Baltimore County Public Schools
Assessment
Title:
Assignment:
Theme
Statement/
Enduring
Principles
Essential
Questions:
General Notes:
Process:
Brainstorming/
Prewriting
Unit 1:
Performance-Based Assessment 2
Psychologist’s Notebook
Students will create a psychologist’s notebook based on research of a chosen psychologist
and analysis of a main character from either Oedipus or Things Fall Apart. They will create a
transcript for three counseling sessions between their psychologist and chosen character. As
students complete the assignment, they will keep a journal in which they explain, defend, and
justify their choices in the psychologist’s notebook and create a visual presentation that will
then be shared with the class digitally.
By exploring character motivation through the theories of psychological theorists, students
develop an understanding of the universality of the human experience and the desire to
quantify and contextualize it.
 How much control do people have over the events in their lives?
 Are people governed by fate, free will, a greater power, or do they fall somewhere in
between?
 What is the driving force behind character motivations? Can people change?
The activities in this performance based assessment will require six consecutive 45-minute
class periods as well as at-home assignments. Students should continue reading outside texts
while completing these assessment activities.
Instruction/activities prior to completing PBA 2 should include:
 Thorough reading of both Oedipus and Things Fall Apart.
 Dialectical journals for characterization of the main character (Oedipus and
Okonkwo) in both works, focusing on his characterization and character motivations,
paying close attention to analysis of the character’s wants and needs. These journal
entries will be used to create the psychologist’s notebook. See suggested student
resource “Dialectical Journal Assignment for Oedipus and Things Fall Apart.”
 Working understanding of the critical approaches, especially the Psychological
Approach.
 Correct MLA format for citing sources.
 Students will respond to the Quickwrite below. This Quickwrite will allow students
to begin to think about how to interpret the events and character actions and reactions
in preparation for the Psychologist’s Notebook.
Self-help author and celebrity motivational speaker Tony Robbins says, “You see, it's
never the environment; it's never the events of our lives, but the meaning we attach to
the events - how we interpret them - that shapes who we are today and who we'll
become tomorrow.” In a Quickwrite, discuss how this quote applies to Oedipus
and/or Okonkwo.
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Process:
Research
Office of Secondary English Language Arts
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GT 10 English Language Arts
Unit 1, PBA 2
Students will examine the requirements for Performance-Based Assessment 2. See
student resource sheet “Psychologist’s Notebook Student Checklist.”
Students will jigsaw the research of psychologists, first working in one group to
become the expert on one assigned psychological theorist, answering the questions,
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Summer 2013
Baltimore County Public Schools
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Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
“For what is the person most famous?,” “What are the salient points of his/her most
significant theory (or theories)?,” “When did his/her theories originate?,” “How are
his/her theories regarded today?” See suggested teacher resource sheet “Theorist Café
Teacher Resource” for an explanation of how to prepare for and conduct the café.
Student experts will return to a home group consisting of one person from each
expert group to share information about the theorist. Students will take notes for all
theorists on the “Psychological Theorists Slam Dunk Notes” resource sheet. Note that
online resources for eleven respected psychological theorists are included—the
teacher should choose five or six of these for students to research during the jigsaw
based on student interest as expressed in discussions and journals. See the Slam
Dunk, -----------------.
Students will participate in a Theorist’s Café activity, based on the Global Café
strategy.
(https://sites.google.com/site/literacyaculminationoflearning/activities/global-cafe)
Students will visit each psychological theorist’s “café” to apply his/her theories to
one of the characters. (See “Theorist’s Café” teacher resource sheet for further
explanation.)
Teacher will hang the “table cloths” around the room and students will discuss the
connections between the psychological theorists and the characters, taking notes in
their Cornell note organizers. See suggested student resource “Psychological
Theorists Slam Dunk Notes.”
Students will choose a specific psychologist to further research, completing a more
in-depth study of his/her techniques and theories. Students may return to the online
resources from the Slam Dunk for this research.
Students will choose one character to analyze for the psychologist’s notebook based
on the psychologist and the connections that can be built based on the research. The
teacher may consider assigning characters so that peer review partners will be equal.
