The Cost Of Change

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  HE.5.R.4.2: Identify successful strategies for adjusting to change and setbacks.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Only Constant Is Change.” See CPALMS resource ID# 209587.

• Career Connection

  
  

  In this lesson students will conduct research on famous “failures” and analyze the cause and effects of their setbacks. Students will also work collaboratively, sharing ideas and resources in order to create a finished product in the form of a visual presentation. This lesson helps students develop career building skills of research, communication, and resiliency.

• Learning Objectives

  
  

  Students will be able to:

  • Identify successful strategies for adjusting to setbacks.
  • Conduct research and organize information on famous failures and setbacks.
  • Create a digital presentation that shows historical examples of setbacks and overcoming challenges.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Conduct online research using a variety of sources.
  • Paraphrase information found from outside sources.
  • Collaborate with a partner.
  • Understand the concept of a setback.

• Guiding Questions

  
  
  • Why is it important to identify the causes of a setback prior to choosing a strategy to resolve them?
  • What traits help some people succeed while others may fail at overcoming adversity or setbacks?

• Procedure

  
  

  1. To introduce the lesson, pose the following question for students: Name a time in which you failed at something. Student responses can be recorded via online forum. Follow-up questions that could be asked aloud for students to respond to would be: How were you able to overcome that setback? Was it difficult or easy to do? Were there any sacrifices you had to make in order to make sure you don’t fail at that “thing” again?

  2. Distribute the case study, The Only Constant Is Change, CPALMS ID# 209587, and allow students time to read the case study, with their shoulder partners.

  Display the following suggested questions for students to discuss with their shoulder partners during and after reading the case study. Students can also create their own open-ended discussion questions about the case study.

  • What setbacks did David face?
  • How should David respond to the setbacks?
  • What strategies could David use to successfully adjust to change?
  • How can overcoming a challenge shape a person’s character?
  • What impact does repeated failure have on a person’s mental mindset?

  3. Prior to students starting their research, lead students into a discussion about the fact that people face obstacles all the time. This can be done using “Did You Know?” question stems. Examples can include:

  • Did you know Michael Jordan, who some consider the greatest basketball player of all-time was cut from his 9^th grade basketball team?
  • Did you know that former New England Patriots and Tampa Bay Buccaneers and 7x Super Bowl Champion Tom Brady was the 199^th pick in the NFL draft? There were 6 quarterbacks chosen before him.
  • Did you know that Lebron James and his Cleveland Cavaliers were swept in his first championship run in 2007? They did not win a single game that round.
  • Did you know that Serena Williams was forced to stop playing tennis for medical reasons? She focused on her health and well-being, and came back stronger than she was before.
  • Did you know that Steph Curry was once told he was too short and too injury prone to be successful in the NBA?
  • Did you know that Beyoncé lost a nationally televised talent show at the age of 12?

  4. Set the purpose of the lesson. Students will conduct online research on famous historical setbacks and how they were overcome.

  • Distribute the Setback and Solution graphic organizer (see attachment).
  • With their shoulder partner, students will research to answer the following question: What historical examples show how individuals respond to and overcome setbacks?
  • On the handout, students will record at least 4 setbacks and how they were overcome.

  5. As students finish organizing their research on the graphic organizer, they should begin (with their shoulder partner) to prepare their presentation based on the research they have gathered.

  Presentations must contain the following:

  • Title page
  • A picture or graphic related to each setback
  • Setbacks that are clearly identified
  • Strategies used to overcome setbacks that are clearly defined.

  6. To bring the lesson to a close, ask students to Students will answer the following question and answers will be recorded via online platform:

  • • What are some successful strategies one can use when adjusting to change or setbacks?

• Teacher Notes

  
  
  • For opening questions, white boards, dry erase markers or chart paper can be used.
  • Technology alternatives/options include any type of visual presentation.
  • Lesson may have to be extended for an additional day.

• Optional

  
  

  Extension Ideas:

  • Students write a narrative essay detailing a time in their lives in which they experienced a setback and what they had to do to overcome it.
  • Students can present presentations.