Rationale:

By fourth quarter of junior year, many high school students have already begun the first initial
steps of completing the college process such as creating a list of colleges and majors etc. They
have been demonstrating excitement and initiative over the start of the application process.
Instructional needs to address during this college application process unit include major/career
development, writing/ creative writing skills, and the ability to use and apply their knowledge
towards the use of technology (Common Application).
Essential Questions:
1. How might this unit assist you, the student, in future opportunities when applying for other
position(s)?
2. What makes an effective college applicant?
3. What do effective applicants do to set themselves apart when submitting their college
applications?
4. How can you use writing as an asset to your applications?
5. What do successful applicants do when they are faced with multiple deadlines?
State Standards:
Communication and Collaboration 3.6: Use a variety of media to present information for specific
purposes (e.g., reports, research papers, presentations, newsletters, websites, podcasts, and
blogs), citing sources.

3.3 Discuss connections to health and work

3.4 Discuss self-concept

4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade specific expectations for writing types are
defined in standards 1-3 above.)
Daily Lesson Plans:
Instructional Lesson Plan
(Coded per MA Professional
Standards for Teachers)

Lesson/Unit Title

Goals and Objectives

Junior Seminar: Jungian Typology Personality

Assessment

Lesson Goals

What are the goals for this lesson?

(A1, A2, A3, A5, A8, A9, D3)

Students will be able to begin brainstorming and selecting

majors that best fit their personality type.
How to the lesson goals integrate with unit goals?
Lesson goals integrate with unit goals because selecting
a major for their college application is one of the many
important steps to continuing the college application
process
Why are the lesson goals suitable for this group of
students?
Students in their sophomore and junior year of high
school should by now have a somewhat developed idea
of which career field they would like to go into.

Lesson Objectives
(A5, B1, B2, B3, B4)

What are specific behavioral objectives that meet lesson

goals?
Students will apply their personality type to a set of
careers that meet their strengths. .

Curriculum Frameworks
Standards Addressed*

3.3 Discuss connections to health and work

(List # and text of stds.)

3.4 Discuss self-concept

Technology/Resources
Needed
(A3, A6, A7, B2f)

Levels of Critical Thinking

Content Resources
(books, articles,
speakers, handouts,
community resources,
etc.)

Software/Web Resources
(CD-ROMs, DVDs, URLs,
etc.)
Jung Typology Test
www.humanmetrics.com/cgiwin/Jungtypes2.asp

Hardware (computers,
TV, DVD player, etc.)

Other media, video, satellite,

etc.
PowerPoint

Check all that apply

(A1, A2, A3, A5, B2e, D1, D2)

___ Remembering
_x__ Evaluating

_x__ Applying

___ Understanding
_x__ Analyzing

___ Creating

21st Century Learning and

Innovation Skills**

Check all that apply

(D1, D2, D4)

___ Creativity and Innovation

___ Critical Thinking and Problem Solving
__x_ Communication and Collaboration
__x_ Information, Media, and Technology Skills

Instructional Plan
Pre-Instruction
(A4, A9, B1, D1-3,, E1-2 )

What student needs/interests/prior learning will be a

foundation for this lesson?
Students may already have a solid idea of what career
field they may wish to go into or they may already have a
sense of what interests them and fits their personality
type well.
How will you engage students in lesson content?
I will allow students to discuss their results with each
other before revealing information of each of the 16
personality types.
What curriculum connections can you make to broader
content area knowledge?
Applying the Jung Typology theory of personality to
career assessment will help guide the students to broader
content which is the many steps required to completing
the college application/ career assessment process.

Instruction
(B2, D3)

Presentation of new
material teacher role

I will present the Jungian

Personality types to the
class and explain the
differences between
each

Student role
The students will identify their
personality type after
completing the test.

Application (moving from

guided, scaffolded
practice to increasingly
independent
practice/gradual release
of responsibility)
teacher role

Student role
Students will apply their new
knowledge about their
personality towards selecting
a specific career field.

After I explain the best

career fields for each
personality type students
will be able to brainstorm
and create a list of
potential majors they
would be interested in
choosing.

Closure
(B3)

How will you wrap up the lesson and anticipate future

learning in the unit?
I will assign the students to develop a list of at least 3
majors or potential career interests due by the following
class.

Assessment

How will you know students reached lesson goals?

