Full Lesson Plan

 Topic: Psychoanalytical Perspective in Literary Theory

 SOL Content, Number, Description:

(This is a lesson on literary theory for an AP class, so this is a bit harder to apply.)

(12.3) The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
o e) Expand general and specialized vocabulary through speaking, reading, and
writing.

 Instructional Objective(s):
Students will understand that…
o Psychoanalytic perspective differs from other perspectives by focusing in
character mindsets and behaviors.

Students will know….

o The psychoanalytic perspective focuses on character behaviors and mindset.
o The psychoanalytic perspective sees character motivations and feelings as
reflective of the author’s feelings, behaviors, and mindset.
o The definitions of id, ego, superego, Oedipus complex, and repression.

Students will be able to…

o Remember specific terminology pertaining to the psychoanalytic perspective.
o Differentiate the psychoanalytic perspective from the formalist perspective.
o Analyze literature using the psychoanalytic perspective.

 Technology Used: I will use a projector and PowerPoint software. I will also have used
the copier to create the packets for this particular lesson.

 Set Induction/Hook and Name: I will begin with funny Freudian slips, how the
unconscious mind inserts itself into the conscious. We will look at a few funny photos
and I will discuss how it all is tied to Freud, the father of the psychoanalytic perspective.

 Questions:
What is the psychoanalytic perspective looking for in literature?
What is some useful terminology in the psychoanalytic perspective?
What does a psychoanalytic analysis sound like?

 Lesson Body and Sequence:

Time Teacher (What I am Students (What they Questions
doing) are doing) Analyzed
 10 Minutes (I do) After my hook, I will Students will receive a What is the
present on the packet for the lesson psychoanalytic
psychoanalytic with all materials perspective
perspective. I will needed. The first pages looking for in
cover its focus on the will correspond with my literature?
psyche of characters PowerPoint, which will
and how that reflects allow them to take What is some
the author’s mental notes, considering my useful
state. I will also cover surveys stated that this terminology in
the “Big Three” terms is how they best learn the
within the perspective new material. psychoanalytic
that I have often heard perspective?
in college literature
courses (id, repression,
Oedipus complex). This
will be entirely done
with PowerPoint.
5-7 Minutes (We do) I will produce a Students will both listen What does a
passage from The and have the chance to psychoanalytic
Handmaid’s Tale by participate as I analysis sound
Margaret Atwood, a cognitively model like?
book the class recently breaking down a
read. I will cognitively passage to
model looking through psychoanalyze a
the texts for character. My selected
motivations of passage will be
characters and how that available in their packet
could relate to their and as well.
Margaret Atwood’s
psyche.
10 Minutes (You do) I will instruct each The table groups will What does a
table group to read a read their selected psychoanalytic
select passage from The passages from The analysis sound
Handmaid’s Tale in Handmaid’s Tale and like?
their packet. The group participate in a group
will have a small discussion. The goal of
discussion with an this discussion is to
attempt to begin psychoanalyzing
psychoanalyze the characters for their
characters. I will move motives, how they
between groups to reflect the author’s
facilitate discussion and psyche, or incorporating
see how well they are the “Big Three” terms I
interpreting the taught. I will come by to
material. facilitate discussion, but
 these will mostly be
group led.
5 Minutes (You do) I will allow time for Students will ask any What is the
questions and then push lingering questions and psychoanalytic
to the last page in their then move to fill out a perspective
packet, a vocabulary vocabulary awareness looking for in
self-awareness check. I chart. This chart will ask literature?
will ask students to fill them to define
this out as a formative psychoanalysis, id, What is some
assessment and collect repression, and Oedipus useful
them. complex and give an terminology in
example. Students will the
rate how clearly they psychoanalytic
understand the terms perspective?
and turn this in for an
exit ticket. I will return
them with feedback.

 Plans for Differentiation and Accommodations: N/A

 Evaluation and Assessment Plans:

o Through monitoring group discussions, I will be able to see how students are
effectively or ineffectively putting on this new critical lens. I will also be able to
hear how they are using the new terminology I focused on.
o My exit ticket will allow me to see how well students grasped the new perspective
and terminology. I will be able to provide feedback and return these as well.

