Steph+Commyn

Hi! I'm Stephanie.

I have Bachelors of Art in History, Psychology minor, and the Social Studies endorsement certification. Although I love and value History, my favorite subject and passion is Psychology. I find it incredibly fascinating, and also very helpful for any future teachers.

I actually grew up a Michigan fan. Don't worry, I've converted and I'm never going back. Now, I'm all about Spartan sports, particularly football and hockey, but especially hockey. I don't think there are words to say how much I love hockey. I don't play any sports because I have 0 athletic ability, but I love to cheer in the stands. I'm a huge animal lover. I love to read, and I don't think students today read enough nor enjoy it as much as previous generations. Hopefully, some day I can live some place warm and near the beach. I love to travel, and hope to see as many places in the world as possible

In Spring 2011, I was a part of MSU's Alternative Spring Break chapter. For the week, a group of us went to Chicago, working/helping in South Loop Elementary, in a 1st grade classroom. Although, I'm clearly not an Elementary Ed. major, I absolutely loved working with the kids. There's just something about their energy and their excitement for coming to school and learning that is just so captivating. I learned a lot, not just from the teacher I worked with, but the students as well. It was a great experience, and solidified that I picked the right career field. Below is a picture of the 1st graders (on our last day).



I'd say my #1 teaching belief is: give students a voice. I think it is incredibly important to let students provide their opinion and support it. I don't have to agree with it, but I want my students to know that I care about what they have to say and that I take it seriously and into consideration involving all aspects of the classroom. because it's not just my classroom, it's our classroom. I'm looking forward to a wonderful, eye-opening year!

**9/11 Lesson Plan** ** Lesson Topic ** : September 11, 2001 Class: 11th grade, U.S. History

__ Objective __ : Students will learn of the events that occurred on September 11, 2001, and the effects that are still present today.

__ Activities __ : a. I want them to focus on the headlines, the images, and the quotations. They should be looking for the main message that the front page is trying to convey, what emotions are the headlines/images portraying? Also, pay attention for key terms (perhaps ones that were mentioned in the discussion). b. Compare: What are the differences between the front pages from 2001 and 2011? What are the similarities? They should again pay attention to the key terms, but also the language, the emotions being portrayed. c. I don’t want to provide specific questions, as is normally the case when doing primary source analysis. Due to the fact that many of the students were probably very young and may not remember the day as those in their 20s+ do, I want this to be an opportunity for them to see and read all the things we saw and heard (as it was happening) and to form their own reactions and opinions, as we all did. d. Helpful website for articles: [] a. 2 guiding questions: Why do you think Americans still talk about it today (especially on the anniversary)? What effects of the attacks are still present today? Note: The last discussion may have to be continued into the next day. It might actually be more beneficial to have it be a 2-day lesson, allowing the chance for students to share stories/insights from their homework. It can also allow the chance to sort out any confusion students had from the day before (i.e. key terms, information from their articles).
 * ** Introduction (5 min): ** Students will briefly write down what they know about the attacks of 9/11.
 * ** Discussion (5-10 min): ** Have students share; write their responses on the board. Look for commonalities, including key words (such as terrorism, the war on terror, Iraq, Afghanistan, al Qaeda, security, etc.) and bias (discrimination, stereotypes).
 * ** Newspaper Analysis (20 min): ** The students will form small groups and analyze newspaper front pages from September 12, 2001 and from September 11, 2011.
 * ** Discussion (5-10 min): ** Come together as a class and discuss their reactions/findings, once again keeping an eye open for commonalities.
 * ** Homework: ** Interview someone who vividly remembers the events of September 11, 2001 (parent, grandparent, older sibling, coach, etc.). Write a 1 page summary of their experience, including in your summary how your experiences differ and what you learned from today’s lesson and/or your interviewee.

**Sample 5-day Unit Plan** Unit Calendar for Middle School Current Issues Class Unit Title: Alcohol Use

__Day 1: Introduction__ __Day 2: Alcohol Use/Abuse__ __Day 3: Peer Pressure__ __Day 4: Media__ __Day 5: Conclusion__
 * Objective: 1
 * Event: Take "Stats/FAQs" quiz on alcohol/underage drinking individually. Go over & discuss the answers as a class. Begin lecture (powerpoint presentation).
 * Assessment: Completion of the "Stats/FAQs" quiz.
 * Objectives: 1, 2
 * Event: Continue lecture, including effects on the body & brain, on behavior & relationships, and at home & school. Also discuss extremes: binge drinking, alcoholism, & drunk driving.
 * Assessment: Observation of recording notes.
 * Objectives: 2, 3
 * Event: Real life skits/scenarios with different pressure situations (as a class). Students will decipher how they would act, & what is right/wrong about that course of action. "Reel Life" videos with discussion to follow.^
 * Assessment: Observation of participation. Completion of an "exit card" that asks students if they feel peer pressure, when, & why.
 * Objectives: 2, 3
 * Event: As a class, look/watch & analyze both alcohol ads & PSAs. Who are the targets? What is the message? Brainstorm worksheet for idea for newspaper/website article or PSA video.*
 * Assessment: Observation of participation. Completion of brainstorm worksheet.
 * Objectives: 1, 2, 3
 * Event: Students will create their article or PSA video. If they don't finish, it can be completed as homework.
 * Assessment: Observation of focused work. Completion of article or video.

**//Objectives//** 1. Students will be able identify how alcohol is transported and absorbed into the body, and its biological and behavioral effects.2. Students will be able to identify the consequences of alcohol use, abuse, alcoholism, and drunk driving. 3. Students will be able to identify the effects peer pressure and the media have on underage drinking.

^Reel life videos: http://www.toosmarttostart.samhsa.gov/tweens/reellife/default.aspx

Other PSAs: [|http://www.drugfreeworld.org/#/videos] and abovetheinfluence.com


 * PSA video activity: students will just write a script of their video, but will also need to include examples of pictures or characters that could be used.

**Elective Course Description** ** High School Elective Course (1 semester) ** __ Contemporary Issues __ **Course Description:** This course will have the students investigate and study contemporary social issues through a Sociological lens. Students do not need to have prior Sociology experience. This course is meant to be an opportunity for students to see beyond their community and become aware of the problems the world is facing. They will look at the impacts these issues are having on the world, this country, their community, and their life.

Students will take an in-depth look at various contemporary issues throughout the semester, culminating in a research project of an issue that is of personal interest to them. This class is for the students, and their interests will decide many of the topics discussed. Subjects of course study may include any of the following topics, but is not limited to: crime, poverty, the U.S. prison system, drug addiction, teenage pregnancy, school violence, campus rape, spousal/child abuse, gangs, prejudice and discrimination, drunk driving, hate crimes, immigration, influence of the mass media, human trafficking, juvenile delinquency, and the future of the U.S. public education system.

** Course Materials: ** This course does not have a textbook. I will provide the texts for most of the units, which may include newspapers, magazines, scholarly articles, novels/memoirs, and other primary and secondary sources. We will also be incorporating and analyzing media, possibly including documentaries, feature films, television series, advertisements, etc.

** Course Evaluation: ** Students will be graded under a point system, following the school’s grading scale. Students’ grades will be based on 4 categories, each making up 25% of the final grade. These categories include homework, in-class activities, quizzes, and a research project.

__Homework__ will be assigned in-class, as seen fit. This category will mainly include current event reports. Every Friday, a current event report is due. Students are to research and read a current event (New York Times is an example of a source), and write a 2-paragraph description, summarizing the article and explaining why they picked that event/their opinion on the article. The __in-class activities__ grade will include participation and the submission of any handouts/presentations. __Quizzes__ will be given at the end of each unit. Dates will be announced as they approach. Finally, the students will complete a __research project__ on a contemporary issue that interests them. Details will be given at a later date, but students are encouraged to always be brainstorming.

