9TH GRADE ADVISORY CURRICULUM



9TH GRADE ADVISORY CURRICULUM

Unit 1: Who Am I?

This unit begins after advisory procedures have been established, students have been introduced to and have practiced effective group habits, `and the advisor has conducted numerous “getting to know you” activities.

|Lesson 1: Introducing the concept of “Personality” |

|Objective: |At the end of this activity, students will have a deeper understanding of what, exactly, a personality is and why it’s important to know our |

| |own personalities as individuals. |

|Materials: |Advisory journals or notetaking paper; Advisory set of pgs. 1-3 of the book What Type Am I?: Discover Who You Really Are by Renee Baron; |

| |highlighters for each advisee. |

|Journal: |A (Advisor): Explain that today we are going to start a unit where we investigate who we are as individuals. Part of that is understanding |

|~12 min. |our personalities. Ask students to answer this question in their journals: What is a “personality”? |

| | |

| |After, share out in a whole group. Possibly record answers on chart paper. |

| | |

| |Ask students to answer this question: Why is it beneficial to know our own personality? |

| | |

| |After, share out in a whole group. Possibly record answers on chart paper. |

| | |

| |Explain that we are going to eventually take a personality test. Ask students to explain what a personality test is. Connect this to the |

| |previous discussion of why it’s beneficial to know our own personality. |

|Read-aloud: |A: Distribute pages from What Am I? and highlighters. Explain that this is the introduction to the personality test and that you are going|

|~10 min. |to read it aloud. While you do so, students should highlight what they think is most important from this reading. They should highlight at |

| |least three words, phrases, or sentences as you read. |

| | |

| |Read Aloud. At the end of the first page, make sure all the students are on task with the highlighting. |

| | |

| |After reading, ask students to share out what they highlighted and explain why they highlighted it. |

|Final Review: 2-3 |Revisit the two journal questions. Ask students to add to their first responses. Share out. |

|min. | |

|Lesson 2: Test 1—Introvert or Extrovert? |

|Objective: |Students will have a better understanding of “preference” and how it relates to personality. After taking the first personality test, |

| |students will have a clearer understanding of where they get their energy—from being in social situations or from doing things alone. |

|Materials: | Journals; advisory set of pgs. 9-11 & 12-13 of What Type Am I; advisory set of index cards; markers |

|Read-Aloud |A: Distribute copies of pgs. 9-11. Explain that as they read along with you, they should make two different text-to-self connections. They |

|~10 min. |should write them in the margins of the text. (The language of the text will be above some of your advisees’ reading levels. Explain that if|

| |they do not understand certain vocabulary—like “inventory”—it’s okay.) |

| | |

| |Read-Aloud |

| | |

| |Share a couple of the students’ connections. |

| | |

| |Answer any questions. |

|Individual Test |A: Explain that we now take the first test. Distribute pgs. 12-13 of What Type Am I? Remind students that they should write a 0, 1, or 2 |

|~10 min. |after each statement. If they get stuck, write what first comes to their minds. |

| | |

| |Students and Advisor take the test. (Depending on your group, you may decide to read aloud each statement or have students do it silently.) |

| | |

| |Important!: Make sure students don’t shared out their answers to each question. We do not want to influence each other! |

| | |

| |After taking the test, ask students to add up the numbers to figure out if they are introverts or extroverts. (If they have trouble, the |

| |column statements at the end will help). |

|Individual |Students share out findings. Ask who is surprised by the outcome. Ask who is close to the middle. |

|application | |

|~4 min. |Distribute Index cards and markers. Ask students to write at the top of the card their preference: either Introvert or Extrovert. Under, |

| |ask students to give evidence of how they are like this in the world. MODEL this. For example, “When I get home from school, I need to be |

| |by myself for at least 30 minutes so I can relax after being around so many students all day.” |

| | |

| |Share Out. |

|Lesson 3: Test 2, Sensing v. Intuiting test |

|Objective: | Students will know if they are Intuitive or Sensate, will be able to find ways to get along with their opposite, and will find evidence from|

