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Life isn’t fair

instructor’s ManuaL

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Life Isn’t Fair, But That Doesn’t Mean You Should Quit!, Instructor’s Manual, Page 3

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Life isn’t fair...But that Doesn’t Mean You shoulD Quit!

tabLe of contents instructor’s ManuaL

Tips for Teaching ARISE Life Management Skills........................................................2-3Preparing for Class........................................................................................................4

SECTION ONE: Obstacles, Fairness and PerseveranceSection 1.1: Pre-Reading Activities.........................................................................6-7Section 1.2: Begin the Story......................................................................................8Section 1.3: Life Isn’t Fair..........................................................................................9Life Isn’t Fair Story.................................................................................................10-38Section One Quiz.............................................................................................................81

SECTION TWO: Changin’ ‘TudesSection 2.1: Anger vs. Attitude...................................................................................40Section 2.2: You Are in Charge of Your Attitude..................................................41-46Section 2.3: Lean on Me!............................................................................................47Section 2.4: Which Way Do I Go?.............................................................................48Section 2.5: Perseverance.......................................................................................49-55Section 2.6: Making Mistakes.................................................................................56-63Section Two Quiz.............................................................................................................82

SECTION THREE: TURTLE POEMSSection 3.1: Let’s Act It Out: Articulation................................................65Section 3.2: Let’s Act It Out: Voice Production.......................................66Section 3.3: Let’s Act It Out: Movement.................................................67Section 3.4: Acting It Out: “Don’t Quit”...................................................67Don’t Quit Poem by Edmund F. Benson....................................................................68-73Don’t Quit Poem by unknown......................................................................................74Section Three Quiz.......................................................................................................83

Final Project...........................................................................................................75-79

Quizzes..............................................................................................................80-83

Answer Keys...........................................................................................................84-88


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tips for teaching arise Life ManageMent skiLLs

You are about to undertake a most rewarding, yet challenging journey: trying to shift human thinking from a losing perception to a winning perception. Providing students, or as we prefer to call them; “learners,” with the attitudes and skills they need to live successful lives on life’s sometimes not-so-fair terms.

Over the years and through trial and error, we have found many tips helpful in teaching ARISE Life-Management Skills and we hope they will assist you on your path:

1. Enthusiasm is contagious. The livelier and more energetic you are, the more captivated your learners will be.

2. We all read and learn on different levels. Be careful to keep your language simple and avoid focusing on spelling and grammar.

3. Teaching positive attitudes takes a positive attitude. Your approach will set the stage for positive learning.

4. Praise learners every chance you get. If a learner shares an improper response, encourage more appropriate responses by saying things like:

5. No one likes to be lectured. Always listen and remember to practice KUP: Kindness, Understanding and Patience.

6. Doing is more fun than sitting. Encourage students to role-play, dramatize stories, develop skits, songs, poems and raps that reflect the lesson you are working on.

7. Research shows that people retain information better when they hear it rather than read it; and when they hear and see it, the retention rate improves by 40%. Furthermore, when we stand up and read, the mind works even better. So put it all together. When you want learners to absorb important information use all three: read out loud while standing up!


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DURING CLASS As you instruct, remember:• Youth learn from their peers, so have learners form small groups of three or four for some activities. Vary group members; don’t always place the same people together. For other exercises, have learners work in pairs. Pair the more active participants with the less responsive ones. Keep in mind that youth learn from their peers and when they are interacting with each other.

• Read worksheet questions aloud and allow learners to brainstorm the worksheets together by reading the questions out loud. They will brainstorm to discover the answers.

AFTER CLASS

As you reach the end of the class, do the following:• Ask the group what they got out of the session each day. Encourage feedback. Find out what else they would like to learn about this subject.

BEFORE CLASS

Things to do and say as your class begins:• Explain how the class will operate. Stress that this program is interactive. In other words, learners are expected to participate fully through brainstorming, role-playing, discussion, and other activities.


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section one: obstacLes, fairness and perseverance


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section 1.1: pre-reading activities

introduction: obstacLes, fairness and perseveranceUse the following definitions and examples on this page and the cartoon and quote on Learner’s Workbook page 2 to discuss the meaning of obstacles, fairness and perseverance with learners. Write the words and their definitions on the board or large piece of paper where all can see.

Obstacles are roadblocks that are sometimes in the way of our goals, or something we want. For example, I see an Ipod I really want, but I have no money. I want to work to make some money, but I can’t get hired at a supermarket. I am only 14. I can’t get the money from my parents, because they are always struggling with the bills. Something I want is the Ipod, no money is the obstacle. My goal is to work for the money. Not being able to work until I am 16 is the obstacle.

Fairness is when something is just not right. For example: I see a lot of kids at school whose parents bought them Ipods, but my parents have no money. That doesn’t seem fair to me. I want to get the Ipod honestly, but I can’t get a job.

Perseverance is never giving up, no matter what. Putting one foot in front of the other, trying to do the next right thing, even when life doesn’t seem fair. For example: I could ask around the neighborhood and see if anyone wants their car washed. I could look for people who have lawn mowers and see if they need their lawn mowed. I could put up signs for walking dogs, or perhaps help out elderly people get their groceries. In time, I could own a brand new Ipod.


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Learner’s Workbook: Page 2

read/reviewHave students study the definitions from the previous page and the cartoon and quote on Learner’s Workbook page 2 for the following activities.

brainstorM/discussionAfter students have examined the words and their definitions, along with the cartoon, encourage them to share their feelings and experiences. You may wish to ask the following questions: 1. Have you ever had a similar experience to the boy who wanted an Ipod? 2. Discuss things in your life that seem tough. Have you or should you ever walk away and quit? 3. Does quitting solve the problem or bring you closer to your goal? 4. Is there something in your life that you have felt or feel is a constant struggle? 5. Why do you think in Mr. Iacocca’s quote he states you should persevere and work hard for what you want? 6. Why doesn’t he just tell you to steal the Ipod?

activity1. Create a Mind Map by writing the word obstacle in a large circle on the board or large piece of paper where all can see. Now write some of the obstacles learners shared in the Brainstorm/Discussion Activity around the word “obstacle.”

