K.

Mitchell AP Psychology 2019

AP Psychology
Chapter 11 – Intelligence &
Chapter 15 – Personality
Group Teaching Project
1. Everyone in the group must read the section they are assigned for homework and be prepared to discuss it the
next day in class with their group.
2. The groups must master the material in their section of the chapter. You can
divide it up and then teach it to each other. The group must understand all
the material in your section
3. The group must prepare a PowerPoint accompanied with a handout of the
PowerPoint containing the important topics covered the section. These will
be the students’ notes, so a RELEVANT amount of detail should be included.
The handout will be the printed version of the PowerPoint in handout
format (3 slides per page with space to write).
4. The group will present their section to the class on an assigned day. In 45
minutes, the group must teach the material (referring to their handout,
book, PPT, etc.) and help students with the worksheets (that you create) for
that section. Don’t just give other people the answers…they have to LEARN
the material. The time constraint will be strictly enforced; points will be lost for going over 45 minutes!!
5. REQUIRED INFORMATION FOR PROJECT:
a. ______ Must teach the objectives and vocabulary in your section (can be included in PPT and/or on
handouts)
b. ______Must have ORIGINAL PPT/Prezi to explain concepts (An electronic submission of the PowerPoint
will be due the day before the group is scheduled to present)
c. ______ Must provide class with handouts to take notes / follow your PPT or Prezi
d. ______ Must research and include a professional scholarly article from a psychology journal that further
explains the concepts (provide excerpts to students and incorporate info in your Presentation.
e. ______ Must have an interactive/group activity for the students to participate in that will aid in
comprehension of a few of the concepts in your section
f. ______ Must develop a 15 question quiz to be completed at the end of your lesson / MUST require
critical thinking / NO RECALL or True and False
g. ______ Write out your ORIGINAL lesson plan for the day – WORDING MUST BE SPECIFIC AND
COMPLETE (see sample template)/ plan for 45 minutes
6. Compile all documentation in a 1 inch 3-ring binder with dividers
 *Cover page with visual to reflect section information (with group
members’ names)/ Include section title and subsection titles
 Lesson plan
 Objectives covered
 Vocabulary Covered
 Print out of PPT or Prezi
 Handouts
 Psychology Journal Article
 Quiz with answer key
 K. Mitchell AP Psychology 2019
EACH MEMBER IS RESPONSIBLE TO PARTICIPATE IN THE DEVELOPMENT OF AND TEACHING OF THE LESSON /
FAILURE TO DO SO WILL RESULT IN A LOWER PERSONAL GRADE
** It is expected that outside work will be done to complete this project.
**make presentations memorable
**Use a short film clip or do a quick skit if that helps others retain info.
**You are responsible for teaching other members of the class. While the teacher will assist when difficulties arise,
teaching the bulk of the material is the students’ responsibility. Cooperative learning means working together to learn
the material thoroughly. You must work with each other in a mature, productive and efficient manner. Listen to the
members of the class because everyone’s input is valuable. Remember this:
“Understanding is seeing that the same thing said in different ways is the same thing.”
**Don’t let your group down…you should be in class every day during the teaching of this chapter because every day will
include some group work. If you are absent, make sure your group members have the materials they need to carry on
without you. I suggest making copies of the important information so everyone has it and everyone in the group can
teach it.

Chapter 11 – PAGES GROUP OBJECTIVES Chapter 15 – PAGES GROUP OBJECTIVES

Intelligence Sections Personality Sections
 What is 431-441 1 1-7  The 595-608 4 1-9
Intelligence? Psychoanalytic
Perspective

 Assessing 442-449  The Humanistic 609-612 10-13

Intelligence Perspective
2 8-14 5
 The Dynamics 450-454  The Trait 613-622 14-19
of Intelligence Perspective

 Genetic and 454-466 3 15-19  The Social- 623-630 20-24

Environmental Cognitive
Influences on Perspective 6
Intelligence 631-636 25-28
 Exploring the
Self
 K. Mitchell AP Psychology 2019
GRADE SHEET: CHAPTERS 11 & 15