| |their own lives that shows how they are this way. |

|Materials: | Journals; class set of test in ch. 4 of What Type Am I; advisory set of index cards; markers |

|Individual Test |A: Explain that we now take the second test. Distribute the test in Ch. 4 of What Type Am I? Remind students that they should write a 0, 1,|

|~10 min. |or 2 after each statement. If they get stuck, write what first comes to their minds. |

| | |

| |Students and Advisor take the test. (Depending on your group, you may decide to read aloud each statement or have students do it silently.) |

| | |

| |Important!: Make sure students don’t shared out their answers to each question. We do not want to influence each other! |

| | |

| |After taking the test, ask students to add up the numbers to figure out if they are introverts or extroverts. (If they have trouble, the |

| |column statements at the end will help). |

|Read-aloud |Ask students to share out who is an “N” and who is an “S”. Tell students you will now read aloud pgs. 21-24 of the book. As you read, |

| |students are to record 3 ways they could get along better with the “opposite” person (they will hear some suggestions in the reading). |

|~8 min. | |

| |Share out. |

|Individual |Distribute Index cards and markers. Ask students to write at the top of the card their preference: either intuitive or sensate. Under, ask|

|application |students to give evidence of how they are like this in the world. MODEL this. For example, “When I’m in meetings with teachers, I want to |

|~4 min. |try new ideas that go beyond what is traditional in schools. I want to see what is possible, even if it means taking risks and ignoring what|

| |others might see as practical concerns.” |

| | |

| |Share Out. |

|Lesson 4: Test 3, Thinker v. Feeler test |

|Objective: | Students will know if they are Thinkers or Feelers, will be able to find ways to get along with their opposite, and will find evidence from |

| |their own lives that shows how they are this way. |

|Materials: | Journals; advisory set of test in Ch. 5 of What Type Am I; advisory set of index cards; markers |

|Individual Test |A: Explain that we now take the third test of What Type Am I? Remind students that they should write a 0, 1, or 2 after each statement. If|

|~10 min. |they get stuck, write what first comes to their minds. |

| | |

| |Students and Advisor take the test. (Depending on your group, you may decide to read aloud each statement or have students do it silently.) |

| | |

| |Important!: Make sure students don’t shared out their answers to each question. We do not want to influence each other! |

| | |

| |After taking the test, ask students to add up the numbers to figure out if they are thinkers or feelers. (If they have trouble, the column |

| |statements at the end will help). |

|Read-aloud |Ask students to share out who is an “T” and who is an “F”. Tell students you will now read aloud pgs. 27-31 of the book. As you read, |

| |students are to record 3 ways they have faced difficulty being either a thinker or a feeler. |

|~8 min. | |

| |Share out. After, ask students to record a time in their lives when they may have either taken something too personally (feeler) or were too|

| |insensitive to someone else (thinker). |

|Individual |Distribute Index cards and markers. Ask students to write at the top of the card their preference: either thinker or feeler. Under, ask |

|application |students to give evidence of how they are like this in the world. MODEL this. For example, “My friends often share their problems with me |

|~4 min. |because they know I’ll sympathize with them and won’t judge them. Unfortunately, their problems will stress me out after awhile.” |

| | |

| |Share Out. |

|Lesson 5: Test 4, Judgers v Perceivers |

|Objective: |Students will know if they are Judgers or Perceivers, will be able to find ways to get along with their opposite, and will find evidence from|

| |their own lives that shows how they are this way. |

|Materials: |Journals; advisory set of test in Ch. 5 of What Type Am I; advisory set of index cards; markers |

|Individual Test 10 |Have students sit in groups of four as they take the test. |

|min. |A: Explain that we now take the third test of What Type Am I? Remind students that they should write a 0, 1, or 2 after each statement. If|

| |they get stuck, write what first comes to their minds. |

| | |

| |Students and Advisor take the test. (Depending on your group, you may decide to read aloud each statement or have students do it silently.) |

