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LESSON PLAN

Name: Noelle English # of Days class meets per week: 2


Level: Intermediate # minutes in the lesson: 15-20
Source: Kilppel, Keep Talking. Chapter 3.2, Lesson 67 Magic Shop
Check one: ____ Close to original ____ Invented ____ Hybrid

Learning Objectives (Student Focused Goals): students should be able to discuss


personality traits and to express their opinions on favorite traits
Personal Teaching Objectives: I would like to focus a little on classroom management and
preparedness

Language Focus : Discussion, speaking

Anticipated knowledge & problems (i.e. what will students have to know before this lesson
and what have they had trouble with?)
I think students in an EFL setting might not know the more difficult words for personality
traits in English. They would need to be able to discuss to come up with mutual
understanding of word meanings. In this class room, I do not see any problems that may
arise.

Solutions: For this, I decided I would elicit personality traits and discuss what they mean
on the board to give students a framework.

Materials: dry erase markers/white board, paper strips with personality traits, full length
paper of personality traits for whole class discussion

What did you change/adapt from source material: I did not use all of the examples of
personality traits given and provided a few of my own.

Procedures Timing Interaction Purpose


Patterns
Introduce topic through 02 min. T > Ss/Ss>T Introduce topic, familiarize
discussion lesson
Elicit personality traits 03 min. T>Ss Introduce lesson
Split into groups, group 05 min. Ss>grp Student-led discussion
work
Open class to share 03 min. Allow students to share
Ss > grp
results
Tally up most popular 02 min. Ss>T Find common trait shared
personality traits
Discuss personality 03 min. T>Ss>T Determine if personality
traits as noun or trait is a noun or adjective
adjective by sorting
them on the whiteboard
Context:
Intermediate German students in high school

Teachers Notes:
To start, I want to elicit from the students along with an anecdote to set the frame of the class. I
will begin by discussing how I describe the perfect dream date. I will begin by asking traits or
qualities in a person the students think are important and write some up on the board. I will
connect this by then explaining that I have traits printed out on strips placed in an envelope.
Students can pick traits that resemble themselves or a dream date (I figured high school-level
students might be interested in that topic). Talking about the self can be face-threatening to
some students so the option of an imaginary dream date scenario might be a more playful
topic.

I will break the students up by counting them off into groups of three and each student will get
an envelope with 5 random personality traits. They will then need to trade them with other
students and keep three that they feel describe themselves the best. Students will have about 5
minutes to discuss with their group.

The reason I chose counting off into groups is to disperse students. I know in an actual course
full of teen-aged students, they might want to only talk to their friends, so I decided I would mix
them into groups manually. After the allotted time, I will go down the list of personality traits
and ask the students to raise their hand if it was one of the traits they picked. During this time,
I will tally the personality traits on an overhead projector (with the full sheet of traits) so that
the students can view which are the most frequent. I will ask a few students to share why they
picked that trait and discuss what makes it important.

After tallying the personality traits, I will mention to the students that some traits are adjectives
while the others are nouns (abstract concepts). I will make a chart on the whiteboard with
adjective or noun. We will go down the list and students will determine if the personality
trait is an adjective or a noun. Students can volunteer to write one personality trait on the
board on the correct side.

Appendix A:

Personality Traits

Honesty Intelligence Health Humor Beauty


Optimism Helpfulness Wisdom Charity Athletic
Confident Creative Friendly Modest Neat
Daring Stubborn Tolerant Happy Silly
Peer Feedback:

Olivia Higgins

Noelle, let me start off by saying that I really enjoyed your activity! My group interacted and
bonded a lot through this activity and I think this activity could have the same effect in an
EFL/ESL classroom. It would really encourage students to get to know each other. The only
thing that was confusing was the words on the strips of paper--some were nouns and some were
adjectives. With real students, this could be problematic and students might get mixed up. I think
you could definitely still include both adjectives and nouns, but it would be beneficial to explain
the difference between saying that someone is "creative " (adjective) versus saying that they
possess "creativity" (noun). You did a great job of eliciting responses from students, though, and
you are always so pleasant and positive! The activity was structured well and I liked that we
came back together as a class to discuss the most common traits. Keep up the great work!

Alize Smith

I love activities that are about human nature/personalities. I feel it really give the students inside
information about their classmates and maybe inspire them to become closer. Your activity was
very organized and I love that. There were no problems with what exactly the activity was and
that was good because I know as of late, we have been talking about giving more clearer
instructions. I do wish that you picked either dream date or one own personality just because
some of the reasoning were different and I could see that causing some confusion between the
students. I also wish that we had a more difficult task just because (from personal experience)
my group hardly interacted just because we mostly had all of the adjectives that we wanted. I like
that we came together in the end and we even had a little mini discussion about what we think is
the top adjective. I do feel that you interacted with the class and while you did lead some of
lesson, the students still had a chance to interact. The transition of the flow of your lesson is
amazing and I hope to one day be on that level. Good job and continue the good work.

Self-Reflection:

I enjoyed this lesson as it gives students a chance to reflect on their own personality. I think next
time if I were to do this is an actual setting I would try to explain more in-depth what the
personality traits mean within the context of American culture and maybe reflect a little on how
they are viewed within German culture. While I did grow up in Germany and lived there for
several years as a child, it has been a while and I am sure the culture of the society has changed
over time. I did feel at odds with my last lesson as I rehearsed my lines and how I wanted to
present the lesson multiple times, as if I were practicing for an audition. I felt ready but when I
did the actual lesson, it didn't go as well as I had planned. This time I did not practice and
decided to just "jump into it" and see how I felt. Overall, I felt more comfortable doing the lesson
after rehearsal but I do not think I was as effective as this lesson went. When rehearsing, I tend to
over-plan how the lesson is supposed to go and have an idea of what I want as results. One thing
I want to keep working on is finding the balance between these two extremes and find a
comfortable middle ground.