Grades 9 -12 Psychology: Quarter 2, Unit 2 Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed Standards Q2, Unit 2 3 weeks Holt McDougal Students will analyze encoding, storage, and retrieval of memory. This unit aligns with P.71, P.72, P.73, P.74, P.75, Memory Psychology English Language Arts P.76, P.77, P.78, P.79, P.80, Principles in Standards in Writing, P.81 Practice Reading Informational Text as well as Speaking and Listening. SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5 Texts Holt McDougal Psychology Principles in Practice Standards P71, P.72 P.71, P.72 P.71, P.72 P.73 P.71, P.73 Bell Ringer Vocabulary Cards Write a paragraph Explain semantic memory Explain implicit Review/Prepare for Examples: Identifications, explaining a personal in your own words. memory in your weekly Assessment Vocabulary, Map Skills example of episodic own words (Suggest no more than 5 memory. minutes.) Hook EQ: What is semantic EQ: What is implicit EQ: What different EQ: How do I apply Modeling the Standard Develop student interest and memory? memory? types of coding the concepts learned Daily Agenda connect learning to daily does the mind use? this week? Essential Question: What is episodic standards. This can include memory? whiteboard protocol, daily agenda, teacher modeling of the standards. Inquiry Focused Note Taking Video: How We Make Peer Tutoring Students will be Video: Episodic Memory: Definitions Teacher guided inquiry into Memories/Episode 13 given a written and Examples content-rich texts, images or assessment Memory Based Images other content including. Application Case Study: H.M. and His Missing Team Huddle Concept Mapping Peer Tutoring Each student will Teacher facilitated small Memories complete the group or partner strategies to Think/Pair/Share assessment deepen student individually understanding and foster robust, collaborative discussion. Closure Harvard Visible Thinking Routine: I used to Whip Around Exit Ticket: 3,2,1 Cornell Notes Exit ticket: Individual students think…, but now I think… Summery Completed synthesize and/or summarize assessment learning for the day.
Grades 9 -12 Psychology: Quarter 2, Unit 2 Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed Standards 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 SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5 Texts Holt McDougal Psychology Principles in Practice Standards P71, P.72 P.71, P.72 P.71, P.72 P.73 P.71, P.73 Bell Ringer Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Vocabulary Cards Write a paragraph explaining a personal example of episodic memory. Explain semantic memory in your own words. Explain implicit memory 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 is episodic memory? EQ: What is semantic memory? EQ: What is implicit memory? EQ: What different types of coding does the mind use? EQ: How do I apply the concepts learned this week? Inquiry Teacher guided inquiry into content-rich texts, images or other content including. Video: Episodic Memory: Definitions and Examples Memory Based Images Focused Note Taking Video: How We Make Memories/Episode 13 Peer Tutoring Students will be given a written assessment Application Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion. Case Study: H.M. and His Missing Memories Think/Pair/Share Team Huddle Concept Mapping Peer Tutoring Each student will complete the assessment individually Closure Individual students synthesize and/or summarize learning for the day. Harvard Visible Thinking Routine: I used to think…, but now I think… Whip Around Exit Ticket: 3,2,1 Cornell Notes Summery Exit ticket: Completed assessment