The Power of Yet - 2

Foundational

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. What matters is that 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. Have students add 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 time to complete student activity sheet A. Volunteers may share their work.

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

Activity 3: Comic Strip Worksheet

Allow students time to complete student activity sheet B. Volunteers may share their work.

Materials Needed:
  • Student activity sheet B - 1 per student
  • Pencil for each student

Lesson Extension: Listening Comprehension and Grammar Review

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 C.

After students have finished, discuss the listening comprehension questions together.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student activity sheet D - 1 per student
  • Red and purple colored pencil or crayon

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.

After completing the listening comprehension portion of this activity provide students a copy of student activity sheet D. Point out to students the features of script text to indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete activity sheet D.

Display the script using the immersive reader, highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and syllables.
If time allows students may partner together and role play the script.

Script Writing and Animation

Review and discuss example scripts from lesson extension.

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

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.

I cannot yet.

I can accomplish this goal by

Student Activity Sheet B

Directions: Create one comic strip showing the Power of YET. Create one comic strip that does not demonstrate the Power of YET.

Student Activity Sheet C

Who are the characters in this script?

What can Donny not do YET?

Who encourages Donny?

How do you think Donny feels that he can’t run fast YET?

Student Activity Sheet D

Directions: In the scripts below circle two nouns in purple that name a person and one noun that names a place. In red circle two verbs.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, state, or occurrence.

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.

Directions: How many syllables do you hear in the words below?

Student Lesson Review Sheet

Directions: Complete the questions

How can you improve the statement “I can’t do it”?

How can the word YET improve your mindset?