August 2016

Growth Mindset-Read Aloud Giraffes Can’t Dance

Identify lesson objectives (learner outcomes). These should be measurable and attainable.

Students should be able to predict what will happen in the story based off the cover of the book.
Students should be able to identify what the author and illustrator do.
Students should be able to quietly listen to the book and show signs of active listening (eye contact,
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hands locked in lap, etc.)
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Students should be able to look at the pictures and sense the emotions of characters.
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Students should be able to identify, discuss, draw, and write about a skill that they might not be able
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to do now, but will improve with practice.
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What are your student- friendly/ learner- centered targets for this lesson?
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I can be an active listener.
I know what the author and illustrator do.
I can look at the pictures to follow what is happening in the story.
I can think of something that challenges me- I know that when I practice this skill, I will get better at it.

Lea
rne Circle the applicable differentiation strategy (ies). Write a short description below.
r/ Flexible Work Rubrics Higher- Centers Study HAL
Lea grouping Independe Order Guides strategies
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Diff
ere Guided Technology Graphic Tiered Choice IEP Goals Other
nce Questions Organizers Lesson Assignment
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Guided Movement Modificatio Independe Contracting Specific Other
Discussion ns nt project RTI
s strategies

Description:

-Work Independently: Students will go to their desks after the read aloud and group discussion to
work on handout (attached below)
-Graphic Organizers: As a class, we will fill out a graphic organizer with skills we may not be able to
do yet (brainstorm).
-Guided Questions: Guided questions will be asked before, during, and after the book. These
questions are stated in my lesson plan below, and include ideas that are related to the book.
-Guided Discussions: As a class, we will discuss how Gerald got better at dancing. We will talk about
the power of yet and what it means to have a growth mindset. Students have the opportunity to share
experiences where they tried something that was challenging for them. This is where we will fill out
 the graphic organizer.

Identify applicable content vocabulary, background or prior knowledge, cross-curricular connections

Co and key questions.
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nt -The power of yet
Kn -Growth mindset
owl -What it takes to get better at something
edg -Different emotions and what might cause them
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Identify relevant content standards, including technology standards and/or college & career ready
standards, as applicable.

LA 1.1.1 Concepts of Print: Students will demonstrate knowledge of the concepts of print.
LA 1.1.1.c Identify parts of a book (e.g., title page, author, illustrator, table of contents).
LA 1.1.6 Comprehension: Students will construct meaning by using prior knowledge and text
information while reading grade-level literary and informational text.
LA 1.1.6.e Retell main ideas and supporting details from informational text and/or media.
LA 1.1.6.f Identify text features in print and digital informational text.
LA 1.1.6.h Make connections between own life and/or other cultures in literary and informational text.
Alig
LA 1.1.6.n Make predictions about literary, informational, digital text, and/or media using prior
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knowledge, pictures, illustrations and titles.
ent
LA 1.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit,
to
and publish writing using correct spelling, grammar, punctuation, and other conventions of
Sta
standard English appropriate for grade-level.
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LA 1.2.1.a Use prewriting activities and inquiry tools to generate ideas.
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LA 1.3.1 Speaking: Students will develop, apply, and refine speaking skills and strategies to
communicate key ideas in a variety of situations.
LA 1.3.1.d Convey a personal perspective with clear reasons.
LA 1.3.2.a Develop active and attentive listening skills (e.g., eye contact, nonverbal cues, recalling)
for multiple situations and modalities.
LA 1.3.3.e Collaboratively converse with peers and adults on grade-appropriate topics and texts,
building on others' ideas to clearly express one's own views while respecting diverse perspectives.

Ass What formative assessment will you use in this lesson? How will you know your students have met
ess the objectives for the lesson (evidence of learning)?
me
nt The worksheet the students do at the end of the lesson will be my formative assessment. From here I
will be able to see that they have identified a skill that challenged them, and know that with practice
they will improve.
 How will you check for understanding? Describe guided practice opportunities if applicable.

I will check for understanding throughout the discussion. I will be able to track their thinking
processes by how they answer the questions I ask before, during, and after reading the book. I will
also be able to assess their learning by their level of participation when we brainstorm ideas to put on
our graphic organizer.

Your Lesson

Pla Engagement (Motivational Activity)

nni
ng
For Introduce the book “Giraffes Can’t Dance” by Giles Andreae and Guy Parker-Rees.
Inst
ruct Ask the students what they see on the cover- What do you think is happening? Does the title match
ion the picture?

Ask the students what they think the story will be about.

Point to the author(s) of the book and ask the students what the names mean- ask them what the
author does? Explain that sometimes the author writes the words and draws the pictures.

Instructional Sequence (including formative assessment)

Read the story aloud to the class, stopping while reading to explain vocab/ask questions:
-Before reading page 6: have the students look at the picture and describe what the other animals
are doing. Ask them how they think Gerald is feeling, why he might feel this way, and why they think
that.
-Page 13: clot= a clumsy or foolish person
-Page 23: ask the students how they think Gerald is feeling now and why?.,

After reading the story:

-Ask the students questions about the book:
1. What did Gerald do to become a better dancer?
2. Is it important that we can all do the same things well?
3. Does anyone know why the author wrote the story or what we, as readers,are supposed to
learn from it?
-Remind the students of the time they were practicing handwriting and one of them said, “I am not
very good at this, yet.”
-Talk to them about the power of yet and what it means to have a growth mindset (when we first start
learning a new skill, it can be very difficult, but if you keep practicing and don’t give up, then
eventually you will get better; growth vs. fixed mindset; how to react to failure, etc.)
-As a class, brainstorm things we don’t know how to do yet (examples from the teacher: ski,
cartwheel, sing, etc)- write them on a graphic organizer “Things We Can’t Do YET!”

Application: (Practice or reflection)

The student will go back to their desks and work independently on handouts (attached below)
-They will write their names on the top
-They will draw a picture of something they can’t do yet
-They will complete the sentence “Giraffes can’t dance, and I can’t _____ YET!” (Teachers can help
with spelling if needed)

Closure:

Take a few minutes to allow students to share their work with the student next to them.
Student volunteers (3-5) can present their worksheet on the overhead and talk about their work to the
class.
Ask the class how they can improve the skills that challenge them.
Remind them that if there’s ever a time they learn a new skill, it might be difficult at first, but with
practice and hard work, it will get easier.
Handouts go in “take home folders”.

Materials and Resources:

-Giraffes Can’t Dance
-Handout
-Overhead projector
-Coloring and writing tools
Name_____________________________

Giraffes can’t dance, and I can’t

_________________________ YET!!