that idea more specific?”

5. 25–29 min · Rehearse speaking. Teacher uses the presentation sentence-starters slide to model a short presentation: “One strength I bring to our community is…,” “I learn best when…,” and “A question I hope to explore is….” Students rehearse with a partner, practicing a logical sequence, adequate volume, clear pronunciation, and brief eye contact. Partners give one warm feedback comment and one suggestion.

6. 29–36 min · Share and brain break. Teacher organizes students into groups of four and displays the sharing protocol slide. Each student shares two or three selected details in about 45 seconds; listeners identify one connection or offer a respectful response that reflects the class promise. Pause halfway for a two-minute Heads or Tails brain break: students stand behind their chairs, predict the result, place hands on their heads or tails, and sit when eliminated or when the round ends. Resume sharing with remaining students.

7. 36–40 min · Reflect and exit. Teacher displays the closing reflection slide and asks students to complete the Success Criteria exit ticket slips. Students record one success, one speaking skill they practiced, and one goal for the next community discussion or presentation. Collect pennants and exit slips as students leave.

Resources

• the All About Me pennants slide deck
• the All About Me planning and pennant worksheet
• Pencils, erasers, and colored pencils or markers
• Timer
• Classroom promise display
• Student desks or tables arranged in groups of four
• Optional document camera for modeling

Assessment

• During planning and writing, check that students include relevant details from at least three areas and organize them for a classroom audience.
• During partner rehearsal and group sharing, use a quick checklist for logical sequencing, adequate volume, clear pronunciation, eye contact, and respectful listening.
• Review the exit ticket and pennant for evidence that students can write clear personal details and identify a next speaking goal.

Differentiation

• Provide sentence starters, a four-section planning template, a personal word bank, and a model pennant for students who need writing or language support.
• Allow students to draw symbols, dictate ideas before writing, or share fewer details while still demonstrating clear organization and speaking behaviors.
• For multilingual learners, preview key terms such as interest, strength, preference, community, and audience; permit rehearsal with a supportive partner before presenting.
• Offer speech-to-text, enlarged materials, pencil grips, or a quiet rehearsal space for students with identified learning, attention, or motor needs.
• Challenge students who finish early to add a precise example for one strength or learning preference and revise one phrase for a more formal classroom audience.