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Tabbitha Van Orden

Lesson Plan
Subject: Psychology (High School level)
Topic: Psychological Disorders
Common Core State Standards: The content standards for psychological disorders include
being able to describe the classification of psychological disorders, discuss the challenges
associated with diagnosis, describe symptoms and causes of major categories of psychological
disorders, and evaluate how different factors influence an individuals experience of
psychological disorders. ("National Standards for High School Psychology Curricula." American
Psychological Association. N.p., n.d. Web. 15 Nov. 2016. Retrieved from
http://www.apa.org/education/k12/national-standards.aspx)
Overall Focus for the Two Day Lesson Plan: This is a continuation of a lesson on
psychological disorders. We would have already discussed what constitutes abnormal behavior
and societal views of psychological disorders. The focus of this two-day lesson plan is to provide
an introduction of psychological disorders, their symptoms, and what influences psychological
disorders. Students at the end of the lesson should have a greater understanding of psychological
disorders and be able to identify disorders and their classification from a provided list of
symptoms.
Literacy Strategies:
Comprehension Strategies:
Jigsaw – will be used to introduce students to the different psychological disorders and
encourage learning through peer teaching.
Cornell Notes – Help students to organize all the information they are learning into an easy guide
for them to study
Read aloud – used to introduce students to the topic and make it relatable to them by using
popular media icons.
Language/Vocabulary strategies:
Vocabulary self-awareness chart – Help students to remember the big picture and important
definitions.
word wall – Use so students feel comfortable with the reading material and understand what they
are reading.
Writing Strategy:
Exit slips – use as the wrap up for the lesson, and assess what the students have gained from this
lesson on psychological disorders.
Materials:
Readings (see attached references)
Paper and pencil for Cornell notes
Vocabulary self-awareness chart
Exit slip with prompt
Objectives:

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1.) Be able to identify symptoms of psychological disorders and factors that influence onset
or experience of the disorder. – Cornell Notes
2.) Be able to explain important information regarding specific classifications and
psychological disorders and teach their peers in home groups. – Jigsaw
3.) Students should have a greater understanding of the definitions of the different
classifications of psychological disorders and specific disorders, and to be able to
recognize it when the symptoms are provided. – Vocabulary self-awareness chart
4.) Students should know technical vocabulary words so they can easily read and use the
information in the texts for their Cornell Notes. – word wall
5.) At the end of the lesson students should be able to explain a classification of a disorder
and at least one of the specific disorders under that classification, its symptoms, and
something important regarding either influences on the disorder or treatment of the
disorder. – Exit slips
Day One – 60 minutes
Read aloud and class discussion: 10 minutes
After students enter the class room and have been seated I will begin by asking them what they
know about psychological disorders and how they think it may be presented in popular media.
After students discuss what they may have seen on television or heard from their favorite
actors/actresses, I would read excerpts from the website articles about celebrities, movies, and
Sheldon cooper from Big Bang Theory. This will help students to see that psychological
disorders and mental illness are quite common, and also help them to recognize symptoms they
have seen in theses figures and relate them to the information from the Psychology text book in
the jigsaw activity.
Introduce lesson plan: 2 minutes
“We have been discussing what constitutes abnormal behavior regarding psychology and what
that behavior can mean. Over the next few days we are going to be working in groups and
individually to explore different classifications of psychological disorder and specific disorders
and their symptoms. After learning this material, it should help you to recognize what abnormal
behaviors are attributed to which psychological disorders, and be able to identify different
disorders under the same classification.”
Vocabulary self-awareness chart: 5 minutes
Students should have found on their desks when the came in the vocabulary self-awareness chart
that has the classifications and psychological disorders listed for them. Students will be
instructed to fill out the sheet, with pencil, marking words they either know well, only know the
definition or an example, or not at all. They will be told to keep this paper with them and fill it
out and change things as the lesson continues.
Word wall: 8 minutes
There are multiple specialized terms as well as technical terms students need to know to be
successful in this lesson. We will go over the words on the word wall, what students think they
mean, and what they mean. Students can write them down on blank spaces on their vocabulary
self-awareness chat if they wish for easy reference.

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Introduce Cornell Notes: 5 minutes
I would take time to show students how to set up Cornell notes and what information they should
be finding in the readings that we will be starting today and continuing tomorrow with our group
activity.
Individual reading and starting Cornell notes: 15 minutes
I would provide each student with a copy of the reading from the Psychology textbook on the
introduction of psychological disorders. They would quietly read and start their Cornell notes on
the introduction to psychological disorder. Here they could also add to their Vocabulary selfawareness chart after gaining further understanding of the words in this lesson.

