Teacher /Subject: Miller/APIB
Week ½
Monday
01/04/10
Teacher Work
Day
PSYC
2009-2010 Lesson Plan
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
SLO:
01/05/10
Life without Memory Clive Wearing video
Video Reflections
Standard:
Describe the impact of memory on human behavior
Bell Ringer - 3 things re: learning
Wednesday
01/06/10
SLO:
Life without Memory Clive Wearing video
Video Reflections
Standard:
Describe the impact of memory on human behavior
Bell Ringer - 3 things re: learning
Thursday
01/07/10
SLO:
SNOW DAY
Standard:
Bell Ringer -
Friday
01/08/10
SLO:
Pamphlet “Tips to Improve Memory”
Notebook work
Standard:
Bell Ringer -
2009-2010 Lesson Plan
Teacher /Subject: Miller/APIB Psyc
OBJECTIVE
Week 1
Monday
Student Learning Objective - SLO (What are we learning, not doing, today?):
01/11/10
Standard (ALCOS, AHSGE, ACT):
Tuesday
SLO:
01/12/10
Describing the phases of memory encoding, storage & retrieval
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
notebooks
Describe the impact of memory on human behavior, including the role of imagery in
encoding, the importance of retrieval cues, and difficulties created by
reconstructive memory processes.
Bell Ringer – 3things re: short term memory
What is memory? What are the steps in putting things into memory? Chunking & the
magic number
Graphic organizer
Standard:
Comparing processes of short- and long-term memory
Identifying strategies used for improving memory
Examples: mnemonic devices, schemas
Bell Ringer - 3 things re: types of memory
Wednesday
01/13/10
SLO:
What is memory? What are the steps in putting things into memory? Chunking & the
magic number
Graphic organizer
Standard:
Comparing processes of short- and long-term memory
Identifying strategies used for improving memory
Examples: mnemonic devices, schemas
Bell Ringer - 3 things re: types of memory
Thursday
SLO:
01/14/10
SUB
Standard:
Friday
01/15/10
SUB
Schemas again; problem solving and decision making
Word problems
Describe the interrelationship and importance of thought and language on human
behavior. Examples:
describing steps involved in the problem-solving process,
Bell Ringer – 3 things re: problems
SLO:
Schemas again; problem solving and decision making
Standard:
Describe the interrelationship and importance of thought and language on human
behavior. Examples:
describing steps involved in the problem-solving process,
Bell Ringer – 3 things re: problems
Word problems
2009-2010 Lesson Plan
Teacher /Subject:
Week 2
Monday
01/18/10
King, Jr. Holiday
OBJECTIVE
SLO:
01/19/10
Standard:
What is insight? What are the steps to problem solving?
SLO:
What is insight? What are the steps to problem solving? Language acquisition & use
Standard:
Thursday
SLO:
01/21/10
Standard:
01/22/10
GO algorithm vs. heuristic
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing steps involved in the problem-solving process, Identifying mental images and verbal
symbols as elements that comprise thought
AP Identify problem-solving strategies as well as factors that influence their effectiveness. List the
characteristics of creative thought and creative thinkers. Identify key contributors in cognitive
psychology (e.g.,Chomsky, Ebbinghaus, Köhler, Loftus)
Bell Ringer –3 things problem solving
01/20/10
Friday
DAILY FORMATIVE ASSESSMENT
Student Learning Objective - SLO (What are we learning, not doing, today?):
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
Wednesday
Shades Valley /JCIB
GO algorithm vs. heuristic
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing steps involved in the problem-solving process, Identifying mental images and verbal
symbols as elements that comprise thought
AP Identify problem-solving strategies as well as factors that influence their effectiveness. List the
characteristics of creative thought and creative thinkers. Identify key contributors in cognitive
psychology (e.g.,Chomsky, Ebbinghaus, Köhler, Loftus)
Bell Ringer –3 things problem solving
What is insight? What are the steps to problem solving? Language acquisition & use
Frayer Model 5 words from terms list
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing steps involved in the problem-solving process, Identifying mental images and verbal
symbols as elements that comprise thought
AP Identify problem-solving strategies as well as factors that influence their effectiveness. List the
characteristics of creative thought and creative thinkers. Identify key contributors in cognitive
psychology (e.g.,Chomsky, Ebbinghaus, Köhler, Loftus)
Bell Ringer –3 things problem solving
SLO:
What is insight? What are the steps to problem solving? Language acquisition & use
Standard:
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing steps involved in the problem-solving process, Identifying mental images and verbal
symbols as elements that comprise thought
AP Identify problem-solving strategies as well as factors that influence their effectiveness. List the
characteristics of creative thought and creative thinkers. Identify key contributors in cognitive
psychology (e.g.,Chomsky, Ebbinghaus, Köhler, Loftus)
Bell Ringer –3 things problem solving
Frayer Model 5 words from terms list
2009-2010 Lesson Plan
Teacher /Subject:
Week 3
Monday
01/25/10
SUB
Tuesday
01/26/10
Wednesday
01/27/10
Thursday
01/28/10
Friday
01/29/10
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
Language acquisition & use
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
Notebook preparation
Standard (ALCOS, AHSGE, ACT):
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing current theories of language acquisition, tracing physiological language development
discussing the effect of culture on language acquisition Identifying basic units of language
ex:phonemes, morphemes
AP Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development,
and use of language
Bell Ringer –
SLO:
Problem solving approaches, what works and why
Standard:
Handouts on the chapter
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing current theories of language acquisition, tracing physiological language development
discussing the effect of culture on language acquisition Identifying basic units of language
ex:phonemes, morphemes
AP Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development,
and use of language
Bell Ringer – 3 things re: problem solving
SLO:
Problem solving approaches, what works and why
Standard:
Handouts on the chapter
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing current theories of language acquisition, tracing physiological language development
discussing the effect of culture on language acquisition Identifying basic units of language
ex:phonemes, morphemes
AP Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development,
and use of language
Bell Ringer – 3 things re: problem solving
SLO: What is language? Why is it important?