Resources:
Scoop.it! Websites for Psychologists:
Sigmund Freud
Abraham Maslow
Alfred Adler
Carl Jung
Lawrence Kohlberg
Erik Erikson
An Example Dialectical Journal:
http://www.lynchclay.k12.oh.us/Downloads/Guidelines%20for%20the%20Dialectical%20Journal.pdf
Sigmund Freud:
http://www.freud.org.uk/education/worksheet/10557/sigmund-freud-life/
http://www.freud.org.uk/education/topics/
http://www.muskingum.edu/~psych/psycweb/history/freud.htm
http://www.simplypsychology.org/psychoanalysis.html
http://webspace.ship.edu/cgboer/freud.html
http://psychclassics.asu.edu/author.htm#f – Multiple Articles Written by Freud
Abraham Maslow:
http://webspace.ship.edu/cgboer/maslow.html
http://www.sofia.edu/about/abraham_maslow.php
http://www.businessballs.com/maslow.htm
http://www.muskingum.edu/~psych/psycweb/history/maslow.htm
GT 10 English Language Arts
Unit 1, PBA 2
2
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
http://www.psychlotron.org.uk/resources/perspectives/humanistic/a2_any_humanisticmaslow.pdf
http://psychclassics.asu.edu/Maslow/motivation.htm -- Article Written by Maslow
Alfred Adler:
http://www.alfredadler.edu/about/theory
http://www.adler.edu/page/about/history/about-alfred-adler
http://www.muskingum.edu/~psych/psycweb/history/adler.htm
http://www.ship.edu/~cgboeree/adler.html
http://www.sonoma.edu/users/d/daniels/Adler.html
Carl Jung:
http://www.carl-jung.net/
http://www.sofia.edu/about/carl_jung.php
http://webspace.ship.edu/cgboer/jung.html
http://www.muskingum.edu/~psych/psycweb/history/jung.htm
http://www.sonoma.edu/users/d/daniels/Jungsum.html
http://psychclassics.asu.edu/author.htm#f –Multiple Articles Written by Jung
Lawrence Kohlberg:
http://faculty.plts.edu/gpence/html/kohlberg.htm
http://relong.myweb.uga.edu/
http://webspace.ship.edu/cgboer/genpsymoraldev.html
http://childpsych.umwblogs.org/developmental-theories/lawerence-kohlberg/
http://www.simplypsychology.org/kohlberg.html
Erik Erikson:
http://www.muskingum.edu/~psych/psycweb/history/erikson.htm
http://www.simplypsychology.org/Erik-Erikson.html
http://www.erikson.edu/about/history/erik-erikson/
http://webspace.ship.edu/cgboer/erikson.html
http://web.cortland.edu/andersmd/erik/welcome.html
Carl Rogers:
http://www.sofia.edu/about/carl_rogers.php
http://www.psychologytoday.com/blog/here-there-and-everywhere/201101/6-amazing-things-carl-rogers-gaveus
http://webspace.ship.edu/cgboer/rogers.html
http://faculty.frostburg.edu/mbradley/psyography/carlrogers.html
http://www.adpca.org/sites/default/files/library/Carl%20Rogers%20and%20Transpersonal%20Psychology_Joh
n%20K.%20Wood.pdf
http://psychclassics.asu.edu/author.htm#f – Multiple Articles Written by Rogers
Albert Bandura:
http://www.muskingum.edu/~psych/psycweb/history/bandura.htm
http://www.simplypsychology.org/bandura.html
http://webspace.ship.edu/cgboer/bandura.html
http://learningandtheadolescentmind.org/people_06.html
http://faculty.frostburg.edu/mbradley/psyography/albertbandura.html
http://psychclassics.asu.edu/Bandura/bobo.htm -- Article Written by Bandura
Mary Ainsworth:
http://www.simplypsychology.org/mary-ainsworth.html
http://www2.webster.edu/~woolflm/ainsworth.html
http://www.psychology.sunysb.edu/attachment/pdf/mda_inge.pdf
http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf
http://www.simplypsychology.org/adult-attachment.html
Anna Freud:
http://www2.webster.edu/~woolflm/annafreud.html
http://webspace.ship.edu/cgboer/annafreud.html
http://www.muskingum.edu/~psych/psycweb/history/afreud.htm
http://www.psychology.sunysb.edu/ewaters/348/0_lecture%204_object%20rels%20theory/Anna%20Freud/ann
a_freud_boeree.pdf
GT 10 English Language Arts
Unit 1, PBA 2
3
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
http://internationalpsychoanalysis.net/wp-content/uploads/2011/02/ChrisChristianbookChapter.pdf
Karen Horney:
http://www.muskingum.edu/~psych/psycweb/history/horney.htm
http://www2.webster.edu/~woolflm/horney.html
http://webspace.ship.edu/cgboer/horney.html
http://www.sonoma.edu/users/d/daniels/horneylect.html
http://www.psyking.net/id164.htm
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Process:
Modeling and
Drafting
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Process:
Revising/
Editing for
Publication
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Process:
Presentation
CCSS
Alignment:
Students will identify the three most pivotal scenes that show character development,
showing character changes and complete the chart, questioning what the character
reveals, keeps hidden, is shifty about, lies about, and how psychologist responds. See
suggested student resource “Brainstorming Chart for Character Transcripts.”
