The Power of Yet - 1

Basic

Lesson Plan

Goal: When presented with a task from a teacher made list (items are not able to be performed by the student currently), the student will state if they are able to perform the task or not yet in 8 out of 10 trials as measured by a teacher assessment tool.

Objectives:
1. Identify, state or point to tasks or activities that are hard or they cannot do.
2. Use words that indicate they believe a challenge is a way to learn something new.

Definitions of Key Terms: The Power of YET is an idea that allows learners to understand that they may not be able to do something YET. It means knowing that some things are worth working hard to learn or achieve. It is knowing that working toward a goal may not be easy but worth the effort.

Discussion Points:

  • Is the statement “I can’t do it” a good one to use? Why not?
  • Is there any other statement you can use instead of “I can’t do it”?
  • Could you say “I can’t do this yet”? How is that different than saying “I can’t do it”?
  • How can the word YET improve your mindset?

Discuss these points or your own with students. Review the discussion points with the students. Teachers may want to share their own examples of when he/she had to be patient.

Possible activities to review the discussion points:

  • 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 team's marker (x or o) on the grid.

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: Giraffes Can’t Dance

Read aloud the story Giraffes Can’t Dance to the group. Check comprehension of the story by discussing 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 or able to do 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 students can’t do YET.

Activity 2: I Can’t….Yet

Review the story from Activity 1 and the list of items the students generated during that lesson. Ask students to share ideas of tasks that they are able to do. Record responses on the chalkboard, Smartboard or chart paper. Allow students to complete Student Activity Sheet A.

Materials Needed:
  • List of items generated by students from Activity 1
  • Chart Paper or Interactive Board
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

After the activity has been completed, encourage students to share their responses and facilitate a follow up classroom discussion.

Student Activity Sheet A

Directions: Complete the statements below.

My name is .

I can .

I can't YET .

Activity 3: Thumbs Up, Thumbs Down

Review the main ideas from Activities 1 and 2. Tell the students that today’s game is Thumbs Up, Thumbs Down. Inform them that you will read a statement and each of them will need 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 a 2 wheel bike.
  • I can’t walk very fast.
  • I can’t read….but I am practicing everyday.
  • I can’t roller skate….but my best friend is teaching me how.
  • I can’t tell time. .
  • I can’t count money….but my teacher is going to help me learn.
  • I can’t jump rope... but we are going to practice during PE Class tomorrow.

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

After students have finished, allow those that want to share their comic do so or role play one of the example scripts.

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.

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

Student Activity Sheet B

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

Application Activity

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

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

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

Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialog with a phone or other recording device.

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.

Topic Checkout

Review the main ideas from the Activities (1-3). Allow students time to complete the Student Topic Checkout. Discuss the students’ answers when they have finished.

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

Student Topic Checkout

Directions: Fill in the blanks below.

I can't YET.

I have not YET.

I can't play YET.