2. Now draw a second Mind Map by writing the word persevere in the middle. Have students share ways they may have successfully persevered through their Mind Map obstacles. Let students know they are going to learn about many people and the tools they have used to make it through and around obstacles in life. So, even if they have more in the Obstacle Mind Map than in the Perseverance Mind Map, they’ll learn tools to work through these obstacles.

OBSTACLES PERSEVERE


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section 1.2: begin the story

obstacLes/roadbLocks in our wayLearner’s Workbook: Pages 3-7 Instructor’s Manual: Pages 10-14

introductionInform learners that you will be reading the story titled “Life Isn’t Fair...but that doesn’t mean you should quit.”

brainstorM/discussionBrainstorm with learners what they think “Life Isn’t Fair” means. Some questions to direct the discussion include: a. Tell about some things that are fair. b. Tell about things that are not fair. c. Discuss things in their lives that seem tough. Have you or should you walk away or quit? d. If you quit, would the end result bring you closer to your goal? e. Think of things in your life that were or are not fair. f. What things in your life have caused a struggle? g. What happens when you continue the struggle? Do you eventually succeed?

readHave learners read workbook pages 3-7, instructor’s manual pages 10-14 using a process called jump reading. Call on one person to read until the end of a sentence or thought. Then anyone who wants to read jumps in.

Questions to ask: What was the obstacle in the turtle’s way? Do you think he felt it was fair that he couldn’t get the apple?

activityHave learners get into groups of three or four and list obstacles that they have overcome. Then come together as a large group and share their experiences.

wrap-upAsk learners what they learned from today’s lesson. If time permits have them fold a piece of paper in four parts and illustrate four obstacles that they have experienced. Under each picture, direct them to write how they could work around that obstacle.


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section 1.3: Life isn’t fair

read/reviewLearner’s Workbook: Pages 3-31 Instructor’s Manual: Pages 10-38

readRead the story “Life Isn’t Fair.” You can read out loud to learners, have them jump read (one learner reads until the end of a thought, paragraph or sentence, and another learner jumps in and continues reading), or choose volunteers to read.

brainstorM/discussionAllow students to freely discuss the story. Guide them in understanding and relating that the fence can repre-sent any obstacle they have in life, and the apple anything they want. Use the examples already given in the introduction. Walt Disney wanted his own cartoon, but the network took it from him. The boy wanted an Ipod, but he didn’t have enough money.

activity1. Have each student decide what their “apple” (what they want) is and what their “fence” or obstacle is. Modeling after the cartoons in the story, have students fold an 8.5x11 sheet of paper in half. On the left side of the paper, have them draw what their apple and fence look like to them. This maybe a self- portrait of how they are feeling about the situation, or the situation itself, like the turtle on pages 14-17, instructor’s manual pages 21-24. On the right side, have them draw the end result if they persevere like all the characters in the story.

2. Play the Obstacle Game. Make the group stand in a circle. Ask the following questions and if they answer yes, they will take a step into the circle. By doing this, they will see how many people have the same obstacles in their way and will know they are not alone. Before the next question is asked, have them take a step back to join the circle again. a. Have you ever had a parent who would not listen to you? b. Have you ever had a hard time with a school subject? c. Have you ever had a best friend turn on you? d. Have you ever been bullied? e. Have you ever wanted a new piece of clothing, but had no money to buy it?

wrap-upAsk volunteers to summarize the pages you read. Explain that the obstacle for Tommy the Turtle was the fence. Have them name one big barrier or stumbling block in their lives.

section one QuizMake copies of and administer the quiz on instructor’s manual page 81. (Answers are on page 88 of the instructor’s manual.)


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There once was a man who went bankrupt. He created and drew cartoons for a living. A certain cartoon studio virtually forced him to give up his rights to a very popular character that he created: Oswald the Rabbit. As a result, he lost everything. He lost everything and the studio continued to make money off of his cartoon. It wasn’t fair, but he didn’t give up. He kept looking for another way: a year later he found one. With some help from his brother, he created a new character and eventually added sound to his creation. The man was Walter Elias Disney and his new creation was Mickey Mouse. Perhaps you know him better as Walt Disney.

Now, take a minute to think about what life would be like if he had chosen to give up on his dreams just because he came across an obstacle. Just because life isn’t always fair.

The following is a cartoon about turtles, but more importantly it is a story about not giving up, no matter what. Just like Mr. Disney.

introduction


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Once upon a time, there was a turtle named Tommy who spotted some apples that had fallen at the foot of a tree.


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Tommy crawled out of his home along the river and began walking toward the apples when he suddenly bumped into a fence.


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Being a turtle, he didn’t really know what a fence was or understand what it was for. All Tommy knew was that it stood between him and the apples he wanted.


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Tommy spent hour after hour trying to push his way through the fence. All that mattered was this miserable fence making it impossible for him to get to his apples. It seemed that the only way to the apples was in one direction — through the fence.


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Tommy the Turtle pushed and pushed and pushed; then he just gave up. “It’s all over!” he said to himself. There was no solution to his problem and there would be no apples for him.


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The fence was just a few feet wide, with a huge hole on one side and an open gate on the other side.


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Tommy felt both sad and angry at the same time. He was mad at the fence just for being there and he blamed his frustration on the people who had put up the fence in the first place. Nothing else mattered to Tommy. He truly believed the fence was there to ruin his life.