| | |

| |Important!: Make sure students don’t shared out their answers to each question. We do not want to influence each other! |

| | |

| |After taking the test, ask students to add up the numbers to figure out if they are judgers or perceivers. (If they have trouble, the column|

| |statements at the end will help). |

|Read Aloud |Read to the students the description on page ___________ of perceivers and judgers. As they listen, have students write down words describe |

|(5 minutes) |them as it relates to their score on the assessment. “As a judger I do tend to…” |

|Think – Pair – Share |In their groups of four, have students count off by four and ask them to remember their number, they will use it at the end of the activity. |

|(10–15 min) |Students will be provided with the list of suggestions for their dominant preference. |

| | |

| |(5 minutes) Independently students will use their list they generated during the reading as they find a suggestion that they will try for the|

| |week. Students will use the sheet to select their goal and why they have chosen that suggestion and how they believe it will help them be |

| |more successful or help them get along better with others. |

| | |

| |(5 minutes) Students who were #1’s and #3’s should work together and #2’s and #4’s should work together. Have the students share their |

| |goals and why they chose that goal. Suggestion: you might want to give each student 2 minutes to share each. |

| | |

| |Wrap up: Ask students to put in the effort during the week to use the suggestion they chose. |

|Lesson 5: Finding your type |

|Objective: |At the end of this activity, students will have a deeper understanding of what, exactly, a personality is and why it’s important to know our |

| |own personalities as individuals. |

|Materials: | Journals, Reading, Handout, Timer, Plain paper and markers or colored pencils |

|Putting it together |Students look back on their types and fill in their “Type” on the provided sheet. Hand out the overview of each type. Have students read |

|10 min. |the description of their type. Students will make a T-Chart on a piece of paper. You may want to ask students to choose only three to five |

| |examples to put in their T charts |

| | |

| |Just like me Evidence |

| | |

| | |

| | |

| | |

|Analyzing |Assign students to pairs and ask them to compare one of the list of pairs below. Students will analyze: |

|(20 min) |How would these types do as friends or spouses? |

| |Predict some conflicts these two types could encounter |

| |Predict ways that these two types can work well together |

| | |

| |Pairs to analyze: |

| |ENTJ and INFP |

| |ESFJ and INFJ |

| |ESTJ and ENTJ |

| |ISFP and ENTP |

| |ISTJ and ENFP |

| |INTP and INFJ |

| |Activity: Students will draw a picture of the two personalities working together |

|HW |Over the weekend, students are to collect evidence that they are their type. Students need to collect at least five examples from the |

| |weekend. |

|Judgers v Perceivers Suggestions |

|Directions: At times, our types or personalities can get in our way and can be overbearing for our friends and family. It is a good idea to practice our |

|non-dominant type so we have more strategies to be successful young adults and college students. |

| |

|Choose one of these suggestions that you can commit to working on over the next week. |

|Judgers |Try to be patient with people who take more time to make decisions than you do. |

| |Stop “doing” and take time to relax. Learn to let things be. |

| |Beware of making decisions to hastily and remember that it is ok to change your minds |

| |Be open to doing something on impulse. Do something that is unplanned. |

| |Do something “last minute”, meet up with friends, go to a movie, enjoy free time |

| Perceivers |Be respectful of meeting deadlines. Keep your promises and commitments |

| |Become aware of the effect of last minute planning or showing up late has on others |

| |Make a short list each day of things you would like to finish. Complete at least one thing each day. |

| |Ask a friend who is both organized and patient to help you prioritize your goals for the week |

|Why did you choose the one you | |

|did? | |

|How do you believe it will help | |

|you be more successful? | |

|Lesson : |

|Objective: | |

|Materials: | |

| | |

| | |

| | |

|Lesson : |

|Objective: | |

|Materials: | |

| | |

| | |

| | |

|Lesson : |

|Objective: | |

|Materials: | |

| | |

| | |

| | |

|Lesson : |

|Objective: | |

|Materials: | |

| | |

| | |

| | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download