(A2, A3, B3b, B4)

When they have a better or clear idea of which careers

they are interest in.
What formative and/or summative assessment strategies
will you use?
I will use summative assessment strategies by allowing
the students the opportunity to complete the Jung
Typology test to assess themselves.
How will students be involved in ongoing assessment?
Students will be involved in ongoing assessment by
applying what they have learned about their personality
type towards selecting a career path.
How will students assess themselves?

Strategic Analysis of Instruction

Management
What strategies will you employ to successfully manage
(C1-4)
student learning and behavior during this lesson?
I will employ a step by step strategy to manage this
lesson by first stating the lesson objective, then allow
students to assess themselves and apply their personality
type towards a career of interest.
How will the learning environment support planned
activities?
By making the students aware of themselves and each
other, students will be able to use an open atmosphere in
the classroom to open mindedly reflect on their
personality and apply it towards a career they feel they
would enjoy and be good at.

Options for Differentiation

(A3, A8, A9, B2b, B2d, B3b, D2)

How will you provide for students with special needs

and/or English Language Learners?
I will arrange separate meeting times or extra help
sessions to help a student develop their career goals with
an extended time period.
How will you modify lesson for individual learning needs?

I will modify the lesson by reviewing the personality types

slower and asking content based questions to make sure
that those who may not understand certain areas of the
lesson are grasping the content better after aiding them
into a deeper though process.
How will you integrate additional resources to extend
lesson?
I will integrate the Jungian Theory of Personality into this
lesson by including the personality assessment.

Reflections on Lesson
(E6)

What are next steps for student learning related to

lesson/unit goals?
Next steps will be for the students to continue the college
process by understanding their personality well enough to
develop career goals and for the next section which will
be selecting a topic for the admissions essay.

What is your self-assessment of your instructional

practice and effectiveness in this lesson?

I will assess whether my lesson was effective to student

learning by monitoring how decisive or excited students
become about selecting a major/career interest.
Instructional Lesson Plan
(Coded per MA Professional
Standards for Teachers)

Lesson/Unit Title

Junior Seminar- Writing the College Admission Essay

Goals and Objectives

Lesson Goals
(A1, A2, A3, A5, A8,
A9, D3)

What are the goals for this lesson?

The goals for this lesson are for students to understand what
the admissions essay is and how to begin writing it. T

How to the lesson goals integrate with unit goals?

The goals of this lesson integrate with the unit by being one
of many mandatory steps to applying to colleges.
Why are the lesson goals suitable for this group of
students?
The lesson goals are suitable for this group of students
because as they move into their senior year of high school
they must already be preparing to have their essays and
applications complete for submission. Standards that will
be met and align with the lesson goal are: 4. Produce clear
and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade specific expectations for writing types are
defined in standards 1-3 above.)

Lesson Objectives
(A5, B1, B2, B3, B4)

What are specific behavioral objectives that meet lesson

goals?
Students will be able to understand what role their essay
plays in the college application process and how to write it

after successfully selecting a topic. Students will be able to

write with proper grammar, tone of voice, and originality as
discussed in the PowerPoint presentation during my lecture.

Curriculum Frameworks
Standards Addressed*
(List # and text of stds.)

Technology/Resources
Needed
(A3, A6, A7, B2f)

Levels of Critical Thinking

(A1, A2, A3, A5, B2e,
D1, D2)

21st Century Learning and

Innovation Skills**
(D1, D2, D4)

ELA

4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to
task, purpose, and audience. (Grade specific expectations
for writing types are defined in standards 1-3 above.)
Content Resources (books,
articles, speakers, handouts,
community resources, etc.)
handouts

Software/Web Resources
(CD-ROMs, DVDs, URLs,
etc.)

Hardware (computers, TV,

DVD player, etc.)
PowerPoint

Other media, video,

satellite, etc.

Check all that apply

___ Remembering
___ Evaluating
_x__ Understanding
_x__Creating

_x__ Applying
_x__ Analyzing

Check all that apply

_x__ Creativity and Innovation
__x_ Critical Thinking and Problem Solving
_x__ Communication and Collaboration
___ Information, Media, and Technology Skills

Instructional Plan
Pre-Instruction
(A4, A9, B1, D1-3,, E1

What student needs/interests/prior learning will be a

foundation for this lesson?

2)
If the students are preparing to apply to colleges, they
already know that an admissions essay is required.

