Overview

Purpose

Grit, tenacity and the determination to persist are part of a skill set referred to as non-cognitive skills or soft skills. As educators attempt to teach the whole child, these skills are essential. The intellectual capacity of our students is not a direct measure of their future successes. Instead, according to researchers Paul Tough, Carol Dweck, and Angela Duckworth, a stronger correlation can be drawn from students' non-cognitive aptitude and their ability to reach their potential (Fink, 2013). Directly teaching students about these soft skills creates a strong foundation that benefits all learning.

The purpose of the module is to deepen the student's understanding of themselves in relation to the traits that will help them be successful. The module is intended for an upper elementary gifted class. Experiences will be provided through the lens of readings, videos, discussions, writings, examples, and self-reflection. The synchronous learning sessions will blend conversations and learning in-person and online. Curricular connections will occur through the authentic experience of practicing writing skills to communicate ideas. The unit will take two and a half to three weeks to complete.

This is a newly created unit not taught previously.

Knowledge Objectives & Outcomes

After completing the module, students' will be able to:

define grit and growth mindset;
identify how failure is a part of a person's journey to success;
identify traits that help people be successful;
identify a role model that the learner can gain insights from;
give examples of how failures and adversities in the lives of people have led to success;
evaluate what can be learned from other's failures on their journey to success; and
evaluate and reflect on their own ability to overcome struggles.

Essential Questions

How is failure a part of success?
What skills can I use to face the challenges in my life?
How can I use the experiences of others to learn how to overcome obstacles and to be successful?

Guiding Questions

What is grit?
What is the difference between grit and perseverance?
How can I show grit? How does grit affect me?
What is resilience?
How have I overcome obstacles?
What can I learn from others who have overcome failures?

Prior Skills

Outlined below is a list of anticipated knowledge and understanding that students are expected to have before starting this module.

Students have received instruction in the Habits of Mind (HoM) as a social-emotional learning curriculum. HoM is used as a base for analyzing and reflecting on oneself and others. Students additionally use the HoM to analyze fictional characters.
Students have received direct instruction and practice in creating S.M.A.R.T (Specific, Measurable, Achievable, Relevant, and Time-bound) goals.
Students have received instruction and have practiced taking and using notes in the Cornell Method.
Students know how to create a mind map around a metaphor and organize the levels of ideas on the map.
Students will authentically apply their learning in the area of literacy and writing throughout the module.
Students are well-versed in creating digitally repurposed images to communicate ideas. They know how to remove backgrounds and combine found images to create their work.

Learning Design

Pedagogy: The learning module uses the eight "Knowledge Processes" from the Learning by Design pedagogy. Additionally, Vygotsky's concept of the zone of proximal development (ZPD) is considered in the design of the learning experience. Students are moved from their zone of current development (ZCD) to a zone of proximal development (ZPD) through peer to peer and peer to teacher dialogues. Vygotsky (1978) states that "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers" (p. 86). Therefore, students are encouraged to share insights and learn from each other as the teacher guide their discussions and reflections.

Students will be engaged in creating three works and two projects in the module:

Works	Projects with Rubrics
Update 2 Task 3: Mind Map Update 3 Task 5: Motivational Poster Update 6 Task 4: Storyboard	Update 5 Task 5: Creative Quad Update 7 Task 4: Essay

Structure: Below is the structure provided for student lessons and the teacher directions in each session.

Learner's structure:

Learning Target: Directs the student's attention to the goal of the lesson

Think About it: Activates the student's prior knowledge and focus their learning

Explore: Content building resources (readings, videos, discussions) and learning activities to build and apply knowledge and understanding

Create an Artifact: Students apply and/or synthesize learning to create an artifact that is a work or project to help process and share their learning (not every update will have this section)

Communicate: Students reflect and share synthesized learning.

Teacher's structure:

Knowledge Process/Learning Objectives: Each outcome is identified by one of the eight Knowledge Processes. The outcomes of the lesson and their connection to the Knowledge Processes are described.

Teacher Notes: The section will outline the duration, resources, and teaching tips for the instructor.

Learning Standards: List of any applicable Learning Standards, reporting standards, and International Society for Technology in Education (ISTE).

Additional Resource

At your discretion, use the rubric below for discussion or update post. Share the rubric with students prior to assessing for or of learning.

Discussion & Update Rubric

Update 1: Defining Grit

Student

Learning Target

Task 1: Reflect on the Learning Targets

I can take a survey to evaluate my level of grit.
I can define grit using what I have learned.

Think About It!

Task 2: Take a Survey

You will take a survey. Please answer the questions as honestly as you can. There are no right or wrong answers. We will retake the survey at the end of our unit. Click here for the survey. Questions to consider:

How easily could you come up with examples to support your response?
When you received the results, what was your reaction? Did it fit with your view of yourself?

Task 3: Ponder

Take a moment to reflect and think about the quote below.

