The Power of Yet - 1

Basic

Table of Contents

Teachers

Definition: The Power of YET allows learners to understand that they may not be able to do something YET.

Discussion Points

  • How can you improve the statement “I can’t do it”?
  • How can the word YET improve your mindset?

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

Possible activities to review the discussion point:

  • The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
  • Play tic-tac-toe by dividing the group into teams. Write discussion questions on a post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their teams marker (x or o) on the grid.

Activity 1: Giraffes Can’t Dance

Read aloud the story Giraffes Can’t Dance to the group. Discuss the story with the following questions when finished.

Materials Needed:
  • Copy of the book Giraffes Can’t Dance by Giles Andreae or access on YouTube
  • Chart paper or chalkboard

1. Describe what happened when Gerald tried to dance? Why did he have those problems?

2.How did Gerald feel when he first arrived at the dance? Why did he feel that way?

3.When have you felt like Gerald - wanting to do something that EVERYONE else could do and you weren’t very good at it? Remind students that when they do their best it might not be the same as someone else’s best. It doesn’t matter if you do YOUR best!

After discussing the story explain to students that we all have things we can’t do. Share a personal example (ex. whistling). Lead students to understand that while we may not be able to do it now we can change our mindset by adding the word yet to the phrase I can’t__________. Make a list of things the kids can’t do YET.

Activity 2: I Can’t….Yet

Allow students to complete student activity sheet A. Permit students to share when finished.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

Activity 3: Thumbs Up, Thumbs Down

Instruct students to give you a thumbs up if the statement reflects the Power of YET or a thumbs down if it does not.

Materials Needed:
  • Statements below
  • I can't ride my bike.
  • I can’t very fast.
  • I can’t read….YET.
  • I can’t rollarskate….YET.
  • I can’t tell time.
  • I can’t count money….YET.
  • I can’t jump rope….YET.

Lesson Extension: Listening Comprehension

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet B.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

Example script demonstrating the Power of Yet appropriately:
Donny: Wow Officer Dave, you can run really fast. I can’t run that fast.
Officer Dave: What do you mean you can’t run that fast? You should say I can’t run that fast YET.
Donny: You’re right! I can’t run fast YET. If I keep trying I know I can improve.

If time allows students may partner together and role play the script.

Script Writing and Animation

In small groups, have the students create scripts demonstrating and not demonstrating the Power of YET. Use the script sheet to create students scripts.

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

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Example script demonstrating the Power of Yet appropriately:
Donny: Wow Officer Dave, you can run really fast. I can’t run that fast.
Officer Dave: What do you mean you can’t run that fast? You should say I can’t run that fast YET.
Donny: You’re right! I can’t run fast YET. If I keep trying I know I can improve.

Example script demonstrating a fixed mindset:
Donny: Wow Officer Dave, you can run really fast. I can’t run that fast.
Officer Dave: What do you mean you can’t run that fast? You should say I can’t run that fast YET.
Donny: It doesn’t matter I will never be able to run fast. I’m just too slow.

Lesson Review

Allow students time to complete the student lesson review. Discuss answers when finished.

Materials Needed:
  • Student Lesson Review Sheet - 1 per student
  • Pencil for each student

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • Bubble Gum Brain by Julia Cook
  • Jabari Jumps by Gaia Cornwall
  • Rosie Revere, Engineer by Andrea Beaty
  • What Do You Do With a Chance? by Kobi Yamada
  • Giraffes Can’t Dance by Giles Andreae

Students

Go to only student curriculum

Student Activity Sheet A

Directions: Complete the statements below.

My name is .

I can .

I can't YET .

Student Activity Sheet B

Directions: Draw a comic to match the script you listened to.

Student Lesson Review Sheet

Directions: Fill in the blanks below.

I can't YET.

I have not YET.

I can't play YET.