Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

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1 Title: Introduction to Personality Types Lesson Author: Laura McBride & Ben Bishop Key Words: Pychology, Personality, Extraverted, Introverted, Carl Jung, Myers-Briggs Type Indicator Grade Level:12th Time Allotted:40 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? The rationale for this lesson is to convey to students the complexity of personalities. The knowledge gained from this lesson will help students recognize how different behaviors link to personality. This knowledge will be useful in the future so they can be better prepared to interact with people in the workplace, in public, and at home. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson would be at the beginning of a unit on personality. This lesson would explain what personality is in terms of psychology and introduce the students to one way to analyze personality (type theory- Carl Jung). The lesson would be followed by others that focus on other ways to view and analyze personality. Key Concept(s) include definition: Personality- the organized pattern of behavioral characteristics of the individual. Extroverted- a person characterized by extroversion (the act of direction one's interest outward or to things outside the self. Introverted- a person characterized by concerns primarily with his or her own thoughts and feelings Carl Jung- a Swiss psychotherapist who founded analytical psychology. Myers-Briggs Type Indicator- assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions. 1

2 NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Theme IV: Individual Development and Identity Questions related to identity and development are important for students to understand. Students will be able to understand how individuals grow and change and how they behave based on their personality. SOL* : Psychology classes in high school do not have SOL's. The American Psychological Association does have standards for high school psychology. This lesson would fall under standard area of Personality Essential Knowledge (minimum for SOL Resource Guide) Content Standards for Personality Perspectives on Personality Assessment of Personality Essential Skills (minimum for SOL Resource Guide) Interpret ideas and events from different historical perspectives. (1d) Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (1f) Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. The day s big question: What are personalities and how do they effect one's life? Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Students will be able to define personality and identify the eight personality types that fall under Carl Jung's type theory. Obj. 2 Students will be able to analyze their personality test results and compare them with others. 2

3 Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment. Students will take a short personality test and share their results with the class (volunteers only). In open discussion class will discuss what different combinations of types mean. Test link: Materials: Historical Source(s): List here and include copies in materials section below Additional Materials/Resources: List here and include copies in materials sectiontextbooks etc page numbers, websites etc Just Do It Journal Prompt- see Material A PowerPoint- see Material A Closure Worksheet on Personality Test- see Material B Personality Test accessed at 3

4 Procedure/Process: PRE-LESSON: This lesson requires students to have access to a computer and the internet. If students have laptops, the activity can be done in class. If students do not have laptops, you will need to schedule access to a computer lab in the school. 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook - Journal Entry. The students would be asked to answer the following prompt in their journals- "How would you describe your personality?" 2) Instructional sequence: Obj # See above. Just do it. Transition: Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates. Include pace/time for each activities e.g. (5 mins) Journal Entry- "How would you describe your personality?" (Material A) (5 min) Check for Evidence of Understanding -Either Formal or Informal e.g. assessmentsquestion frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Formal- journals are graded throughout the year "Keeping your description of your personality in mind, let's define personality" Objective # 1 Transition: Students will be able to define personality and identify the eight personality types that fall under Carl Jung's type theory. Students will take notes during a short PowerPoint presentation and contribute when questioned. (Material A) (10 min) Informal- teacher will observe students taking notes and will ask informal questions during mini-lecture. "With what you have just learned about personality you can now take your very own personality test" 4

5 Students will be able to analyze their personality test results and compare them with others. Students will open a web browser to the address: Objective # 2 The teacher will guide the students to read this page and click the "Take the Test" link at the bottom to begin. The teacher will also emphasis to students to follow the directions given by the test and that the only supplemental questions that have to be answered are gender and age (Directions will be on PowerPoint- Material A) The test should take about 10 mins or less Once the test is complete, the class will have a discussion and volunteers can share their results and make connections (which personality types go together). The teacher will make it clear that the results are just one test and are not definitive Discussion: 10 mins Total Time: 20 min Informal- will observe students taking the test and participation during discussion 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Personality Test Results Exit Slip- this will be a quick worksheet that asks student s questions about their personality test and what they thought of their results. (See Material B) (5 min) Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to pre-assessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Bullet your details and explanations. 5

6 Just do it activity to assess readiness Learning preference need: visual, auditory, written Individual work completing personality quiz Common closure for all students: exit slip handed in for grading For students with disabilities, directions can be repeated and explained 6