“To be gritty is to keep putting one foot in front of the other. To be gritty is to hold fast to an interesting and purposeful goal. To be gritty is to invest, day after week after year, in challenging practice. To be gritty is to fall down seven times, and rise eight.” Angela Lee Duckworth

Turn to your partner and discuss what Duckworth's idea of gritty means to you.

Explore

Task 4a: Notes

In your notebook, take notes on the word grit. Use the Cornell Method to organize your notes.

(Pierce, 2018)

How is grit being defined, used, and what other terms are associated with it? Define any other words you encounter that you do not know in your notebook.

Use the following resources to help you develop an understanding of the concept of grit. Visit two or more of the websites below.

Task 4b: Notes Cont.

Below is an acronym of the word grit. Use the Merriam Webster dictionary to define each of the words in the acronym in your notebook. Make sure if there are multiple meanings, you write the definition that relates to the word grit.

(Breeding, n.d.)

Task 4c: Notes Cont.

Complete your notes by adding any new information from the video.

Media embedded July 15, 2020

Media embedded July 19, 2020

Florida Virtual School. (2014, August 14). Grit: The Key to Your Success at FLVS [Video]. YouTube. https://www.youtube.com/watch?v=uwsZZ2rprqc

Task 4d: Summarize your notes

In the Cornell Method, you summarize your notes by drawing a line. Do this at home to help you review your notes.

Communicate

Task 5: Post

Your task is to post a definition of grit that you have created. Reflect on your notes. Include in your post new ideas you have gained about grit.

Task 6: Update

Reflect on your learning, comparing a fixed and growth mindset. In your Update, share the connections you see between grit and a growth mindset. Share a personal example to illustrate your thinking. Your Update should be 200 words or more.

(Catelin Photography, 2019)

Task 7: Reply

Comment on a classmate's Update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will affirm their knowledge by taking a survey and discussing the quote. This will help a teacher know what students already grasp.
Experiencing the New: Students will take notes to incorporate new learning. This will deepen their understanding of key concepts and ideas.
Conceptualizing by Naming: Students will develop an understanding of concepts in order to define grit in their own words.
Applying Appropriately: Students will transfer their understanding of prior concepts (related to a growth mindset) to compare to the concept of grit.

The delivery of the content should be based on teacher and students producing together. Encourage students to use inquiry to drive their exploration.

Teacher Notes

Duration The lesson will take one 60 min class period to complete.

Resource Grit Survey will be taken online: https://angeladuckworth.com/grit-scale/

Teaching Tip

Task 1: All lessons will always begin by reflecting on the learning target as the first task. The targets help students know the goals of the lesson. The "I can" statement is a gauge for students to reflect on their understanding level.

Task 2: The survey included with this unit allows students to personally evaluate their grit level. Prior to the survey reassure students, there are no right answers. Encourage them to be honest in order to give them a real picture of themselves.

Task 3: Students will discuss the quote in their set partnerships using the 'Think-Pair-Share' strategy. Partnerships should be preassigned to create a clear process of sharing ideas. Partners should be in close approximate to minimize time spent in movement.

Task 4: Model using the Cornell Method by sharing your own notes. Encourage students to use a variety of colors, script, and symbols to help them organize their notes.

Modification: If students would like to take notes digitally, encourage them to use OneNote or another versatile program that can accommodate a more robust notetaking strategy.

([Cornell note-taking on OneNote], 2016)

Task 5: This task can be used as a formative assessment. Identify two to three posts that are exemplary. These can be shared the next day to review grit and model exemplar work.

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Update 2: Mapping Grit

Student

Learning Target

Task 1: Reflect on the Learning Target

I can solidify my understanding of grit by organizing and using visual representations of my ideas.
I can inquire about success by formulating questions and synthesizing my classmates' answers to my question.

Think About It!

Task 2: Ponder

Take a moment to reflect and think about the quote below.

"We like to think of our champions and idols as superheroes who were born different from us. We don't like to think of them as relatively ordinary people who made themselves extraordinary." ― Carol Dweck

Turn to your partner and discuss what you think Dweck's means by superheroes and ordinary people. How does this relate to grit?

Create an Artifact

Task 3: Mapping Grit (Work 1: Mindmap)

Brainstorm ideas to create a mindmap about grit. Apply what you have learned about mindmaps. Start with a metaphor to reflect the concept. In the map, connect words, images, examples, and other ideas that make sense with the metaphor. For example, a mindmap about inventors could use a ship in the ocean with fishing lines as a metaphor. The ship could represent the inventor, and there could be several fishing lines from the boat that could be used to group your ideas about the characteristics of an inventor. See examples below of mindmaps. Try to stay away from overused and cliché ideas. If you need a refresher on how to create a mindmap, visit How to Mind Map to Visualize Your Thoughts (With Mind Map Examples).