ITEM POSSIBLE EARNED COMMENTS

POINTS POINTS
PRESENTATION 150PTS -------------

PowerPoint / Helpful / Not 15

read
Content for section fully 20
covered
Objectives & vocab covered 20

Journal Article Covered 15

Interactive Group work 15

40-45 min. 10

Handouts for class 20

Quiz 20

Electronic Submission 15
of PPT
LESSON PLAN 50 PNTS -------------

Complete & well thought out 50

lesson plan (evident on lesson
plan form / outlines each step of
lesson)
BINDER 35 PNTS ------------

Correct binder 10

Section Identified on binder 10

7 Dividers labeled / each 15

with required information
behind it
GRADE:

235 POINTS
 K. Mitchell AP Psychology 2019
Lesson Plan Example 1
Lesson title: Using Scaled Models

Grade level(s): High School

Subject matter Geometry

area(s):

Amount of time One class period / 55 mins.

needed:

Description: In this lesson students will work on developing scaled-down models of a larger object. They will use measurement and
calculation skills.

Objectives: At the end of the lesson, students will be able to:

 Create a scale drawing of an object

 Calculate surface area and volume for the object and its scale using correct dimensions and units
 Name situations in which scale drawings are important

Prerequisite Prior to this lesson students need to understand surface area (SA) and volume (V).
skills:

Materials  A variety of boxes

needed:  Rulers
 Graphing paper
 Calculators
 Handout for recording information
 Scissors
 Tape

Teacher The teacher should calculate the actual and scaled surface area and volume for each box being used. Select an
preparation: appropriate scale — one that will allow students to draw the sides of the box on a piece of regular paper. If you select a
different scale for different boxes, you might want to record the scale on the box.

The teacher should create a handout for students to write the length, width, height, surface area, and volume of the
actual and scaled down box.

Activities: 1. Place students in small groups of two or three. (2 mins.)

2. Give each team a box and a handout for each student. Have them measure the box and record the length,
Include time each width, and height on the handout. (2 mins)
3. PPT - Review the formulas for calculating surface area and volume. (7 mins.)
thing will require
4. Have students calculate the surface area and volume of the original box. (5 mins)
5. Have students calculate the dimensions of a scaled-down version of the same box. (5 mins)
6. Discuss how proportions such as length and width would remain the same. (2 mins)
7. Have students calculate the surface area and volume using the scaled dimensions. (5 mins)
8. Compare the SA and V of the actual and scaled boxes. (3 mins)
9. Ask students to draw each side of the smaller, scaled-down version of the box on graph paper. (5 mins)
10. Have students cut out the sides and, using tape, assemble the scaled-down box. (5 mins)
11. Have students examine both boxes side by side and note similarities in proportion. (3 mins)
12. Ask students when they think it might be important to build scaled versions of something. Make a list of
professions that might use this technique (engineer, architect, designer). (5 mins)

49 mins.

Assessment: Give students a series of dimensions for either actual size or scaled size objects along with the desired scale. Have
students use the desired scale to figure out the missing information and/or draw the scaled-down versions. Check
student's calculations and measurements for accuracy.
K. Mitchell AP Psychology 2019
 K. Mitchell AP Psychology 2019

Lesson Plan Example 2

Lesson title: Holocaust Concentration Camps

Grade level(s): High School

Subject matter
World History
area(s):

Amount of
One class period
time needed:

Description: In this lesson students will learn about and discuss various aspects of concentration camps used during WW II.

At the end of this lesson students will be able to:

 Provide information related to the numbers of individuals killed and the various groups directly affected by the use of
concentration camps
Objectives:  Explain personal accounts of individuals surviving the concentration camps
 Discuss connections to their own lives and current events

Prior to this lesson students should have an understanding of the context in which the Holocaust took place. Students should
also have background knowledge of Nazi Germany and the events leading up to WWII.
Prerequisite
skills:

 Night by Elie Wiesel

 Other accounts written by Holocaust survivors
 Statistics related to the number of Jews and non-Jews killed during the Holocaust as well as a description of all of the
Materials groups directly affected
needed:  Pictures of concentration camp layouts
 Examples of Nazi propaganda
 Newspaper clippings of recent events involving ethnic oppression

The teacher should prepare a lecture on concentration camp life and the groups directly affected by the Holocaust, including a
Teacher handout of main points. The teacher should also search for and mark passages written by Holocaust survivors recounting their
preparation: experiences. The teacher should also prepare a list of questions to discuss with students regarding the Holocaust and to make
connections to their own lives and current events.