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Tommy never considered solving his problems by finding other ways to get past the fence. He was stuck in his an-ger and didn’t stop to figure out that he might be able to get through the fence by moving in a different direction.


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In his mind, he pictured a long list of other turtles he could blame for his predicament. First, of course, there was his dad, who was never there for him. Pop had just taken off for some distant place down the river without considering his son’s feelings.


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Then there was his mom. She never had time for him either. His brothers and sisters were pretty useless; in his opinion, they couldn’t care less if he had food or went hungry. They were busy sunning themselves or searching for bugs to eat.


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Now, after all this thinking, Tommy was really mad. He was all alone and brooding and nobody in the world loved him, nobody cared. “My life’s a bummer!” he said as he began imagining the sweet, juicy taste of the apples running down his dry throat. That’s when the tears came flooding out.


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Tommy reacted to his seemingly hopeless situation by doing what many of us do when we give up and get mad at the world. He got up on his hind legs and cursed the sky, the sun, and everyone and everything in the universe. He was hungry, he was lonely, he was unhappy, he was just plain mad! And it wasn’t his fault!


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“Oh, what’s the use? I don’t have a friend anywhere.”


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“I’m starving; I’m all alone; I’m sick of my life. I should just end it all right now. No one would care if I wasn’t here anymore.”


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Suddenly, a young female turtle, Tasha, appeared on the other side of the fence. “Hey, what’s up? You’re making a big racket. I can hardly enjoy my apple treat.”


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Tommy twisted his head around so that he could get a good look at her. “Well, if you must know, my whole life is down the tubes and I feel rotten. Nobody cares about me. Not only am I lonely, but I can’t find my way through this horrible fence to find food, and I’m awfully hungry.”


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“Good grief, I’m not at all surprised! I’ve been watching you struggle and listening to you moan and complain. I’ve heard you blame everything and everyone from here to the planet Mars.”


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“But not once have I heard you ask for help,” Tasha remarked. “You know, you’re not the only one who’s found himself in what looks like a dead end situation.”


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She continued: “I’ve felt like you at times — depressed and alone, with no one to hear my cries and troubles. My lonely life was a heavier weight than my shell, because I thought nobody cared about me. But, then I learned a terrific secret from a wise, older turtle; I’ll share it with you.”


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“This smart guy told me that if you keep doing the same old things time after time, and getting the same bad results, you just end up giving in to more sadness, frustration, anger and of course, more failure. So, it’s time to stop, look, and listen — to yourself.”


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Tasha said: “He suggested that I make a list of what was bothering me and a second list of happy things in my life. If this list had more negatives than positive things, it was a signal that the time had come to look for help in solving my problems.”


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“What I’ve also learned is that in the old days, turtle families would spend time talking together and listening to one another. The older, wiser turtles gave advice to the younger, less experienced turtles on how to hide from humans who throw rocks, where the really great bugs were, and other important life-skills like that.”


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Tasha explained: “Times are different now. Today, it’s every turtle for himself. There’s the problem of polluted water, trying to find food that’s good for us...”


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“...or pet stores hunting us down for some human’s aquarium, or, even worse, shipping us off to fancy restaurants that serve turtle soup! Yuck! Ugh!”


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“So, dear Mr. Turtle, this is what you need to learn: LIFE ISN’T ALWAYS FAIR. There are things you’re not going to like and things that are wrong, but you do have a choice. You can spend your life being upset and angry about fences in your path and apples you can’t get to. You can complain about feeling lonely and unloved, but you should remember this: YOU ARE NEVER REALLY ALONE OR HELPLESS. Never forget this!”


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“There’s a power that guides the moon, sun, stars, and tides. That same power exists to guide you, too. Each of us needs to figure out a way to get around roadblocks so they don’t stop us from reaching our goals and prevent us from finding happiness.”


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“Now, turn to your left. You’ll spot a big hole in the fence. If you look to the right, there’s a wide open gate. So, you see, there are answers to what you thought was a huge problem.”


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“Come on in you handsome turtle,let’s eat some apples.”

And they lived “appley” ever after!


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section two: changin’ ‘tudes!

“We can not change our past. We can not change the fact that people act in a certain way. We can not change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude.” — Charles Swindoll, American pastor, author


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section 2.1: anger vs. attitude

change your attitude!Learner’s Workbook: Pages 4-9 Instructor’s Manual: Pages 11-16

introductionShare with students that they will be learning about how an angry attitude leaves us “stuck.” Explain that, as a class, they will explore how changed attitudes may help overcome obstacles and assist in persevering, even against tough problems.

read/reviewHave one person re-read aloud the story on workbook pages 4-9, instructor’s manual pages 11-16, while other students follow along. Ask the following: 1. What is Tommy the Turtle’s attitude about the fence? (He feels it is there to truly ruin his life.) 2. Look at workbook page 9, instructor’s manual page 16. Because of his angry attitude, he seems to be missing something. What is it? (He never looked at other possible directions that would have helped him to get the apple. There is a door just a few feet to his right.)

brainstorM/discussionAsk students to think about and answer the following questions: 1. Do you have any situations that you feel were or are truly ruining your life? 2. Are you missing something by being stuck in an angry attitude? 3. Is being stuck in an angry attitude keeping you from not looking in other possible directions?

activityHave students role-play two scenarios. Play both sides, one side where the student is “stuck” in anger and one where the student changes his or her attitude. Discuss the outcomes of both scenarios. Ask students: In which scenario does the student see more ways to persevere? Scenarios: a. You have a very hard math test at the end of the week. There are two problems you just cannot figure out how to do. You get so mad and frustrated, you decide not to study. b. You want to go play basketball with your friends. Your mother tells you to clean your room first, but your friends are all waiting for you to start the game.

wrap-upAsk: What did you learn from today’s discussion and scenario outcomes? How can this information help you in your daily life?