** Course Schedule (Tentative): ** __ Unit 1: Immigration __ The first part of the unit will evaluate immigration history in the United States, beginning in the 1700s up until post-World War II migration movements. Students will analyze the reasons for immigration and the effects of immigration on the “homeland” and the “new home”. Then, students will evaluate immigration legislations and its effects. The final part of the unit will focus on the present, including current trends and figures.

__ Unit 2: Juvenile Delinquency __ The first part of the unit will look at and analyze the causes and effects of juvenile delinquency. This will include what is juvenile delinquency? Does it include single offenders or just multiple? Does it depend on the crime? Then, students will research and discuss county, state, and national laws regarding the topic. An example is an M.I.P. - what are the determinants for the charge? What are the consequences? What is the process if convicted? Etc.

A third, possible, component of this unit is a field trip. This is still undecided, due to the need of guardian and district permission. The field trip would be a guided jail tour at the local county jail. This would provide students with a visual of the failure to adhere to the law, as well as the opportunity to question people directly in the field.

__ Unit 3: Teenage Pregnancy __ The first part of this unit will be analyzing current statistical data on the issue. Is teenage pregnancy on the rise or has it been declining? Then, students will determine reasons for this increase/decrease. They will also determine some causes and effects of teenage pregnancy as well as preventive measures. The second part of this unit will focus on the media, including its influences and pressures. One of the media sources students will analyze is the pop culture phenomenon //16 & Pregnant/Teen Mom.// Does this series glorify teenage pregnancy? Does it seem like an accurate portrayal? Students will discuss their opinions overall (do you watch the program?) as well as the image they believe it is portraying, its influence, and what we can learn.

**Sample Study Guide (Chapter 3)** ** Planning, Managing, & Motivation Study Guide ** (Pages 67-88) // The online study guide can be accessed at: // [].

// Use the website as a test, going through and answer each question on your own. Use this outline as your answer key, so you can see what you still need to study. If you do not have internet access, this outline is still a great study tool (add or edit your notes so everything below is included). //


 * The Lesson Plan
 * What are the components of a lesson plan?
 * Lesson Objectives
 * Assessments
 * Initiation or start of lesson
 * Teacher activities
 * Student activities
 * Closure
 * Material & Resources
 * Reflections
 * What are the 4 commonplaces that guide learning?
 * Teacher
 * Students
 * Content
 * Milieu (environment)
 * The importance of reflection when planning (3 types)
 * Reflection-in-action: process of monitoring students' work and progress, during the class meeting.
 * Continual process of determining whether the plan optimizes student learning
 * Lesson shortened or extended
 * Reflection-on-action: reflection on practice and on one's actions after the practice is completed.
 * What went well? What needs improvement? What needs to be changed before teaching this lesson again?
 * Reflection-for-action: is assumed in the previous reflections, but singling it out helps teachers focus on how to make future teaching promote student learning.
 * Components for this type of thinking:
 * Plan
 * Act
 * Observe
 * Reflect
 * Create Meaning
 * Decide
 * Motivation
 * Extrinsic: brought on by external factors to achieve desirable outcomes
 * Reward, praise, avoidance of negative consequence
 * Letter grades, detention for misbehavior
 * Intrinsic: brought on by the enjoyment of learning the content or completing the activity
 * Challenging tasks, tasks where the learner has some control, tasks that involve emotions
 * More difficult motivation to encourage
 * "Flow" Experiences & Motivation
 * Intrinsic Motivation
 * Operates on 2 axes:
 * Perceived challenge of a task
 * Person's perception of their skill or ability to accomplish the task
 * A flow experience occurs when a person has a highly challenging task, but has confidence in their ability to successfully complete the skill/ability
 * Challenges to achieve flow:
 * Boredom
 * Anxiety
 * Apathy (Indifference)
 * Self-Efficacy: our beliefs about what we can accomplish as a result of our efforts.
 * Influences our expectations & our willingness to attempt the task
 * Developed through:
 * Family
 * Peers
 * Cognitive ability
 * Previous experiences.
 * Locus of Control: how much control people feel they have over the events in their life.
 * External Locus: beyond your control
 * Example: luck
 * Internal Locus: forces you can control
 * Example: I studied hard for the test
 * Classroom Management & Discipline
 * Classroom Management: proactive approach to help students learn
 * Discipline: a reaction to student misbehavior
 * Relational Teaching: relationship the teacher has with the whole class as well as with each students, knowing their strengths and weaknesses.
 * Helps with:
 * Assigning students to groups
 * Understanding pressures & influences on a student that may affect their behavior
 * Developing a sense of mutual respect
 * Reducing "acting out" by students because they don't want to harm the relationship
 * Increasing interest in the development & learning of your students
 * Being "with it", so that you are aware of all the happenings of the classroom.

**Unit Planning** My correspondent's response (High School U.S. History and Economics/Civics teacher): The simple answer is that I don’t. There is so much that can get in the way of a “5 day unit” its uncanny. Be careful of tying yourself too tightly to plans and not allowing for “teachable moments”. I typically have a start and end date that are adjustable when I plan a unit with two lists; one “must cover” and one “if possible”. As I go I adjust so that if an opportunity to teach a new concept presents itself I can take it.

This allows me to continue to be creative, and when I am creative students learn more. Always allow for adjustments, even the same topic can take on different meanings depending on the students you have in the classroom.

I really agree with my correspondent. First of all, I think it is difficult to fit everything into unit in a specific number of days. I agree in not tying too tightly for plans, but allowing for some flexibility, which sometimes results in the best outcome and when students learn the most. I would plan a start & and end point, just to have some structure. I really like her idea of having a "must cover" and an "if possible" list because it allows you to know what has to be achieved by the end of the unit, which does make it easier to plan, but also allows you to see how ideas can be crossed between the two (i.e. incorporating an "if possible" into a "must cover"). It always good to brainstorm. After the past few weeks, I think I have a better grasp on how to unit plan. At the beginning, I had no idea what went into unit planning or the amount of time it could possibly take. I find it extremely helpful, particularly in then planning daily lessons. I don't think it has to be extremely specific, detailing every specific because things may need to be changed, but should be used as a general outline of everything I want to accomplish in the unit (standards, EQs, etc.) which can be used to then create the very specific lesson plans. I like the templates we use, and will probably use them, especially in my early teaching years because it provides a organized outline, making it easier to plan (because you know every step needed), and; therefore, easier to execute and design daily plans. It has also been eye-opening the types of units we have been planning, some of which I wouldn't have thought would be topics. For example, my group is freedom. I wouldn't have thought it'd be its own unit, but rather interspersed within every other unit in the government class. It's an easy & and hard unit to plan. It can go so many different directions because it is so broad, which makes it easier, but also difficult to decide which direction, if it's the right direction, and to include all the great ideas I/we come up with. Unit planning is definitely a skill. I now feel more comfortable that it is a skill that I can master.

Sample Lesson Plan (Columbus Day) 2) SSU that Columbus’ voyage was part of a long process of European-initiated world exploration born out of many competing interests 3) SSU that Columbus Day, a federal holiday in the United States, is contested and observed for different reasons ||
 * ** CLASS: 10th Grade World History & Geography ** || ** DATE: Monday, October 10, 2011 ** || ** UNIT: From Pirates to Pilgrims: Exploring the Early Modern World ** ||
 * ** ENDURING UNDERSTANDING: ** What will my students be able to do or understand by the end of class? ||
 * 1) SSU that there are many different ways to assess the impact of Columbus’ arrival in the Americas
 * ** ESSENTIAL QUESTION: ** What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * 1) How does Columbus’s voyage foreshadow globalization and its effects?

2) Does Columbus deserve the credit for “discovering America”? || 1) 5.2.1: Columbian Exchange/European Exploration 2) 4.1.3: Trade Networks 3) 4.3.2: The Americas to 1500 ||
 * ** MICHIGAN HSCE: ** Which three state standards does my plan address?