 Closure: We will close with my exit ticket asking the students to recall the terminology I
just taught. This ensures that even if they do not apply the terms in their group
discussions, I can see if they fully grasped the material. I will return these with feedback
next class.

 Subject Matter Integration/Extension: Students are studying all the perspectives in

adjunct to their writing unit. This perspective will build upon the other perspectives and
allow for comparison and contrast of what each critical lens focuses on. They can take
use perspective with other works they read both in this class and in college.

Name:________________________ Date:___________

The Psychoanalytic Perspective

PowerPoint Notes:
 The psychoanalytic perspective focus on the _________________ of characters. It looks
at their internal conflicts, external conflicts, and motivations.

 Uses _______________________ as a heavy discussion focus.

 Always asks how the character’s actions of thoughts are reflective of the __________
mindset.

 The work is viewed as a fictional expression of the author’s ______________, state of

mind, feelings, and desires.

 Questions you can ask:

o What forces are motivating the characters?
o Which behaviors of the characters are conscious ones?
o Which are unconscious?
o What do the characters’ emotions and behaviors reveal about their
psychological states?

 The superego is the center of ______________ and judgement.

 The id is the center of ________________ and aggression.

 The ego is the “_________________” between them, focused on reality.

 An Oedipus complex is a fixation on a ______________ by a male.

 Repression is when you __________________ deny disturbing impulses or thoughts.

Trial Discussion
Directions: Analyze one of three passages from The Handmaid’s Tale using the psychoanalytic
perspective. Feel free to underline or annotate your thinking on the sides. When you finish, talk
with your table about what you saw. Did it reveal anything new about the characters to you?
“One day I came upon Serena Joy, kneeling on a cushion in the garden, her cane beside
her on the grass. She was snipping off the seedpods with a pair of shears. I watched her
sideways as I went past, with my basket of oranges and lamb chops. She was aiming,
positioning the blades of the shears, then cutting with a convulsive jerk of the hands. Was it the
arthritis, creeping up? Or some blitzkrieg, some kamikaze, committed on the swelling genitalia
of the flowers” (Atwood 153).

“We sit on our benches, facing one another, as we are transported; we’re without
emotion now, almost without feeling, we might be bundles of red cloth. We ache. Each one of
us holds in her lap a phantom, a ghost baby. What confronts us, now the excitement’s over, is
our own failure. Mother, I think. Wherever you may be. Can you hear me? You wanted a
women’s culture. Well, now there is one. It isn’t what you meant, but it exists. Be thankful for
small mercies” (Atwood 127).

“ ‘This man,’ says Aunt Lydia, ‘has been convicted of rape.’ …A sigh goes up from us;
despite myself I feel my hands clench. It is too much, this violation. The baby too, after what we
go through. It’s true, there is a bloodlust; I want to tear, gouge, rend.
We jostle forward, our heads turn from side to side, our nostrils flare, sniffing death, we
look at one another, seeing the hatred. Shooting was too good.
…This is monstrous, but nevertheless it’s true. Death makes me hungry. Maybe it’s
because I’ve been emptied; or maybe it’s the body’s way of seeing to it that I remain alive,
continue to repeat its bedrock prayer: I am, I am. I am, still (Atwood 281).”
Name:________________________ Date:___________

Vocabulary Self-Awareness
Directions: Think about how well you understand some of the new vocabulary I gave you as
well as the perspective in general. Using the grid below, provide a definition of the term in your
words and a small example. If you are unsure of the definition or an example, do not fill it out.
Then, rate how well you feel you understand the term by checking off one of the symbols
below.

✔ - I understand this really well and can give both a definition and example.

+ - I understand this a little, and can only give one definition or example. I may do both, but I
am not sure if it is right.

✘ - I do not get this at all. I cannot do an example or definition.

Term ✔ + ✘ Definition Example

Psychoanalytic
Perspective

Id

Oedipus
Complex

Repression