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section 2.2: you are in charge of your attitude

be positiveLearner’s Workbook: Pages 33-36 Instructor’s Manual: Pages 43-46

introductionInform learners that they will be learning information about attitude from quotes by many wise people from all walks of life.

brainstorM/discussionHave learners read workbook page 33, instructor’s manual page 43 out loud (using any reading method - jump reading, silent reading, or calling on volunteers). After the reading, ask the following questions: a. What does this quote mean to you? (Suggestions of meanings of quotes are found on instructor’s manual page 85.) b. How would you define the word attitude? (way of thinking, mind-set, point of view, feelings, a position, thoughts, an opinion) c. Who is in charge of your attitude? d. Life is what percentage of what happens to you (10%) and how much of it is how you react to what happens (90%)? Ask learners if they can give you some examples of this (use the ones below if they have difficulty coming up with their own): - A store manager catches you stealing something. If you fight him, he may call the police, but if you surrender and have a more positive attitude, the situation may not go any further than stealing and the consequences will not be as serious. - You ask a friend something in a demanding, pushy way. Your friend gets offended and refuses to give it to you. If you had asked with a more positive attitude, you may get what you want. - You failed a test at school. If your attitude shows you don’t care by turning away from the teacher and grunting under your breath, the teacher will get annoyed and think you didn’t even try. By going to the teacher and saying, “I didn’t understand the work, can you help me and I will try it again?” the teacher will respond more positively and will try to help. e. Do you think life would be easier if you had a more positive attitude?

readUsing workbook pages 34-36, instructor’s manual pages 44-46, divide learners into four groups and assign each group one quote. Have them read the quotes to each other, discuss what it means and then look at the illustration and act it out (suggestions of the meaning of these quotes are on page 85 of this manual). When each group has completed this, bring learners back together as a class. Call on each group to come up to the front of the room and share their quote with the whole class by reading it out loud, telling what it means and acting out the illustration.


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activityPosters are a good way to express beliefs, values and behavior. Have each learner choose one of the following ideas and create a poster. Write these ideas on the board or large piece of paper where all can see. - Go around a roadblock. - Which road will you take? - Many people in your life can offer help if you ask. - Stop complaining and ask for help. - You seal your fate by the choices you make. - Change what you do and the results will change. - Figure out a way around your roadblocks and you will reach your goals.

wrap-upAsk learners the following question: What is the message you will take away with you today?


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“I’ve never run into a guy who could win at the top level in anything today who didn’t have the right attitude, didn’t give it everything he had, who wasn’t prepared and didn’t have the whole program worked out.”

— Ted Turner,cable television mogul, founder of CNN


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“Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it.”

— Lou Holtz,football coach


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“Always keep that happy attitude. Pretend that you are holding a beautiful fragrant bouquet.” — Candace M. Pope


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“You have to be able to center yourself, to let all of your emotions go. Don’t ever forget that you play with your soul as well as your body.”

— Kareem Abdul-Jabbar,former pro basketball player


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section 2.3: Lean on Me!

ask for heLpLearner’s Workbook: Pages 3 &18-21 Instructor’s Manual: Pages 10 & 25-28

introductionInform learners that a willingness to ask for help when we need it is part of keeping a positive attitude.

read/reviewRe-read the introduction to students from workbook page 3, instructor’s manual page 10. Ask: Do you agree that Walt Disney is one of the most accomplished men in the world? Who did Walt Disney go to for help when he wanted to persevere? (his brother)

Have learners read workbook pages 18-21, instructor’s manual pages 25-28 (remember to vary the reading process). Ask the following questions: a. Who was having trouble enjoying the apples? (Tommy) b. What was the message from the female turtle? (Stop complaining and ask someone for help!)

brainstorM/discussionBrainstorm or discuss the people in their lives whom they can ask for help. Ask these questions: a. Who at home can you ask for help? b. Who at school? c. Are there any other places that you can go for help? (a coach, church, people at after school programs, doctors, counselors, friends) d. Tell me about a situation in your life when you asked for help. Was it easier when you got the help? Some examples are: help with homework from a friend, help from the coach on throwing a baseball, talking to your parent or guardian if someone is bullying you, talking out a problem with a teacher that is making you angry.

activity1. Divide learners into pairs and have them interview each other about a difficult time in their lives where all they did was complain. Have them come up with solutions to solve those problems by asking someone for help. Give them about 10-15 minutes to discuss these solutions. Bring the pairs back together as a large group and have them share their solutions and who they would ask to help them.

2. Give learners a piece of paper. Have them create a bumper sticker with the message: Stop Complaining and Ask for Help! Encourage them to illustrate their stickers and use markers/crayons to make it colorful (if available). Have everyone share their bumper stickers either in small groups or with the entire group.

wrap-upRemind students that one of the most famous men in the whole world had to ask for help.


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section 2.4: which way do i go?

you have choicesLearner’s Workbook: Pages 19-31 Instructor’s Manual: Pages 26-38

introductionLet learners know that although life is not always fair, we have choices. These choices are often based on our attitudes about a situation.

read/reviewRe-read workbook pages 19-31, instructor’s manual pages 26-38 in the story. Ask students: 1. What does Tommy the Turtle keep doing that the Wise Old Turtle warns about? (Making the same choices over and over again and getting the same bad results.) 2. How does Tasha the Turtle help Tommy see that he had other choices? (By showing him all he had to do was choose a different outlook. If he stopped looking straight ahead and looked to the left or the right, he could see there was a hole in the gate on one side and the gate was open on the other side.) brainstorM/discussionDiscuss the following with learners: 1. What choice could Tommy have made that might have helped him see things differently? (Change his attitude.) 2. Remember the boy in the introduction who wanted an Ipod? What if he made a choice to have the same attitude as Tommy? That life had treated him badly and everybody else was to blame for his lack of money? 3. What choices might the boy make if, like the turtle, he begins to wallow in anger and sorrow because of his circumstances? 4. Suppose he had a lousy attitude and decided to steal it because life treats him unfair and tough luck on everybody else. Compare the feelings he will have if he gets the Ipod by stealing it, or gets it by working for it. 5. What are the consequences if he chooses not to persevere and steals it? 6. What obstacles do you face, or what things seem unfair, or tough in your life? 7. Should you walk away from things or quit?

activityRemember Nike’s Just Do It? Design a slogan that motivates people to make good choices. You may be as creative as you like. Remember, we are not all great artists, it is the effort that counts.

wrap-upAsk learners what was the most important lesson they learned today.