Teacher will review with students the format of the Psychologist’s Notebook. See
suggested student resources “Psychologist’s Notebook Template,” “Psychologist’s
Notebook Example,” “Justification Journal Teacher Resource Example,” and
“Psychologist’s Notebook Transcript Justification Rubric.”
Students will compose first transcript focusing on first pivotal event for their chosen
character and compose an entry in their justification journal, explaining the choices
they made. A suggested example of a justification journal entry is included for
teacher use and ideas. Teachers should decide the actual format of the journal, but
within that format, the entries should be in paragraph form.
Students will meet with peer review partner who is analyzing the other character to
get different insight as a check to make sure students are on task. See suggested
student resource sheet “Transcript Peer Review.” After each meeting with the peer
review partner, students should journal about the choices they made to follow or
ignore the suggestions of their partners.
Students will revise the first transcript, addressing feedback from their peer review
partner.
Students will consider the feedback on the first transcript as they compose the second
and third transcripts.
Students will complete journal entries justifying the decisions they made in using
feedback and composing each transcript.
Students will meet with peer review partners to review all three transcripts.
Students will revise based on feedback and complete justification journal entry.
Students will present Psychologist’s Notebook on class wiki or Edmodo to complete
a digital gallery walk.
o Video presentation, Vlog, Prezi etc. uploaded to wiki or Edmodo and then
complete digital gallery walk in which students respond to three (may not
respond to one that already has more than two responses.)
Need to pare these down!
W.10.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
W.10.5 Develop and strengthen writing as needed by planning, revising, editing,
GT 10 English Language Arts
Unit 1, PBA 2
4
Summer 2013
Baltimore County Public Schools
Differentiation
Suggestions:
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
W.10.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Components
Brief Description
Content
Process
GT 10 English Language Arts
Unit 1, PBA 2
Scaffolding:
 Share film clips in which psychologist and characters interact (real
testaments and funny movie renditions to set the tone).
 Provide students with specific pivotal events/quotations from the text
to analyze.
Enrichment
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Scaffolding:
 Provide students with specific points at which to connect the theories
with the characters. This could be done with examples from other
works.
Enrichment
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5
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Dialectical Journal Assignment for Oedipus and Things Fall Apart
Dialectical Journal Instructions
A dialectical journal is a conversation between you and what you are reading. It highlights the questions, connections, and
ideas that you have as you read. This process is an important way to understand a piece of literature. By writing about
literature, you make your own meaning of the work in order to truly understand it. When you do this yourself, then the
text belongs to you--you have made it yours. The passages are there for everyone to read; however, the connections and
interpretations are uniquely yours. You are neither right nor wrong in your response. So be willing to take risks, try your
ideas, and be honest.
Since the journal is a conversation between you and the text, you’ll need to record parts of the text and your thoughts
about the text. For this specific project, you will focus on the main character’s actions and disposition throughout
the text. On the left side of your journal page, record phrases, sentences or short passages that interest you. On the right
side of the page, write your thoughts about the quoted text. Use literary terms in your reflections and elaborate as you
express your thoughts!
Aim for a mix of comments about:
 What you think something means
 Patterns you notice in terms of the character
 Commentary on important decisions made by characters, ideas expressed, or key events
 Observations about a character
 What seems unusual
Some sentence leads could include: Why did …
 Who is …
 This doesn’t make sense because …
 This character reminds me of … because …
 If I were (character), at this point, I would …
 What would happen if …
 Now, I understand …
 This idea/event seems to be important because …
 The details create / show …
 The … is compared to a … and it really makes me see how …
 The … symbolizes … and it … (the effect)
 With the … , the author creates an image of … that …
Entries will be evaluated on details, thoughtfulness, and variety in the type of entry. Some sample journal entries follow.
Dialectical Journal Format:
Your name
My Name
English GT 10
A Dialectical Journal on ________________________________________________________
(name of the character)
by _________________________________________________________________________
(author’s name here)
GT 10 English Language Arts
Unit 1, PBA 2
6
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Example:
entry #
page #
date
Entry #1
p. 121
12/2/13
Entry #2
p. 121
12/2/13
Entry #3
p. 121
12/2/13
On the left, include the original
passage from the novel that you
would like to analyze in the form of
a quotation, paraphrase, or
summary. You may use loose-leaf
to complete the journals by hand by
writing the entry #, page #, and date
outside the red margin, and folding
the remainder of the paper in half,
writing your passage on the left side
and your response on the right.
A stain in the darkness, a stain that
was Jack, detached itself and began
to draw away. ‘All right. So long.’
The stain vanished. Another took its
place.