Therefore, the students already know the purpose of this

lesson for their application process. They may even already
have topic chosen about a life experience or something they
are interested in/ passionate about.
How will you engage students in lesson content?
I will engage students in this lesson by handing out a tip
sheet that will help them begin brainstorming about what
their topic may be about as an activator. Students will be
allowed to read this sheet before applying the tips
mentioned to their essay.
What curriculum connections can you make to broader
content area knowledge?
Understanding how to write their essay will relate to
broader general knowledge of writing and grammar, as well
as how to properly apply their ideas to the essay
requirements.

Instruction
(B2, D3)

Closure
(B3)

Presentation of new material

teacher role

Student role

To present new material in a

way that explains the
importance of the
admissions essay and how to
write it.

To understand the
importance of the college
essay as part of the
application and how to use
it as a tool to stand out
during the admissions
process.

Application (moving from

guided, scaffolded practice
to increasingly independent
practice/gradual release of
responsibility) teacher role

Student role
to include necessary criteria
into the essay for quality
purposes

How will you wrap up the lesson and anticipate future

learning in the unit?

I will wrap up the lesson by using formative assessment

such as think pair share, and have the students brainstorm a
meaningful essay topic before sharing it with a partner.

Assessment
(A2, A3, B3b, B4)

How will you know students reached lesson goals?

I will know students reached the lesson goals based off of
what kinds of question are asked at the end of class as the
quality of ideas they share with each other and the class.
What formative and/or summative assessment strategies
will you use?
I will use summative assessment by having the students
share their topic ideas with the class which is an
opportunity for collaborative discussion and sharing.
How will students be involved in ongoing assessment?
Students will be involved in ongoing assessment by using
the essay grading rubric to apply all necessary criteria to
their drafts.
How will students assess themselves?
Students will assess themselves by using the grading rubric
to make sure they are meeting all necessary criteria.

Strategic Analysis of Instruction

Management
What strategies will you employ to successfully manage
(C1-4)
student learning and behavior during this lesson?

I will use visuals and examples through a YouTube video

and I will manage time by allowing students a set time to
brainstorm ideas that they will be required to talk about for
a timed 60 seconds with the class. This strategy will help
manage behavior because it will discipline the students to
meet the requirements and keep them busy.
How will the learning environment support planned
activities?
I will create a successful learning environment by helping

the students understand the importance of the college

admissions essay in a step by step process.

Options for Differentiation

(A3, A8, A9, B2b, B2d, B3b, D2)

How will you provide for students with special needs

and/or English Language Learners?
For ELL learners, I will use gestures such as pointing or
talking slower to make sure they are keeping up with the
lesson. For special needs students, I would allow an aid to
be present or spend extra time outside of class to review the
major objectives of the lesson
How will you modify lesson for individual learning needs?
If the student is on an IEP, I will follow the guidelines of
the IEP such as seat them in the front of the class or only
assign them a certain amount of work to complete at
different deadlines to allow them to work at their own pace.

How will you integrate additional resources to extend

lesson?

Reflections on Lesson
(E6)

I will integrate a PowerPoint reflecting important

information about how to write the essay correctly.
What are next steps for student learning related to
lesson/unit goals?
Next steps for student learning related to this lesson and its
goals are for students to write a draft of their essay for
review with me or their English teacher.
What is your self-assessment of your instructional practice
and effectiveness in this lesson?
I will be able to self-assess this lesson depending on the
quality of the essays completed as well as feedback from
the students.

Instructional Lesson Plan

(Coded per MA Professional
Standards for Teachers)

Lesson/Unit Title

Correctly Filling out and Submitting the Common Application

Goals and Objectives

Lesson Goals
What are the goals for this lesson?
(A1, A2, A3, A5, A8, A9,

D3)

For students to understand how to correctly fill out the Common

Application using a step by step process.
How to the lesson goals integrate with unit goals?
This lesson integrates with my seminar unit on completing the
college applications process.
Why are the lesson goals suitable for this group of students?
This lesson goal is suitable and required for all students who are
applying to college because several colleges use the Common
Application as their system for receiving all applicants transcripts
and applications for admission to that college.

Lesson
Objectives

What are specific behavioral objectives that meet lesson goals?

(A5, B1, B2, B3, B4)

Students should feel comfortable enough to ask questions about

using the Common Application even though they have no
experience using the system and by the end of the lesson know
how to physically fill out the Application correctly and in the proper
order.

