Stephanie Blank
Box: 7068
Lesson #1: Freudian Theory: The Unconscious
I.
Concept to be taught:
a. The unconscious according to Freud and the id, ego, and superego.
II.
Instructional Objectives:
a. Students will be able to identify and explain the parts of the unconscious.
i. Meets Content Standard 6.2 (understand Psychological concepts, methods
and theories in analyzing how humans think, learn, feel, and behave.)
b. Students will be able to observe the parts of the unconscious through a video clip.
i. Meets Content Standard 5.1 (understand psychology as an empirical
science.)
III.
Materials Needed
a. Smartboard or projector
b. Ice berg Worksheets
c. Pencils
d. Video Clip (Reduced Shakespeare Company Hamlet)
e. Markers and/or crayons
IV.
Classroom teaching strategies and procedures:
a. Anticipatory Set:
i. Reduced Shakespeare Company Hamlet clip about the unconscious
b. Student Learning Activities:
i. Lecture with powerpoint about the unconscious
ii. Class discussion and questions
c. Conclusion:
i. Class acts out a personal version of the unconscious just as shown in the
Hamlet clip
1. Break down different groups to play different parts of the
unconscious
2. Class decides on what is to be said and what is in the unconscious
(within reason)
d. Activity Extension:
i. Unconscious Ice Berg worksheet
1. Color and label the ice berg
2. Turn in tomorrow for a grade
3. Discussion of the correct answers will be after it is turned in.
V.
Evaluation
a.
How will student learning be measured:
i. Through the questions during discussion and the interaction with the
lecture and concluding activity
ii. Through the ice berg worksheets
b. Re-teaching procedure if necessary:
i. Use more visual aids in the power point and ask the students leading
questions to get them involved in the lecture.
1. This will help assess what parts they do not know exactly
ii. I will answer the questions with examples that can be applied to their lives
if this has not already been done.
Lesson #2: Freud’s Psychoanalytic Theory: History and Summary
I.
Concept to be taught:
a. Freud’s Psychoanalytic Theory
II.
Instructional Objective:
a. Students will be able to outline Freud’s Psychoanalytic Theory
i. Meets Content Standard 6.1 (understand personality approaches and
theories.)
III.
Materials Needed
a. Smartboard or projector
b. Pencils
c. Paper
d. Freud Dolls
e. Freudian Slips
IV.
Classroom teaching strategies and procedures:
a. Anticipatory Set:
i. Freudian Slips
ii. Meet Freud
b. Student Learning Activities:
i. Lecture with powerpoint about the psychoanalytic theory
ii. Class makes outline of theory for notes
c. Conclusion:
i. Class Q&A
d. Activity Extension:
i. Case Study using Freud’s theory
1. Read Case provided and answer the questions using the knowledge
gained from Freud’s theory
2. Turn in tomorrow for a grade
3. Discussion of the correct answers will be after it is turned in.
V.
Evaluation
a. How will student learning be measured:
i. Through the questions during discussion and the interaction with the
lecture and concluding activity
b. Re-teaching procedure if necessary:
i. Use more visual aids in the power point and ask the students leading
questions to get them involved in the lecture.
1. This will help assess what parts they do not know exactly
ii. I will answer the questions with examples that can be applied to their lives
if this has not already been done.
Lesson#3: Freud’s Unconscious Applied: Using what they know
I.
Concept to be taught:
a. Applying Freud’s unconscious theory
II.
Instructional Objective:
a. Students will be able to apply what they know about the unconscious to their lives
and assess the unconscious of others.
i. Meets Content Standard 5.1 (understand psychology as an empirical
science.)
III.
Materials Needed
a. Smartboard or projector
b. Pencils
c. Paper
d. Cat in the Hat clip
IV.
Classroom teaching strategies and procedures:
a. Anticipatory Set:
i. Cat in the Hat clip
b. Student Learning Activities:
i. Class applies Freud’s theory to Cat in the Hat clip
c. Conclusion:
i. Class Q&A about application
d. Activity Extension:
i. Self case study using Freud’s theory
1. Pick something about yourself to apply Freud’s theory.
2. Think about what is the id, ego, and superego of this some part of
your life. (What is the drive? What is the moral? What is the
compromise?)
3. Turn these thoughts into Freud’s unconscious ice berg.
4. Turn in tomorrow for a grade.
V.
Evaluation
a.
How will student learning be measured:
i. Through the questions during discussion and the interaction with the
lecture and concluding activity
ii. Through the activity extension and how they applied it to their lives.
b. Re-teaching procedure if necessary:
i. Find another video clip and explain again each of the id, ego, and
superego in detail to refresh their memories if they had forgotten.
ii. Ask questions as to what they may not understand
iii. I will provide an example of how this could be applied to someone life
1. Test Anxiety