BUILDING GRIT- LESSON 1- 

GRIT AND ACHIEVEMENT

 THERE’S 3 OTHER SOUNDS/MOVEMENTS THAT CAN BE MADE.           o   ’WOW’: INDICATED BY SAYING WOW, AND MOVING BOTH ARMS DOWN. A WOW CHANGES THE DIRECTION OF THE WHOOSH           o   ’ZAP’: INSTEAD OF PASSING THE WHOOSH TO YOUR NEIGHBOR, IT GETS ZAPPED TO THE PERSON YOU POINT TO (WITH BOTH HANDS). THE RECEIVER CONTINUES WITH EITHER A WHOOSH TO HIS NEIGHBOR, OR ANOTHER ZAP TO ANOTHER PERSON. A WOW AFTER A ZAP RETURNS TO THE ZAPPER.           o   ’GROOOOOOOOVELICIOUS’: FOR THIS ONE THE WHOLE GROUP BENDS DOWN AND UP AGAIN IN A KINDA GROOVY WAY, ALL SAYING GROOOOOOOOVELICIOUS. AFTERWARDS, THE PERSON WHO STARTED THE GROOVELICIOUS SETS THE WHOOSH IN MOTION AGAIN, IN ANY DIRECTION.      VARIATIONS   YOU CLASS CAN INVENT OTHER SOUNDS AND GESTURES.      DEBRIEF:  THIS ACTIVITY IS ABOUT FAILING FORWARD-     " I’VE MISSED MORE THAN 9000 SHOTS, LOST MORE THAN 300 GAMES. 26 TIMES I’VE MISSED THE MATCH WINNING SHOT. I’VE FAILED OVER AND OVER AGAIN IN MY LIFE. AND THAT’S WHY, I SUCCEED.” MICHAEL JORDAN.     STUDENTS CAN THINK OF ONE MISTAKE THEY HAVE MADE THIS WEEK (AND WHAT IT TAUGHT THEM) AND SHARE IT WITH THEIR PARTNER. USE THIS SENTENCE STRUCTURE (MY FAVOURITE MISTAKE THIS WEEK IS………..BECAUSE I LEARNED……………)

THERE’S 3 OTHER SOUNDS/MOVEMENTS THAT CAN BE MADE.

         o   ’WOW’: INDICATED BY SAYING WOW, AND MOVING BOTH ARMS DOWN. A WOW CHANGES THE DIRECTION OF THE WHOOSH

         o   ’ZAP’: INSTEAD OF PASSING THE WHOOSH TO YOUR NEIGHBOR, IT GETS ZAPPED TO THE PERSON YOU POINT TO (WITH BOTH HANDS). THE RECEIVER CONTINUES WITH EITHER A WHOOSH TO HIS NEIGHBOR, OR ANOTHER ZAP TO ANOTHER PERSON. A WOW AFTER A ZAP RETURNS TO THE ZAPPER.

         o   ’GROOOOOOOOVELICIOUS’: FOR THIS ONE THE WHOLE GROUP BENDS DOWN AND UP AGAIN IN A KINDA GROOVY WAY, ALL SAYING GROOOOOOOOVELICIOUS. AFTERWARDS, THE PERSON WHO STARTED THE GROOVELICIOUS SETS THE WHOOSH IN MOTION AGAIN, IN ANY DIRECTION.

 

VARIATIONS

YOU CLASS CAN INVENT OTHER SOUNDS AND GESTURES.

 

DEBRIEF:  THIS ACTIVITY IS ABOUT FAILING FORWARD-

"I’VE MISSED MORE THAN 9000 SHOTS, LOST MORE THAN 300 GAMES. 26 TIMES I’VE MISSED THE MATCH WINNING SHOT. I’VE FAILED OVER AND OVER AGAIN IN MY LIFE. AND THAT’S WHY, I SUCCEED.” MICHAEL JORDAN.

STUDENTS CAN THINK OF ONE MISTAKE THEY HAVE MADE THIS WEEK (AND WHAT IT TAUGHT THEM) AND SHARE IT WITH THEIR PARTNER. USE THIS SENTENCE STRUCTURE (MY FAVOURITE MISTAKE THIS WEEK IS………..BECAUSE I LEARNED……………)


PART 1- 5 MINUTES

Rationale

  • People who are gritty are more resilient in the face of adversity, they bounce back after failure and disappointment, and they persist when progress is slow, boring, tedious or difficult.
  • Gritty individuals are distinguished by their propensity to maintain “effort and interest over years despite failure, adversity and plateaus in progress” (Duckworth, 2007).

 

Learning objectives

By the end of this lesson, learners should:

  • understand what grit is
  • link grit to their own performance

PART 2- WATCH, REFLECT, DISCUSS- 10 MINUTES

As a class, DISCUSS: Grit- what is it?

Student workbook:

Grit- what is it? What does Angela Duckworth tell us about grit and achievement?


PART 3- PAPER RIPPING CHALLENGE- 10 MINUTES

Divide a sheet of regular A4 paper into 8 even sized rectangles. Could use minties wrappers instead. Give students one each.

The aim is to rip the piece of paper gently to make it into the longest, single piece of paper possible.

Current record with 1/8 of an A4 page: 175cm- set at Ferny Grove SHS- (Junior Secondary student, 2017).

Alternative (with minties wrappers): 133cm- set at Our Lady's College, Annerley (Year 11 student, 2017).

Teachers, please email UPP if you would like to report a new record.


PART 4- WATCH, REFLECT, DISCUSS- 10 minutes

Students are to complete the following questions in workbooks.

- How does grit relate to your success?

- How do mistakes and struggles contribute to learning?

Do you think the paper ripping challenge required grit? Justify why / why not? Did the timeframe of the task allow grit to be tested?


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PART 5- VENN DIAGRAM- 5-10 MINUTES

Complete the VENN diagram (in workbook) by writing what is different about these two concepts (resilient and persistent) in the circles. Write any common characteristics where the circles overlap. You may choose to find the definition for each word to help you.