On the right, address issues of theme,
characterization, literary/rhetorical devices, plot,
foreshadowing, etc.
“He (Roger) simply sat and rocked
the trunk gently … So they sat, the
rocking, tapping, and impervious
Roger and Ralph, fuming … They
heard him (Jack) blunder against the
trunk which rocked violently.”
What a contrast between Roger and Jack! Just by
the way they rock the same tree trunk; you can see
their different character traits. Roger gently rocks
the tree trunk while tapping his stick and saying
nothing. He is invulnerable, and closed. I can
picture him in his own little world, stewing in his
mind, but showing very little outwardly. Jack is
different. When he comes along, he “blunders”
into the tree trunk and rocks it “violently.” I
wonder if the tree trunk symbolizes something
like stability and natural order that Jack will shake
violently and Roger, surprisingly, will also shake
some, but gently. Does Jack’s violent blunder also
foreshadow coming violence?
With alliteration (slithering, sound, someone, and
stride), the author creates an image of a snake, a
large and dangerous snake ready to fall on Ralph
and Roger! The very next line identifies the snake,
“Then Jack …”
“There was a slithering noise high
above them, the sound of someone
taking giant and dangerous strides
on rock or ash. Then Jack found
them ...”
GT 10 English Language Arts
Unit 1, PBA 2
7
This metaphor compares Jack to a stain, to
something that mars, contaminates, and spoils.
Since darkness is mentioned, it makes me think
that Ralph sees Jack as evil. Biblical allusions are
all over the place in Lord of the Flies and this
makes me think the reference to darkness also
shows that Jack represents sin and the dark side of
human nature. Jack being a stain, I completely
understand but who or what is the other stain? The
entire next paragraph is about Roger. Is Roger a
stain too?
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Dialectical Journal Rubric
Category
Left: Selection of
detail
Left and Right:
Literary Elements
Right:
Interpretation and
commentary
Right: Personal
connections and
questions
Overall Effect:
Appearance
Overall Effect:
Coverage of text
and assignment
GT 10 English Language Arts
Unit 1, PBA 2
Score Point 4
Selected passages
are detailed,
complex, and
meaningful; reflect
a variety of plot
and quote
selections
Includes in-depth
discussion of
literary elements;
addresses how
elements such as
tone, diction,
organization and
context contribute
to purpose and
meaning
Commentary
provides
thoughtful insight
and connection to
themes (avoids
clichés)
Score Point 3
Selected passages
are meaningful;
include both plot
and quote
selections
Score Point 2
Selected passages
include few
meaningful details
Score Point 1
Selected passages
have little or no
apparent
significance or
meaning
Includes
discussion literary
elements; does not
completely address
how they
contribute to
meaning
Includes some
identification of
literary elements;
has virtually no
discussion of
contribution to
meaning
Includes few
literary elements;
has virtually no
discussion of
contribution to
meaning
Commentary
intelligently
addresses thematic
connections
Commentary is
vague and/or
unsupported with
little connection to
theme
Commentary
involves
paraphrase or plot
summary
Insightful personal
connections and
thought-provoking
questions
Organized and
professional
Thoroughly and
completely
addresses all parts
of the assignment;
directions are
followed
Appropriate
personal
connections and
pertinent questions
Neat and easily
legible
Adequately
addresses all parts
of the assignment;
directions are
followed
Limited personal
connections and
few or obvious
questions
Not easily legible
Limited personal
connection and no
good questions
8
Not thorough
(addresses most of
the assignment);
not all directions
were followed.
Sloppy and
organized
Too short;
directions were not
followed
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Psychologist’s Notebook Student Checklist
Assignment
You will create a psychologist’s notebook based on research of a chosen psychologist and analysis of a main
character from either Oedipus or Things Fall Apart. You will create a transcript for three counseling sessions
between your chosen psychologist and character. As you complete the assignment, you will keep a journal in
which you explain, defend, and justify your choices in the Psychologist’s Notebook and create a visual
presentation that you will share digitally with the class.
You will:
Research:
1. Complete a Slam Dunk to choose a psychologist and character for your Psychologist’s Notebook.
a. Participate in a jigsaw to get an overview of each psychologist’s theory.
b. Brainstorm and discuss connections between the psychologists’ theories and the events and actions
related to the characters in Oedipus and Things Fall Apart.
c. Choose one psychologist and continue research to form a solid foundational understanding of his/her
theories.
Prewriting and Composing the Transcripts:
2.
3.
4.
5.
Review the format for the transcripts of sessions between your chosen psychologist and character.
Brainstorm pivotal scenes important to the development of your character.
Complete an organizer to decide how the psychologist and character will interact.
Compose three transcripts of the sessions between your chosen psychologist and character, meeting with
a peer review partner periodically for peer input.