2) Short poll/discussion (2 min): Why did you know it was Columbus Day (if anyone did)? Do you care that it’s Columbus Day? Why or why not? Are there any celebrations/recognition of this holiday? || 2) After Student Activity, guide class discussion/learning. Provide other worksheets, so each person has 1 for each focus, for students to take notes. 3) Short powerpoint on the myths of Columbus and his “discovery”.
 * ** HOOK/INITIATION: ** What will you do to get the students invested in the lesson? ||
 * 1) See if anyone knows what holiday it is today (the bellringer). If not, give the “sailed the ocean blue in 1492” mnemonic.
 * ** TEACHER ACTIVITIES: ** How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * 1) Provide guided note worksheet for each focus group (Student Activity). These are intended to aid students in visualizing the exchange (exact products, locations) and its effects.

Time Allocation:
 * Hook: <5 minutes
 * Student “expert” Activity: 25 minutes
 * Discussion/Sharing of “expert” focus: 30 minutes
 * Powerpoint: 20 minutes
 * Ticket out the door: 5 minutes ||
 * ** STUDENT ACTIVITIES ** What will the students do to demonstrate their understanding? ||
 * Students will be divided into 4 groups, each 1 dealing with 1 of 4 main focuses of the Columbian Exchange: food/plants, disease, Native Americans, and Christianity. They will use provided sources (articles I provide, textbook, etc.) and/or research in class (if computers are available) their focus, becoming “experts” on how it played a role in the exchange and its effects. They will then “teach” the class, sharing the most important points with their peers. They will record their answers on provided worksheets. ||
 * ** CLOSURE/SHARE BACK: ** How will the students share/interpret knowledge for others in the class? ||
 * This is encompassed in 1) their “expert” sharing and 2) during some discussion points throughout the powerpoint on myths they were/weren’t aware of. ||


 * ** BELLRINGER: **

(On the board, just something for them to think about):

What holiday is today?

** TICKET OUT THE DOOR: **

(On a notecard):

Should Columbus Day be a holiday? Why or why not? || ** ANNOUNCEMENTS: ** ||
 * ^  || ENI test Wednesday! ||
 * ^  || ** HOMEWORK: ** ||
 * ^  || Be studying for the ENI test Wednesday. ||

**Portland Middle School Lesson Plan: Great Barrier Reef**

TOPIC FOR THE LESSON: Great Barrier Reef Conservation Grade Level/Course: 7th grade Social Studies Unit: “Australia, New Zealand, and Oceania” Class Period: 60 minutes

__Standard:__ G6.1 - Global Topic Investigation and Issue Analysis

__Lesson Objectives: __ 1) Students will be able to describe the effects human activities have on the Great Barrier Reef. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Students will be able to describe how climate change is significant for human/environment relationships. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Students will be able to conduct research, as well as use their accumulated knowledge, to write a persuasive piece on Great Barrier Reef conservation. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Note: This is the introductory lesson for an activity that will require 2-3 days to complete.) //

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment Tools: __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Observation of recording notes and conducting research. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Completion of map. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Completion of persuasive piece.

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activities: __
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Opening:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">//Finding Nemo// trailer. After watching, ask students: Did you know the movie was set in the Great Barrier Reef? Then, briefly create a T-chart on the board, with things they think they learned on 1 side & things they think may not be true on the other. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Time: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 10 min. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Activities:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Tell the students the focus and objective of this lesson. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Provide a map of Australia. Guide the discovery of the location of the Great Barrier Reef. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Powerpoint lecture on the Great Barrier Reef. This will encompass: what it is, what a coral reef is, why it is important, the species that inhabit it, and ecotourism. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) National Geographic Video on the reef (4:11). This is used for students to get an accurate visual of the reef. If time allots, can be compare to the opening video, taking us back to our T-chart. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5) Provide students news articles on the natural and human threats to the reef and things that can be done to save it. Students can use other sources (and are encourage too), but that will be the focus of tomorrow. This is to get them started. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Activities:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1)Students will outline/color the Great Barrier Reef on the map provided. This is to give them a visual of where the reef is located and its size. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Students will take notes on the powerpoint. This will help them with their assignment. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Students will watch the video. They can take notes if they wish. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Students will read the articles and make a list on threats and conservation efforts. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Time:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 45 min ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Come back together as a class, so that I can introduce tomorrow’s lesson, which will consist of them researching and creating their persuasive piece on preserving/conserving the Great Barrier Reef (brochure, essay, or poster). This allows them to go home & research if they wish. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Time: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 5 min || __<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Pre-planning: __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Materials/Resources: Handouts (map and articles)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Instructional Strategies to be used: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1) Discussion <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2) Lecture <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3) Inquiry <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4) Discovery Learning

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Links Used: __
 * 1) //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Finding Nemo //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> trailer: []
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For Powerpoint:
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.wwf.org.au/our_work/saving_the_natural_world/oceans_and_marine/priority_ocean_places/great_barrier_reef]
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">National Geographic Video: []
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For News Articles (not an all-encompassing list):
 * 9) []
 * 10) []
 * 11) []

**History Of Halloween** //Lecture (25 minutes)//
 * Halloween Lesson **
 * 1) Halloween Trivia & Fun Facts (2 minutes)
 * 2) Ancient Origins of Halloween (7 minutes)
 * 3) Celtic Festival of Samhain
 * 4) Roman combination with Celtic tradition
 * 5) All Saints Day
 * 6) Halloween comes to America (7 minutes)
 * 7) Colonial America
 * 8) 1st celebrations
 * 9) Irish immigrants influence
 * 10) 1920s-1950s
 * 11) Today's Halloween Traditions (5-7 minutes)
 * 12) Trick-or-Treating
 * 13) Costumes
 * 14) Halloween by the numbers (Handout)
 * 15) Top Costumes of 2011
 * 16) Halloween Superstitions, Omens, & Myths (5 minutes)
 * 17) Bad Luck
 * 18) Good Luck
 * 19) Myths
 * 20) What ones do you believe in?


 * For detailed lecture notes, see: [[file:History Of Halloween.pdf]]
 * Powerpoint Presentation (for lecture): [[file:HalloweenLecture.ppt]]
 * Handout: [|Halloween by the Numbers]

<span style="color: #ec1386; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Lecture Outline

__Maslow's Hierarchy of Needs (Motivation)__

(students have a pyramid handout to take notes)

Stages: 1. Physiological - definition - examples 2. Safety & Security - definition - examples 3. Love & Belongingness - definition - examles 4. Esteem - definition - intrinsic & extrinsic movitation - examples 5. Self-Actualization - definition - examples

Questioning Strategies (Political Cartoon Exercise)

__ Topic: __ Freedom: 1st Amendment Rights, Freedom of Speech __ Primary Source: __



__ Questions __

1. Describe: What details do you notice? Words, people, objects? 2. Explain: What is happening in the cartoon? 3. The caption mentions the right to protest. Is freedom of speech also an issue in this cartoon? 4. Is this free speech? Describe how this is in accordance with free speech. Describe how this is a violation of free speech. 5. When does free speech turn into hate speech? 6. What is the significance of the footprints? What is the author trying to portray? 7. Do you think the 1st Amendment protects hate speech? 8. Should the 1st Amendment protect hate speech?


 * Geography Concept Attainment Example **

I think regions is an important geographical concept. In general, we (society, historians, geographers, what have you) like to group things and people together, probably because it's easy. In my World Regional Geography class each unit was divided by regions - as I'm sure the title gives away. It provided a focus, but there were times it caused difficulty. For example, when we got to the Middle East Unit, the professor even admitted he didn't know where the boundaries for the Middle East region would be. He lumped it in with North Africa-Southwest Asia, inciting the question is the Middle East even a region? We also had a similar discussion in class earlier this semester. Regions are not always easily defined or definable, with concretely drawn boundaries. However, it is important to have a basis on what a region is and the regions the world is divided up into before we can begin to explore the geography and characteristics.