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section 2.5: perseverance

charge!!Learner’s Workbook: Pages 37-42 Instructor’s Manual: Pages 50-55

introductionInform learners that they will be learning information about perseverance from quotes by many famous people.

brainstorM/discussionAsk learners what the word “perseverance” means. If they don’t know, explain that it means being deter-mined to do something, committed to completing something, never giving up and continuing to try, firm and unwavering in purpose, firmly fixed on doing something. You can create a concept map using the word perseverance in the center and writing all responses around it. Ask learners for examples in their lives when they persevered.

readUsing workbook pages 37-42, instructor’s manual pages 50-55, divide learners into groups of three. Give each group two quotes. Each group of three will read the quotes out loud and discuss the meaning (suggestions of the meaning of these quotes are on page 86 of this manual). They will then create a rap using one of the quotes — everyone must participate. Allow about 15 minutes for learners to complete this assignment. Bring them together as a large group and call on each of the smaller groups to come to the front of the room, read their quotes, explain the meaning, and perform their rap. Each member of the group must have a talking part. One can read the quote, another can tell what it means and the third person can perform the rap.

activityOn a separate sheet of paper, have learners design a T-shirt with one of the quotes they used in this lesson. When completed, ask them to share their T-shirts with the whole group. (If magazines are available, have learners find the words to a few of the quotes and create a collage by cutting out the words and pasting them on construction paper to make the quote. They could also cut out pictures that represent those quotes.)

wrap-upPick two of the quotes you talked about today. Have learners write them on a sheet of paper and during the course of the day, share them with three people they see.


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“My motto was always to keep swinging. Whether I was in a slump or feeling badly or having trouble off the field, the only thing to do was keep swinging.”

— Hank Aaron,baseball player and former all-time home run leader

“I’ve always made a total effort, even when the odds seemed entirely against me. I never quit trying; I never felt that I didn’t have a chance to win.”

— Arnold Palmer,U.S. pro golfer


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“Courage and perseverance have a magical talisman, before which difficulties disappear and obstacles vanish into air.”

— John Quincy Adams,sixth President of the United States


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“What this power is I cannot say; all I know is that it exists and it becomes available only when one is in that state of mind in which he knows exactly what he wants and is fully determined not to quit until he finds it.”

— Alexander Graham Bell,inventor of the telephone

It Works!

“Football is like life — it requires perseverance, self-denial, hard work, sacrifice, dedication, and respect for authority.”

— Vince Lombardi,American football coach


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“Perseverance is failing 19 times and succeeding the 20th.”

— Julie Andrews,singer/actress


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“The miracle, or the power, that elevates the few is to be found in their industry, application, and perseverance under the prompting of a brave, determined spirit.”

— Mark Twain,American humorist, writer


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“Sure I am of this, that you have only to endure to conquer. You have only to persevere to save yourselves.”

— Winston Churchill,former British Prime Minister

“Perseverance is the hard work you do after you get tired of doing the hard work you already did.”

— Newt Gingrich,American Statesman,former House Speaker


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section 2.6: Making Mistakes

oops...Learner’s Workbook: Pages 43-49 Instructor’s Manual: Pages 57-63

introductionInform learners that they will be learning information about making mistakes from quotes by many wise people from all walks of life. Discuss the meaning of this quote: “The wise turtle does first what the foolish turtle does last.” Ask learners if they agree with this quote. Ask: Do you feel it is hard to think first before you act to avoid making serious mistakes. Have them share a time when they thought first before they acted. What was the end result? Then have them think of a time when they didn’t think before they acted. What were the results? Do they feel that you get better results if you think first or act first?

read/reviewUsing workbook pages 43-48, instructor’s manual pages 57-62, ask for volunteers to come up to the front of the room and each read a quote out loud. After each quote is read, ask the following questions: a. What does this quote mean to you? (suggestions for meanings of quotes are on page 87 of this manual.) b. How can you use this quote to help you succeed in your life? c. Who would you want to share this quote with? d. What do you know about the person who wrote the quote? (If time and resources are available, have learners do research to find out about one of the authors from the Internet or library.)

brainstorM/discussion1. Brainstorm with learners on what the word “quote” means. Some answers might be: something a person said or wrote, an answer from a famous person, a saying, a line, something a person mentions. Ask learners to give you synonyms (words with the same meaning) for the word “quote”. Answers may include: citation, reference, excerpt, line, passage, quotation. You can create a concept map with the word “quotes” in the middle. Have learners tell you any quotes they know on any topic. Write them as part of the concept map. Ask learners to explain the meaning of their quote.

2. Discuss with learners mistakes that people make. Then ask them to get into pairs and complete the worksheet “Mistakes” on workbook page 49, instructor’s manual page 63.

activityHave each learner pick a quote and create a poster to illustrate it. You may choose to have them work in pairs or groups of three. When they have completed their posters, have each person share their drawing.

wrap-upAsk learners: Do you think making a mistake is bad? What is the message you learned from this lesson? Have you ever learned something from a mistake you made? Give an example. section two QuizMake copies of and administer the quiz on instructor’s manual page 82. (Answers are on page 88 of the instructor’s manual.)


