Evaluating Personal Characteristics

In this Smart Choices lesson, students consider who they are: first, as they perceive themselves, second as they believe others see them and last, as they wish they were. A discussion concludes the activity.

Primary Learning Outcomes

What are my personal characteristics?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 9-12

Guidance

A. Self Knowledge

Topic: Understanding the influence of a positive self-concept.
Standard: -Identify and appreciate personal interests, abilities, and skills. -Demonstrate the ability to use peer feedback. -Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals. -Demonstrate an understanding of environmental influences on one’s behavior. -Demonstrate an understanding of the relationship between personal behavior and self-concept.

Procedures/Activities

Step: 1 Duration:

Have students fill out the self-evaluation form according to how they see themselves. Collect the forms from the students.

Attachments for Step 1

Title: Personal Characteristics Form FileName: Personal Characteristics Form.doc
Description: This table gives students an opportunity to evaluate their character traits.

Step: 2 Duration:

Have students fill out another self-evaluation form according to how they think others see them. Collect these forms.

Step: 3 Duration:

Have students fill out another self-evaluation form according to how they would like to be.

Step: 4 Duration:

Pass back the other two forms. Allow students time to look over the three forms.

Step: 5 Duration:

Have students form small groups and discuss results of the activity.

Materials and Equipment

“Personal Characteristics Form” activity sheet (on the following page) Pen or pencil

Standards (Local and/or National)

Total Duration

1 hour

Technology Connection

Assessment

Students will be assessed on completing the self-evaluation forms, which they have filled out from three different points of view, comparing the similarities and differences, and discussing insights they have gained.

Extension

Self-evaluations can be kept in students’ files and reviewed at a later date.

Remediation

Discussion with the class can clarify the three different points of view.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.