Psychological Corollary

A person who was successful at a task in the past will continue to be successful if he or she continues to make an effort.

Lesson Objective

Given examples of previous successes, students will predict whether current behaviors would lead to repeated success. For example, a student who worked hard to earn an "A" can earn another "A" if he or she continues to work hard.

Social Behaviors

This lesson shows students that successful people:

Social Vocabulary

• successful efficient

Other Vocabulary

• semester

Suggested Lesson Plans

Introduction

Tell students to imagine that they have worked hard this semester and managed to earn all "A's and "B"s. Ask students to describe how they feel about themselves.

• Ask students to describe how--after this success--they might feel about next semester; that is, will they be more or less willing to try hard in school?
• Introduce vocabulary.

Group Use of Student Workbook

• Have students read about Will's success with the road crew. Ask students:
• Why was Will so successful last year? (He worked hard and was efficient.)
• What would happen if Will stopped trying hard? (He would probably not win an award.)
• Have students read about Maria and Julio's trip. Ask students:
• Why was their visit to Maria's sister such a success? (They planned and prepared well, so they faced few hassles.)
• What kinds of problems might they face on this trip? (They might not be able to take the bus they want; they might leave important things behind.)
• What could Maria and Julio do now to make sure they enjoy the trip? (Make reservations for the bus, list everything they need to take along, and begin packing tonight.)
• Have students read about Beth, who made the All-Star team last year? Ask students:
• What could Beth do to increase her chances of being an All-Star again? (Work out every day, get to practice on time, and support her teammates instead of hassling them).
• Have students read about Dave's success in math last semester. Ask students:
• Why did Dave succeed last semester even though math is a difficult subject for him? (He worked hard.)
• What is Dave doing to make sure he succeeds again? (He's keeping up, studying every night, doing extra problems, and asking questions in class.)
• Have students complete the bottom of the worksheet and then share responses.

Follow - Up

• Ask students whether working hard and being successful mean that:
• You will automatically succeed in the future. (No)
• You won't have to keep on trying. (No)
• You can succeed again if you keep on trying. (Yes)

Behavior Development Activity

To encourage students to organize themselves and work consistently:

• Ask students to summarize again why Dave is doing well in his math class (i.e., because he is working hard consistently).
• Ask students to identify personal goals related to success in school or at work (e.g., get a higher grade in history or do a job more efficiently). Have each student list steps and efforts that will help him or her achieve the goal.
• Have students work in pairs to brainstorm additional steps and efforts each could take to achieve his or her goal.
• Have students label each item that they should do daily with a "D."
• Have students label each item that they should do weekly with a "W."
• Have students decide in what order they should take each step (e.g., reread the chapter first; look up new words second; answer section questions third).
• Using the order determined above, have each student make a daily checklist; have students designate specific days when they will accomplish weekly goals.
• Have students make charts like the one that follows to organize themselves:

Goal

For example, to earn a "B" in history

Daily Tasks:

1. Review notes from class; list questions to ask my teacher the next day if notes aren't clear.
2. Do homework.
3. Read new section in chapter.
4. Reread section read last night.

Weekly Task:             

Meet with my teacher to clarify anything I don't understand.

• Tell students to use their plans and checklists for a fixed period (e.g., two weeks). Upon completion, ask students to revise checklists, adding new efforts that will help them succeed.

Review

• Ask students to identify two ways a student can repeat success in a class (eg., continue to study hard; continue to ask questions whenever he or she feels confused).
• Ask students to identify one way to organize themselves to work consistently (e.g., develop and use a checklist).

Homework (Optional)

Have students share study plans (developed in this lesson's Behavior Development Activity) with their parents; have students begin using their study plans.