GETTING GRITTY, SETTING GOALS -
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……………)
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?
Discussion questions:
- What might grit look like?
- What did you find interesting about the relationship/connection between 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: James A - 217 cm, Year 11, St Peters Lutheran College; Natasha H - 178 cm, St John Fisher College, Bracken Ridge; Ella K - 177cm and Sienna M - 176cm, Year 7, St Brigid’s Catholic College, Lake Munmorah; Ella - 190 cm, Year 8, Lucindale Area School
Alternative (with minties wrappers): 154cm by Cassidy H, Form 11A Kingaroy State High School, September 2019.
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?
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.