LESSON FIVE “Prominent Figures who Think Differently” (Part 2)

F2F, Synchronous
Skill: Identifying Cause and Effect Relationships

Essential Questions:
● Does critiquing a previously-studied specific example allow for deeper learning?
● Does working with story plots provide students with an opportunity to research cause
and effect relationships?

Learning Objectives:
At the end of this lesson, students will be able to:

Learning Objective Needs Assessment (click the READY strategy based on 5C

link to see details) standards (Goal Areas)
#1: academic English and
skills; #2: communicative
English; #3 good motivations

Read an article of a #1 Explain

prominent figure for specific (in Communication goal area)
information.

Explain the effects caused by #1, #2, #3 Explain

significant life events of a (in Communication goal area)
prominent figure.

Identify growths (positive #1 Reinforce

events) and setbacks (in Connections goal area)
(negative events) in the life of Advancement
(in Culture goal area )
a prominent figure.

Co-create a story plot of the #2, #3 Develop

growths and setbacks in the (in Comparison goal area)
life of a prominent figure. Reinforce
(in Connections goal area)

Present their story plot by #2, #3 Explain

explaining the main points (in Communication goal area)
and lessons learned.
Materials Needed:
● Computer
● Timeline Activity Worksheet

Teacher Instructions:
Time

1 Have students answer the following questions with a partner and 5 min
jot down their answers on a scrap piece of paper to activate their
schema:

● Why do you think Steve Jobs ended his commencement

speech with the quote “stay hungry, stay foolish”?
● What major lessons do you remember from Steve Jobs’
speech at Stanford’s graduation?
● Did any of those lessons relate to the growth mindset
concept? If so, how?

2 Go over answers informally. 2 min

3 Have preview the Timeline Activity Worksheet. 1 min

4 Instruct students to read the article about Steve Jobs’ life: 10 min
https://www.entrepreneur.com/article/197538 for specific
information by noting significant life events on the Timeline
Activity Worksheet.

Activity Time

5 Have students work in groups of 3-4 to compare your timelines 9 min

and agree on a consensus timeline. On their consensus timeline,
they should identify whether the significant life events were
growths (positive) or setbacks (negative) and draw an upwards
arrow for all the growths and an arrow pointing downwards for
the setbacks on their timeline.

6 Have students use their consensus timeline to create a story plot 15 min
in Adobe Spark as a way to connect causes and effects.

Once they have finished their story plot, they should work
together with the other members of their group to record a short
 (1-2 minute) presentation of the story plot. Inform students that
they only need their timeline for the presentation; there is no
need to create a PowerPoint presentation, etc.

In the presentation, students should include at least 3 significant

events in Steve Jobs’ life to explain the main points and lessons
learned about cause and effect & growth mindset. Each group
member should participate in the presentation.

Activity Time

7 With a partner from a different group, have students spend 3 3 min

minutes answering the following questions:
● What attributed to Steve Jobs success?
● What does that say about success?

8 Reflection 5 min

Have students perform the READY strategy reflection and

submit to reflect on their ability to perform certain skills and
actions.

TOTAL 50 min

Student Instruction:
● Spend 5 minutes answering the following questions with a partner on a spare sheet of
paper:
○ Why do you think Steve Jobs ended his commencement speech with the quote
“stay hungry, stay foolish”?
○ What major lessons do you remember from Steve Jobs’ speech at Stanford’s
graduation?
○ Did any of those lessons relate to the growth mindset concept? If so, how?
● Share your answers with the class if asked to do so.
● Preview the Timeline Activity Worksheet.
● Read the article about Steve Jobs’ life https://www.entrepreneur.com/article/197538 and
note any significant life events on the Timeline Activity Worksheet.
● Work in groups of 3-4 to compare your timelines and agree on a consensus timeline. On
your consensus timeline, identify whether the significant life events were growths
(positive) or setbacks (negative). Draw an upwards arrow for all the growths and an
arrow pointing downwards for the setbacks on your timeline.
● have finished your story plot, work together with the other members of your group to
 record a short (1-2 minute) presentation of the story plot. In the presentation, use at least
3 significant events in Steve Jobs’ explaining the main points and lessons learned about
cause and effect & growth mindset. Each group member should participate in the
presentation. You only need your timeline for the presentation; there is no need to create
a PowerPoint presentation, etc.
● With a partner from a different group, spend the next 3 minutes of class answering the
following questions:
○ What attributed to Steve Jobs’ success?
○ What does that say about success?
● Finally, in the last 5 minutes of class, reflect on your learning and how it applies to the
ability to perform certain skills and actions using the READY Strategy Self-reflection
worksheet.

READY
strategy

From the curriculum, students will be able to:

READY 5C Goal Areas Standards
strategy

R Reinforce Build, reinforce, and expand their knowledge of other

(in Connections goal disciplines while using the language to develop critical
area) thinking and to solve problems creatively.

E Explain 1. Understand, interpret, and analyze what is heard,

(in Communication read, or viewed on a variety of topics.
goal area) 2. Present information, concepts, and ideas to inform,
explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various
audiences of listeners, readers, or viewers.
Clarify the “why” or the “how” of ideas, actions, or
phenomena.
 A Advancement Reflect on the relationship between the practices and
(in Culture goal area) perspectives of the cultures studied.

D Develop 1. Develop insight into the nature of language and

(in Comparison goal culture in order to interact with cultural competence.
area) 2. Use the language to investigate, explain, and reflect
on the nature of language through comparisons of the
language studied and their own.

Y Yearns towards... Learners use the language both within and beyond the
(in Community goal classroom to interact and collaborate in their
area) community and the globalized world.

Collaboration/group work:
Students work with a partner to review information in a pre-reading activity and discuss the
wrap-up questions. In groups, students compare timelines to co-create a consensus timeline.
Then, the groups develop a story plot and short presentation of the story plot to record as the
assessment.

Assessment:
A summative assessment in which groups present a story plot that they created and provide
examples of how significant life events in their story plot represent cause-effect relationships.
Presentations will be graded on the presentation rubric.
Timeline Activity Worksheet
 READY Strategy Self-reflection Worksheet

READY 5C Goal Areas Self-reflection Reflect on Your Learning :)

Strategy

R Reinforce I used my language skills and

(in my general knowledge to learn
Connections about a new topic or more
goal area) about a topic I already knew.

E Explain I was able to make myself

(in understood and show what I
Communicatio understand using my language
n goal area) abilities.

A Advancement I was able to think deeply about

(in Culture goal why and how the people I
area ) studied about did what they did.

D Develop I was able to learn more about

(in Comparison language in general and how
goal area) the language I am studying is
similar or different to my own.

Y Yearns I was able to appreciate how

towards… language connects me to
(in Community people both in and out of the
goal area) classroom.