Spring Arbor University School of Education

Lesson Plan Essential Elements

Biblical Value(s) or Universal
Title: Conclusion to Psychodynamic Theories Value(s) that apply to this lesson:

Subject: Psychology Psalm 139:14 ESV

“I praise you, for I am fearfully
Grade Level: 11th Time Allotted: 50 min and wonderfully made.
Wonderful are your works; my
Instructional Materials Required:
soul knows it very well.”
 Powerpoint and projector
 Worksheet
 Personal computers for worksheet
 Devices for Kahoot.

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Michigan Curriculum Framework: Content Standard (write out)

Content Standard 1: Perspectives on personality

Students are able to (performance standards):
1.1 Evaluate psychodynamic theories

Learning Objective(s):

The student will:

1. Identify Freud’s ego, id, and superego. (Webb’s 1)
2. Investigate Freud’s psychosexual stages (Webb’s 3)
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Instructional Procedure: What information do students need to accomplish the objective(s)?

Time
Allotted
1. Anticipatory Set: How will you catch their attention and set the stage for
the intended learning?
5 min
Kahoot review of last class with a few questions from this upcoming lesson

2. Write out the Objective(s) for Student Learning:

The student will:

1. Identify Freud’s ego, id, and superego. (Webb’s 1)
2. Investigate Freud’s psychosexual stages (Webb’s 3)

3. Plan for Instruction: How will you design the lesson for learning?

1. Anticipatory set – Kahoot (5 min)

40 min + 10 min for
anticipatory set and
closure
2. Freud’s Iceberg explanation (10 min)
a. “Has anyone head of Freud’s id, ego, or superego before?”
3. The Developing Personality (5 min)
4. Overview of Psychosexual Stages (5 min)
5. Intro to worksheet and worktime (15 min)
6. Quick discussion of worksheet (5 min)
 a. “What stage does this cartoon represent?”
7. Closure (5 min)
a. Kahoot

4. Questions: What questions will you be asking?

 Has anyone heard of Freud’s id, ego, or superego before?

 What stage does the cartoon represent?
 What are three takeaways from class today?

5. Differentiation Considerations (accommodations for SED – Learning

Disabilities & TESOL students):

 For Kahoot, I would ask an LD student to partner with another student and
work together.
 For the worksheet, I will strategically pair up any LD students for best
learning outcomes.

6. Assessment(s): How will you be checking student learning?

 Kahoot will be played at the end of the lesson to see the improvement from
earlier in the lesson.
 Worksheet will be turned in for a grade to see if they accurately investigated
the psychosexual stages. This will be given back to the students the next
class period, so they receive feedback.

5 min 7. Closure: How will you end the lesson and review the intended learning
purposes?

 Kahoot that was used at the beginning of the lesson.

 Question: What are three takeaways from class today?