(Forman, 2020)

(O'Farrell, 2018)

Explore

Task 4: Develop Understanding of Concept

For this task, you will be assigned a small group. With your group complete each section of the Postcard Problems following the directions below:

In your notebook, brainstorm 5 to 6 questions you have related to success. Your questions should not have simple answers. Stay away from standard and straightforward questions. Take time as a group to evaluate the quality and uniqueness of the questions.
Pick your most unique question that will spark discussion. In the Postcard Problem section of the handout, write out your question and sign your postcard in the Regards section.
In your notebook, record what you think might be the answer to the question.
"Mail" the postcard by handing it to your teacher.
You will receive a postcard from another group.
Discuss the problem written on the postcard you received. Once you have a response, record the answer with an explanation in the box below.
Repeat steps 4-6 two more times.
When your postcard is filled out, your teacher will hand it back. Compare the other group members' answers to your initial response.

Postcard Problem Template

Communicate

Task 5: Post

Your task is to share your question and synthesis of the responses about success in a post. Include how your peers' ideas impacted your response to the question.

Task 6: Update

Create an Update to share your thinking related to the creation of your mind map. Share the significance of your metaphor on the topic of grit. Also, share your thinking about which ideas you highlighted and why you grouped them.

Task 7: Reply

Comment on a classmate's Update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will activate their background knowledge by discussing the quote.
Conceptualizing by Theorizing: Students will create a mind map that will help them solidify their understanding of grit.
Conceptualizing by Theorizing: Students will inquire about success in the Postcard Problem activity.

Teacher Notes

Duration The lesson will take one 60 min class period to complete.

Resource

Postcard Problem Template

Teaching Tip

Tasks 3 & 4: Students' times may vary as they complete the postcard. Therefore start task 3 by giving the class 10 minutes to brainstorm ideas. You can then move into task 4, and if students are waiting to receive a postcard, they can be working on their final copy of the mind map. Students who do not finish their mind maps in class will complete it for homework.

Steer students away from simple questions or those that can be answered in a list form or with a one-word answer. The teacher may have to facilitate discussion to help guide students. For example, if a group wants to ask, "What traits do successful people have?" Encourage them to ask about the importance of the trait. Then guide them to narrow their question down further by asking, "What is the most important trait that a successful person has and why?" Possible questions:

What does it mean to be successful?
Does success come at a cost?
Does a person born in privilege have an easier time being successful? Explain why or why not.

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Update 3: Trait of Success

Student

Learning Target

Task 1: Reflect on the Learning Target

I can understand how mindset impacts individual views of obstacles.
I can identify important traits successful people have.

Think About It!

Task 2: Ponder

"If you don't give up, you still have a chance. Giving up is the greatest failure." Jack Ma

Turn to your partner and discuss if you agree or disagree with Ma's thoughts about failure.

Explore

Task 3: Watch Video

The video is about the hurdles and failures people have had to overcome. Although they faced a defeating blow, they did not give up on their passion. rit allowed them to be successful in the end. As you watch the video, try to guess who the person is.

Media embedded July 19, 2020

Vock, J. (2013, August 30). Courage of Famous Failures - Inspirational [Video]. YouTube. https://www.youtube.com/watch?v=Ydeyl0vXdP0&t=1s

Task 4: Learn about Richard St. John

Richard St. John has a lot of experience in success and failure. St. John is sharing with the world what he has learned on his journey through talks and books. Use the links below to gain from St. John's insights. Please pay particular attention to the traits he has identified successful people have in common.

(St. John & Trait of Thoughts Art Inc., 2010)

Watch the first two links and pick two other links to view.

Create an Artifact

Task 5: Create (Work 2: Motivational Poster)

Pick a trait you would like to improve, or that is a strength of yours. Find a quote to reflect the main idea of one of the traits. You may use the sites below or find your own.

Design a motivational poster with the quote and the image in Google Slides. Incorporate your image along with 5-7 digitally found elements that you repurpose for your poster. Make sure the poster has a unified idea that is communicated by your creative choices.

Communicate

Task 6: Post

Share your motivational poster. Write a post sharing a time you pushed yourself out of your comfort zone. Include which of the 8 traits you could identify in yourself when you decided to leave your comfort zone. How does grit fit with these traits?

Task 7: Update

Self-help is a multi-million dollar industry. Research another person who has ideas on the keys to success. They may have similar or different ideas from what we learned. Create an update to share your research. Remember to cite your evidence.

Possible sources:

Task 8: Reply

Comment on a classmate's update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will activate their background knowledge by discussing the quote. Students will be able to reflect and share knowledge about themselves by picking traits to reflect.
Applying functionally: Students will applying the eight traits of success to reflect on their choices, behaviors, and habits.
Appling Creatively: Students will use creativity in the production of their motivational posters.

Teacher Notes

Duration The lesson will take one 60 min class period to complete.

Resources Optional: A variety of self-help books for kids and teens on success.

Project 1 Rubric Creative Quad

Teaching Tip

Task 5: Direct students to the website https://www.remove.bg/upload to remove backgrounds from images to create their posters.

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards:

ISTE 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
ISTE 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
ISTE 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Update 4: Aspirations

Student

Learning Target

Task 1: Reflect on the Learning Target

I can identify the importance of aspirations.
I can create a long-term S.M.A.R.T. goal for a future aspiration.

