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Spring Arbor University School of Education

Lesson Plan Essential Elements


Biblical Value(s) or Universal
Title: Trait Theory Value(s) that apply to this lesson:

Subject: Psychology Psalm 139:14 ESV


“I praise you, for I am fearfully
Grade Level: 11th Time Allotted: 55 mins and wonderfully made.
Wonderful are your works; my
Instructional Materials Required:
soul knows it very well.”
 Computers for Personality Test
 Projector and Powerpoint
 Notecards
 Notesheet
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Michigan Curriculum Framework: Content Standard (write out)

1.2 Evaluate trait theories

Learning Objective(s):

The student will:


 Compare their own personality to the trait theory (Webb’s 2/3)
 Differentiate between traits and MBTI traits (Webb’s 3)
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Instructional Procedure: What information do students need to accomplish the objective(s)?

Time
Allotted
1. Anticipatory Set: How will you catch their attention and set the stage for
the intended learning?
10 mins
Personality Test

2. Write out the Objective(s) for Student Learning:

The student will:


 Compare their own personality to the trait theory (Webb’s 2/3)
 Differentiate between traits and MBTI traits (Webb’s 3)

3. Plan for Instruction: How will you design the lesson for learning?
1. Anticipatory Set: Personality Test (10 mins)
2. Samwise Gamgee video and discussion of personality (10 mins)
38 mins a. Who thinks they know which MBTI trait Sam is?
b. Why do you think that?
3. Start of Trait Theory and definition of a trait (5 mins)
4. Definition of Trait Theory (3 mins)
5. Myers-Briggs contribution (5 mins)
a. Go over homework from first lesson. See if it matches with the
personality test results. (10 mins)
i. Was anyone surprised by their results?
ii. Were they what you expected?
6. Introduce homework (5 mins)
7. Closure: 3-2-1 Countdown (5 mins)

4. Questions: What questions will you be asking?

a. Who thinks they know which MBTI trait Sam is?


b. Why do you think that?
c. Was anyone surprised by their results?
d. Were they what you expected?

5. Differentiation Considerations (accommodations for SED – Learning


Disabilities & TESOL students):

 For students with LD, I will give them a filled out notesheet as well as be
sure that they receive help taking the personality test if necessary.

6. Assessment(s): How will you be checking student learning?

3-2-1 countdown at the end of the class.

5 mins 7. Closure: How will you end the lesson and review the intended learning
purposes?
3-2-1 Countdown. I will give the students a notecard. On this notecard they will
answer these statements:
 3 things you didn’t know before.
 2 things that surprised you about this topic.
 1 question you still have about this topic.

The students will turn these in on their way out, and I will look these over before
next class so that the questions can be answered.