Lesson Plan

Teacher Candidate: Ye Won Maing Date Lesson Taught: 2020-05-28

Name of Mentor: Cheryl Waters

Lesson Title: GRIT Discussion Activity

Grade Level and Course: Secondary 2: English

Time Segment of Lesson: ___60______ minutes   (Edit video to 10-15 minutes)

Standard(s) Addressed in Lesson:  

Objective(s) of the Lesson:  Students will be able to … articulate their ideas on what GRIT means to them with reference to their personal experiences or experiences of those people for whom GRIT has been an integral part of their lives.

Vocabulary (and other literacy skills): Perseverance, resilience, autonomy, risk-taking (note-taking skills, forming their ideas into articulate sentences, public speaking skills, presentation skills, writing essay skills)

Student Diversity and Differentiation of Instruction

Student Diversity	Differentiation of Instruction
Students with English as Second Langauge	Relevant expectations when assessing their written skills; understanding of their vocabulary or maneuvering of language when it comes to understanding their ideas

Formative and Summative Assessments

Formative Assessment	Summative Assessment
Students will be annotating the video while watching Angela Duckworth’s Tedtalk on GRIT	We will come up with a group work of GRIT wall where we will compile every one’s ideas on the notion of GRIT and set it up as set of class expectations and norms for class.
Students will be sharing to the class what they make of the idea of GRIT after having watched the video twice
Students will submit a written assignment on GRIT as their final assessment

● If there is no summative assessment in this lesson, what/when will the summative

assessment be/take place

Big Ideas to be Addressed in the Lesson: The notion of GRIT, perseverance and resilience as characteristics leading up to success

Discussion Questions

Write out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?

I would like students to discuss what are Angela Duckworth’s ideas and what do you make of them? What does GRIT mean to you and will you say GRIT has impacted your life in some way, or have you had people around you who have shown GRIT in their lives who have inspired you, and can you think of successful people who have been able to achieve success by exemplifying GRIT in their lives?

21st Century Knowledge and Skills

21st Century Knowledge and Skills	Teaching Strategies
Critical Thinking	Students will be using critical skills in order to apply the notion of GRIT onto their lives or other peoples’ lives.
Collaboration	Students will be listening to one another’s opinion and thereby practicing collaboration. We will also come up with class norms and expectations for our class as a group to come up with what GRIT means to us as a class.
Technology Literacy	Students will be expected to annotate the video, and also use technology to be typing up their written assignments on GRIT and submitting their assignments on the ILBC Microsoft Teams platform.

Teaching Strategies and Related Student Activities (Include Web 2.0 activities as appropriate): 

Preparing the tedtalk in advance and screen sharing the ted talk and making sure subtitles are on for the students who have English as their second language.

Making sure that the audio function is working ahead of time for the online platform.

Providing sample responses and essays from previous students in the chatbox for them to be able to read and prepare their own responses for their individual responses and public speaking.

Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)?

Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type of activity.

“I do it”

Introduce to them what the talk would be about. Introduce Angela Duckworth, her study and significance of her study, and what students would be paying attention to while listening to her talk.

Play the video twice for them to fully comprehend and absorb the material.

Ask questions on what they made of the video, and what they make of the quality called GRIT

You do it:

Take notes on what Angela Duckworth is arguing concerning the notion of GRIT. Prepare your individual responses on the notion of GRIT.

We do it:

As a class, make presentations on what they make of the notion of GRIT.

We will come up with a GRIT Poster we will have on our wall where we come up with class expectations and values on what we think of GRIT and attitude we should have towards learning as a group.

Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will use during the lesson.

As final part of the activity, they will be assigned to write an essay concerning the notion of GRIT where they will be referring to individual reflections on their lives and experiences of various people who have exemplified GRIT to achieve their own kind of success in their lives. They will be assessed on their critical thinking skills, and also the development, organization and logic of their arguments.

Materials and Resources for Lesson 

Materials, Technology, and Websites	Required Preparation
Microsoft Teams: The school online learning platform	checking with the IT department if there are any other errors
Link of the tedtalk, making sure the audio works and screenshare works	checking with the other teacher on technology

Use this space to write a paragraph or two discussion how the lesson went. Be honest — you can use this information in your reflections for Module 8.

The activity went more smoothly and effortlessly than as was anticipated. Students were actually very vibrant and eager to be sharing their opinions about what GRIT means to them and informing us of well-articulated, lengthy, prepared responses of what GRIT could mean to people. The level of energy and enthusiasm in class seem to have worn off from Angela Duckworth’s passion and commitment to her research and theory, and students seem to have really bought into and have been inspired by the arguments she had made and the research she had provided to substantiate her stance. Overall, I was really impressed by the level of passion and interest students had on the discussion topic.

Use this space to write notes on how you might change this lesson when you teach it again:

I think I would provide more sample responses of other class and students on what they made of the topic of GRIT. A wider array of responses would enrich the class discussion and allow fruition of a more diverse debate.

References