Think About It!

Task 2: Ponder & Write

Turn to your partner and discuss what you think John Goddard’s quote means and how the ideas below connect to the quote.

If you can dream it, you can accomplish it.
If you believe you can, you will.

Explore

Task 3: Watch Video

Watch the video as world-famous adventurer, explorer and goal achiever John Goddard shares his secrets on how to live your best life now, and a life without regrets.

Media embedded July 19, 2020

(Fry, n.d.)

Task 4: Learn

Use the following resources to help you learn about John Goddard. Be sure to go through the first two in their entirety. Definition for the word aspiration

Goddard's aspirations from the age of 15.
John Goddard Reading
Interview of Goddard on Dateline

Optional:

Task 5: Discussion

Your teacher will pair you up with a partner when you finish your research. Create a JamBoard to share your insights.

Discuss:

the meaning of aspiration.
how Goddard lived a life inspired by his aspirations.
what qualities of aspiration and grit overlap?

Finish your conversation by taking turns sharing your learning from task 4 with a 321 RIQ. Without looking at your notebook, recalling 3 facts that you retained, 2 insights you were pondering, and one question you still have.

Communicate

Task 6: Post

Your task is to create a bucket list for yourself of future aspirations. Be inspired. You may want to review Goddard's list: https://www.johngoddard.info/life_list.htm

When you are done, pick one or two to write your post about. Tell us why it is essential for you. How will grit help you achieve it? Finally, end with creating a S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Time-bound) goal to help guide you.

Task 7: Update

Share insights that you have learned about gritty people and their ability to reach their goals. Some guiding questions to help you are:

What characteristics of grit can you identify in Goddard?
Discuss advice that Goddard gives about setting and achieving goals in the video and reading.
How does goal setting and grit relate to one another?
Metacognitive: How did the reading and the work that we did today help you to understand your beliefs about your own ability to use goals successfully?

Task 8: Reply

Comment on a classmate's update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Extension

Are you curious about what happened to Goddard? Read about him in the Los Angeles Times.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will activate their background knowledge by discussing the quote.
Conceptualizing by Theorizing: Students will create engage with the learning material on Goddard and use the 321 RIQ strategy to process the new information.
Applying appropriately: Students will create a post on how they can apply S.M.A.R.T. goal-setting for the aspirations they have identified.

Teacher Notes

Duration The lesson will take one 60 min class period to complete.

Resource Jamboard Google App

Teaching Tip

Task 5: Pair up students as they complete their reading and notetaking. Keep it informal and a quick way for them to begin to organize their thinking before starting their post and updates. If they are waiting for a pair they could be reading the optional materials listed in task 4.

Media embedded July 19, 2020

Google for Education. (2018, November 16). How to Use the Jamboard App in Education (First Day of Jamboard) [Video]. YouTube. https://www.youtube.com/watch?v=OwbJv5VDEwk&feature=youtu.be

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards

ISTE 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Update 5: Cultivating Grit

Student

Learning Target

Task 1: Reflect on the Learning Target

I can use a metaphor and thesis statement to synthesis my ideas about grit.
I can apply my understanding of grit to give real-life examples of how to cultivate it.

Think About It!

Task 2: Ponder

Take a moment to reflect and think about the quote below.

“Grit is sticking with your future day in, day out and not just for the week, not just for the month, but for years.” Angela Lee Duckworth

Turn to your partner and discuss what Duckworth's idea means to you. How is grit different than perseverance?

Explore

Task 3: Watch Video

Without grit, talent may be nothing more than unmet potential. The short video below starts and ends with the same question, "Do you have grit?" Watch the video and pay close attention to what the narrator is saying. Pay particular attention to the following points (the statements are timestamped).

0:40 It [grit] is about having this stamina quality. Not just being passionate but sustaining that passion for a long time.
0:51 It [grit] is not just about the hours of work you put in but it's about the hardest kind of work.1. Identifying your own weakness and working on that. 2. Being in an uncomfortable place & working extremely hard and then get up and do it all over again.
1:30 Grit can be the difference in becoming successful because you never give up and never run away when things get tough.

Media embedded July 19, 2020

SportMotion. (2018, July 25). The Power of Grit | The Motivation Minute [Video]. YouTube. https://www.youtube.com/watch?v=EXE2mwZfmIc

Task 4: Develop Understanding of Concept

Angela Duckworth is a teacher and a psychologist who is a leading expert on "grit." In Update 1 you took a quiz based on her Grit-Scale.

The list below are ideas about cultivating grit.

Six Principles of Cultivating Grit

Your curiosity motivates you. Your interest gives you the incentive to keep learning.
You exercise will-power. Push yourself when more effort is needed or pull-back when the breaks need to be pushed. It is as much about being able to go on as it is being able to know when to hold back.
You persevere by increasing your effort. When you encounter an obstacle you don’t blame your ability instead you show tenacity (you should know that word from update 1).
You use self-talk to guide your learning. You are willing to learn from failure, and apply its lessons when you try again.
You have role models and mentors you learn from. They push and challenge you out of your comfort zone.
You set goals to help guide you. You know how to be S.M.A.R.T when you plan for achieving your goals.