Class Discussion: 15 minutes
We would end by discussing what they have learned from this reading, and choose to share some
information they thought was important to put down on their Cornell notes. We would discuss
what disorders we will be working with tomorrow in a group activity. Also make sure to remind
them to have their Cornell notes and Vocabulary self-awareness chart with them for tomorrow.
Day Two – 60 minutes
Introduce lesson Plan: 5 minutes
“Today we will be breaking into groups to complete a jigsaw activity and then end in a class
discussion. You each have been given a number and a color on your desks. The color represents
your home group, where you will do a quick review together of the information we learned
yesterday and review the word wall. Then your numbers represent what expert group you will be
moving too. In your expert groups you are going to read about a specific classification of
psychological disorder and the disorders under that classification. I want you to use your Cornell
notes to fill out the important information, such as the characteristics of that classification, the
specific disorders and their symptoms, and any treatments for that disorder or factors that
influence the disorder. You will return to your home groups and have time to teach each other
what you have learned in your expert groups. Any questions?”
After I am done speaking students will first break into their home groups.
Review word wall and vocabulary self-awareness chart: 5 minutes
In their home groups students should be discussing the words on the word wall and what they
mean. I will be walking around observing the conversations making sure they are helping each
other to understand and be prepared for the readings in their expert groups.
Jigsaw Activity: 30 minutes
Will break up into their expert groups for 15 minutes and read the provided material from the
Psychology textbook, some of which will be condensed by myself because of the length and time
constraints for the activity. They will fill out the information on their Cornell notes, which they
will use to teach their classmates in their home group. When the 15 minutes are up they will
report back to home groups and each student will take a few minutes explaining the important
facts they found while the other members write the information in their Cornell notes. I will be
walking around during the activity seeing how things are going in each group and making sure

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they stay on track. These readings for the expert groups include sections from the psychology
text book on anxiety disorders, somatoform disorders, dissociative disorders, mood disorders,
schizophrenic disorders, and personality disorders.
Discussion of Jigsaw activity: 10 minutes
This will be an open class discussion about what students learned from this activity, and this also
allows for students to fill in any information they may have missed or feels is important. This
will be the time to ask any questions they may still have regarding the psychological disorders
we have been reviewing. This also provides time for them to be changing their vocabulary charts,
which if they do not finish will be homework.
Exit slip: 10 Minutes
Students will be given a slip with the prompt “Write about one classification of psychological
disorder and a specific disorder under that classification you learned about today. Provide as
much detail as possible”. Students will hand this in on their way out of class. They will be
instructed to put away their notes before completing this activity.

Objective
Be able to identify symptoms of
psychological disorders and
factors that influence onset or
experience of the disorder

Literacy Strategy
Cornell Notes

Be able to explain important
information regarding specific
classifications and psychological
disorders and teach their peers in
home groups.

Jigsaw

Students should have a greater
understanding of the definitions
of the different classifications of
psychological disorders and
specific disorders, and to be able
to recognize it when the
symptoms are provided.

Vocabulary self-awareness
chart

Students should know technical
vocabulary words so they can
easily read and use the
information in the texts for their
Cornell Notes.

Word Wall

Assessment
This will be assessed by successful
completion of their Cornell notes. They
should have identified the psychological
disorders under their classification and
their symptoms. Also any other
information they felt important.
This will be assessed by how well
members of their groups will be able to
fill out their Cornell notes based on the
information they provide. Also the group
discussion after will allow them to explain
out loud to the class what they learned in
their expert groups.
This will be assessed by successful
completion of the Vocabulary selfawareness chart. They should be able to
provide the definition (or symptoms) of a
disorder and an example.

This will also be assessed by successful
completion of Cornell notes and
Vocabulary self-awareness chart. It will
show that they understand the technical
vocabulary and can use their gained
knowledge to understand the text.

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At the end of the lesson students Exit slip
should be able to explain a
classification of a disorder and at
least one of the specific
disorders under that
classification, its symptoms, and
something important regarding
either influences on the disorder
or treatment of the disorder.

This will be assessed by how much
information the can provide on their exit
slip. Also by how accurate the information
is that they provide.

Required Readings
Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Pages 443-449.

Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Pages 449-453.

Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Page 453.

Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Pages 454-456.

Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Pages 456-462.

Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Pages 463-468.

Myers, D. G. (1989). Psychology. New York, N.Y: Worth Publishers. Page 469.

Kausch, K. (2015, October 05). 15 Celebs Who Are Shutting Down Stigmas About
Mental Illness. Retrieved October 12, 2016, from
http://www.mtv.com/news/2289330/mental-illness-awareness-celebrities/

Sandwell, I. (2015, November 05). 30 best movies about mental illness. Retrieved
October 12, 2016, from http://www.gamesradar.com/best-movies-about-mental-illness/

G. (2016, June 3). Personality Disorders: The Big Bang Theory's Sheldon Cooper.
Retrieved October 12, 2016, from https://reelrundown.com/tv/Sheldon-Cooper-PDs

Tabbitha Van Orden

Vocabulary self-awareness chart

Word
+

-

Example

Anxiety
disorder
Somatoform
disorder
Dissociative
Disorder
Mood
Disorders
Schizophrenic
Disorders
Personality
Disorders
Psychologicall
y disordered
Neurotic
Disorders
Psychotic
disorders
Delusions
Medical Model

*empty spaces provided if they decide to add word wall words to their chart.
Words for the Word Wall
Abnormal
Disturbed
Mania
Maladaptive
Paralysis
Lethargy
Aggrandizement
Hallucinations
Disassociated
Diagnostic and Statistical Manual of Mental Disorders

Definition

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Exit Slip
Name:
Date:
Period:
Write about one classification of psychological disorder and a specific disorder under that
classification you learned about today. Provide as much detail as possible.