6. Compose journal entries to justify the decisions and revisions you make.
Revising and Publishing the Psychologist’s Notebook:
7. Meet with your peer review partner and revise your transcripts based on his/her feedback.
8. Use Prezi to create a digital presentation of your Notebook, including your justification journal entries
and visual representations of your transcripts.
9. Upload your digital presentation to your class wiki or Edmodo page for a digital gallery walk.
10. View classmates’ digital presentations, responding to at least three.
GT 10 English Language Arts
Unit 1, PBA 2
9
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Theorist Café Teacher Resource
Assignment
Students will travel in pairs through the room, visiting the “Café” of each of the psychological theorists. Each
pair of students will be assigned to one of the characters. At each café, the pair will evaluate their character
based on the theories of the psychologist.
You will:
Before class:
1. Based on your class size, determine how many pairs you will have.
2. Set up a table (café) for each psychologist from the jigsaw. You will need a “table cloth” (large piece of
paper) with the psychologist’s name in the center. If there will be more than one pair at a café at one
time, you will either need to have students work in groups of three or you will need to set up more than
one table for some or all of the psychologists. (Ideally, only one pair/group will be at a café at any given
time.) See visual below.
3. Have two colors of markers: the student pairs will each be responsible for one of the characters (either
Oedipus or Okonkwo). All groups assigned Oedipus will use the same color marker; all Okonkwo
groups the other color.
During class:
4. Divide students into pairs or groups of three.
5. Assign each pair a character: Oedipus or Okonkwo.
6. Instruct student pairs that they will be traveling to each psychological theorist’s café. At each café, they
will be viewing or evaluating their assigned character through the eyes/theories of that theorist. They
will write their evaluations on the table cloths, including how the psychologist would interpret various
incidents and actions throughout the text. Students will need their Dialectical Journals, texts of Oedipus
and Things Fall Apart, and Cornell notes on the psychological theorists from the jigsaw.
7. Give all Oedipus pairs one color marker and all Okonkwo pairs the other color. It does not matter where
pairs begin, but they should rotate through the cafés in order after they begin. Allow students about five
or six minutes at each café.
Café Freud
Café Maslow
Café Bandura
Café Horney
Café Ainsworth
Café Ainsworth
Café Adler
GT 10 English Language Arts
Unit 1, PBA 2
Café Adler
Café Horney
10
Café Bandura
Café Maslow
Café Freud
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Theorist’s Café Slam Dunk
Directions: You will participate in a jigsaw activity to build background knowledge about the six psychologists
from which you will chose one for your Psychologist’s Notebook. After you have a basic understanding of each
psychologist’s ideas and theories, you will participate in a “Theorist’s Café” activity in which you will
brainstorm the application of each psychologist’s theories to either Oedipus or Okonkwo. You will then have a
chance to discuss the connections between the psychologists and the characters with your classmates in order to
decide which connections are legitimate and which are overly contrived.
Step One:
A. Your teacher will assign you to a home group of six members. Each member of your home group will
choose one of the six psychological theorists to research.
B. You will gather with the other students researching the same theorist to form an expert group. Your
expert group will use the resources included on the Slam Dunk to find answers to each of the following
questions:
a. For what is the theorist most famous?
b. What are the salient points of his/her most significant theory (or theories)?
c. When did his/her theories originate?
d. How are his/her theories regarded today?
C. With your expert group, take notes on your chart answering the above questions.
D. Move back to your home group, where each member will share his/her notes on the psychologist, adding
notes for each to the chart.
E. As an individual, respond to the Jigsaw Summary assignment: Compose a journal entry in which you
discuss a decision made by Oedipus or Okonkwo through the eyes of one of the theorists.
Step Two:
F. Your teacher will assign you to a partner or two with whom you will travel to six “Theorist’s Cafés” and
assign you either Oedipus or Okonkwo.
G. You and your partner(s) will move to each of the Theorist’s Cafés. At each café, you will be viewing or
evaluating your assigned character through the eyes/theories of that theorist. You will write your
evaluations on the table cloths, including how the psychologist would interpret various incidents and
actions throughout the text. You will need your Dialectical Journals, texts of Oedipus and Things Fall
Apart, and Cornell notes on the psychological theorists from the jigsaw.
Step Three:
H. Your teacher will post the table cloths around the room where you can see them.
I. You will participate in large group discussion of the examples and connections made while visiting each
café to decide whether the connections are legitimate or contrived.
J. As an individual, complete the Discussion Summary: Choose one character and one theorist—
brainstorm the three most pivotal scenes that show character development and build on each other.
