Subject: Spanish I Topic: Identity Time Allotment: 50 Min

Lesson Plan 1 Who in the world are YOU?

Subject: Spanish I Topic: identity Time Allotment: 50 min. Grade Level: 8th – 12th Teacher: Virginia Dyson Teaching date: 1 of 10

I Instructional Goals Students will contemplate the meaning of identity and gain greater insight into their own self-concept.

II Performance Objectives a.) Using the Myers-Briggs Type Indicator, students will define who they are and explain the importance of self-concept. b.) Students will create an image that symbolically defines their self-concept.

III Standards

IV Teaching/Learning Procedures:

Time Activity 5 min. A. Motivation/Introduction  Student will be asked about what characteristics define who they are. These will be listed on the board.  Introduce the Myers-Briggs Type Indicator. Include the purpose of this test and how it is used in both working and scholastic environments.

45 min B. Teaching/Learning Activities  Students will take the Myers-Briggs Type Indicator. This personality test will be collected and scored by me. It will give students greater insight into their personality and the career path that is compatible with their character type.  Students will create image that represents who they are. This can be a drawing or a collage. Students will be expected to finish this project for homework. They will be given time to present this image to the class the following day, and these images will be posted somewhere in the class. Students will be graded on this project according to the following rubric. (See Attachment).

5 min C. Closure  Students will listen to a brief presentation describing the importance of knowing who they are and how that can affect the rest of their lives. This is a small preview to the lesson on identity that will be given the following day.

V. Materials/Media 1 Myers-Briggs Type Indicator for 30 students, 1 blank sheet of white paper for 30 students, 1 rubric for 30 students, 5 packs of markers or colored pencils, 20-30 colorful magazines, 5 bottles of glue.

VI Accommodations/Modifications Visual-spatial disability: Students will be given a large print copy of the Myers-Briggs Type Indicator. They will be allowed additional time to complete this test during the creative activity or before or after school

ESL (Korean): Students will be allowed additional time on the Myers-Briggs Type Indicator, and I will clarify the instructions of both activities for these students.

VII Assignments Students will complete their creative project illustrating their identity. They will also write ten English adjectives that define who they are. These can be adjectives of physical characteristics as well as personality traits. Gender, nationality, religion, and profession can also be included. These adjectives will be typed up and translated into Spanish so that students will have the ability to communicate their personal identity in Spanish as well as English. These words are typically used with the verb "ser" which will be covered in the next few lessons.

VIII Assessment A. Students will not be assessed during this lesson since the actual course material will not be taught until later class periods.

IX Professional Reflection