I would like to have my students look at how/why the regions we have today were determined. What constitutes a region? Is it a definable thing? Have them answer these questions based on some of Larson and Keipler's 8 steps: //studying examples// (our current defined regions), noting //differences// & //similarities// both within and between regions, and //synthesizing.// Obstacles could be obtaining the "official" declaration of our current world regions- would I use the ones from my World Regional Geography class? Their textbook? A different outside source? Or possibly a combination. I love the idea of synthesizing; I love having students put material into their own words because it aids their comprehension and memory.


 * Cooperative Learning Lesson Plan **

Topic: Designing a Household Budget Unit: Personal Finance/Decision Making Class: 9th grade Economics Lesson Length: 1 week (5 class periods- 60 minutes)


 * Lesson Objectives: **
 * 1) Students will understand the basic criteria of a personal household budget.
 * 2) Students will be able to research and investigate the components of a personal budget.
 * 3) Students will be able to create a personal household budget.

E4 4.1: Decision Making 4.1.3: Personal Finance Strategy- Develop a personal finance strategy for earning, spending, saving, and investing resources. 4.1.4: Key Components of Personal Finance- Evaluate key components of personal finance including money management, saving and investment, spending, and income. 4.1.5: Personal Decisions- Use a decision making model to evaluate the different aspects of personal finance.
 * Lesson Standards: **

Warm-Up: (Written on the board): Write down 3-5 important reasons to create and follow a budget.
 * Lesson Procedure: **

Group Activity: i. High School Senior ii. College Student iii. Post-Secondary Graduate (just graduated from college) iv. Workforce (single, mid-twenties) v. Family (2 working adults, 2 children)
 * 1) Students will be divided into groups of 4-5 people. There need to be 5 groups, so the number of students in each group may have to be adapted to accommodate that.
 * 2) Students will research and investigate the factors that go into a personal budget. They will be provided a situation (i.e. each group will have a different type of household). As a group, they are to create a realistic personal **//monthly//** budget for their household, with the finished form being in a powerpoint, spreadsheet, word document, poster, etc. (They can be as creative as they would like). They will then present their budget to the class.
 * 3) I will provide a worksheet listing the criteria they need to research on. This can include online research (we will be at the library 1 day and I will provide some helpful websites), notes from class or their textbook, or from an adult (parent/teacher/etc.). *** Criteria listed on page 3.**
 * 4) **__ Scenarios: __**

__** Schedule: **__ Day 1: Introduce the topic. Split students into groups. Let them work on the project in class, delegating tasks, beginning research, etc. Day 2: Library Day Day 3: Students will work on creating their budgets, using their research from the past 2 days (including at-home research). Day 4: Students should finish their budgets and create their finished form for their presentation. Day 5: Presentations.


 * __ Criteria for Budget __**
 * 1) Location: Where are you going to live? Why did you pick this location?
 * 2) Job/Income: Job Title, Salary and Benefits (if any)
 * 3) Housing: Type (apartment, house, etc.), Rent/Mortgage, Security Deposit, Utilities (heat, electric, water, garbage pick up), and Renter’s/Homeowner’s Insurance
 * 4) Transportation: Description of Car, Monthly Payments, Auto Insurance (company and cost), Gas, and public transportation (depending on location).
 * 5) Loans (if any): College, Car, Home
 * 6) Essentials
 * 7) Food: Groceries and Eating Out (How often?)
 * 8) Medical Insurance (described in scenario): Health Insurance cost, Physician co-pay and Prescriptions
 * 9) Dental: Insurance cost and Dental cost
 * 10) Clothing: Professional and Personal
 * 11) Health & Beauty (basics- toothpaste, feminine products, etc.)
 * 12) Household/Cleaning Supplies
 * 13) Laundry
 * 14) Non-Essentials
 * 15) Cell Phone
 * 16) Internet
 * 17) Cable/Satellite
 * 18) Gifts: allocate for birthdays and other holidays
 * 19) Hair Cuts
 * 20) Other Beauty: tanning, massage, etc.
 * 21) Pets: food, litter, snacks, toys, vet
 * 22) Subscriptions: magazines, newspapers
 * 23) Memberships?: AAA, gym, club
 * 24) Entertainment: What do you do during your free time, on weekends? Vacations? Movie and game rentals? Etc.

**Humanities Lesson Plan**

__ Instructional Goals __ **Topic:** Talking Sides of Civil Rights- The Help (movie, novel, & soundtrack) **Course:** 10th grade US History & Geography **Scope:** 4-5 class periods (60 minutes) **Sequence**: The Sixties **Unit**: Civil Rights in the Post-WWII Era This lesson will take place during the study of the bigger unit of the 1960s.

1. Students will be able to analyze and interpret different forms of literature, including a novel and song lyrics. 2. Students will understand the hardships faced by African Americans during the 1960s, particularly in the South. 3. Students will be able to connect ideas from video, song, and literature to the history and issues of the Civil Rights Movement.
 * Lesson Objectives: **

The humanities allows for an interdisciplinary investigation on a topic. This topic involves a lot of the more specific studies within the humanities because of its far-reaching causes and effects. It involves geography, history, economics, and political science (the involvement of the government). Focusing on the topic from just one angle would do an injustice and would not be providing all the information and facts. However, incorporating all of the above allows for students to get a well-rounded look at the issue. It also provides an opportunity to incorporate outside sources into the classroom, such as videos, music, literature, etc. This can provide an in-depth look at the feelings present during the time studied or provide an inside look into the lives of those being studied. Once again, it provides an additional perspective on the issue, and hopefully, provides an extra dose of interest for the students.
 * Why use the humanities? **

// The Civil Rights Movement was a major public and social issue, composed of much reform. //__ The Help __// helps showcase some of the issues faced by African Americans, and also the feelings on both sides of the several of the issues present. The song lyrics help to describe particular feelings, including those from the time period. // // This lesson showcases some of the efforts of a few to reform the treatment of African Americans in the United States, as well as those who were against such reform and some of the acts they initiated to halt said reform. // // The novel and the movie take place during the time period revolving around the Civil Rights Movement, and incorporates people and events that – while fiction – are very similar if not identical to those that took place in the United States during the 1960s. // // This lesson showcases some of the effects that governmental actions had on African Americans and their lifestyle as well as the struggles they faced and the effects those struggles had on their lives. It also provides examples of people and ideas that were in resistance to Civil Rights as well as those who were willing to stand up and take a stand for reform. // // The novel and the movie center on women, particularly women in the south. It shows their lifestyle, expectations, and gender roles “typical” of this time period. // // This lesson provides examples of people, actions, and events that both helped and halted reform during the Civil Rights era in the United States. // // This lesson, particularly the novel and the movie, provide insight into the tensions between whites and African Americans, between those for and against reform, and between cities (both within and between). //
 * Standards: **
 * 6.3: Progressivism and Reform: Select and Evaluate major public and social issues emerging from the changes during this period.
 * 6.3.2: Causes and Consequences of Progressive Reform: efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans.
 * 8.3: Civil Rights in the Post-WWII Era- Examine and analyze the Civil Rights Movement using key events, people, and organizations.
 * 8.3.1: Civil Rights Movement- Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including a) Supreme Court decisions and governmental actions, b) protest movements/organizations/civil actions, and c) resistance to Civil Rights.
 * 8.3.3: Women’s Rights: Analyze the cause and course of the women’s rights movement in the 1960s.
 * 8.3.4: Civil Rights Expanded: Evaluate the major accomplishments and setbacks in civil rights and liberties for American minorities over the 20th century.
 * 8.3.5: Tensions and Reactions to Poverty and Civil Rights: Analyze the causes and consequences of the civil unrest that occurred in American cities.


