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CTE Lesson PlanAuthor/Email: Click here to enter your name and email address. Date Submitted: Click here to enter the date. Pathway:Business & MarketingCluster:Business Management & AdministrationCourse: Principles of Business, Marketing and FinanceGrade Level: (type an X in the bracket for all that apply)[ ] 6 [ ] 7 [X ] 8[ ]9 [ ] 10 [ ] 11 [ ] 12Project Name: What Color Are You?Objective(s): Students will take a personality test to determine their color then analyze the characteristics of their personality. Students will also discuss how their personalities are reflected in school and with teachers.Primary Unit of Study (from Scope & Sequence): Career PlanSecondary Unit of Study (if applicable): College & Career Readiness Standards: Software: NoneMaterials Required: Handouts (see attachment list), markers, scissors, green, blue, yellow, red colored paperPrerequisite Skills: NoneTime Required: Two class periods (45 minutes each)Essential Questions: Why do you get along with some people and not others? Why do you behave the way you do in different situations?Key Vocabulary: Introvert, Extrovert, Feeling, Sensing, Thinking, IntuitiveProcedure/Instruction: Day 1 – Color Identification: Students will take a personality quiz (see Workstyles Questionnaire attachment). For each question, they answered yes to, they should write the color associated with that question (see Workstyles Answer attachment). Add up the totals for each color to determine their strongest color. Many students will have ties. If they wish, they can take an alternate test to try to break the tie (see Good Hair/Bad Hair Day attachment). Day 2 – Color Analysis: Divide students into groups according to colors. Pass out colored paper, scissors, and marker to each student. Walk students through the steps to create an envelope foldable (see attached pictures).On the rectangle piece, students should write their name and class period and cut the piece off. Turn this in and this can be used for grouping students throughout the year.On the outside of the flaps, students should write “Behavior” on three flaps and “Weakness” on one.On the inside, students should write the two main words which describe their color (see attached color profile). Discuss the meaning of these words as they write.On the inside flaps, students should identify three behaviors that best describe them and one weakness they would like to work on this year (see attached color profile).*Post the color profiles on a website for easy access and viewing by students.Discussion Points:Highlight typical characteristics of each color while students are grouped and strengths and weaknesses when serving on a team. Point out that an excellent team needs the strengths of all personalities and colors. (See attached personality worksheets for more characteristics.)Ask students to identify which teachers fit the different color descriptions.Point out that in all relationships, we have to learn to get along and understanding how we are different helps us tolerant each other much better.Teenagers are still growing and maturing so no one color will like best describe each student. This is also why there will likely be many ties with colors.Not all descriptions will fit each student, but they should be able to identify with a color that describes them most.Consider each other’s colors when choosing groups and partners in various activities. Would it be smart for all yellow students to group together for a project? Why or why not?Closure: As a reflection writing assignment, students can write a paragraph describing their color describing their strongest behavior points and one weakness and challenge they want to work on this year. They can also include examples from their life of how they have exhibited these behaviors in the past.Evaluation/Assessment: This can be treated as a participation grade. A rubric may be used to grade the writing assignment (see attached).Differentiation Strategies: Students will already be grouped by like characteristics to help each other complete the foldable activity. The writing assignment can be adjusted as needed by level.Additional Resources: NoneAdditional Files: Foldable Pictures (2), Workstyles Questionnaire, Workstyles Questionnaire Answers, Good Hair/Bad Hair Day, The “Colored” Classroom, Workgroup Interactions, Color Profiles (4) ................
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