Optional: Watch a video by Angela Duckworth explaining some of the ideas above.

Media embedded July 19, 2020

Media embedded July 28, 2020

Between The Lines. (2017, February 4). Grit, By Angela Duckworth | An Animated Summary | Between The Lines Animations [Video]. YouTube. https://www.youtube.com/watch?v=m7M5_cu1Erc

Create an Artifact

Task 5: Transforming Learning (Project 1: Creative Quad)

Your task is to creatively represent the idea related to cultivating grit in four different ways. You and your classmates will brainstorm various written forms of communication to share your thoughts. Some examples of written communication are apparent like an email or magazine. Others are less obvious like airplane banners, pizza boxes, road signs, or a shirt tag. Consider the mode of your chosen communication and how you will convey the main ideas of the topic. Use the rubric and checklist to help guide your work.

Directions: When creating your quad:

Divide your paper into four equal parts.
At the top center or in the middle of the paper you will write the subject: Grit. Directly under the subject write a thesis statement about cultivating grit.
You will create one uniformed scene based on your chosen communication mode.
Each quad needs 5-7 pieces of information. This could include examples or further explanations related to the list.
Write your name at the bottom left-hand corner.
Use the template below to help guide you.
Make sure to review the rubric.

Creative Quad Rubric

Quad Template

Example of Quad

Communicate

Task 6: Post

Create a post discussing one of the bullet points from the video above

0:40 It [grit] is about having this stamina quality. Not just being passionate but sustaining that passion for a long time.
0:51 It [grit] is not just about the hours of work you put in but it's about the hardest kind of work.1. Identifying your own weakness and working on that. 2. Being in an uncomfortable place & working extremely hard and then get up and do it all over again.
1:30 Grit can be the difference in becoming successful because you never give up and never run away when things get tough.

In your post:

Identify which bullet points you are discussing.
Explain what it means in your own words.
Provide an example to illustrate your understanding. The example can come from your own experience or someone you know (famous or not).

Task 7: Update

In your update upload your creative quad as an image and describe the ways you cultivate grit. Make sure to

Identify which point you are discussing.
Explain what it means in your own words.
Provide an example to illustrate your understanding. The example can come from your own experience or someone you know (famous or not).

Task 8: Reply

Comment on a classmate's update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Extension

Explain more than one point in another post.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will activate their background knowledge by discussing the quote.
Experiencing the New: Students will take notes to incorporate new learning. This will deepen their understanding of key concepts and ideas.
Appling Creatively: Students will use a creative quad to apply their understanding of how to cultivate grit to creatively communicate ideas.
Analyzing Functionally: Students will analyze the list of ideas related to cultivating grit in order to write a thesis statement.

Teacher Notes

Duration The lesson will take two 60 min class periods to complete.

Resources None

Teaching Tip

Task 5: Help guide students to be creative in their brainstorming list for the various types of communication. Below is a sample list of ideas brainstormed by a class.

Sample List of Ideas

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards

ISTE 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

Update 6: Resilience

Student

Learning Target

Task 1: Reflect on the Learning Target

I can explain how overcoming an obstacle makes me and others resilient.

Think About It!

Task 2: Ponder & Write

"It's all about overcoming obstacles. It's true, I have a disability, but so do you. I also have an ability, so do you. Everyone has obstacles to overcome." Steven Claunch

Turn to your partner and discuss the quote and the ideas below.

Resiliency is defined as one’s ability to bounce back when faced with challenges. What impact can your mindset have on your ability to be resilient?
Grit is defined as courage & resolve; strength of character. What impact can your mindset have on your ability to have grit?

Explore

Task 3: Watch Video

When faced with a bump in the road, sometimes we forget we have a choice: overcome the obstacle or let it overcome you. Steven Claunch, who was born without fingers on his right hand and with one leg shorter than the other and has excelled in basketball nonetheless, explains why obstacles can provide an opportunity to both inspire others and develop character.

Media embedded July 19, 2020

TED-Ed. (2013, August 21). Overcoming obstacles - Steven Claunch [Video]. YouTube. https://www.youtube.com/watch?v=2MGMvEnoD6U&feature=emb_title

Create an Artifact

Task 4: Group Work (Work 3: Story Board)

Analyze Steven Claunch’s video, Overcoming Obstacles, using a storyboard structure, focusing on how Steven Claunch develops the central idea and how the embedded story of Jim Abbot supports and further develops the central theme.

The video is divided into four major sections:

Introduction: My Disability
Jim Abbott
Freshman Varsity Basketball Team
Conclusion: Everyone has obstacles. What is your disability? What is your ability?

