Grades 9-12 Psychology: Quarter 2 Curriculum Map Scope and Sequence Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed Standards Q2, Unit 1 Social Interaction and Sociocultural Diversity 3 weeks Holt McDougal Psychology Principles in Practice Students will describe and discuss social cognition, influence, and relations. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. P.51, P.52, P.53, P.54, P.55, P.56, P.57, P.58, P.59, P.60 P.61, P.62, P.63, P.64, P.65, P.66, P.67, P.68, P.69, P.70 Q2, Unit 2 Memory 3 weeks Holt McDougal Psychology Principles in Practice Students will analyze encoding, storage, and retrieval of memory. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. P.71, P.72, P.73, P.74, P.75, P.76, P.77, P.78, P.79, P.80, P.81 Q2, Unit 3 Psychological Disorders 3 weeks Holt McDougal Psychology Principles in Practice Students will explore perspectives on abnormal behavior and categories of psychological disorders. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. P.82, P.83, P.84, P.85
Grades 9 -12 Psychology: Quarter 2, Unit 3 Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed Standards Q2, Unit 4 Psychological Disorders 3 weeks Holt McDougal Psychology Principles in Practice Students will explore perspectives on abnormal behavior and categories of psychological disorders. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. P.82, P.83, P.84, P.85 SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5 Texts Holt McDougal Psychology Principles in Practice Standards P.82, P.83 P.82, P.83 P.83 P.85 P.82-P.85 Bell Ringer Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Paragraph format: What do you know about psychological disorders? How can having a psychological disorder effect daily living? (paragraph) Why are there several editions of the DSM? (paragraph) Define anxiety in your own words. Review/Prepare for weekly Assessment Hook Develop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards. Modeling the Standard Daily Agenda Essential Question: What are psychological disorders? EQ: How are psychological disorders classified? EQ: What is anxiety? EQ: How are anxiety disorders explained? EQ: How do I apply the concepts learned this week? Inquiry Teacher guided inquiry into content-rich texts, images or other content including. Case Studies Focused Note Taking Video: OCD & Anxiety Disorders: Power Point Presentation Students will be given a written assessment Application Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion. Socratic Seminar Think/Pair/Share Philosophical Chairs Gallery Walk Each student will complete the assessment individually Closure Individual students synthesize and/or summarize learning for the day. Exit Ticket: 3,2,1 The 5 W’s Whip Around Journal Entry Exit Ticket: Completed assessment