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“Pay attention to your enemies for they are the first to discover your mistakes.”

— Antisthenes, Greek

dramatist

“Mistakes are a great educator w h e n o n e i s honest enough to admit them and willing to learn from them.”

— source unknown


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“There are no mistakes or failures, even getting wet is only a lesson.” — source unknown


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.“The one who makes no mistakes does not usually make anything.”

— Theodore Roosevelt,26th President of theUnited States


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“To make no mistakes is not in the power of man; but from their errors and mistakes the wise and good learn wisdom for the future.”

— Plutarach,Greek essayist,biographer

“I have a theory that the only original things we ever do are mistakes.”

— Billy Joel,singer/songwriter

SING US A SONGMR. PIANO TURTLE!


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“Mistakes are part of the dues one pays for a full life.”

— Sophia Loren,Italian actress


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“The trouble in America is not that we are making too many mistakes, but that we are making too few.”

— Philip Knight,founder of Nike Corporation


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MistakesWorking with a partner, write down some mistakes you have made in your own life.


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Section Three:Turtle Poems


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section 3.1: Lets act it out - articuLation

dont’t Quit poeMsLearner’s Workbook: Pages 51-52 Instructor’s Manual: Pages 68-69

introductionInform learners that they will be learning that even though life can sometimes be unfair, it is better to persevereand not quit. This will be done through drama. They will learn about articulation, voice production, and movement using the poem “Don’t Quit.”

brainstorM/discussion1. Ask learners: What is acting? (performing, pretending to be someone or something, role-playing) Who knows how to act? Brainstorm with learners about times in their lives when they act in certain ways depending on the situation. To get them started, ask how they act in the following situations: playing in competitive sports, talking to a girl or boy you like, asking your parents for permission to go out, agreeing with a friend that you should have studied for a test, giving a younger person advice. List all the ways they give you on the board or large piece of paper where all can see.

2. Ask: Has anyone acted in a play? Allow them to share their experiences.

3. Tell learners that when they are acting, they have to speak clearly. They need to articulate. Create a concept map on the board or large piece of paper where all can see using the word articulate. Have the learners tell you what articulate means. Some answers are: clear, well-defined, understandable speech, pronouncing words, well spoken, enunciate, good voice, inflecting.

readUsing workbook pages 51-52, instructor’s manual pages 68-69, have the class jump read these two pages of the poem. Discuss what the poem means to them.

activityNow have learners get into groups of three or four and have them practice articulating workbook pages 51-52, instructor’s manual pages 68-69 of the poem. When they have finished, bring them back together and have one person from each group read one of the paragraphs from the assigned pages out loud. Have learners applaud for each person that reads and then discuss whether or not that person articulated properly.

wrap-upAsk the following question: If the going gets tough, should you hide under the covers and quit?


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Don’t Quit PoemLearner’s Workbook: Pages 53-54 Instructor’s Manual: Pages 70-71

introductionTell learners that they will continue with the poem “Don’t Quit.” Today we will concentrate on voice production.

brainstorM/discussionAsk learners what projecting their voice means. (It means making it louder so people can hear you, or throwing your voice in the back of the room.) Have learners give the command “Come here” in response to each of the following questions: a. What kind of voice would you use at a football game? b. What kind of voice would you use at a party with a DJ blasting music? c. What kind of voice would you use if a baby was sleeping on the couch? d. Tell me situations when you would have to really project your voice. e. If you are angry, what type of voice will you use? f. If you are sad and depressed, what type of voice will you use? g. If you are excited, what type of voice will you use?

readHave youth read workbook pages 53-54, instructor’s manual pages 70-71. (Vary the reading technique you use.) Ask the following questions when they finish: a. Who will be more successful: A person who says, “I can’t” and quits, or a person who sticks to it and tries again and again? b. What can you do if things are just not working out? (Keep trying and perhaps you will overcome your obstacles. If not, you will get stronger and smarter by trying.) c. Who wants to share a time when things were tough and not going well, but you never gave up and eventually it worked out? d. Do you think that if some things go wrong in your life you are doomed to fail at everything? (Find out why they went wrong so the next time you are in that situation, you can prevent having the same results.) activityDivide learners into groups of four. Assign each group one of the paragraphs on workbook pages 53-54, instructor’s manual pages 70-71. They have to practice reading it together -- all four at once. Make sure they project their voices. Line one starts off very quiet and each line gets louder and louder. Direct them to stand in the front of the room as if they are on stage. Make sure that after each group recites their lines, the rest of the learners applaud.

wrap-upAsk: What line of the poem is most meaningful to you and why?

section 3.2: Lets act it out - voice production


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section 3.3: Lets act it out - MoveMent

don’t Quit poeMsLearner’s Workbook: Pages 55-57 Instructor’s Manual: Pages 72-74

introductionTell the learners you will continue with the poem “Don’t Quit.” Today you will use movement to act it out. You will also read another poem about not quitting.

brainstorM/discussionTalk about the following emotions: Pretend you are sad - what movements would your body make? Do the same for the following feelings: anger, fear, fatigue, sleepy, excitement, relief.

Ask the following questions: a. What is more important than what happens to you? (How you handle it.) b. Who is in charge of your attitude? (you) c. How would you define attitude? (How you look at what happens to you and how you handle it.)

readUsing workbook pages 55-56 instructor’s manual pages 72-73, have learners get into groups of three. Each group will take a paragraph and put movement to their lines. Have them practice in their groups and then all the groups come together to read their lines out loud and use the movements they chose.

activityRead the poem “Don’t Quit” on workbook page 57, instructor’s manual page 74 out loud. Then divide into small groups to create a short skit about the poem. Make sure they articulate, project voices and use body movement.

wrap-upAsk learners: What are three things you learned from the book “Life Isn’t Fair”?

section three QuizMake copies of and administer the quiz on instructor’s manual page 83. (Answers are on page 88 of the instructor’s manual.)


