The Power of Yet - 2

Foundational

Teachers

Goal: When prompted, the student will identify a skill or task that they are unable to perform yet, in 8 of 10 observable opportunities as measured by a teacher assessment tool.

Objectives:
1. Identify 1-2 skills or tasks that they are unable to perform.
2. Use words that indicate they believe a challenge is a way to learn new things (phrases such as “I would like to try” and “I think if I practice it, I can do it.”)

Definitions of Key Terms: The Power of YET allows learners to understand that they may not be able to do something yet. It means understanding that working toward a goal may be hard but is ultimately worth the effort.

Discussion Points

  • Is “I can’t do it” a good statement to use? Why not?
  • Is there another 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 with students what the Power of Yet means. Review the discussion point questions and consider sharing an example of when you struggled with completing a skill or a task and needed to deploy the power of yet.

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: Giraffes Can’t Dance

Read out loud the story, Giraffes Can’t Dance to the group. Discuss the story using the following questions when finished or create your own questions.

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

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!

Ask students to share a task or a time when they tried their best at something that was difficult for them or they were unable to do. Begin by sharing your own experience with students. Record ideas that students share on chart paper or the board.

Activity 2: I Can’t….Yet

Review the story and discussion points from Activity 1. Explain to students that we all have things we can’t do. Share a personal example (ex. whistling, riding a bike, etc.). Ask students to think about what words might be able to change the way they think about a challenge. Be sure to define what mindset means.

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

Discuss with students that while we may not be able to do the skill or task now, we can change our mindset by adding the word yet. Have students add yet to the phrase, "I can’t__________." You may also encourage the students to revise their statement to include the following phrases:

  • “I can’t do it now, but after I practice…”
  • “I would like to try ________, even though it may be hard.”

Ask students to share to make a list of things the kids can’t do yet. Record answers on the board or chart paper. Lead the students in a discussion about how each item on the list could be achieved or learned. Record those answers on the board or chart paper.

Allow students time to complete Student Activity Sheet A. After students have finished, you may want to ask volunteers to share.

Student Activity Sheet A

Directions: Complete the statements below.

1. I cannot yet

2. I can accomplish this goal by

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2. Explain to students how to complete Student Activity Sheet B. Allow students time to complete. After students have finished, ask some to share their work.

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

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.

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. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

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

After students have finished, discuss the listening comprehension questions from Student Activity Sheet C together.

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 that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet D.

Display the script using the immersive reader and highlight the nouns and verbs in the script. Students should self-check their work to determine if they correctly identified the nouns and verbs. Next, highlight the adjectives and have students self-check their answers.

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

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 that 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.

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

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. What can Donny not do yet?

3. Who encourages Donny?

4. How do you think Donny feels that he can’t run fast yet?

Student Activity Sheet D

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

Remember:

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

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

An adjective is a word that describes a noun.

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 that 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.

Application Activity

Review and discuss example scripts from the lesson extension activity.

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

In small groups, have the students create a script demonstrating the Power of Yet and one that does not demonstrate the Power of Yet (such as using “I can’t”). Use the script sheet to create students' scripts.

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.

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 dialogue with a phone or other recording device

Topic Checkout

Review key points from all activities and discussions. Ask students to complete the Student Topic Checkout. Discuss as a group the answers when all students have finished.

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

Student Topic Checkout

Directions: Complete the questions

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

2. How can the word yet improve your mindset?