Week+2+Diagnosis+and+Criterions+to+define+abnoral+behaviour

= Week 2 Diagnosis and Criterions that define Abnormal Behaviour =

Topic(s)

 * Mental Health Criterion
 * Mental Illness Criterion
 * DSM IV and V
 * Objective(s) **
 * **Students will be able to __compare and contrast__ different Diagnostic criterions**
 * Students will be able to __identify__ differences and similarities between 2 or more Diagnostic criterions
 * Students will be able to __apply__ a Diagnostic criterion to a character (real or fictional)
 * ** Students will be able to __evaluate__ Diagnostic Criterions **
 * Students will be able to __evaluate__ strenghts and limitations of the changes done to the DSM Criterion over time.

**Activities / Strategies** - Students will also find at least 5 vocabulary words that they don't understand and have to look up in a dictionary. || Individual || Crane p. 137-140 || - Behaviour: a description of the conduct of the Character (routine, hobbies, eccentricities, etc.) - Relationships: friendships romantic, work... - Childhood: a description, especially of the first 5 years (only if possible)
 * **Name** || **Level** || **Description -** ** Instructions ** || **Type** || **Handout / File** ||
 * Graphic organizer || S-L || - Students will construct a graphic organizer of their choice comparing 2 Diagnostic criterion.
 * Diagnose the character || S-L-H || For **classwork,** students read case study of "Rene" and find out the following:
 * Differentiation:** for the Higher Achiever students, you can either assign a complex character and/or give more complex guiding questions.

- Students use their classwork using the description of the character to diagnose him using a criterion of their choice.

- Students discuss their results with the person that they did the exchange with, comparing results and choosing one. - in groups of 4, make a poster that resembles the front page of a newspaper where they will describe the character and state his diagnosis with the criterion chosen to do so the posters will be posted in the bulletin board || Individual/pairs/groups ||  || - Provide students with the IA checklist so that they know what their report must include. - Introduction: For **HW** ask students to bring the study they want to replicate and another 2 studies that relate to it. (except from the Standard level students who only need to bring the one study). - Students will have 20 minutes to write a draft for the Introduction. - Students will use the Mark Scheme to grade their own introduction and give themselves "2 medals and a mission" which is write two things you got right and one that you need to improve. - For **HW** for the following week, students need to bring their introduction with the improvement the set for themselves. || Individual || ||
 * =** Internal Assessment activity ** (every week there should be at least one of them)= || S-L-H || __Internal Assessment mark Scheme__


 * ~ Level Key ||
 * H . || Higher achiever ||
 * S || Standard achiever ||
 * L || Lower achiever ||


 * ~ Type Key ||
 * Individual . || Activity performed completely by the student himself. ||
 * Pairs || Acitivty performed in pairs to either to share, check or generate results. ||
 * Group || Activity performed in groups, strongly recommended in groups of 3 or 4 and assigned by the teacher. ||
 * Peer-Assess . || Activity that will be marked by peers. mark scheme should be provided before hand and explained. ||
 * Self Assess . || Activity that will be marked by one self. Mark scheme should be provided before hand and explained. ||

**Resources**
 * **Name** || **Description** **/ Link** ||
 * DSM V controversy || [[file:dsm time articles.docx]] ||
 * DSM V || [|www.dsm5.org] ||
 * IA teacher support material || www.ibo.org ||

**Cross- curricular links**
 * **Subject** || **Description** ||
 * ToK || if a criterion changes, does the disrder in the person also changes? ||