GT 10 English Language Arts
Unit 1, PBA 2
11
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Psychological Theorists Slam Dunk Notes
Directions: Use the “Jigsaw Notes” column to take notes on each theorist when you return to your home group. You will use the second column when you discuss connections
between the theorists and the characters.
THEORIST
1
2
3
Jigsaw Notes
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GT 10 English Language Arts
Unit 1, PBA 2
12
Discussion Notes
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Summer 2013
Baltimore County Public Schools
THEORIST
4
5
6
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Jigsaw Notes
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GT 10 English Language Arts
Unit 1, PBA 2
13
Discussion Notes
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Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Jigsaw Summary (Compose a journal entry in which
you discuss a decision made by Oedipus or Okonkwo
through the eyes of one of the theorists.)
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GT 10 English Language Arts
Unit 1, PBA 2
14
Discussion Summary (Choose one character and one
theorist—brainstorm the three most pivotal scenes that
show character development and build on each other.)
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Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Brainstorming Chart for Character Transcripts
Directions: To begin brainstorming ideas for your Psychologist’s Notebook, answer the following questions
and then complete the chart.
1. Who is your psychologist?
2. Who is your character?
3. List a minimum of five bullet points that describe your character and how they’ve changed over the course
of the story.
4. Based on the character changes you’ve observed and documented above, what three pivotal scenes would
you like to focus on that show growth and change for your character? Detail the scenes below, making sure
to also list the page numbers that encompass each scene (i.e. Pivotal Scene 1: 75-80).

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GT 10 English Language Arts
Unit 1, PBA 2
15
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
5. Based on the three pivotal scenes you’ve chosen, fill in the chart below to help guide your thinking as you
begin to create your psychologist notebook transcripts.
Questions:
Pivotal Scene 1
Pivotal Scene 2
Pivotal Scene 3
Pages from text:
______________
Pages from text:
______________
Pages from text:
______________
What does your
character reveal
about himself to
his psychologist
as they interact?
Why?
What does your
character keep
hidden or try to
keep hidden from
his psychologist
as they interact?
Why?
What does your
character lie
about? Is he
deceitful? Why or
why not?
How will your
psychologist
respond to and
analyze your
character?
GT 10 English Language Arts
Unit 1, PBA 2
16
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Psychologist’s Notebook Template
Student Name
Teacher Name
GT 10 English
Date
Psychologist’s Notebook
Date:
Psychologist’s Name:
Patient’s Name:
Text title and pages from text used for this portion of assignment:
Know the time period in
which the story takes place.
(Oedipus 1600-1100 B.C.,
Things Fall Apart late
1800s-turn of the century)
Transcript Notes:
Psychologist:
Patient:
Psychologist:
Patient:
Psychologist:
Patient:
Continue transcript—you will complete three separate transcripts, each a minimum of one typed page,
Times New Roman 12 pt.
Continue…
Doctor’s Preliminary Analysis:
In paragraph form, analyze your character through your chosen psychologist’s eyes. This is the narrative session
summary that the psychologist would write as a follow-up.
GT 10 English Language Arts
Unit 1, PBA 2
17
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Psychologist Notebook Example
April 5, 1300 B.C.
Psychologist: Freud
Patient: Oedipus
Oedipus the King 264-266
Transcript Notes:
Freud: Good afternoon, Oedipus. How are you today?
Oedipus: My city is dying, my people pray before me, wailing for the dead, kneeling at my feet. I must find
the cure… oh, misery!
Freud: And, how does that make you feel?
Oedipus: Obviously, my people need me. The world knows my fame; I am Oedipus, the savior of Thebes from
the vile sphinx. It only makes sense for my people to come to me to save them once more. My children are
sick to death, but not one is as sick as I.
Freud: Children?
Oedipus: Children. The people of my city are as my own. My spirit grieves for the city, for myself, and all of
them.
Freud: Let’s back up for a moment. Can you explain what you mean by “not one as sick as I”?
Oedipus: Isn’t it obvious? I alone can save the city, and I’ve wept through the nights, groping, laboring over
many paths of thought to find a cure. My children are sick and dying, they carry their individual pain, but I
carry all their pain…
Continue…
Doctor’s Preliminary Analysis:
Oedipus seems to suffer from a god-complex, referring to his people as “children” as if he is their father and
protector, insisting he is the only one who can save them. His word choices in relation to his people, such as
“pray before me” and “kneeling at my feet” seem to point to his ideology of an elevated status, a god-like status.
Oedipus’ insistence that he is hurting the most, even though not physically plagued by the famine and diseases
of his people shows a deep-seated, yet unconscious narcissism revolving around his id. While I have no doubt
that Oedipus does indeed care about his people’s suffering, I believe Oedipus unconsciously creates his feelings
of self-worth based on his own people’s suffering, focusing more-so on himself than those around him.
