The Power Of YET -3

by Christopher Dudick

Lesson Plan

Goal: When identifying a task he/she is unable to do, the student will rephrase it to include the power of YET language, in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. When reviewing completed work, identify his/her mistakes.
2. Use unknown or unfamiliar tasks as an opportunity to learn something new.
3. Attempt more than 1 strategy in working to reach a goal.

Definitions of Key Terms: The power of YET allows learners to understand that they may not be able to do something yet. It is a way to think of your challenges, tasks, and mistakes as opportunities to improve and get better.

Discussion Points

  • There are many things people are unable to do.
  • No one is able to complete every task or accomplish every skill.
  • It is important for us to realize there are many things we are able to learn.
  • Instead of saying “I can’t ever do or learn….” or “....is too hard for me to do,” say, “I can’t ...yet.”
  • When we recognize what we would like to do and tell ourselves we can’t do it yet, it changes how we feel about the skill.
  • Anyone learning a new skill must practice. Without practice, we are unable to learn new skills.
  • Part of learning is making mistakes. It is important to use your mistakes to improve and get better.

Discuss with students what the Power of Yet means. Review the discussion point questions.

Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: The Power of YET

Prior to starting the activity, copy and paste the link to the video referenced below into a web browser and cue it to the beginning.

Discuss or share a personal story about a skill you were once not able to do. Ask students to think about the skills they are good at doing and what skills they are not.

Materials Needed:
  • Youtube video: https://youtu.be/NcaoWeVOKls
  • Interactive board or other electronic device to display and play video
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

Play the video for students. After, discuss the main ideas that the narrator was trying to convey.

Allow students time to complete Student Activity Sheet A. Discuss their answers when all students have finished.

Student Activity Sheet A

Directions: Share two things you learned from the video.

Activity 2: I’m not good at...YET

Review the key points from Activity 1 with the students. Discuss with students that when we have something we aren’t good at yet, we can take steps to improve, which will help us reach that goal. For example, if I’m not good at math, I can take steps to improve. Those steps could be asking others to help me and spending extra time studying or practicing.

Materials Needed:
  • Chart paper or interactive board
  • Student Activity Sheet B - 1 per person
  • Pencil for each student

Ask students to think of some skills they are not good at or cannot do yet. Record answers on the board or chart paper. Next, ask students to think of steps or strategies to improve for several of the items listed, as time allows.

Ask students time to complete Student Activity Sheet B. Ask for volunteers to share their answers when all students have finished.

Student Activity Sheet B

Directions: Identify one skill or task you are not good at and list the steps or strategies you could use to get better. Be sure to use complete sentences.

Activity 3: Personal Narrative

Review the key points from Activities 1 and 2 with the students. Discuss with students how they can identify a skill that cannot do and reframe the statement to include the Power of Yet. Ask for a volunteer to identify the skill they cannot do or want to improve. Record the answer on the board or chart paper. Ask for a different volunteer to rephrase the statement to include the Power of Yet. Repeat for a few examples.

Materials Needed:
  • Chart paper or interactive board
  • Student Activity Sheet C - 1 per student
  • Pencil for each student

Example: I cannot get a 100% on a spelling test. Rephrased to include the Power of Yet: I cannot get a 100% on a spelling test, yet. But if I use a study strategy each day before the test, I can improve.

Allow students time to complete Student Activity Sheet C. Ask for volunteers to share their narratives after all students have finished.

Student Activity Sheet C

Directions: Describe a time when the Power of YET has helped you succeed with a goal you set for yourself. If you do not have a situation, think of a goal you would like to make for yourself where the Power of YET could help you. Be sure to describe the mistakes you made and how you used those to improve.

Application Activity

Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:

Materials Needed:

The dialogue between the characters must include:

  • A scenario in which character #1 can share something they can’t do yet.
  • Addressing how learning a new skill takes practice.
  • Saying “I will never be able to…” keeps us from believing we can learn something new.
  • A plan for the character to learn the desired skill.

Script Extensions: Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.


Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):


Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.


Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.


Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.


Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.

Topic Checkout

Review the key points from previous activities with the students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • Pencil for each student
    •

Student Topic Checkout

Directions: What influence can the little word yet have on your life? Be sure to use complete sentences.