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
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.
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.
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 ..."
When we choose a want-to attitude it sounds more like "I get-to ..."
This can make the task seem easier and quicker to complete.
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.