Teacher Candidate: Emily Wold Location: BHS
Date/Time:9/24/15
Class and Grade Level: Psychology - 11-12th Grade
Daily Lesson Topic: Erik Erikson
Unit: Development
Standards: Content Standard 1: Methods and issues in
lifespan development
1.4 Describe the role of sensitive and critical periods in
development
Content Standard 2: Theories of lifespan development
2.1 Discuss theories of cognitive development
2.3 Discuss theories of social
development
Objectives: SWBAT: Recognize, describe, and illustrate the 8 stages of
Erikson’s psychosocial development
Instructional strategy: Direct instruction & Collaborative learning
Modification/accommodation: Written & verbal instructions for the group
work, group projects are visual and linguistic, powerpoint can be printed off
for future reference
Materials: sticky notes, cardstock, powerpoint, markers
Description of Each
Phase of the Lesson Plan
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Brief
Reflection/Explanation
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Time:
5 mins.
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Introduction: The teachers will write on the
whiteboard (before students arrive) a timeline of the stages labeled by the
age group. Students will be divided into two teams. Each team will be given 8
sticky notes (in two different colors of sticky notes) labeled with Erikson’s
title for each of the stages. Students will be instructed to place their
sticky notes in the age group that they think fits best and will be allowed
to move/reorder their team’s sticky notes as they please. After all the
sticky notes are place, the teacher will ask the students why they thought
the stage names belong where they were placed.
Teacher
Questions:
What information did
you use to determine where to place the sticky notes?
Why did you place your
sticky notes where you did?
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This activity will
expose the students to Erikson’s terminology and will require them to use
prior knowledge to guess where the sticky notes should go. This also allows
the teachers to segue into the instruction by beginning to explain what the
terms mean and how they relate to the stages. This introduction allows
students to connect content with content.
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Time:
25 mins.
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Instruction &
Practice: The teachers
will use direct instruction (see attached powerpoint) to briefly explain the
8 stages of Erikson’s developmental theory and how the terms he uses relates
to each stage.
Infancy (0-1): Trust vs. Mistrust
Early Childhood (2-3):
Autonomy vs. Shame
& Doubt
Preschool (4-5): Initiative vs. Guilt
Grammar School (6-12): Industry vs. Inferiority
Adolescence (13-18): Identity vs. Role Diffusion
Young Adulthood
(19-30): Intimacy vs.
Isolation
Middle Adulthood: Generativity vs. Stagnation
Late Adulthood: Integrity vs. Despair
Students will be
separated into 8 small groups and will be assigned a stage of Erikson’s
development. The teachers will give each group a sheet of cardstock with one
of the eight stages written on it. In the groups, students will create
a potential real-life example, discuss and design a comic/visual
representation of the stage.
Teacher
Assessment:
Does anyone have any
questions? or
Smile and nod if you
understand what you are supposed to do.
Teacher
Questions: During
practice/project time
How are things going?
Do you have any
questions?
Why are you picking
that example/how does it relate to the stage? etc.
Once the students have created an example for one of the stages, they will be asked to switch posters with another group and create a second example that is different from the one already drawn but still applicable to the stage. |
We wanted to begin the
instruction portion by using direct instruction. We know that the content is
difficult and could be confusing, so the direct instruction approach would
allow us to get through the content and explain it so that the students will
be prepared to participate in the activity.
This activity gives
students the opportunity to be hands-on and active while collaborating with
one another about the content.
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Time:
10 mins.
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Closure/Wrap Up: The students will regroup as a whole
and will be asked to explain their comic example of the stage they had. The
teachers will prompt the students by asking each group to explain their
poster. Starting with Stage 1, the groups will explain what they drew and why
it is a relevant representation of that stage. This process will continue
until all groups have discussed their poster aloud.
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This holds students
accountable to the work that they are doing in the small groups. It also
allows for a brief, large-group review of the information before students
move on to their next class.
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Assessment: The teachers will collect the posters
at the end of the class. The posters will be graded on completion and will be
available for use/review later.
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The students will not
only be held accountable for their work by explaining it to the rest of the
class, but also by turning in their work. The posters will be available for
use later. We wanted to leave this assessment aspect open so that our
Clinical Educator would be able to decide how these posters should be used in
the future.
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