 * Skills from Common Core Standards : **
 * 1) Key Ideas and Details
 * 2) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * 3) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * 4) Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
 * 5) Craft and Structure
 * 6) Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * 7) Assess how point of view or purpose shapes the content and style of a text.
 * 8) Integration of Knowledge and Ideas
 * 9) Integrate and evaluate content presented in diverse formats and media, including visually and quantitative as well as in words.
 * 10) Delinate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 * 11) Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

__ Method of Instruction __ **Envision of Teaching the Lesson**: It would be too time consuming to have the students read the novel //The Help//, so rather I plan on pulling specific parts from the literature that I deem important/relevant as well as using the movie and the soundtrack. The movie will be the basis for the lesson, with the focus then shifting towards analyzing and interpreting particular parts from the novel and lyrics from the music used in the movie. The goal is to provide a variety of ways to understand the material and interpret the author’s purpose and message (the writer, movie producer, and song writer).

1. First, the students will watch the movie //The Help// (in its entirety). I want the students to have a visual before we start to analyze literature, so that they can more easily picture what the words are describing. While they will have had a previous lesson on the Civil Rights Movement, and will be aware of the issues and people involved, I want them to have this basis so they can draw on specific characters, issues, and events from the film when analyzing and interpreting the novel pieces and lyrics. Students will be provided a note-taking handout, which will include a basic character list. This will help them with the rest of the lesson. 2. Next, I will pass out a handout that has the novel excerpts on it. For homework, I want students to read through the excerpts and write 1) their overall opinion/reaction and 2) its connection to Civil Rights issues. 3. Following this text, the next day in class, the students will divide into groups of 4 people and briefly share their responses. We will then come together as a class and go through each excerpt, a) comparing it to the movie, b) analyzing and interpreting its content, and c) coming to a consensus as to its relation to Civil Rights issues and why it was included/is important. 4. The following day, students will once again divide into groups of 4 and each group will have a different song that was in the movie. Their goal is to analyze and interpret is content (the same process that was used yesterday for the novel excerpts). This will be the first half of class. The second half of class will be devoted to sharing their findings. First, as a class, we will listen to the song. Then, the group will present their ideas, pulling particular phrases/words from the lyrics.  5. Finally, as homework, students will create an original piece showcasing their understanding of this lesson. Basically, it is to show what they have learned from this lesson (or it can be anything from the Civil Rights Movement, but it needs to incorporate something from this lesson). It can be a slogan, poster, song, powerpoint, essay, etc.
 * Lesson: **

**Analysis of Materials**__:__ I am using the music in the lesson because I think music really helps people to connect, particularly to each other and material/issue. I am choosing to pull the music from the movie soundtrack because it allows us to analyze the additional element of why it was used in the movie (its importance) and why in the particular scene. Oftentimes people listen to music without really listening, but the lyrics and their place in a movie are rarely an accident. I also want to keep all the materials used in this lesson related. I am using the movie because I strongly believe in learning through visuals, and it helps bring to life the issues. Students often just read about the issues in the textbook, which I do not think helps them fully understand. While the movie is fiction (not a documentary from the actual time period), it provides an opportunity for them to picture somewhat what life was like during this era. Also, it connects something that is very popular and present in their personal life (technology), with the classroom which can enhance understanding, learning, and retention.

** Mock Trial Simulation **

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Unit: Branches of Government ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Class: Civics ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lesson Length: 2 weeks (60 minute class periods) **

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lesson Objectives: ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. Students will become familiar with the various roles present in a trial court. ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">2. Students will become familiar with court procedure. ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">3. Students will use their prior knowledge and practice communication as they present the case. **

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lesson Standards: ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;"> 3.4 System of Law and Laws **

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lesson Procedure: ** **<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. Day 1: ** <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">a. This day will be devoted to assigning and learning roles. Each student will have a role in the trial. They will be provided with a handout detailing their role and responsibilities. The class period should be spent familiarizing themselves with their role and resolving any confusion. <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">b. Students will also decide on the case. There will be a selection of 4, each with a paragraph detailing the particulars of the case. They will have 5 minutes to read through them and then take a class vote. The one with the most votes will be the case that class period does the mock trial for (i.e. different class periods could have different case topics).

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">2. Day 2: ** <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">a. I will briefly go through and describe the steps of a trial, just as a reminder to students. <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">b. They will be distributed a list of procedures for the trial. They will get about 10 minutes to read through it and ask questions. The goal of this is to help keep the trial running smoothly once it begins. <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">c. Students will then be given 20 minutes to prepare for their role. The trial will begin tomorrow. <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">d. The rest of the hour will be spent selecting the jury. That way, tomorrow we can get right into the case.

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">3. Days 3-10: The Mock Trial **

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">4. Day 11: Debriefing/Discussing **

**<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Helpful Tools used in the making of this lesson: **

** <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. Mini-Mock Trial Manual: <span style="background-color: transparent; color: #1155cc; font-family: 'Times New Roman'; font-size: 15px; vertical-align: baseline;">[|__http://www.ccle.fourh.umn.edu/mock3.pdf__] **

**<span style="background-color: #ffffff; color: #04be05; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 15px; vertical-align: baseline;">Psychology Instruction: Lesson Snapshots **

**__ Lesson 1: __** The theme of individual development and identity helps us know about different theories explaining individual development and identity. **__ Lesson 2: __** How identity, development, personality, motivation, perception, and group membership contribute to an individual’s life.
 * This lesson would involve mostly direct instruction. I want to give students basic background information on development and identity theory. Future lessons will go further in depth into both concepts. I want students to know 5 theories: Erikson’s stages of psychosocial development, Freud’s psychosexual development, Piaget’s cognitive development, Kohlberg’s moral development, and Marcia’s identity states. I would provide students with some type of organizational tool (chart) to take notes on during lecture. This allows for a clear outline and look at the theories, which they can reference in future lessons. As homework, I want students to write a short essay (1-2 pages). I would like them to pick 1 theorist discussed and explain their own individual development and identity formation (major events, stages, etc.) through that theory. I would also like them to provide 1 paragraph at the end on why they chose that theory.
 * This lesson will be a continuation and a more in-depth look of material from lesson 1. I want this lesson to incorporate more activities. I would start the lesson with a short lecture on the 4 major theories of personality: psychodynamic, trait, social-cognitive & humanistic. Students would be provided with another organizational chart. While I think it is important for them to learn to take notes on their own, I like to help the organization process somewhat along. Then, I would introduce the Big 5 OCEAN theory and have students take a personality questionnaire to see where they fall in the range. If I can find additional, fun personality questionnaires I will also bring them into the lesson. Afterwards, the class will have a discussion on how accurate these questionnaires are. The 2nd half of the lesson will focus on motivation, mostly just intrinsic and extrinsic motivation. Students will do role-plays and skits to model each type of motivation. Students will then create their own definition for each type, providing individual-specific examples. This will be just a brief quick write that they will turn in at the end of the hour on that day, that I will pass back the following day so they can use it as a study tool and a reference for future lessons. The assessment for this lesson draws on lessons 1 and 2. I want students to draw a picture map (collage) of their own identity, including aspects from developmental, personality, and motivational theory (What motivates you? How do you perceive yourself? How do you think others perceive you?). I would like this to be completed on poster board, which they will then present to the class. They need to be able to explain what each picture represents and how it relates to the material covered in class.

