Week 1 Unit of Study: Thinking, Language, and Motivation, Emotion Second Grading Period

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Week 1 Unit of Study: Thinking, Language, and Motivation, Emotion Second Grading Period

TEKS for Psychology (Content)

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.

2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality.

3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.

3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations.

3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory.

4B Define and give examples of bias related to various points of view.

7A Identify defining characteristics that differentiate the field of psychology from other related social sciences.

8C Identify and describe the basic methods of social scientific reasoning.

9A Describe and explain learning as an adaptation to the environment.

9B Relate cultural perspectives to the traditional physical environment of the culture group.

9C Explain types of relationships of individuals with other individuals and with groups.

18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology.

18B Evaluate the impact of changes in technology on personal growth and development.

TEKS for Psychology (Skills and Processes)

1A Participate in class as a leader and follower.

1D Accept and fulfill social responsibilities associated with citizenship in a group setting.

2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit.

13B Draw and evaluate conclusions from qualitative information.

13E Apply evaluation rules to quantitative information.

13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

14A Use psychology-related terminology correctly.

14B Use standard grammar, spelling, sentence structure, and punctuation.

14C Transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate.

14D Create written, oral, and visual presentations of social studies information.

15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data.

17B Acquire information through the use of electronic sources.

College Prep



Instructional Guidelines

Word Wall

  • thinking

  • image

  • symbol

  • concept

  • prototype

  • rule

  • metacognition

  • algorithm

  • heuristic

  • mental set

  • functional fixedness

  • creativity

  • flexibility

  • recombination

  • insight

  • language

  • phoneme

  • morpheme

  • syntax

  • semantics

  • motivation

  • instincts

  • need

  • drive

  • homeostasis

  • incentive

  • extrinsic motivation

  • intrinsic motivation

  • lateral hypothalamus (LH)

  • ventromedial hypothalamus (VMH)

  • fundamental needs

  • psychological needs

  • self-actualization needs

  • emotion


Glencoe, McGraw-Hill, Understanding Psychology

Unit 4

Chapter 11 pp. 294-311 and

Chapter 12 pp. 312-339
Community Resources

School Social Worker

Local psychological professionals listed with the school district

UT Heath Science Center

Primary Source

APA Ethical Principals for Research

Internet Resources

Social Studies Center

SAISD Social Studies Resource Center





See campus librarian for additional print and non-print resources.

The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:

  • describe and analyze the processes of thinking and problem solving.

  • describe the structure of language and how children develop language.

  • examine the four theories of motivation and the differences between intrinsic and extrinsic motivation.

  • describe the biological and social needs of humans, including Maslow’s hierarchy of needs.

  • compare and contrast the various theories of emotion.

Key Questions

Student Behaviors

Getting the Big Ideas


  • What are the main processes of thinking and problem solving?

  • What is the structure of language and how do children develop language?

  • What are the four theories of motivation?

  • What are the biological and social needs of humans?

  • How would you describe the various theories of emotion?

  • Describe the main processes of thinking and problem solving.

  • Analyze the structure of language and how children develop language.

  • Compare and contrast the four theories of motivation.

  • Examine the biological and social needs of human.

  • Compare and contrast the various theories of emotion.

  • Essay

  • Collaborative learning activities

  • Guided Discussions

  • Graphic Organizer

  • Interactive Notebook

  • Reading Process

  • Foldable


  • Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking.

  • Students write short essay comparing and contrasting the four theories of motivation.

  • Students complete foldable describing the various theories of emotion.


  • preview the text (look at titles, pictures, and key words) and then predict about the basic principles about thinking and language, theories of motivation, social motives, and emotions.

  • brainstorm about times when problem solving was a necessity this school year.

  • discuss times when emotions take over how we think.

  • review the three parts of all emotions.


  • identify terms and analyze concepts related to the thinking, problem solving, motivation, emotions, biological motives, and language.

  • describe how children develop language according to Noam Chomsky.

  • explain two obstacles encountered when problem solving.

  • use a causal chain to chart how the hypothalamus interprets three kinds of information in the brain.


  • make a foldable that summarizes the four stages of language development for an infant.

  • use the problem-solving process to write about how the problem-solving process works in our everyday life.

  • write an essay explaining the theories of emotion.

  • write a paragraph on why people overeat on holidays such as, Thanksgiving and Christmas.

  • divide the classroom into small groups and allow each group to create 4 to 8 emotions to express in a game of charades. Have the small group’s select different words to not have repetition. Have the small groups demonstrate to the classroom the emotions. Have the other students in the classroom guess the emotion.

Technology Integration: Guide students to

thinking citing the typical characteristics. Use the SAISD Social Studies website to access the causal

chain chart.

  • research Maslow’s Hierarchy of Needs on the Internet and create a graphic to show the five levels of

needs. According to the graphic organizer you see yourself which level do you most identify.

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

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