I am Unique! Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

This lesson plan teaches students about the book 'I Am Unique!' by Jennifer Vassel. Use the book as a read-aloud to launch conversations, activities and opportunities for students to take a deep look at what makes them each special.

Learning Objectives

After this lesson, students will be able to:

  • retell and summarize I Am Unique! by Jennifer Vassel
  • define the term 'unique' and explain why each of us is unique
  • identify and explain characteristics that make them unique
  • share ideas about what makes classmates unique


1 hour for core lesson plus 45 to 50 minutes for each activity

Curriculum Standards

  • CCSS.ELA-Literacy.RL.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • CCSS.ELA-Literacy.RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

  • CCSS.ELA-Literacy.RL.2.3

Describe how characters in a story respond to major events and challenges.

  • CCSS.ELA-Literacy.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.


  • Copy of the text I Am Unique! by Jennifer Vassel
  • Chart paper and marker for anchor chart
  • Hand mirrors
  • Construction paper
  • Markers
  • Colored pencils
  • Butcher paper
  • Yarn
  • Scissors
  • Tape
  • Push pins
  • Camera
  • Printer

Key Vocabulary

  • Unique
  • Special
  • Individual
  • Birthmark
  • Gift
  • Talent


  • Gather students together on the carpet along with chart paper, marker and the text, I Am Unique!
  • Show students the front of the book, covering the picture of the little girl, and read the title aloud. Ask students to turn and talk to a partner about what the word 'unique' means, then share and define as a whole class.
  • Write the title I Am Unique! on your chart paper.
  • Now show students the image on the front cover and ask them to try to notice what makes the girl on the book unique.
  • Have students discuss with knee partners:
    • What do you think this story may be about?
    • What may this little girl learn in the story?
  • Ask partner pairs to ask one question they have about the story and record each on the chart paper.

Direct Instruction

  • Begin reading the story I Am Unique! aloud to students.
  • As you read, have students listen for and answer questions brainstormed in the warm-up and record each.
  • During reading, have students make personal connections to the content by asking:
    • Have you ever felt like you had a flaw?
    • What do you think Erin feels like when her friend tells her she may not want to be in the play? Have you ever felt like this?
    • How does Erin overcome her problem? How have/would you overcome a similar problem?
  • After the book, have students stand in two circles facing one another.
  • On your go, students should find one unique quality about the person they are facing. Model with a student if necessary.
  • Rotate the circles for one complete turn.
  • After the activity, allow students to discuss what they learned about themselves and classmates. How are they unique? What did they notice about others they hadn't before?

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