Psychology Pack: Dream Theories, Journaling & Analysis (Critical Thinking)
Engaging Language Arts and Psychology
188 Followers
Grade Levels
9th - 12th, Higher Education, Adult Education, Homeschool
Subjects
Resource Type
Standards
CCSSRST.9-10.1
CCSSRST.9-10.4
CCSSRST.9-10.7
CCSSRST.9-10.9
CCSSRST.9-10.10
Formats Included
- PDF
Pages
12 pages
Engaging Language Arts and Psychology
188 Followers
What educators are saying
My students found these articles interesting. It helped teenagers better understand how sleep affects their brain and recognize the importance of good sleeping habits.
Description
This is a complete packet to fully invite students to not only learn about the historical perspectives and theories on dreaming, but to record their own dreams and synthesize that knowledge and application by writing a critical thinking response to their dream(s). This 12-page PDF includes dream theories from antiquity, Freud's psychoanalytic theory on dreaming (with discussion of the id, ego, and superego), as well as Carl Jung's perspective on dreams, grown out of and developed from his one-time friend, Freud.
Suggestions are provided for helping students recall their dreams and set the stage at night to dream, plus seven (7) separate copies of dream journals. The final page is a set of directions for a synthesis activity. In this activity, students are scaffolded to develop Common Core 21st Century Skills while stretching themselves to the higher levels of Bloom's Taxonomy (eg. moving beyond remembering/applying/analyzing into evaluating and synthesizing that knowledge).
In my experience, students adore talking about their dreams, and enjoy even more delving into what those dreams might mean to them in order that they lead more productive, thoughtful lives; it's an informational text reading + reflective / critical thinking inquiry activity which could take 1-4 (+) class periods of higher-level application and analytic thinking/problem-solving work, targeting Common Core standards.
Feel free to peruse my TpT store for a set of PPT notes on Consciousness/Sleep Stages and Dreaming as well as Personality Theories (Freud, etc.) with your Consciousness/Dreams and/or Personality Theories unit, etc. You may also wish to pair this with my discounted sleep survey prior to shifting gears into this recall, analysis, and synthesis of dreams. This would work well following or alongside the item entitled Psychology: Daydreaming~ Informational Text with Critical Thinking Analysis also in my store.
Thank you for visiting my store, and I look forward to your feedback!
Suggestions are provided for helping students recall their dreams and set the stage at night to dream, plus seven (7) separate copies of dream journals. The final page is a set of directions for a synthesis activity. In this activity, students are scaffolded to develop Common Core 21st Century Skills while stretching themselves to the higher levels of Bloom's Taxonomy (eg. moving beyond remembering/applying/analyzing into evaluating and synthesizing that knowledge).
In my experience, students adore talking about their dreams, and enjoy even more delving into what those dreams might mean to them in order that they lead more productive, thoughtful lives; it's an informational text reading + reflective / critical thinking inquiry activity which could take 1-4 (+) class periods of higher-level application and analytic thinking/problem-solving work, targeting Common Core standards.
Feel free to peruse my TpT store for a set of PPT notes on Consciousness/Sleep Stages and Dreaming as well as Personality Theories (Freud, etc.) with your Consciousness/Dreams and/or Personality Theories unit, etc. You may also wish to pair this with my discounted sleep survey prior to shifting gears into this recall, analysis, and synthesis of dreams. This would work well following or alongside the item entitled Psychology: Daydreaming~ Informational Text with Critical Thinking Analysis also in my store.
Thank you for visiting my store, and I look forward to your feedback!
Total Pages
12 pages
Answer Key
Does not apply
Teaching Duration
2 days
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Standards
to see state-specific standards (only available in the US).
CCSSRST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSSRST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
CCSSRST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSSRST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSSRST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Reviews
Questions & Answers
188 Followers