**__ Lesson 3: __** Factors, both genetic and environmental, contribute to individual development and identity.
 * This lesson will be mostly direct instruction and focus on the structure and function of the brain. I will take the students through each part of the brain, explaining its function and the effects that trauma to that area would cause. Students will take notes on their own, but after lecture they will be provided a handout of the outline of the human brain. They are to color and code each structure discussed in lecture and write that structure’s functions in their own words. This is once again to provide them with a reference tool they can access in the future. If it is not completed in class, then it is homework. The next 2 class periods will be devoted to watching the movie “Nell”, starring Jodie Foster, about a woman who has been almost completed isolated for her entire life, causing developmental and identity problems. I am using it as a way to show the effect one’s environment has on his/her development. Students will be provided a short (1 page) writing prompt to complete for homework on the movie and connecting it to the lesson’s topic.

**__ Lesson 4: __** Complex and varied interactions among individuals, groups, cultures, and nations contribute to the dynamic nature of personal identity.
 * I see this lesson focusing on social psychology and I want it to focus mostly on topics that the students face on a daily basis. I will start by giving a short lecture on social psychology theory on attitudes, behavior, and the relationship between the two. Next, we will go into social influence: the power of a situation, the effects that others’ presence has on individual behavior, how group dynamics influence behavior, and how an individual influences a group. We will watch an episode of “What Would You Do?”, but also I will create some similar scenarios that the students will role play for the class. One will include a clique scenario, which is very prevalent in their age group and showcases group dynamics. The next topic will be Stereotyping, Prejudice, & Discrimination, focusing on how each of these are present and seen in specific demographics: sexual orientation, gender, socioeconomic, minorities, and age. Age would be last, leading into issues specifically related to teens: teen violence and aggression, relationships and sex, and drug use. I would use media to showcase how this is represented and have students discuss if this is an accurate representation of their age group and how they feel about that representation. As an assessment, I want students to create their own social experiment. This can be presented in any way they desire (video, poster, essay, etc.). Not only should they describe their experiment in-depth, but also why they chose that experiment, what they want to see come of it, and what their hypothesis is on the outcome.

**__ Lesson 5: __** The variety of factors that contribute to and harm the mental health of individuals.
 * Mental health is very broad and it goes along with lesson 6. I will focus on 2 specific topics that have an effect on students: mental health & physical fitness and stress & coping. I want students to see the connections between mental health and physical fitness and stress. I will somehow show the effects of fitness and stress on the body and any benefits or negatives. One activity students will complete is an online stress test, to see if their results and their opinion of their stress level match up. This can also be remembered later when talking about the accuracy of testing and diagnosis. I also want to provide students with tools and resources to help them cope with stress and maintain mental health. I will end this lesson with the topic of abnormal behavior, questioning what defines abnormal behavior and who defines it. This will be mostly direct instruction, but include discussion from students on their perceptions, which may change once we start the next lesson on disorders.

**__ Lesson 6: __** The ways in which constructs of mental health and behavioral disorders change over time.
 * I will continue our discussion of abnormal behavior from lesson 5 and begin discussing the DSM-IV and its role in disorders. I will then provide a brief lecture on major behavioral disorders: their symptoms, factors that influence the disorder, challenges with diagnosis, and typical treatments. Students will be provided an organizational tool to write down this information. Then, I will discuss the difference between psychologist and psychiatrist and the treatments each can provide. Students will do a group activity where they will be assigned scenarios and have to decide which type of treatment is best and which person (psychologist or psychiatrist) would be best to treat that disorder. Then, the class will watch “One Who Flew Over the Cuckoo’s Nest”, completing a short (1 page) writing prompt connecting the movie to the lesson topic for homework. This will lead into a discussion on behaviors and attitudes towards the mentally ill, and how it has changed over time. As a final project, students will work in partners to research culture differences in treatments. Each pair will be assigned a culture (or region) and will research their beliefs on treatment. They should include a comparison to US culture (presented material and their own personal beliefs). The project is open-ended in that students can present their material in any way they desire as long as they show a clear, detailed description.

**<span style="background-color: #ffffff; color: #f60e4f; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Psychology Unit Plans **
 * ** Psychology Unit Plan 1: Psychological Applications ** ||
 * ** Day 1: ** What is abnormal behavior?

__Activities:__ 1. **Lecture:** How is abnormal behavior defined? DSM-IV //(30-35 minutes)// 2. **Introduction to Disorders** group work a. Students will get into groups of 3-4 students and will take on the role of a psychologist. b. Students will pick a character from TV, movies, books, etc. and diagnose them with a psychological disorder. (//10 minutes)// c. This is not meant to be a thorough exploration, but just a brief look at common disorders and connecting it to something they are familiar with. Students should use information from the lecture and/or their book to pick and defend their disorder. d. They will present their character and diagnosis to the class. After each, poll/discuss with the class and see if they agree with the diagnosis. //(15 minutes)//

__Assessments:__ 1. Their group presentation to the class will be the assessment for today. There is no formal grade, but will count as a participation grade for the day. || __Activities:__ 1. **Researching Psychological Disorders:** DSM-IV Group Work (3-4 students): Students will choose any disorder from the DSM-IV (no duplicates). They will work in the library today & tomorrow researching their disorder. They will present them on Day 6 of this unit. To be included in their presentation: a. Background: How is it diagnosed? How does the DSM classify it? What does it say about the disorder? b. Case Study: Find a person diagnosed with the disorder. Tell us about their story. c. Treatment: How is the disorder treated? Can it be cured? Include other interesting facts surrounding your case. d. Society/Culture: What factors are noteworthy from a societal perspective? Do various cultures deal with it differently? Include labels & stigmas. e. Psychological Perspectives: How do various psychological perspectives view this disorder? What would they say, think, promote, etc.?
 * ** Day 2: ** Disorders

__Assessments:__ 1. Students will turn in a note card at the end of the hour, with at least 2 of the requirements completed (a-e). They do not have to write in complete sentences, but provide a short description and the websites used to show they have been on task. || __Activities:__ 1. **Researching Psychological Disorders:** Continue to work on DSM-IV Group Work activity in the library. a. Today is the last day to work in the library. If not completed, students have 3 more nights they can do it as homework.
 * ** Day 3: ** Disorders

__Assessments:__ 1. Students will again turn in a note card at the end of the hour, with at least 4 total requirements completed. They do not all have to be done because they do have a few nights to do it as homework, but they should strive to get as much accomplished in class as possible. || __Activities:__ 1. **Lecture:** Types of Therapies (//20-25 minutes)// 2. **Therapy Role Play** scenarios a. Students will be divided into small groups (3 people) & each will be assigned a type of therapy. They should use their lecture note handout and their book to help them with their scenario(s). (//15 minutes)// b. The groups will include: - Psychoanalytic Therapy/Psychoanalysts - Humanistic - Behavioral - Family Therapy - Cognitive - Group Therapy - ECT/rTMS (Electroconvulsive and Repetitive Transcranial Magnitude Stimulation) - Psychopharmacology c. Students will present their scenario and explanation of how their therapy fits with it & deems correct treatment. (//20 minutes)//
 * ** Day 4: ** Therapies

__Assessments:__ 1. Their group presentation will be their assessment for today, counting as their participation grade. || __Activities:__ 1. **Lecture:** Drugs, Addiction & Side Effects. (//20-25 minutes)// a. Popular drugs & Slang terms (provide & discuss handout) 2. **Website Exploration:** using my computer, let’s students show to the whole class the side effects of certain drugs & their addictiveness via [] (//20-25 minutes)// 3. Any additional time at the end of the hour can be used for students to work on their homework.
 * ** Day 5: ** Psychoactive Drugs

__Assessments:__ 1. **Above the Influence ad** (Homework)**:** Students will design their own “live above the influence” ad. Students can pick the influence that they want their ad to address, and should use information from the lecture but may also use outside resources (which they must cite). It needs to be presented like a poster (can be any size) and include text as well as images. || __Activities:__ 1. Students will present their research project on a psychological disorder. 2. Students who wish to share their “above the influence” ad may at the end of the hour.
 * ** Day 6: ** Presentation Day

