Performance Task 4

EDG 554 Performance Task 4
Overview of the lesson:

This lesson centers on what to do with an idea. Students explore ideas that they have had
and reflect on reactions from others when they shared their idea. Students discuss how it felt to
be accepted or rejected because of an idea. After the reflection and discussion, we will read the
book, What do you do with an idea? by Kobi Yamada. In this story, a child has an idea and at
first, he ignores and runs away from it as though ashamed, but gradually he comes to like his
idea. He gives it attention and sees it grow and bloom until it becomes a part of everything and
changes the world. After reading the story, students will discuss in small groups how the child
felt about and dealt with his idea and consider how they deal with their own ideas. Students will
then discuss how it feels when other people consider their ideas weird and what students can do
when they face challenges in developing their ideas.
As an extension, students will research famous ideas in history, either successes or
failures, and determine where the idea came from, how people reacted, and what the thinker did
to develop the idea as well as consider why some ideas are successful and others are not
successful.
How this strategy is appropriate for highly capable students:

This strategy is appropriate for highly capable students because they can often feel
different and isolated. They have a need for internal motivation and self-actualization (Clark,
2012, Seagoe, 1974, VanTassel-Baska, 1989b, Webb, 1994; as cited in Ferguson, 2015, p. 487).
Discussing how it feels when others do not accept your ideas is important for students to develop
skills and strategies for responding to rejection and for persevering in the face of obstacles. This
discussion also helps students to identify people or places they can seek out to find support in
developing their ideas and feeling accepted.

Learning targets/standards:
➢ CCSS.MATH.PRACTICE.MP1 – Make sense of problems and persevere in solving
them.
➢ CCSS.MATH.PRACTICE.MP3 – Construct viable arguments and critique the reasoning
of others.
(Common Core State Standards, 2020).
➢ Self Efficacy: Individual has the ability to motivate oneself, persevere, and see oneself as
capable.
o Benchmark 3A – Demonstrates the skills to set, monitor, adapt, persevere,
achieve, and evaluate goals.
o Benchmark 3B – Demonstrates problem-solving skills to engage responsibly in a
variety of situations.
➢ Self Management: Individual develops and demonstrates the ability to regulate emotions,
thoughts, and behaviors in context with people different than one’s self.
o Benchmark 2B – Demonstrates constructive decision-making and problem
solving skills.
(SEL State Standards, 2018).
Lesson activities and learning sequence:

1. Students reflect on an idea that they have had that you thought was good. This can be a
simple idea such as what to have for dinner or a bigger idea such as how to solve a
complex problem.
a. How did you share your idea? How did people react?
b. Do people always agree with you? Are you always proud of your ideas?
2. Students write their responses on a sheet of paper, then we will share out.
3. In small groups have students share their responses. Ask students to look for patterns in
who responded positively/negatively or what types of ideas people responded
positively/negatively to.
4. Each group shares a summary of what they discussed with the whole class.
5. Read What do you do with an idea? aloud to the whole class.
6. Ask students to write down the stages the child went through in how he felt about his
idea.
a. Did he always like his idea? Was his idea popular?
b. How did his idea change throughout the story?
c. What does an idea need to grow?
7. Create a class plotline for how the child felt about his idea.
8. Think about the following passages.
a. “I worried what others would think. What would people say about my idea?”
b. “I showed it to other people even though I was afraid of what they would say. I
was afraid that if people saw it, they would laugh at it. I was afraid they would
think it was silly. And many of them did. They said it was no good. They said it
was too weird. They said it was a waste of time and that it would never become
anything.”
c. What would you do if people responded to your ideas like this? What did the
child do?
d. Discuss with your small group.
9. Think about the following line.
a. “It showed me how to walk on my hands, “Because,” it said, “it is good to have
the ability to see things differently.””
b. What do you think this means? How can you do this in your own life? Are
people generally good at this?
c. Discuss with your small group.
10. Ask students to discuss with their small groups about their own ideas.
a. When you have an idea, what do you do to make it come to fruition?
b. What obstacles do you need to consider and overcome to make your idea a
reality?
c. Are all ideas good ideas? Is it bad to have a bad idea?
11. Each group shares their thoughts on the questions. Teacher records responses and looks
for patterns.
12. Students reflect and write their responses on their own paper for the following questions.
a. Have you ever felt that you had an idea that other people considered weird?
b. How did you know that people thought it was weird? How did that make you
feel? What did you do?
c. If an idea is weird to some people, does that make the idea wrong?
13. Ask volunteers to share their responses. Record on the board. Teacher asks students to
list places they can go that they feel comfortable sharing their ideas, even if they may be
different. Create a class resource list.
14. As an extension, ask students to research famous ideas.
a. These ideas can be ones that turned into tremendous successes or were big
failures. Who came up with the idea? How did they come up with the idea?
What did they do with the idea? What did people think of the idea? Why did the
idea succeed or fail? What does this mean for you?
b. Students can share their findings in a poster, video, presentation, paper, collage,
etc.
Assessment:
Students will individually fill in the rubric with examples from their own lives and experiences.
What would it look like for them to be advanced in making sense of problems and persevering in
solving them? What would it look like for them to be a beginner in regulating emotions,
thoughts, and behaviors with people different from them?
Beginner Emerging Proficient Advanced

