Teacher Candidate: Emily
Wold Location: Lab
Class and Grade
Level:
Psychology 11-12th
Daily
Lesson Topic: Freud’s Theory of Mind
Unit: Personality
Standards: 1.1 Evaluate
psychodynamic theories
Objectives:
SWBAT
explain the differences between the id, ego, and superego
Instructional
strategy:Direct
Instruction - Vocab lesson
Modification/accommodation:
ELL - Provide
a handout copy of the Powerpoint so that the students can read along and/or go
at their own pace. The teacher could also read all directions and/or prompts
aloud.
Materials:
PowerPoint,
paper, index cards
Description of
Each Phase of the Lesson Plan
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Brief
Reflection/Explanation
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Time:
7 mins.
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Introduction: The teacher will
project an image and ask the students to think of qualities and
characteristics that the subject matter projected portrays. Then the students
will write the qualities on the whiteboard. This same process will continue
two more times (total of 3 images). The teacher will provide prompts if the
students are not quite grasping the concept. This will only be needed if the
students need help guiding their thinking.
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This activity allows students to get out of
their seats and be active with the lesson. Asking the students to think about
qualities and characteristics of the subjects in the images will allow
students to begin thinking abstractly about what they see, which help them
transition into seeing the images as illustrations/examples of the terms.
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Time:
18
mins.
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Instruction
& Practice: The teacher will use direct instruction
to go over the PowerPoint to briefly explain Freud’s Theory of Mind and
related terminology.
Id
Ego
Superego
Unconscious
Students will then be separated into two teams. In each
team, students will have to create scripts outlining the main concepts of
each term in Freud’s Theory of Mind (id, ego, superego) based on the
prompt(s) provided by the teacher on the PowerPoint. .
Prompt:
It
is a sweltering hot summer day and you are stuck in noon rush hour traffic.
Just as you reach a point in traffic that has come to a dead stop, your AC
unit quits working and the person behind you can’t seem to stop honking his
car horn.
Optional Extra Prompt:
Your
mom sends you out shopping for some boring school clothes. As you walk
through the mall you see the newest and coolest something that you have been
wanting for...like...ever. You have just enough money to buy either the
clothes you are supposed to get or the cool something you want.
Finally, students will act out their “play” based on the
scripts the made.
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The direct instruction
allows for the information to be given to the students so that they can
manipulate that information during the practice section.
Requiring students to
create scripts and act them out can be a creative outlet for students while
still requiring them to be thinking conceptually about the information.
Freudian concepts can be difficult for students to visualize, so recreating
them in a “real-life” way will help students to see how the concepts play out
in their own, everyday lives.
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Time
5 mins.
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Closure/Wrap Up:
Students
will be asked to choose two of the following questions to answer on the index
cards given to them:
1.
What is something you learned today that you didn’t
know before?
2.
What questions do you have about personality or Freud
after today?
3.
Give an example how the id, ego, or superego show
themselves in real life.
The questioning
part will be student centered. Meaning the students will be in charge of
answering the questions and writing the answers on their index card as
individuals.
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This activity will give the students time to
reflect on what they had learned so far in class and will give me the
opportunity to see what level of understanding the students are at in the
material and if there are any questions I could follow up on in the next
lesson.
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Assessment:
The index cards will be collected at the end of the class
period and will be used to assess learning and level of knowledge in the
students.
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Refer to closure/wrap up section.
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