1. Ask students to share their knowledge of the Holocaust and Nazi Germany.
2. Present information related to the Holocaust through the use of transparencies or PowerPoint slides. Provide students
with an outline of the lecture.
3. Read passages written by Holocaust survivors. Ask questions following each passage regarding the insights provided by
the passage.
4. Ask students to discuss the relevance of this time in history to their own lives. Get students to discuss similar forms of
Activities:
oppression taking place in the world today as well as possible ways to prevent oppression.
5. Have students write questions they have regarding the Holocaust and research them on the computer (if possible)
during or outside of class. Or, have students write letters to various organizations that gather information related to
the Holocaust.

Call on individual students at the start of class or during discussions to test their background knowledge. Formal assessment can
be carried out through a quiz or an assignment that requires students to follow-up on and extend the information covered in
Assessment: class (i.e. reports, Web searches, summaries of first-hand accounts, etc.)
K. Mitchell AP Psychology 2019
K. Mitchell AP Psychology 2019
 K. Mitchell AP Psychology 2019
Lesson Planning Template

GIVING PSYCHOLOGY AWAY ASSIGNMENT

Introductory Psychology Fall 2006
Prepared by Shelley DeFord & Prof. Debra Mashek

Materials What materials will you need to teach this class? Be sure to include handouts,
presentation materials, quizzes… everything you need to either bring or make sure
is already in the classroom for you.

Purpose What is the large-scale goal of this lesson? What general skill or basic area of
understanding do you want the students to take away?

Objectives What specific knowledge and skills should the students gain from this lesson?

Students will be able to …

Hook How are you going to introduce the topic? What will you do to get the students
( _____ minutes) excited and interested in your lesson?

Input How are you going to present the lesson and what information are you going to
( _____ minutes) present? This may include lecture, visuals, demonstrations, etc.

PRACTICE How are you going to help the students practice applying the skills and knowledge that you’ve just taught
them? This should reinforce and involve each of your specific objectives. This will probably be covered
by your engaging, critical-thinking based activity.
EXAMPLES
Guided Practice Guided Practice
( _____ minutes)
Have students come up to the big slide picture and practice blending the
consonant and vowel sounds. Remind them to always have a consonant (red card)
go down the slide with a vowel (yellow card) and always have a consonant (red
card) waiting at the bottom to catch them coming down. As the students come up
to the big slide and practice have the other students do the same thing on their
own slides. As each CVC word is formed have the class practice saying those words
out loud.

Independent Practice Independent Practice

( _____ minutes)
Have the students experiment and practice on their own blending CVC words
using their own slides. Allow the students to take their slides and cards home to
practice also.

Check for How will you know that your objectives have been met? (This will probably be
Understanding covered in your quiz.) Will you grade the quiz in class? Have students exchange
( _____ minutes) quizzes and grade each other? Go over the correct answers?

Closure How will you “wrap up” the class?

( _____ minutes)
 K. Mitchell AP Psychology 2019
Daily Lesson Plan

Teacher: Acree & Blagrove Lesson Date: 9/6/12

Subject: English IV LDC/Unit Title: 12th
Our Place in the World Is Progress always a step forward?
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which standards Agenda: (What is the snapshot of my class flow?)
are being specifically addressed in this lesson?): CCSS11-12-.1) cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inference drawn from the
text including where the text leaves matters uncertain.
1. Daily do-now question
2. Motivation –
3. Discussion and introduction – Text Code & Annotation
CLG: (1.1.2) Students will use during reading strategies appropriate to both text and purpose for 4. Small Group Assignment-
reading by reading, visualizing, making connections, and using fix-up-strategies such as re- 5. Independent Practice--summary
reading, questioning and summarizing. 6. Wrap up activity
7. Exit ticket

Lesson Learning Target: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

I can analyze and summarize the text using text codes and two column notes.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative

assessments should be used at key
points throughout the lesson.