For each section, create three to four storyboard frames. Work with your group to determine what should be in the frames. Each person in your group will work on one section. You will come back together as a group to review and approve the frames.

Use an online tool such as

Communicate

Task 5: Post

Your task is to create a post exploring one of the ideas below:

In his speech, Steven urged the audience to “prove others wrong” by overcoming obstacles. What are some methods of accomplishing that?
Steven also said that everyone has their own set of unique obstacles to overcome, some of which are obvious, while others are less apparent. What is a visible obstacle you must overcome? How about a more obscure obstacle?
How have you responded to the challenges you have faced as a student? Do you tend to react by looking for solutions to overcome?
Metacognitive: How did the reading and the work that we did today help you to understand your beliefs about your own ability to be resilient?

Task 6: Update

In his speech, Steven urged the audience to “prove others wrong” by overcoming obstacles. Create a post sharing methods that would allow someone to accomplishing that. Make sure to cite anything that you are basing your thinking on.

Task 7: Reply

Comment on a classmate's update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Extension

Visit the website inspiremykids.
Use the search word obstacles to find stories.
Pick a story to read about.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will activate their background knowledge by discussing the quote.
Applying appropriately: Students will create a story board to apply their understanding of Steven Claunch’s video, Overcoming Obstacles

Teacher Notes

Duration The lesson will take one 60 min class period to complete.

Resource Online storyboarding sites

Teaching Tip

Task 4: Alternatively, you could have students complete the task on paper.

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards:

ISTE 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
ISTE 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
ISTE 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Update 7: Final Project-Success from Failures

Student

Learning Target

Task 1: Reflect on the Learning Target

I can write an opinion essay on the life of a successful person who has overcome obstacles.
I can identify the traits of a person who has overcome an obstacle.
I can learn from the experiences of others.

Think About It!

Task 2: Ponder

"Develop success from failures. Discouragement and failure are two of the surest stepping stones to success." Dale Carnegie

Reflect on a time you were discouraged by a failure but were able to turn it around as a success. Now turn to a partner and share your example.

Explore

Task 3: Read or Watch Video

You don't have to be famous to take an obstacle or failure and turn it around. Pick a video or read about how students overcame incredible obstacles to achieve their dreams at 10 Students Who Overcame Massive Obstacles to Achieve Their Dream of an Education.

Create an Artifact

Task 4: Research Lives in Action (Project 2: Essay)

One way to cultivate grit is to find a role model. It is your turn to find a virtual role model that lived a life filled with grit. Your task is to brainstorm men, women, and children that have achieved something wondrous. Narrow your list to one man, woman, and child that you will briefly research. Finally, pick one person that you would like to research deeply. In your research look for

How have they shown grit?
Can you uncover a "disability" the person you are researching experienced?
Describe the 8 traits of successful people (identified by St. John) that they exhibit.

You will write an essay on the person you have chosen as your role model. Your essay will be peer-reviewed before you turn it in for a final. Use the Essay Structure, Four Components of Writing an Essay, Success from Failure Essay Rubric, and the Checklist for Essay documents to guide your writing.

Essay Structure

Four Components of Writing an Essay

Success from Failure Essay Rubric

Checklist for Essay

Task 5: Feedback

For your peer review, you will use the Success from Failure Essay Rubric to provide feedback. Remember to always balance your feedback with a compliment and a constructive suggestion. Also, be polite when asking for any clarification. You will need to make at least 5 annotations in your classmate's work using the comment section of the Google Doc. Make sure your comments refer back to a variety of the elements in the rubric.

Task 6: Revisions

You will revise your paper with the feedback provided to you by your peer. When you have completed your revisions, evaluate your writing with the rubric.

Task 7: Retake Survey

Take the survey by Angela Duckworth on Grit and reflect on the results compared to when you first took the survey in Update 1. How have your ideas about grit grown?

Communication

Task 8: Post

Create a post sharing how the person from task 1 overcame obstacles to achieve an aspiration. Discuss how they used grit, resilience, and/or the traits of successful people.

Task 9: Update

Create a short 3-5 minute video sharing about the person you choose for the Success from Failure Project.

Task 10: Reply

Comment on a classmate's update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Objectives

Experiencing the Known: Students will activate their background knowledge by discussing the quote.
Analyzing Functionally: Students will be able to apply their understanding to identify a person that has overcome obstacles in order to be successful.
Analyzing Critically: Students will be able to critically analyze a person and their ability to be successful and how it pertains to themselves.

Teacher Notes

Duration The lesson will take five to six 60 min class periods to complete.

Resources See student task 4 for directions and rubrics

Teaching Tip

Task 4: Remind students how this writing is similar to writing they have previously done. Review the requirements of the project with students.

Task 5: Have a review of the student's work by a peer. Students can submit a copy of their work in Google Docs to be reviewed by their peers. The peer would use the commenting option to provide feedback and rubric.

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.L.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Updae 8: When Grit is Not Enough

Student

Learning Target

Task 1: Reflect on the learning target

I can understand how life is easier for some people and harder for others.
I can reflect on privilege and its impact on success.
I can identify and discuss historical structural discrimination and its effects on people.

