Identifying Personal Strengths

Overview

Students use simple, age-appropriate strength assessment tools to identify personal strengths and leadership potentials. They will practice organizing information clearly using an opinion-led structure (reasons) and add formatting to make their writing easy to understand.

Learning intentions

Students will be able to:

• identify several personal strengths that relate to leadership.
• introduce their topic and state an opinion about their top leadership strength.
• organize related ideas logically by listing reasons.
• include formatting (headings, lists) and add an illustration when helpful.

Success criteria

Students can:

• clearly write an introduction about the strength they will focus on.
• state an opinion (their top leadership strength) and give at least 2 reasons.
• group related information together (strength → reasons → example).
• use headings or clear lists, and include a simple illustration.

Curriculum links

• Writing focus: introduce a topic, state an opinion, and list reasons using an organizational structure (W.3.1a).
• Writing focus: introduce a topic and group related information together, including illustrations when useful (W.3.2a).
• Writing focus: introduce the topic clearly, provide a general observation/focus, and organize related information; include formatting and illustrations (W.5.2a).
• Writing process: plan, revise, and edit with guidance and support (W.4.5).

Lesson structure (60 minutes)

1. 0–8 min · Hook + discuss. Teacher displays 4–6 strength words (e.g., kind, curious, responsible, brave, creative) and asks students to think of a time they used one. Students do a quick think-write: “One strength I use is ___ because ___.”
2. 8–18 min · Direct teach: how leaders use strengths. Teacher explains that leadership can look like teamwork, helping, problem-solving, and encouraging others, then models choosing one strength and writing an opinion + reasons structure. Students follow along using a half-sheet “Leadership Strength” organizer (Strength / Opinion / Reason 1 / Reason 2 / Example).
3. 18–28 min · Strength assessment tool (individual). Teacher gives a short, kid-friendly checklist (e.g., “I often ___,” “People say I ___,” “I enjoy ___”) with students circling 3 items that fit. Students score their top 2–3 strengths on the organizer and select one “top leadership strength.”
4. 28–38 min · Small-group share for accuracy. Teacher forms groups of 4 and gives sentence starters: “I noticed your strength is ___ because ___.” Students share their top strength and one reason, then listen for one supportive example from a peer to add to their notes.
5. 38–52 min · Write: leadership strength paragraph. Teacher reminds students to use a clear structure: introduction, opinion, reasons, and one example; then adds that headings/lists and an illustration can help readers. Students draft their paragraph using the organizer, including:

• a clear first sentence introducing the topic
• an opinion sentence (“My top leadership strength is ___.”)
• at least two reasons (reason 1 and reason 2)
• one specific example

6. 52–58 min · Revise + edit quick check. Teacher provides a checklist on the board: “Did I introduce the topic? Did I state my opinion? Did I list reasons? Did I group related ideas? Did I add formatting or an illustration?” Students revise for clarity and edit for spelling/punctuation with guidance from teacher walkthroughs and partner support.
7. 58–60 min · Exit ticket. Teacher collects each student’s organizer and paragraph and asks: “What is one reason your strength helps you lead?” Students write one sentence on a sticky note.

Resources

• Strength checklist/assessment handout (teacher-created or adapted)
• “Leadership Strength” organizer (Strength / Opinion / Reasons / Example)
• Drafting paper or lined paper
• Sentence starters for peer sharing
• Revise/edit checklist card
• Colored pencils or markers for illustration
• Timer and projector/board for modeling

Assessment

• Formative checks during step 3: teacher scans completed checklists and chosen top strength.
• Formative checks during step 5: teacher listens for opinion + two reasons in student drafts.
• Exit ticket at step 7: one sentence connecting strength to leadership through a reason.

Differentiation

• Support: provide sentence frames for reasons (“One reason I am a leader is…,” “For example, when…”) and a word bank of strength descriptors.
• Support: offer a model paragraph and highlight where the opinion and reasons appear.
• EAL: allow oral rehearsal with a partner before writing; provide simplified checklist wording and visuals for strengths.
• Extension: challenge students to add a second example or include a brief counterpoint sentence (“Even when I feel ___, I still lead by…”) while keeping reasons organized.
• SEN support: allow a partially filled organizer (students complete blanks) and reduce the writing demand to one strong paragraph with required components.

Parent Summary

This lesson helps students in grades 3-5 identify their personal strengths and understand how these strengths relate to leadership. Through activities like self-assessment, discussion, and writing, students reflect on their qualities and practice expressing their opinions with reasons. Parents can support their children by encouraging conversations about strengths and leadership at home.