__Assessments:__ 1. Group research project on a psychological disorder. 2. “Above the Influence” ad. || **__Websites Consulted__** <span style="background-color: transparent; color: windowtext; display: block; font-family: 'Times New Roman';">[]

[]

__Activities:__ 1. Intro: **The Big 5 OCEAN questionnaire:** Students will take the questionnaire & see if they agree with their results. Discuss students’ opinions & thoughts on the results. (//15 minutes)// 2. **Lecture:** 4 major theories of personality – Psychodynamic, Trait, Social-Cognitive, & Humanist. (//40 minutes)// a. Today we will only do Trait (1st) & Psychodynamic (2nd). b. Students already completed the Trait personality test. After the psychodynamic portion of the lecture, students will complete a personality test based on that theory.
 * ** Psychology Unit 2: Personality & Individuality ** ||
 * ** Day 1: ** Perspectives on Personality

__Assessments:__ 1. They will do a quick write on their response to their results for each test: What do you agree with? What do you disagree with? Why? (//5 minutes)// || __Activities:__ 1. **Lecture:** Finish lecture on the 4 major theories. (//30 minutes)// a. Today we will do Social-Cognitive & Humanist. b. Following each portion of the lecture, students will take a personality test based on that perspective. 2. **Celebrity Diagnosis** group work: Students will pick a famous person and one of the 4 major theories discussed. Using that theory, they will write a description of the famous person’s personality. (//10 minutes)// a. Students will present their description to the class & try to have the rest of them guess which famous person it is. (//15 minutes)//
 * ** Day 2: ** Perspectives on Personality

__Assessments:__ 1. They will do a quick write on their response to their results for each test: What do you agree with? What do you disagree with? Why? (//5 minutes)// || __Activities:__ 1. **Lecture:** DSM-IV criteria for a personality disorder. (//10 minutes)// a. Students will be provided a handout to take notes. This will be needed later on for the activity. 2. **Clusters Jigsaw:** Students will be divided into 3 groups, each with 1 cluster of disorders (put together due to one commonality). As a group, they need to decide the best way to convey the information so that the class understands the a) overarching theme of the cluster, b) each disorder, and c) the criteria it meets in the DSM-IV. They will fill in the information on the handout provided during lecture. Students will have //25 minutes// and then they will present to the class. a. Cluster A: Individuals with these disorders often appear odd or eccentric. - Paranoid - Schizoid b. Cluster B: Individuals with these disorders often appear dramatic, emotional, or erratic. - Antisocial - Borderline - Narcissistic c. Cluster C: Individuals with these disorders often appear anxious or fearful. - Avoidant - Dependent - Obsessive-Compulsive
 * ** Day 3: ** Issues in Personality & Personality Disorders

__Assessments:__ 1. Students’ presentation to the class will count as their assessment for today, which will count as a participation grade. I also will be able to witness if they are participating and filling out their handouts, which is to their own advantage. || __Activities:__ 1. **Party Analysis:** Students will be paired in groups (3-4 people). They will be provided a handout with descriptions of people at this party. Using their notes from yesterday on each type of disorder, they are to match up the people with the disorder. (//15 minutes)// a. I will have each person (depicted with an image) on the board. b. After the students’ time to complete the matchups, they will come write their diagnosis under each person. As a class, we will then compare them & come to a consensus on the correct diagnosis. c. (//20 minutes)// 2. **Video Analysis:** As a class, we will view videos of people with personality disorders. After each video, we will have a brief discussion of the symptoms we witnessed in each person showcasing that disorder. (//25 minutes)//
 * ** Day 4: ** Personality Disorders

__Assessments:__ 1. The students’ participation grade will be based on observation and presentation during the Party Analysis activity. 2. **Homework:** STUDY! For a short quiz tomorrow on the 4 main theories. || __Activities:__ 1. **Quiz:** 4 theories of personality. (//20 minutes)// 2. **Picture Map:** Create a picture map of your personality. What factors make up your personality? What are your strong/weak traits? Be able to defend the pictures & traits included. (//40 minutes)// a. If not finished, it should be completed as homework and turned in tomorrow. b. If students do finish & want to share with the class, allow for that to occur. c. Some students will share theirs tomorrow regardless at the beginning of the hour.
 * ** Day 5: ** Wrap-Up

__Assessments:__ 1. Quiz 2. Picture map || **__Websites Consulted__** <span style="background-color: transparent; color: windowtext; display: block; font-family: 'Times New Roman';">[]

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**__ [|http://www.raleighcharterhs.org/faculty/akoch/classpage/resources.asp#17] __**

__Activities:__ 1. **Lecture: “**Big Topics” of Social Psychology (//20 minutes)// a. Self-Fulfilling Prophecy b. “Looking-glass self” c. Upward & Downward Social Comparisons d. Impression Management/Self-Presentation e. Self-Serving Attributional Biases 2. **Self-Esteem** Group Work: There will be 6 groups, each with a different demographic. Students will be provided the scenario & a question to answer. (//20 minutes)// a. Students should answer the question according to each of the “Big Topics” talked about during lecture. b. The 6 groups are: - Overweight people - Gays & Lesbians - African Americans - Women - People with physical disabilities - People with mental illnesses c. Groups will present & Classroom discussion (//20 minutes)//
 * ** Psychology Unit 3: Social Psychology ** ||
 * ** Day 1: ** Social Influence

__Assessments:__ 1. **Homework:** Violate a social norm, not anything lewd, obscene, or illegal. Afterwards, write on the following: a. What behavior did you engage in and why did you pick it? b. How did other people react to your behavior? c. How did you feel violating that norm? d. What did you learn from this experiment? || __Activities:__ 1. **Discussion:** Have students share their homework experience. What can we learn from this experiment? (//10 minutes)// 2. **What Would You Do?:** watch an episode of this TV series. Follow with a discussion on what we saw, what we thought, why the behavior is deemed unacceptable, and what students feel they would do if faced with that situation. (//45 minutes)//
 * ** Day 2: ** Social Relations: Stereotypes, Prejudice, & Discrimination

__Assessments:__ 1. **Quick Write:** Pick 1 situation from the What Would You Do episode. What would you do if faced with that situation? (//5 minutes)// || __Activities:__ 1. **Media Analysis:** “Spin the Bottle: Sex, Lies, & Alcohol” (//45 minutes)// a. This will need to be approved via a permission slip sent home to parents due to the content of the material. b. Showcases the teenage/college attitude towards sex and alcohol and the negative side effects of such attitudes. 2. After the video, have a discussion on students’ reactions to the movie. What do they agree with and disagree with? (//15 minutes)//
 * ** Day 3: ** Social Relations: Teenage Sex & Drug Use

__Assessments:__ 1. **Homework:** Write a 1-page response to the video. Include whether it changed your viewpoint on the issues. || __Activities:__ 1. **Lecture:** Laws of Attraction (//20 minutes)// a. The need to belong b. Perspectives on attraction c. Types of relationships 2. **Dating Violence** group activity a. As a group, students need to come up with a definition for “dating”, “violence”, & “dating violence”. They also need to come up with what they deem is acceptable & unacceptable behavior. (//10 minutes)// b. Record their responses on the board & have a brief discussion of why they said what they did and the consensus of the rest of the class. (//15 minutes)// 3. Pass out a “dating rights” handout: [] and a “warning signs” handout: [|http://www.atg.wa.gov/page.aspx?id=1970#FAQ2] a. Briefly look over them with students, discuss their reactions, and discuss why it is important to respect everyone (especially your dating partner) and the severity of dating violence. b. Provide statistics on dating & domestic violence.
 * ** Day 4: ** Social Relations: Attraction & Relationships

