Activity Overview
Part of being a student is making mistakes. At times, students will be challenged or face obstacles. It is easy to turn obstacles into excuses, but overcoming them will be an important skill for life. Recognizing mistakes is only the first part; learning from them is more important. Students may dwell on their mistakes even if they seem insignificant to others, and this may cause them to not want to take positive risks or try something new. Practicing and realizing that mistakes are a part of life is important.
In this activity, students will flip mistakes into a learning experience. Individually, students can use their own mistakes since their storyboard will be viewed by only them and the teacher, but if this is used as a group or partner activity, students may want to create examples outside of their own experience. In this case, it may even be helpful for the teacher to provide several mistakes that students can select from and discuss how to change each one into a positive learning experience.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing lessons learned when making everyday mistakes or obstacles.
- Click "Start Assignment".
- Label each column Obstacle/Mistakes and Lessons.
- In each mistake/obstacle cell, depict a common mistake or problem experienced by you or by teens in general.
- In each lesson cell, depict the character learning from this mistake or obstacle.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing common mistakes, and three cells showing lessons learned. The cells where in a T-Chart formation with a title clearly differentiating the lessons from the mistake/obstacle. | Six cells were used with three cells showing common mistakes and three cells showing lessons learned. The cells where in a T-Chart formation with, but it was sometimes unclear to the reader whether or not the cell was a lesson or a mistake/obstacle. | There was fewer than six cells or the storyboard was unfinished. The cells where unclear in differentiating the lessons from the mistakes/obstacles. |
| Mistakes/Obstacle | Three or more cells were created to show common mistakes students could make. Each cell used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | Only two cells used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. |
| Lesson | Three or more cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | Only two cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a lesson teens learn throughout their experience. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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