Curriculum
Frameworks
Standards
Addressed*
(List # and text of stds.)

Technology/Reso
urces Needed
(A3, A6, A7, B2f)

Communication and Collaboration 3.6: Use a variety of media to

present information for specific purposes (e.g., reports, research
papers, presentations, newsletters, websites, podcasts, blogs),
citing sources.
Content
Resources
(books,
articles,
speakers,
handouts,
community
resources,
etc.)

Software/Web Resources (CD-ROMs, DVDs,

URLs, etc.)
https://www.polleverywhere.com/free_text_polls/w4
YIBVG9CKo8eMG

Hardware
(computers
, TV, DVD
player, etc.)

Other media, video, satellite, etc.

https://www.polleverywhere.com/free_text_polls/w4
YIBVG9CKo8eMG

PowerPoint

Levels of Critical
Thinking

Check all that apply

(A1, A2, A3, A5, B2e,

_x__ Remembering
Evaluating
__x_ Understanding
__x_ Creating

D1, D2)

__x_ Applying

___

___ Analyzing

21st Century
Learning and
Innovation
Skills**

Check all that apply

(D1, D2, D4)

__x_ Critical Thinking and Problem Solving

__x_ Creativity and Innovation

__x_ Communication and Collaboration

_x__ Information, Media, and Technology Skills

Instructional Plan
Pre-Instruction
What student needs/interests/prior learning will be a foundation
(A4, A9, B1, D1-3,, E1-2
for this lesson?
Students are allowed the opportunity to list their experiences and
interests within the application to give the admissions office at the
selected colleges and universities an opportunity to learn more
about the applicant.
How will you engage students in lesson content?
I will open the lesson by stating the lesson objective (SWABAT)
as well as assign students to answer an activator question using
Poll Everywhere.
What curriculum connections can you make to broader content
area knowledge?
The essay portion expands upon writing skills the students have
already attained in their English classes.

Instruction

Presentatio

Student role

(B2, D3)

n of new
material
teacher
role

To understand the steps taken to properly use and

submit the Common Application.

To list and
explain the
most
efficient
and
organized
way to fill
out the
application
s.

Application
(moving
from
guided,
scaffolded
practice to
increasingl
y
independe
nt
practice/gr
adual
release of
responsibili
ty)
teacher
role
Allowing
students to
ask
questions
and then
proceed
with filling
out each
section in
the
Common

Student role
To understand each section of the Common
Application, gather and provide all required
information, and completing the Common
Application as effectively and efficiently as possible.

Application
independen
tly.

Closure
(B3)

How will you wrap up the lesson and anticipate future learning in
the unit?

Assessment

I will allow time for questions as well as provide visual screen

shots of sections in the Common Application to show how to
properly use the website.
How will you know students reached lesson goals?

(A2, A3, B3b, B4)

I will know students reached lesson goals when they appear to be

satisfactorily filling out the Common Application and in the correct
order from my instructions.
What formative and/or summative assessment strategies will you
use?
I will use formative assessment strategies by presenting what is
required for each step and make sure each student follows the
directions correctly.
How will students be involved in ongoing assessment?
Students will be involved in ongoing assessment by filling out
each section in a step by step process and by the required
deadlines I assign them during the seminars.
How will students assess themselves?
Students will assess themselves according to their understanding
and ability to Complete the Common Application on time.

Strategic Analysis of Instruction

Management
What strategies will you employ to successfully manage student
(C1-4)
learning and behavior during this lesson?
I will employ a step by step strategy to manage this lesson and I
will also use formative checking by making sure that every
student understands what is required of each step for completion.
How will the learning environment support planned activities?
Since the Common Application is being introduced for the first
time during this lesson, the students should feel free of judgement

to learn about a system that is entirely new to them, and of which

is common to make mistakes while filling the application out.

Options for
Differentiation
(A3, A8, A9,
B2b, B2d, B3b, D2)

How will you provide for students with special needs and/or
English Language Learners?
I will arrange separate meeting times during office hours or extra
help sessions to help a student complete a step of the application
process they may be struggling with.
How will you modify lesson for individual learning needs?

I will modify my lesson for any student(s) with an individual

learning need by reviewing the steps of the process if necessary
and I will arrange separate meeting times during office hours or
extra help sessions to accommodate to the students learning
difference.
How will you integrate additional resources to extend lesson?
I will use examples that provide tips for filling out the Common
Application in a routine order and to use the application as
effectively as possible. I will also integrate a PollEverywhere as an
activator to let the students brainstorm about what they think the
Common Application is used for.