Think About It!

Task 2: Ponder

([Quote], n.d.)

Turn to your partner and discuss the quote. Do you feel you can 'jump higher' because you have a 'safe place to fall'? Explain your response.

Explore

Task 3: Take a Survey

This survey is about you and your experiences. There are no right or wrong answers. Try your best to answer each of the questions based on your thoughts, feelings, and experiences. For each item – where you would take one step back, subtract 1 point. For every step forward, add 1 point. Calculate your total at the end of the 20 questions. There are no right or wrong answers.

Privilege Aptitude Survey

Task 4a: Watch Video

Watch the video and answer the questions below.

Media embedded July 30, 2020

Pinto, E. (2010, November 15). The Unequal Opportunity Race [Video]. YouTube. https://www.youtube.com/watch?v=vX_Vzl-r8NY

Questions to consider as you watch the video.

What is the metaphorical symbolism of the race track?
What does the timer represent?
What prevents some of the races from starting the race on time?
What do the batons symbolize, and who benefits from them?
What do the aging racers symbolize?
What are the obstacles on the track?
Although the runners are on the same track, why do they face different challenges?
What does the moving pathway symbolize?
Who won the race?
What does the bulldozer represent?

The obstacles in the above video were not created by any one person. These types of barriers are referred to as systematic racism (also known as institutional discrimination).

Task 4b: Watch Video

Watch the video on systematic racism.

Media embedded July 30, 2020

Act.tv. (2019, April 16). Systemic Racism Explained [Video]. YouTube. https://www.youtube.com/watch?v=YrHIQIO_bdQ

Task 5: Develop Understanding of Concept

What is privilege?

Merriam-Webster's Dictionary defines privilege as the following:

: a right or immunity granted as a peculiar benefit, advantage, or favor

: special enjoyment of a good or exemption from an evil or burden

: a special opportunity to do something that makes you proud

: the advantage that wealthy and powerful people have over other people in a society

Discussion Questions

How does the quote in task 2 relate to privilege?
Look back at your survey from task 3. Can you identify areas you have privilege?
Who are the racers with and without privilege in the above video?
What prevented some of the athletes from having privilege?
How does it feel to have privilege when you learn how it affects those that do not have the same types of circumstances or opportunities?

Task 6: When Grit Isn't Enough

Read both the book review and the article. Take notes on important ideas using the Cornell Method.

Book Review: When Grit Isn't Enough

Article: When Grit Isn’t Enough

Communicate

Task 6: Post

A famous phrase we often hear is:

"People need to pick themselves up by their bootstraps."

How does this relate to the concept of privilege? Your task is to create a post exploring this statement as it related to the privilege. Does everyone have the same opportunity to be successful? Have all people been given the same resources in life to be successful? Are there other factors holding a person back that are not in their control?

Task 7: Update

Your task is to create an Update about a group of people's historical oppression based on institutional discrimination. How did these events impact the discriminated group? In your conclusion, share your thoughts about what you have learned in this unit. Make sure to include ideas of success and privilege.

Task 8: Reply

Comment on a classmate's update with your thoughts about their ideas. Do you agree/disagree, and why? Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Extension

Learn about the difference between equality and equity by reading two articles and examining images at this link.
Read the article: Divided America: In Recovery, Many Poor Schools Left Behind

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Students will activate their background knowledge by discussing the quote and taking the survey.
Experiencing the New: Students will watch videos and answer questions. This will expose students to key concepts and ideas.
Conceptualizing by Naming: Students will develop an understanding of the concept of privilege and systemic racism by analyzing the videos and participating in the discussion.
Applying Appropriately: Students will transfer their understanding of prior concepts (related to success) to grasp its limitations because of institutional discrimination.
Applying Critically: Students will be able to pick a historical event to understand the implications of institutional discrimination on a group of people.

Teacher Notes

Duration The lesson will take two 60 min class periods to complete.

Resource No additional resources needed

Teaching Tip

This lesson's primary purpose is to address the misunderstanding that the only thing that stands between a person and their success is their efforts. Students should understand how historically marginalized people have been negatively impacted by institutional discrimination (also known as systemic racism).

To gain background knowledge and help facilitate the discussion on privilege, please read the following article, White Privilege: Unpacking the Invisible Knapsack.

**Note the discussion on blame, shame, and guilt.

Task 3: In addition to the survey, you may want to do the following activity, Privilege For Sale

Later in the lesson, you can draw students' attention to the possible categories of privilege in the survey. Possible categories that could relate to privilege are community, school, wealth, family, and self.

Task 4: Possible answers to the questions

It is essential to have a whole class discussion after students have watched the video and pondered questions independently. The guided discussion will help students understand the concepts presented in the video. Have the video available to review as the class discusses the questions.