__Assessments:__ 1. **Homework:** Watch and/or think of a TV program or movie that includes a couple’s relationship. Write a rough description (1 page) of the relationship and how they treated one another. Use specific examples, including information provided during class. At the end, include your opinion on whether their behavior towards one another was inappropriate or not and why. || __Activities:__ 1. **Good Wife Guide:**[] (//15 minutes)// a. Have students pick this up as they walk in & look it over. b. Read through & discuss the points. What ones stood out to students the most? c. What does it showcase about women gender roles? 2. **Gender Stereotypes:** According to Jim (//35 minutes)// a. Show 1 episode: Jim Almighty b. While watching, students should keep track & write down all of the stereotypes of women that are mentioned. c. Afterwards, have a class discussion on whether these stereotypes are accurate, inaccurate or an exaggeration. 3. **Gender Roles** group work: Students will be divided into groups (3-4) and they are to generate a list of how gender roles for both sexes have changed over time. (//10 minutes)// a. If they desire a start point, begin with the 1950s (like the Good Wife guide) b. Students should generate at least 10 ideas for each gender.
 * ** Day 5: ** Gender Roles over time

__Assessments:__ 1. Students will turn in their gender role list at the end of the hour. It will be counted as a participation grade for the day. || __Activities:__ 1. **Warm-Up:** (written on board): on a sheet of paper list 5 characteristics that define beauty & masculinity (5 for each) in American culture. (//3 minutes)// a. On the board, each word will be written with a line drawn down the middle. List students’ characteristics. Discuss why students chose those characteristics & where they got them. (//12 minutes)// 2. **Defining Beauty & Masculinity** group work: Students will work in groups (3-4 people), with each group assigned a different culture. They will work to list the ways that beauty and masculinity are defined in that culture. (//20 minutes)// a. I will provide resource material for them to conduct this research. b. Students will present their findings to the class and we will have a discussion on the similarities and differences between each culture and the US and why those similarities/differences may exist. (//25 minutes)//
 * ** Day 6: ** Beauty & Masculinity across Cultures

__Assessments:__ 1. Observation of student participation in group work and the group presentation will count as the assessment, making up the participation grade for the day. || __Activities:__ 1. **Warm-Up:** (written on the board): What would your life be like if you couldn’t use Facebook/Twitter/any social media site, email, or your cell phone? Do you think you would be able to do it? Why/why not? Write for the next 5 minutes on these questions. (//5 minutes)// a. Have a few students share their response. 2. **Video:** Teens who go tech free for a week: [|http://abcnews.go.com/Technology/PersonOfWeek/teens-tech-free-social-experiment-facebook-texting-week/story?id=12367700#.T3TuYBz_3Po] a. Discuss students’ reactions. b. Have a discussion on technology dependence & how these technologies influence our social lives and many other aspects of our lives. 3. Any remaining time can be used for students to work on their assignment (design your own social experiment.
 * ** Day 7: ** Social Experiment

__Assessments:__ 1. **Design your own social experiment:** Students should create their own social experiment based on an issue that they think should be explore. Students may present this in any way they would like (poster, video, essay, etc.). It needs to include a thorough description of the experiment, what he/she wants to happen or see, and a hypothesis on the outcome. Students will present them to the class. || **__Websites Consulted:__** <span style="background-color: transparent; color: windowtext; display: block; font-family: 'Times New Roman';">[] []

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**<span style="background-color: #ffffff; color: #780707; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Thoughts on Teaching High School Psychology ** Psychology has always been an interest of mine, and over the years grown into a passion. In high school, I could not wait until I reached junior status so that I could finally take a psychology course and I ended up taking all three courses that were offered. I love learning why people do the things that they do. I find it fascinating discovering ways to explain their behaviors, attitudes, beliefs, etc., and also very helpful in an educational setting. I would say that I fall into the behaviorist and developmentalist categories rather then the biological and scientific categories. Specific areas of interest are life span development, particularly with adolescents, social psychology, and disorders. Social psychology borders somewhat on sociology, which is another subject that I find very interesting and fascinating. I love learning psychology because by understanding why people do certain things, I can better adjust my attitudes and responses.

High school was the first opportunity to take a psychology course, although my interest began way before that age. During that time, I took Psychology 1 and 2, which is a basic overview that helps you prepare for AP Psychology, which I also took my senior year. AP Psychology is virtually the same as Psychology 101 at the college level. Here at Michigan State, I am a psychology minor. I ended up taking Psychology 101 because of issues with test scores, but I actually really loved that course, it was a great experience. I may have actually learned the most in that class, which may be more due to the professor and the way he presented the material then just the material in general. As a whole, I do not necessarily like the psychology minor requirements. I understand why they focus a lot on the physical brain, biological foundations, and cognitive functioning, but those areas just do not really do anything for me. I agree with having a basic knowledge in those areas, but when I chose this minor I was hoping to be able to take much more specific courses in areas where my interests lie. The two classes that are required that I expected to enjoy the most were actually a big disappointment. They were Developmental Psychology: Adolescent through Youth and Social Psychology. The developmental course did not really get in-depth at the issues adolescents face and how to best deal with them, nor the specifics of their development and how best to interact with them for positive outcomes. The social psychology course has just been a list of experiments, which we have to memorize for the exam. There is no connection to the “real world” of today and the issues society is facing. In all honesty, the class is very boring, and I thought it would be my favorite class I take in my minor. I was hoping for it to be a sociological look at society and the issues present, with discussions, different points of view presented, and interesting readings and technology inclusion. Sadly, I have been very disappointed and I feel the class has not prepared me whatsoever to teach social psychology. As far as the content standards go, they seem to coincide with the psychology courses I took in high school, so there was nothing very new or surprising. There were a few overarching themes that I really agree with, and would hope to incorporate into my psychology classroom. I believe in showcasing a “multicultural and global perspective that recognizes how diversity is important to understanding psychology”. I think that diversity is sometimes seen as negative in our current society because of certain “privileges” that are given due to someone’s minority status. However, I think of diversity as individuality, that diversity happens when so many different individuals come together, and that individuality should be seen as a good thing and respected. I also agree with providing students with “an understanding that different content areas within psychological science are interconnected” and an ability “to relate psychological knowledge to everyday life”. That ability to me is the most important and the reason one should take a psychology course, because they want to understand behaviors and attitudes and how that connects to something in their life.

Biology content is not my strong suit, but I do want students to understand the interaction between a person’s biology and their environment in determining their perception, their attitudes, and their behaviors. So often, people are too quick to deem one things as the cause for all that is wrong with a person or a situation, but often times it is a multitude of things working together to cause that issue and it is important to be aware of and address them all for full understanding and to find a solution.

Health is another big area that I would address. I do not think that people necessarily think of physical health when they think of psychology, but it is a big part. I want students to understand the effects that mental health can have on their physical health and vice versa. We live in a day where health is often being compromised, even at their young age, and stress is becoming so prominent. I am definitely guilty of the stress part, and I do not want my students to have that issue. I would like to provide information and tips on how to live your life with better mental and physical health, and that they should start it at their early age because it will improve their life.

Finally, the sociocultural content is an area that would be a big unit in my classroom. I like anything that can connect directly to students’ lives, and this is the perfect topic to do so. I think that one could probably teach every requirement in this domain using a direct connection from their lives, be it an event, a song, a TV show, a person, etc. This also goes along with the diversity concept of teaching understanding, tolerance, and respect because the world is only going to become more culturally diverse and interconnected.

I wish most schools offered psychology courses because I do believe they are highly beneficial. As it says on page 4 of the content standards, psychology is important because “most of society’s challenging problems…are related to human attitudes, values, and behaviors.” We need to understand what is behind these attitudes, values, and behaviors and where they come from in order to help solve these problems. I think adolescent learners should study the subject because it is important to understand those three big concepts, not just for others but for themselves as well, and because it can easily apply to their daily lives in a way that I believe only enhances.

Differentiated Lesson Plan