Reflections on
Lesson
(E6)

What are next steps for student learning related to lesson/unit

goals?
After correctly filling out the Common Application students
should continue completing other applications using similar steps
to the ones I developed for using the Common Application for the
remainder of that Apps. That need to be completed separately from
the Common Application through the College/ Universities
website.
What is your self-assessment of your instructional practice and
effectiveness in this lesson?
I will assess whether my lesson and practices are effective to

student leaning or not by monitoring if the majority of my student

are completing the application correctly and efficiently.

Assessment:
Summative:
1. At the end of the unit I will devise a summative assessment strategy to review how
much of the content was absorbed by the students. My first variation of Summative assessment
will be to provide the students with an in class short answer writing prompt asking: what career
field/ college majors you think would be a proper fit for you? Why do you think you would be
successful in this concentration? Please be specific and explain in 3-5 sentences.
2. My second use of summative assessment will consist of a practice college essay using
a creative writing prompt. I will provide the students with three prompts to choose from. The
students will write a maximum of 650 words as comparable to the Common Applications'
writing section. The three options for writing prompts that I will assign are:
1. What is an extracurricular activity that has been important to you?
2. Describe a time in your life when you experienced a failure. How did you react to this
failure, and what are lessons you learned from it?
3. Why is attending college important to you?

When forming measurements of summative assessment, I thought it would be more

effective to challenge the students through writing prompts because effective and
communicative writing was a large focus of this unit about completing the college
application process.

Formative:
1. Discussion

I will implement discussion into my unit by ending each lesson with 5 minutes of
discussion time about the topic addressed that day in class. Another way for me to include
discussion into my unit is by creating a class forum page for students to collaborate about
what progress they are making during their application process etc.
2. Self- assessment

I will implement self-assessment as a form of formative assessment through my use of

the Jungian Personality Assessment used in my career development lesson. Formative
assessment can also be found as part within my formal summative assessment (Writing

Prompts) by me allowing students to self-reflect and assess themselves when answering

their prompt about why they would be suited to their desired career field and college
major.
3. Questioning

I will include Questioning as a use of formative assessment by providing students with an

activator through an online resource such as Poll Everywhere asking them a question
such as what they know about the Common Application, or what they think makes an
effective college essay.
4. Graphic organizers-

Graphic organizers would be a great tool for formative assessment as part of my unit
because providing students with an organizer would be helpful to their brainstorming
when selecting college essay topics.
5. Visuals-

I will provide visuals as a form of formative assessment. My graphic organizer is a form

of a visual representation, as well as my snapshots of each section on the Common
Application for when students proceed to filling out the assigned sections in the order I
ask them to.
6. "Voting with thumbs"

This use of formative assessment is not only quick and easy, but also serves as a great
opportunity for me, the instructor, to follow up with the class at any point of the class
period about how well they are understanding the content of the lesson. Thumbs up
would mean yes, sideways would mean so-so, and thumbs down would mean no, they are
not understanding the lesson.
7. Think Pair Share-

Another form of discussion, this formative assessment provides another opportunity for
students to collaborate their ideas before sharing them with their partner or the class.
8. Lists-

This use of formative assessment would be especially useful in my unit because the
college application process involves many lists; college lists, application "to do" lists,
essay topics, etc. By having the students keep lists of the steps they should take towards
filling out their applications or by brainstorming an listing essay topics, this will show
that the students are staying organized and also understanding my lesson objectives.

9. Checklists

As used in the Common Application, students will be able to keep track of what they
have already completed as well as what is left to do. This not only makes the process
easier for them by keeping them organized, but also aids the student in keeping track of
their progress.
10. Questionnaires-

By implementing questionnaires such as the Jungian Typology personality assessment,

students can apply this use of formative assessment to discover and discuss self-concept
in relation to their career development and work.

Materials and Resources:

Jungian Personality Assessment

Common Application

Poll Everywhere

PowerPoint

YouTube

Personality Type Explained. (n.d.). Retrieved May 03, 2016, from

http://www.humanmetrics.com/personality/type
Poll Everywhere. (n.d.). Retrieved May 03, 2016, from https://www.polleverywhere.com/
Welcome. (2015). Retrieved May 03, 2016, from http://www.commonapp.org/