GT 10 English Language Arts
Unit 1, PBA 2
18
Summer 2013
Baltimore County Public Schools
English Language Arts
Office of Secondary
Unit 1:
Performance-Based Assessment 2
Justification Journal Teacher Resource Example
Explanation: As students complete their Psychologist’s Notebooks, they will be keeping a
journal in which they justify all their decisions regarding their chosen character and psychologist,
including revision choices, for each of the three transcripts. This will then be included as a
component of their digital presentations.
For example, a Justification Journal entry about the opening exchange in the transcript notes
example might look like this:
Justification Example for Session 1
Freud: Good afternoon, Oedipus. How are you today?
Oedipus: My city is dying, my people pray before me, wailing for the dead, kneeling at my
feet. I must find the cure… oh, misery!
Justification: Freud would begin the session attempting to ease Oedipus into talking. It is
polite to ask a person how they’re doing, and it is also how I envision Freud starting every
session. But Oedipus, being the overdramatic self-absorbed person he is, wouldn’t even
acknowledge the courtesy extended to him, instead launching right into a dramatic tirade
about how terrible everything is around him. The focus, however, is not so much on the
people, but that they are praying and kneeling before him, which keys Freud in to Oedipus’
extreme self-absorbed nature.
Freud: And, how does that make you feel?
Oedipus: Obviously, my people need me. The world knows my fame; I am Oedipus, the
savior of Thebes from the vile sphinx. It only makes sense for my people to come to me to
save them once more. My children are sick to death, but not one is as sick as I.
Justification: Freud has already learned that Oedipus is a little bit dramatic and that he’s
self- absorbed, so Freud will want to go deeper to flesh out Oedipus’ state of mind. Thus,
asking Oedipus “how it makes [him] feel” will make Oedipus open up even more as he
obviously likes to talk about himself. I took Oedipus’ words directly from the text, but
italicized “need” and “I” because I want to represent just how much of a god-like complex
Oedipus has. His word choice shows that he doesn’t care necessarily about his people,
even referring to them as children—ones who need to be protected and reared—and it
shows just how important he believes he is.
GT 10 English Language Arts
Unit 1, PBA 2
19
Summer 2013
Baltimore County Public Schools
English Language Arts
Office of Secondary
Unit 1:
Performance-Based Assessment 2
Psychologist’s Notebook Transcript and Justification Rubric
Construct
Measured
Reading
Comprehension
of Key Ideas
and Details
Writing
Written
Expression
Development of
Ideas in both
Transcript and
Journal
Writing
Written
Expression
Organization of
Transcript and
Journal
Score Point 4
Score Point 3
Score Point 2
Score Point 1
Score Point 0
The Psychologist’s
Notebook provides
an accurate analysis
of characterization
and what the text
says explicitly and
inferentially, citing
convincing textual
evidence to support
the analysis,
showing full
comprehension of
complex ideas and
characterization
expressed in the
text(s).
The Psychologist’s
Notebook addresses
the assignment and
provides effective
and comprehensive
development of the
claim, topic and/or
narrative elements
by using clear and
convincing
reasoning, details,
text-based
evidence, and/or
description; the
development is
consistently
appropriate to the
task, purpose, and
audience.
The Psychologist’s
Notebook
demonstrates
purposeful
coherence, clarity,
and cohesion and
includes a strong
progression of
character
development,
making it easy to
follow the writer’s
progression of
ideas.
The Psychologist’s
Notebook provides
an accurate analysis
of characterization
and what the text
says explicitly and
inferentially, citing
textual evidence to
support the
analysis, showing
extensive
comprehension of
ideas and
characterization
expressed in the
text(s).
The Psychologist’s
Notebook addresses
the assignment and
provides effective
development of the
claim, topic and/or
narrative elements
by using clear
reasoning, details,
text-based
evidence, and/or
description; the
development is
largely appropriate
to the task, purpose,
and audience.
The Psychologist’s
Notebook provides
a mostly accurate
analysis of
characterization and
what the text says
explicitly or
inferentially, citing
textual evidence,
showing a basic
comprehension of
ideas expressed in
the text(s).
The Psychologist’s
Notebook provides
a minimally
accurate analysis of
characterization and
what the text says,
citing textual
evidence, showing
limited
comprehension of
ideas expressed in
the text(s).
The student
response provides
an inaccurate
analysis of
characterization or
no analysis of the
text, showing little
to no
comprehension of
ideas expressed in
the text(s).
The Psychologist’s
Notebook addresses
the prompt and
provides some
development of the
claim, topic and/or
narrative elements
by using some
reasoning, details,
text-based
evidence, and/or
description; the
development is
somewhat
appropriate to the
task, purpose, and
audience.
