ReCharge Lesson Plan – 9/8/15
Recognizing the LP in Others
Objectives:
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Students will be able to apply the IB Learner Profile traits in connection to a selection of
“Influential People.”
Students will be able to distinguish Learner Profile characteristics present in well-known
individuals and discuss their relevancy.
Materials:
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Printed Photos and descriptions of “Influential People” (Descriptions, Photos and More Photos)
10 Printed Learner Profile trait wall hangings POST AROUND ROOM BEFORE ReCharge
Magnets, sticky tack, or something to post trait wall-hangings around room before ReCharge
Learning Experiences:
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Reference last week’s ReCharge experiences and prompt students to think about what new
information or further understandings they now have about the Learner Profile traits. Are all
equal? Are some traits more important than others?
Explain that these are each assets that will be a focus of personal development throughout the
year. However, before we begin thinking about how we personify these traits as individuals, we
are going to recognize how famous individuals represent Learner Profile characteristics.
Tell students they will be paired (or tripled up) for an activity where they will be assigned a
famous person. With a partner, they will determine which of the Learner Profile traits match
their person best. They may only choose one trait. Pairs should consider evidence for why their
person is a strong fit for the trait.
Pair/group students into 10 groups. Assign each group an Influential Person (provide them both
a photo and bio).
Tell groups they must develop a justification for why the trait they choose is the best match for
their assigned person.
Once all groups are prepared with a justification, direct students to move and stand next to their
chosen trait displayed on the wall. As other students try to “claim” the same trait, students will
challenge other groups to defend who exemplifies the trait best until a consensus has been
made. No more than one pair can permanently “claim” a trait. Discussion should not last more
than one or two minutes. When a pair is bumped, they must move on to another trait and
defend their new argument. Pairs who don’t find a “trait home” will stand in the middle of the
classroom. Example: Pair claims Tim Tebow as “Principled,” but another pair makes argument
that Ron Paul is more principled than Tebow. Tebow pair moves on to “Thinker” where they will
either stay or end up in middle.
At the end of the sessions (you may have a couple rounds of bumping) students share out who
their Influential person is, what trait they started out at and why they ended up where they did
in the end.