Secondary Lessons For Quarter Application
Curricular Focus: Introduction to I AM Noticed Concepts & Practices
Lesson 3 - Want-To
I Want-To
Supplies needed: Journal or paper, writing and/or drawing supplies
MLS: IID.1.A Emotional Regulation
General Target: Positive Attitude
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Grade Level Specific
Grade 6: I can name ways I can choose a positive attitude in my day.
Grade 7: I can describe how gratitude helps me shift my perspective.
Grade 8: I can practice choosing a "want-to" mindset when I'm feeling negative.
Define Want-To for your class as choosing a positive attitude.
Discuss how gratitude can be used when your Want-To feels stuck. For example, “I do not want to do my homework! But I am grateful I have a good school to go to and a teacher who cares about me."
“Prompt the students to think about how and when they can CHOOSE a want-to attitude. Encourage students to individually list ways they can and will choose their positive attitude. Then partner your students up, and have the students share their ideas.
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Please share the following concepts as a part of this lesson: When we are mentally healthy we can choose our attitude. When we are aware of a negative attitude, gratitude is a tool that can be used to help us change our perspective and choose a positive want-to attitude.
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There is power in "get-to"
Quick Tip>
We all have things that we'd rather not do. Often times our language about these things sounds like "I have-to ..."
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When we choose a want-to attitude it sounds more like "I get-to ..."
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This can make the task seem easier and quicker to complete.
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There is power in "get-to"
Quick Tip>
Having Want-To creates a psychosomatic response. In a study done by the University of Utah, participants who felt grateful showed a reduction in the stress hormone Cortisol, stronger cardio function, and were more resilient to emotional setbacks and negative experiences.