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) Drill questions are answered daily
and collected on Friday.
5 min  Students will share a list of text features and describe the use for each .
 Turn in homework “Scavenger Hunt” activity

Students discussed the trend that

developed around the “kidney
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary Transplant Decision Making
3-5 that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) Activity. Both 12th Grade classes
min picked the same five people.
o What criteria did you use to make your decisions about who would get the kidneys in the Kidney transplant
activity?

10-12 Students will observe the

min teachers’ model and will only
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared become involved when
reading, and shared writing, discussion, writing process.) recruited by the teacher.

& Inform students that today’s lesson is about reinforcing their understanding of the rules for note taking using the
text coding strategy and a two column note book they will create.
Teacher Models: I Do…”Deborah’s Voice” page 13 “The Immortal Life of Henrietta Lacks”
? = questions you have of clarification about
 =information you already knew and connected with (makes you say “Yeah!”
! = you discovered something new, surprising, shocking or fun

* =information seem important, vital key, or memorable

While a designated reader/teacher reads page 13 text, the teacher will model a think aloud, annotating and coding a
text in the two column note book. Teacher will then use the annotated notes to write a brief summary of that
segment of the text.
 K. Mitchell AP Psychology 2019

Teacher will create a discussion box that scaffolds the big question:

What is progress?

How can you determine that progress has been made?

What are some areas in your life /society you believe there has been progress?

With the entire class participating students will take two minutes to turn and talk with the person sitting next to
them and briefly discuss the text read and decide whether progress was a step forward in “Deborah’s Voice”

Responses will be recorded on the board as following:

Is Progress always a step forward?

Yes for whom /what No for whom /what Why

Small groups will annotate the text

with the teacher facilitating the
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student process.
conferencing, re-teaching or intervention, writing process Big Question Is progress always a forward step?

Following group norms and protocol for Group work Students have specific roles to play within the group and everyone is
responsible for writing his or her own notes.

o Students will move to their respective groups and continue reading page 14-15 through collaborative
group partnerships
 As they read students will bear in mind the Big Question … As far as the test is able to provide answers to the questions…
15-20  Is Progress Always a step forward?
min
 In what areas can you conclude that progress has been made?
For whom / what and explain why……

o We Do… Students imitate teacher’s process while the teacher facilitates and interjects where
necessary to code and annotate the information from the text in their own two column note book
using strategies for text coding.

o We Do … Students will collaborate with each other in their respective groups -- alone without the
teacher -- in small groups then among themselves turn and talk to discuss and clarify information in
the text

Students work independently to

annotate and code the important
Independent Practice: (individual practice, discussion, writing process.) take away from the text in their two
column note book Then briefly
summarize the text.
25 min
You Do… Students work independently:

Class work Folders are created for students and given for them to put their work in.
 K. Mitchell AP Psychology 2019
o The students will work independently to share their respective sentences, phrases, words and ideas
about the text while they annotate and briefly summarize the text
o Each student will be responsible for coding and recording the entire summary of the text they have
read. “The Exam” from the text The Immortal Life of Henrietta Lacks.
 As they read students will bear in mind the Big Question … As far as the test is able to provide answers to the questions…
 Is Progress Always a step forward?
 In what areas can you conclude that progress has been made?
For whom / what and explain why……

Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
5 min
o How did your analysis and summary of the “The Exam” affect your understanding of the text and what
you anticipated about the text before reading?
o
Exit ticket-- individual summary

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
5 min
o Discuss one take away from the text.

SB

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) RE

Instructional Modifications: DB

 Scaffolding the text and Big question AW

 All documents and activities can be easily modified for special education students. I.E. fill in some
information; highlight/underline items in readings; give clues next to ‘chart items’; students could use MS
‘pictures/icons’ that they create – instead of only definitions/examples SL
 Work one on one with students to assist with reading and interpretations of handouts.
 Give students extra time to complete assignments SR
 Small group adaptations.
 Text read aloud by either teacher or designated student readers
 Modeled creation and use of two column notes and text codes during text analysis
 Model summarizing main points in a text

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

LCD projector, handouts, Text: “The Immortal Life Of Henrietta Lacks”,

Notes:

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction – English 9-12
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided Practice/Small -Anticipatory guides/sets -Book/author talks -Cornell Notes
group -Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences - Summarizing Text