✓ CCSS.MATH.PRACTICE.MP1
– Make sense of problems and
persevere in solving them.
✓ Self Efficacy: Individual has
the ability to motivate oneself,
persevere, and see oneself as
capable.
✓ CCSS.MATH.PRACTICE.MP3
– Construct viable arguments
and critique the reasoning of
others.
✓ Self Management: Individual
develops and demonstrates the
ability to regulate emotions,
thoughts, and behaviors in
context with people different
than one’s self.
After completing the rubric students will score themselves and identify how they can continue to
grow in their ability to persevere and regulate emotions.

Book: Yamada, K. (2014). What do you do with an idea? Compendium Inc.
Grade Level: The book is an elementary level text, but the activities are for high school
students.
Major Characters:
➢ Child – The child spends the entire story wondering what to do with his idea before
realizing that he should embrace it and see what it does.
➢ Idea – The idea starts off small and unwanted but grows throughout the story and
becomes a part of everything.
Summary:
What do you do with an idea? is the story of a child who has an idea and is unsure what
to do with it. At first, he ignores it, then he runs away from it because he doesn’t want people to
know its his. As the story progresses, he realizes that he likes his idea and that it is okay if
people think it is different or strange. He gives the idea his attention and enjoys his idea. At the
end of the story, the idea explodes to become a part of everything and the child concludes that
what you do with an idea is change the world.
Themes:
➢ Feeling different and/or wanting to fit in
➢ sticking with a passion or drive
➢ accomplishing big things even when you are small
➢ accepting yourself
Suggestions for Use in Bibliotherapy:
Before reading the book, ask students to brainstorm ideas that they have had that felt like
good ideas. The ideas can be as simple as what to have for dinner or what movie to watch.
Think about how you share ideas on how to solve a problem and how people around you react.
Do people always agree with you? Are you proud of your ideas?
After students have brainstormed, read the book aloud for the whole class and ask
students to discuss the stages the child went through in how he felt about his idea. Did he always
like his idea? Was his idea popular? How did his idea change throughout the story? What does
an idea need to grow? When you have an idea, what do you do to make it come to fruition?
What obstacles do you need to consider and overcome to make your idea a reality? Are all ideas
good ideas? Is it bad to have a bad idea?
Have you ever felt that you had an idea that other people considered weird? How did you
know that people thought it was weird? How did that make you feel? What did you do? If an
idea is weird to some people, does that make the idea wrong?
Extension:
Ask students to research famous ideas. These ideas can be ones that turned into
tremendous successes or were big failures. Who came up with the idea? How did they come up
with the idea? What did they do with the idea? What did people think of the idea? Why did the
idea succeed or fail?
Application to math classroom:
When solving a problem, students have different ways of looking at the problem and
thinking about how to solve it. It is important to be able to share ideas, even if you are unsure.
Just because your idea is different does not mean that it is wrong. Just because your idea isn’t
finished, doesn’t mean that you can’t keep thinking about it and grow the idea to find a solution.
There are lots of ideas about how to solve math problems and each one is important to explore.
References:
Common Core State Standards Initiative. (2020). Retrieved from
http://www.corestandards.org/Math/Content/HSG/CO/
Yamada, K. (2014). What do you do with an idea? Compendium Inc.
Ferguson, S. K. (2015). Affective education: Addressing the social and emotional needs of gifted
students in the classroom. In F. Karnes, & S. Bean (Eds.), Methods and materials for
teaching the gifted (4th ed., pp. 479-512). Prufrock Press.
SEL State Standards. (2018). Retrieved from
https://selstatestandardresources.weebly.com/sel-standards.html

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EDG 554 Performance Task 4

Overview of the lesson:

when they face challenges in developing their ideas.

As an extension, students will research famous ideas in history, either successes or

How this strategy is appropriate for highly capable students:

developing their ideas and feeling accepted.

Lesson activities and learning sequence:

thoughts, and behaviors with people different from them?

Beginner Emerging Proficient Advanced

grow in their ability to persevere and regulate emotions.

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