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DON’T QUIT!by Edmund F. Benson

Don’t quit just because you’ve discovered Life isn’t fair —

Yes, we know the good die young, The other girl got the guy.You may have blown the deal with A slip of the tongue.Your car’s on blocks, Payments are overdue;So what else is new?

You’re gaining weight, Your scalp’s getting bare, And it takes tweezers to groom Your hair.The doc’s report gave you a scare.What’s that? You say life isn’t fair?


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Don’t be a twit.Stand up straight and repeat after

me: “I won’t quit!”The going is rough, life is plain

tough.You feel like going to bed,

Pulling up the covers,And hiding your head.

So, come on, get a grip. Believe in yourself.

Put your feet on the floor and Get your body out the door.

Just don’t quit!


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Another rotten day, Nothing ‘s going your way. But stick with it.Don’t give in to unfair fate or Today’s tough luck.Stop blaming others by Passing the buck.

Success is a mind thing and, Guess what — you can do it.Don’t pitch a fit or fill up on fear.Goals are unmet for days, weeks, Months, or even years.You’ve got to believe in yourself. Just don’t quit.


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Time passes for quitters and winners, too.But the quitter gets bitter, and the winner Gets better — with each tick of the clock.Remember: It’s your future that’s on the

Block.

You’re down, it’s not working, it hurts. Oh, the sorrow.

Get over yourself — There’s always tomorrow.

Life’s full of pain, so just accept it And keep your eye on that star.

Pick yourself up, it’s really not that far!


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Make up your mind, Do your own personal best.No way will you settle for anything less.Above all, don’t quit!They may call you stupid, maybe a boob.Heads shake, eyes roll ‘cause you do your thing as they party, eyes glued to the tube.

So, call up your vision, lock on your dream. It’s what you’re working for.You can disregard the taunts and words —Obscene or mean.Okay, throw a fit, but for heaven’s sake, Don’t quit!


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If others have stuff you crave, Don’t whine and moan that Life isn’t fair.Get a move on, get busy; That’s how they got theirs.Focus on a dream you’ll work and die for. Fill your life with passion.

Don’t go to your grave in a snit.You should know life’s greatest rewards are reserved for those Who don’t quit.


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When things go wrong,As they sometimes will,When the road you’re trudgingSeems all uphill.When the funds are low,And the debts are high,And you want to smile,But you have to sigh.When care is pressing you down a bit,Rest if you must, but don’t you quit.

Don’t Quit— author unknown

Success is failure turned inside out.The silver tint of the clouds of doubt.And you never can tell how close you are.It may be near when it seems so far.So stick in the fight when you’re hardest hit.It’s when things seem worseThat you must not quit.

Life is queer with its twists and turns,As every one of us sometimes learns,And many a failure turns aboutWhen he might have won had he stuck it out.Don’t give up though the pace seems slow,You may succeed with another blow.


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Final Project


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finaL project

create your own bookLearner’s Workbook: Pages 59-61 Instructor’s Manual: Pages 77-79

introductionInform learners that they will be creating their own books to inspire others not to quit when the going gets tough.

optionsLearners can do this in pairs, small groups or individually. Pick the best set-up according to the needs of your specific group.

If learners have difficulty writing, explain they can do a comic strip style book using drawings and a minimum amount of words.

brainstorMAsk learners to think about a time when they or someone they know wanted to quit something, but decided to persevere and carry through to the end. Write some of their ideas on the board or large piece of paper where all can see.

directionsOn workbook pages 59-61, instructor’s manual pages 77-79, students can write a rough draft for their own book about not quitting. Explain that they can use cartoon characters, examples from their own lives, ideas from movies they’ve seen, etc. They will create their own story about persevering and not quitting.

If available, allow students to use colored paper or construction paper to assemble their books. By simply taking four pieces of paper and folding them in half, you have a ready-to-use book. Ask them to use drawings to illustrate the story.

More ideasYou can make the books look nicer by punching two or three holes on the “spine” of the book and using yarn or string to tie it together.

Encourage the students to use whatever they need to make this book their own. When they complete their books, ask them to share with the rest of the group.


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Create Your Own Book(Rough Draft)

What were you trying to accomplish? What were the obstacles that got in your way?

Did you feel like quitting? What made you want to give up?

Use the following pages to help you create a rough draft for your own book. You can use something that happened to you or someone you know, a movie you’ve seen or even another book you’ve read. Explain what you were working toward, how you persevered, and what happened along the way. Think about the questions in each box as you write or draw pictures to illustrate your story.


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What did it feel like when you couldn’tget what you wanted?

Did you receive help from anyone?Did you ask for help? Who did you ask?


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Why did you decide to persevere? How did you push to get what you wanted?

Why did you decide not to give up?

What happened in the end? How didit feel to accomplish something? How did

you feel knowing you never gave up?