Standard:
Video response Genie: The Wild Child
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing current theories of language acquisition, tracing physiological language development
discussing the effect of culture on language acquisition Identifying basic units of language
ex:phonemes, morphemes
AP Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development,
and use of language
Bell Ringer – 3 things re: Chomsky & Skinner
SLO: What is language? Why is it important?
Standard:
CoS Describe the interrelationship and importance of thought and language on human behavior. Ex:
describing current theories of language acquisition, tracing physiological language development
discussing the effect of culture on language acquisition Identifying basic units of language
ex:phonemes, morphemes
AP Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development,
and use of language
Bell Ringer - 3 things re: Chomsky & Skinner
3 things re: Chomsky & Skinner
2009-2010 Lesson Plan
Teacher /Subject:
Week 4
Monday
02/01/10
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
What is intelligence and how do we measure it?
Standard (ALCOS, AHSGE, ACT): Describe methods of assessing individual differences. Linking
intelligence to cognitive skills and strategies Describing theories of intelligence including Howard
Gardner’s theory of multiple intelligences, Robert Sternberg’s triarchic theory, and the traditional
psychometric theory Describing limitations of using conventional intelligence tests to predict
performance based on capability
Bell Ringer – 3 things re: intelligence theories
Tuesday
SLO:
02/02/10
Standard:
Wednesday
How do you learn best? Gardner’s multiple intelligences put to the test.
Notebook preparation
Multiple intelligences self test
SLO:
How do you learn best? Gardner’s multiple intelligences put to the test.
02/03/10
Thursday
SLO:
02/04/10
Standard:
02/05/10
DAILY FORMATIVE ASSESSMENT
Describe methods of assessing individual differences. Linking intelligence to cognitive skills and
strategies Describing theories of intelligence including Howard Gardner’s theory of multiple
intelligences, Robert Sternberg’s triarchic theory, and the traditional psychometric theory
Describing limitations of using conventional intelligence tests to predict performance based on
capability
Bell Ringer – 3 things re: what makes up intelligence
Standard:
Friday
Shades Valley /JCIB
Multiple intelligences self test
Describe methods of assessing individual differences. Linking intelligence to cognitive skills and
strategies Describing theories of intelligence including Howard Gardner’s theory of multiple
intelligences, Robert Sternberg’s triarchic theory, and the traditional psychometric theory
Describing limitations of using conventional intelligence tests to predict performance based on
capability
Bell Ringer – 3 things re: what makes up intelligence
The pros & cons of intelligence testing
GO intelligence testing
Describe methods of assessing individual differences. Describing limitations of using conventional
intelligence tests to predict performance based on capability
Bell Ringer – 3 things re: testing flaws
SLO:
The pros & cons of intelligence testing
Standard:
Describe methods of assessing individual differences. Describing limitations of using conventional
intelligence tests to predict performance based on capability
Bell Ringer – 3 things re: testing flaws
GO intelligence testing
2009-2010 Lesson Plan
Teacher /Subject:
Week 6
Monday
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
02/08/10
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
SLO:
02/09/10
Standard:
Bell Ringer -
Wednesday
SLO:
02/10/10
Standard:
Bell Ringer –
Thursday
SLO:
02/11/10
Standard:
Bell Ringer -
Friday
SLO:
02/12/10
Standard:
Bell Ringer -
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
2009-2010 Lesson Plan
Teacher /Subject:
Week 7
Monday
02/15/10
Presidents’ Day
No School
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
SLO:
02/16/10
Standard:
Bell Ringer -
Wednesday
SLO:
02/17/10
Standard:
Bell Ringer –
Thursday
SLO:
02/18/10
Standard:
Bell Ringer -
Friday
SLO:
02/19/10
Standard:
Bell Ringer -
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
2009-2010 Lesson Plan
Teacher /Subject:
Week 8
Monday
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
02/22/10
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
SLO:
02/23/10
Standard:
Bell Ringer -
Wednesday
SLO:
02/24/10
Standard:
Bell Ringer –
Thursday
SLO:
02/25/10
Standard:
Bell Ringer -
Friday
SLO:
02/26/10
Standard:
Bell Ringer -
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
2009-2010 Lesson Plan
Teacher /Subject:
Week 9
Monday
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
03/01/10
A
math
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
SLO:
03/02/10
H
Reading
Standard:
Bell Ringer -
Wednesday
SLO:
03/03/10
S
Language
Standard:
Bell Ringer –
Thursday
SLO:
03/04/10
G
Social
Studies
Friday
Standard:
Bell Ringer SLO:
03/05/10
E
Biology
Standard:
Bell Ringer -
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT
2009-2010 Lesson Plan
Teacher /Subject:
Week 10
Monday
OBJECTIVE
Student Learning Objective - SLO (What are we learning, not doing, today?):
03/08/10
Standard (ALCOS, AHSGE, ACT):
Bell Ringer –
Tuesday
SLO:
03/09/10
Standard:
Bell Ringer -
Wednesday
SLO:
03/10/10
Standard:
Bell Ringer –
Thursday
SLO:
03/11/10
Standard:
Bell Ringer -
Friday
SLO:
03/12/10
Standard:
Bell Ringer -
Shades Valley /JCIB
DAILY FORMATIVE ASSESSMENT