The Psychologist’s
Notebook addresses
the prompt and
develops the claim,
topic and/or
narrative elements
minimally by using
limited reasoning,
details, text-based
evidence and/or
description; the
development is
limited in its
appropriateness to
the task, purpose,
and/or audience.
The Psychologist’s
Notebook is
underdeveloped and
therefore
inappropriate to the
task, purpose,
and/or audience.
The Psychologist’s
Notebook
demonstrates a
great deal of
coherence, clarity,
and cohesion, and
includes a logical
progression of
ideas, making it
fairly easy to follow
the writer’s
progression of
ideas.
The Psychologist’s
Notebook
demonstrates some
coherence, clarity,
and/or cohesion,
and includes a
logically grouped
ideas, making the
writer’s progression
of ideas usually
discernible but not
obvious.
The Psychologist’s
Notebook
demonstrates
limited coherence,
clarity, and/or
cohesion, making
the writer’s
progression of ideas
somewhat unclear.
The Psychologist’s
Notebook
demonstrates a lack
of coherence,
clarity, and
cohesion.
GT 10 English Language Arts
Unit 1, PBA 2
20
Summer 2013
Baltimore County Public Schools
English Language Arts
Office of Secondary
Unit 1:
Performance-Based Assessment 2
Writing
Written
Expression
Clarity of
Language in
Transcript and
Journal
Writing
Knowledge of
Language and
Conventions
The Psychologist’s
Notebook
establishes and
maintains an
effective style,
while attending to
the norms and
conventions of the
discipline. The
response uses
precise language
consistently,
including
descriptive words
and phrases,
sensory details,
linking and
transitional words,
words to indicate
tone, and/or domain
specific vocabulary.
The Psychologist’s
Notebook
demonstrates
command of the
conventions of
standard English
consistent with
effectively edited
writing. Though
there may be a few
minor errors in
grammar and usage,
meaning is clear
throughout the
response.
The Psychologist’s
Notebook e
establishes and
maintains an
effective style,
while attending to
the norms and
conventions of the
discipline. The
response uses
mostly precise
language, including
descriptive words
and phrases,
sensory details,
linking and
transitional words,
words to indicate
tone, and/or
domain-specific
vocabulary.
The Psychologist’s
Notebook
demonstrates
command of the
conventions of
standard English
consistent with
edited writing.
There may be a few
distracting errors in
grammar and usage,
but meaning is
clear.
The Psychologist’s
Notebook
establishes and
maintains a mostly
effective style,
while attending to
the norms and
conventions of the
discipline. The
response uses some
precise language,
including
descriptive words
and phrases,
sensory details,
linking and
transitional words,
words to indicate
tone3 and/or
domain specific
vocabulary.
The Psychologist’s
Notebook
demonstrates
inconsistent
command of the
conventions of
standard English.
There are a few
patterns of errors in
grammar and usage
that may
occasionally
impede
understanding.
The Psychologist’s
Notebook has a
style that has
limited
effectiveness, with
limited awareness
of the norms of the
discipline. The
response includes
limited
descriptions,
sensory details,
linking or
transitional words,
words to indicate
tone3, or
domain-specific
vocabulary.
The Psychologist’s
Notebook has an
inappropriate style.
The student writing
shows little to no
awareness of the
norms of the
discipline. The
response includes
little to no precise
language.
The Psychologist’s
Notebook
demonstrates
limited command of
the conventions of
standard English.
There are multiple
errors in grammar
and usage
demonstrating
minimal control
over language.
There are multiple
distracting errors in
grammar and usage
that sometimes
impede
understanding.
The Psychologist’s
Notebook
demonstrates little
to no command of
the conventions of
standard English.
There are frequent
and varied errors in
grammar and usage,
demonstrating little
or no control over
language. There are
frequent distracting
errors in grammar
and usage that often
impede
understanding.
Score: __________
GT 10 English Language Arts
Unit 1, PBA 2
21
Summer 2013
Baltimore County Public Schools
Office of Secondary English Language Arts
Unit 1:
Performance-Based Assessment 2
Transcript Peer Review
Peer Editing Suggestions
I reviewed: _______________________’s transcript #_____.
What is the strongest/best portion of your partner’s transcript? Why?
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1.
What is the weakest portion of your partner’s transcript? How could he/she improve?
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2.
Has your partner’s transcript included a deep analysis of their chosen character? Provide
suggestions for improvement.
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3.
Does your partner’s transcript reflect a thorough understanding of the psychologist’s
theories through his/her interactions and evaluations of the character? Provide suggestions for
improvement.
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4.
GT 10 English Language Arts
Unit 1, PBA 2
22
Summer 2013