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Quizzes


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section 1:Quiz

Name: Date:

1. An obstacle that is in your life: a. can be overcome b. can make you angry c. can make you want to quit d. all of the above

2. How did the turtle feel about the fence? a. he saw it as an opportunity b. he felt it was in his way c. he knew it could help him in some way d. all of the above

3. How did the turtle feel about life in general? a. depressed b. happy c. driven to succeed d. all of the above

4. Who can you go to for help when you need it? a. teachers b. parents c. friends d. all of the above

5. The wise old turtle gave a message to the younger turtle. What was it about? a. If you keep doing the same thing, you will eventually get it right. b. If you keep doing the same thing, you get the same result. c. If you keep doing the same thing, you will get what you want. d. All of the above


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section 2:Quiz

Name: Date:

1. What can you learn from making mistakes? a. nothing, it’s a mistake b. a lesson c. that you are never right d. none of the above

2. What is attitude? a. a way of thinking b. the way you act in a situation c. your point of view d. all of the above

3. Life is __________ of what happens to you and ________ is how you react to what happens to you. a. 10%, 90% b. 40%, 60% c. 50%, 50% d. all of the above

4. There is a little difference in people, but that little difference makes a big difference. That little difference is: a. intelligence b. money c. attitude d. none of the above

5. When you are determined or committed to doing something, and you never give up, you are _____________. a. selfish b. persevering c. making a mistake d. All of the above


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section 3:Quiz

Name: Date:

1. People sometimes quit: a. school b. jobs c. smoking d. all of the above

2. What is more important than what happens to you? a. nothing b. how you handle what happens to you c. what happens in the end d. all of the above

3. If a person keeps saying, “I can’t do it,” he probably will: a. quit b. be successful c. persevere d. all of the above

4. If things don’t seem to be working out, you should: a. give up and forget about it b. keep trying to overcome your obstacles c. try one more time and quit if you can’t do it d. all of the above

5. If something in your life goes wrong, you should: a. find out what went wrong and change it for the next time b. ask someone to do it for you c. stop trying d. none of the above


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answer key


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answers

Meaning of Quotes

section 2.2Quote: I’ve never run into a guy who could win at the top level in anything today who didn’t have the right attitude, didn’t give it everything he had, who wasn’t prepared and didn’t have the whole program worked out.Meaning: If you want to be successful, you need the right attitude, you need to work hard and be prepared.

Quote: Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it.Meaning: If you have the talent to do something and the driving force to do it, your attitude will determine how successful you are. For example: If you want to play football and you have the talent and drive to do it, but you don’t have a positive attitude, you might not do well.

Quote: Always keep that happy attitude. Pretend that you are holding a beautiful fragrant bouquet.Meaning: Smile and you will feel better. Visualize something beautiful like a bouquet of flowers or a scene at the beach. Think of something positive and it will help you feel good.

Quote: If you have a positive attitude and constantly strive to give your best effort, eventually you will overcome your immediate problems and find you are ready for greater challenges.Meaning: Being positive helps you get over the difficult times in your life. If you stay positive, you will be more able to handle your problems.

Quote: You have to be able to center yourself, to let all of your emotions go. Don’t ever forget that you play with your soul as well as your body.Meaning: Work as hard as you can from inside yourself and you will succeed.


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Meaning of Quotes (cont.)section 2.5Quote: My motto was always to keep swinging. Whether I was in a slump or feeling badly or having trouble off the field, the only thing to do was keep swinging.Meaning: Stick to what you do and you will be successful. Whether you are up or down - keep going.

Quote: I’ve always made a total effort, even when the odds seemed entirely against me. I never quit trying. I never felt that I didn’t have a chance to win.Meaning: Always try - always keep the attitude that you will win.

Quote: Courage and perseverance have a magical talisman (lucky charm), before which difficulties disappear and obstacles vanish into air.Meaning: If you have courage and you stick to things, difficulties will disappear and you will reach your goals.

Quote: Football is like life - it requires perseverance, self-denial, hard work, sacrifice, dedication and respect for authority.Meaning: In life, to be successful, you need to work hard, stick to what you are doing even if you don’t want to, give up playing around and respect authority.

Quote: Perseverance is failing 19 times and succeeding the 20th.Meaning: If you persevere and keep trying, you will eventually succeed.

Quote: The miracle, or the power, that elevates the few is to be found in their industry, application, and perseverance under the prompting of a brave determined spirit.Meaning: Those who become successful and reach their goals are the people who are determined and keep trying.

Quote: Sure I am of this, that you have only to endure to conquer. You have only to persevere to save yourself.Meaning: In order to be a winner, you have to stick to it.

Quote: Perseverance is the hard work you do after you get tired of doing the hard work you already did.Meaning: In order to move ahead in life, you must work hard at what you do.


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Meaning of Quotes (cont.)

Quote: Mistakes are a great educator when one is honest enough to admit them and willing to learn from them.Meaning: You can really learn from your mistakes if you can admit that you did something that was not great. You have then freed yourself from the “not- my-fault” feeling and can move on and learn what happened and how you can improve.

Quote: Pay attention to your enemies for they are the first to discover your mistakes.Meaning: There are people in life that don’t want us to succeed. They will be the first to see your mistakes. Be more careful around these people.

Quote: There are no mistakes or failures, even getting wet is only a lesson.Meaning: We learn from everything we do. Mistakes are part of life. Learn from them and they will not be considered a failure but a benefit.

Quote: The one who makes no mistakes does not usually make anything.Meaning: Mistakes are necessary. You don’t move ahead in life if you don’t make mistakes. If you learn from them, you move ahead.

Quote: To make no mistakes is not in the power of man, but from their errors and mistakes the wise and good learn wisdom for the future.Meaning: We all make mistakes if we are human. A person is wise when they learn from their mistakes and this helps them for the future.

Quote: I have a theory that the only original things we ever do are mistakes.”Meaning: Making mistakes is good because we learn from them.

Quote: Mistakes are part of the dues one pays for a full life.Meaning: We all make mistakes -- it is a part of life.

Quote: The trouble in America is not that we are making too many mistakes, but that we are making too few.Meaning: Make a lot of mistakes and you will learn a lot.

section 2.6


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Quiz answers

Section One Section Two Section Three

1. D 1. B 1. D 2. B 2. D 2. B 3. A 3. A 3. A 4. D 4. C 4. B 5. B 5. B 5. A

NOTES

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