What is the metaphorical symbolism of the race track? The track is a metaphor for the historic racial disparity in the United States
What does the timer represent? The timer starts at 1492 with Columbus landing in America, and it marks the passage of the centuries.
What prevents some of the races from starting the race on time?slavery, broken treaties, genocide, Manifest Destiny, trail of tears, Dread Scott, Chinese Exclusion Act, Japanese interment, White Naturalization only. **Note they begin racing in 1964 when the Civil Rights Act was made into law preventing employment discrimination due to race, color, sex, religion, or national origin.
What do the batons symbolize, and who benefits from them? Wealth disparity
What do the aging racers symbolize? Generational advantages that give the runners ahead start because they did not have to face the issues the other runners did from question 3.
What are the obstacles on the track? discrimination, poor schooling, underemployment, standardized tests, the school-to-prison pipeline, housing discrimination, racial profiling, and shortened lifespan.
Although the racers are on the same track, why do they face different obstacles? The hurdles have been institutional structures that Black people and other people of color faced in our history.
What does the moving pathway symbolize? Connections, privilege, wealth, old boy network (discuss this concept)
Who won the race? A white male and in second place was a white woman
What does the bulldozer represent? Open-ended.

Learning Standards

Illinois Learning Standards: Social Emotional Learning

Goal 1: Develop self-awareness and self-management skills to achieve school and life success. B. Recognize personal qualities and external supports. 2a. Describe personal skills and interests that one wants to develop.

Reporting Standards

CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

ANTI-BIAS FRAMEWORK Anchor Standards

Justice 14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics
JU.3-5.14 I know that life is easier for some people and harder for others based on who they are and where they were born.

References

Act.tv. (2019, April 16). Systemic Racism Explained [Video]. YouTube. https://www.youtube.com/watch?v=YrHIQIO_bdQ

Between The Lines. (2017, February 4). Grit, By Angela Duckworth | An Animated Summary | Between The Lines Animations [Video]. YouTube. https://www.youtube.com/watch?v=m7M5_cu1Erc

Breeding, T. (n.d.). G.R.I.T. [Digital Image]. Fuel Sweat & Science. https://workwithdrtiff.com/mental-grit-or-mental-gunk/

Catelin Photography. (2019, March 23). Growth Mindset vs. Fixed Mindset [Digital Image]. Fostering Voices. https://fosteringvoices.com/episode-50-fostering-a-growth-mindset/

[Cornell note-taking on OneNote]. (2016). Studyblr. https://elkstudies.tumblr.com/post/128221012320/strive-for-da-best-how-to-use-cornellell

Fink, J. (2013). True Grit. Instructor, 122(4), 26-31. EBSCO.

Florida Virtual School. (2014, August 14). Grit: The Key to Your Success at FLVS [Video]. YouTube. https://www.youtube.com/watch?v=uwsZZ2rprqc

Forman, P. (2020). Personal Growth [Digital Image]. Mind Map Inspiration. https://www.mindmapinspiration.com

Google for Education. (2018, November 16). How to Use the Jamboard App in Education (First Day of Jamboard) [Video]. YouTube. https://www.youtube.com/watch?v=OwbJv5VDEwk&feature=youtu.be

O’Farrell, C. (2018). Map of Procrastination [Digital Image]. Refracted Input. https://clare-ofarrell.com/2018/06/01/map-of-procrastination/

Pierce. (2018). The Cornell Notes [Digital Image]. English with Mrs. Pierce. https://englishwithmrspierce.com/2018/01/09/notetaking-cornell-notes-3/

Pinto, E. (2010, November 15). The Unequal Opportunity Race [Video]. YouTube. https://www.youtube.com/watch?v=vX_Vzl-r8NY

[Quote]. (n.d.). Quote Pictures. https://quoteshole.com/12-quotes-by-liane-moriarty-about-life/

SportMotion. (2018, July 25). The Power of Grit | The Motivation Minute [Video]. YouTube. https://www.youtube.com/watch?v=EXE2mwZfmIc

St. John, R., & Trait of Thoughts Art Inc. (2010). [The Eight Traits that Lead to Great Success]. Richard St. John. https://richardstjohn.com/

TED-Ed. (2013, August 21). Overcoming obstacles - Steven Claunch [Video]. YouTube. https://www.youtube.com/watch?v=2MGMvEnoD6U&feature=emb_title

Vygotskiĭ, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Vock, J. (2013, August 30). Courage of Famous Failures - Inspirational [Video]. YouTube. https://www.youtube.com/watch?v=Ydeyl0vXdP0&t=1s

Success from Failures

Learning to Overcome

Learning Module

Abstract

Keywords

Overview

Update 1: Defining Grit

Student

Teacher

Update 2: Mapping Grit

Student

Teacher

Update 3: Trait of Success

Student

Teacher

Update 4: Aspirations

Student

Teacher

Update 5: Cultivating Grit

Student

Teacher

Update 6: Resilience

Student

Teacher

Update 7: Final Project-Success from Failures

Student

Teacher

Updae 8: When Grit is Not Enough

Student

Teacher

References