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“Theorist Café”: The Psychological Approach to Literary Criticism 1. Question & Research Task
The psychological approach was developed in the late 1800s and early 1900s by Sigmund Freud ( ) and his followers. Psychological criticism has led to new ideas about the nature of the creative process, the mind of the artist, and the motivations of characters.
Watch this video from PBS about a dilemma what will help you to understand motivation
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
What is the driving force behind character motivations? Can people change?

2. Digital Resources on the Psychological Approach :
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2. Information Sources
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Psychological Analysis can look closely at the characters and the psychological motivations present in their story and/or back story.
You will be divided into groups to become an expert on one assigned psychological theorist, answering the questions:
For what is the person most famous?
What are the salient (main) points of his/her most significant theory (or theories)?
When did his/her theories originate?
How are his/her theories regarded today?
Digital Resources on the Psychological Approach :
Sigmund Freud
Image Source: Wikipedia Commons

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3. Student Activity 1 2 3 4 5 6
Once you have conducted your initial research, you will complete “Psychological Theorists Slam Dunk Notes”
You will participate in a Theorist’s Café activity, based on the Theorist Café strategy. You will visit each psychological theorist’s “café” to apply his/her theories to one of the characters.
After completing the Theorist’s Café your teacher will hang the “table cloths” around the room and you will discuss the connections between the psychological theorists and the characters, adding noted to your “Psychological Theorists Slam Dunk Notes”.
Image Source: Pixabay

4. 4. Assessment Activity
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What is the driving force behind character motivations? Can people change?
After completing you initial research and the global café discussion, respond to both of the writing prompts on your “Psychological Theorists Slam Dunk Notes”
Jigsaw Summary:
Compose a journal entry in which you discuss a decision made by Oedipus or Okonkwo through the eyes of one of the theorists.
Then determine if that character has the ability to potentially change his previous decision based off of the theorist’s findings. Make sure to include specific observations that can be supported with your completed research notes on each theorist for a well-developed response.
Discussion Summary:
Choose one character and one theorist—brainstorm the three most pivotal scenes that show character development and build on each other.
Image Source: Pixabay

5. 5. Enrichment Activities
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5. Enrichment Activities
Now that you have an understanding of each theorist, predict the outcome of what could have happened if Okonkwo or Oedipus had made the opposite decision in their respective novels.
Create a Fakebook, Twitter, text conversations, or other social media resource to show how the events or plot of the novel might have changed if the character had made a different decision:
What other events could have happened?
How would the other characters have reacted to this alternative decision?
Would the final outcome of the novel changed as a result of this new decision?
Image Source: Pixabay

6. 6. Teacher Resources 1 2 3 4 5 6 Grade 10 Unit 1
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6. Teacher Resources 1 2 3 4 5 6
Learning Standards Alignment
Content Learning Standards
Common Core State Standards
W.10.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
W.10.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Grade 10 Unit 1
Time Frame:
This lesson should take one 90 minute class period
Differentiation:
Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.
Learning Styles:
Visual, Auditory, Active, Reflective, Global Understanding, Analytical Understanding
AVID Strategies:
Global Cafe
Notes to the teacher:
Teachers should choose/ approve what character and psychological theorist students will examine for the assessment piece of this lesson.
Teachers will need to see their technology liaison or library media specialist for assistance in conducting this research project.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.