Growth Mindset Lesson Plan

Instructional Cycle 2
Multiple Subject and Single Subject

Learning Segment Template
Step 1: Plan
Directions: Briefly describe:
1. California content standards and/or frameworks being addressed: Identify the content area, California
standards, ELD standards, and unit goal for the learning segment.
1. Learning goal(s): Write a complete learning goal(s) for content and ELD, as appropriate, for each lesson.
2. Evidence and assessments: Describe how you will determine that students have achieved the learning goal(s)
in each lesson. Identify all assessment activity for each lesson, including informal assessments (checks for
understanding), student self-assessment, and formal assessment.
3. How does it fit? Include an explanation of how each lesson links to where students are currently
(academically, or with respect to interests, developmental issues, or other learning issues), and how the
lessons build on prior learning and one another.
4. Learning activities: Use bullet points to outline what students will do and how you will ensure they have
equitable access to content (e.g., learning activities students will do; how, when appropriate, your students will
use educational technology; how you will support individual learning differences).
5. Instructional strategies: Use bullet points to outline what you will do. Identify essential key questions you plan
to ask and how you will group students for learning.
6. English language development (ELD) and academic language development (ALD): Describe the language
demands of each lesson and how you will develop academic language with all students and address the
specific needs of English learners and Standard English learners. Describe academic language development
considerations and specific adaptations or accommodations you plan to provide to address academic
language development.
7. Instructional adaptations and accommodations: Describe what you will do to support the range of learners in
your class who may need adaptations or accommodations (e.g., English learners; Standard English learners;
students with IEPs or 504 plans, or identified for GATE; students whose life experiences may result in the
need for additional academic or emotional support).
Learning Segment
Content area, topic, and English Language Arts and a Growth Mindset, 6th Grade
grade level
California content  L.6.2 Demonstrate command of the conventions of
standard(s) listed by standard English capitalization, punctuation, and spelling when
name and number writing.

 RI.6.4 Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and
technical meanings.

RI.6.7 Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words to
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develop a coherent understanding of a topic or issue.
W.6.7 Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when
appropriate.
 PI.6.6.EM Reading/Viewing closely

 a. Explain ideas, phenomena, processes, and text
relationships (e.g., compare/contrast, cause/effect,
problem/solution) based on close reading of a variety of grade-
level texts and viewing of multimedia, with substantial support.
 b. Express inferences and conclusions drawn based
on close reading of grade-level texts and viewing of multimedia
using some frequently used verbs (e.g., shows that, based on).
 c. Use knowledge of morphology (e.g., affixes,
roots, and base words), context, reference materials, and
English language visuals cues to determine the meaning of unknown multiple-
development (ELD) meaning words on familiar topics.
standards (if applicable)


 PI.6.10.EM Writing
 a. Write short literary and informational texts (e.g.,
an argument for protecting the rain forests) collaboratively (e.g.,
with peers) and independently.
b. Write brief summaries of texts and experiences using
complete sentences and keywords (e.g., from notes or graphic
organizers).
 Students will connect ideas, events, and individuals to

having a growth mindset.
 Students will demonstrate proper use of capitalization
Unit goal(s) for the
punctuation and spelling when writing.
learning segment
 Students will understand how to do inquiry-based
research about an individual.
Students will understand and use academic vocabulary.
Lesson 1
Learners will demonstrate an understanding of content-
specific academic vocabulary and information by answering
Learning goal(s) questions about the nonfiction text regarding growth
mindsets and demonstrate capitalization, punctuation, and
spelling.
Evidence and assessment of The informal assessment of this lesson will be the Growth
learning (informal assessment, Mindset worksheet activity. This activity will be an excellent
student self-assessment, gauge to see if students understand the passage about
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what it means to have a growth mindset. The worksheet
has six questions. Three of the questions are regarding the
text and what it means to have a growth mindset, fixed
mindset, and grit. The other three questions ask students to
think more deeply and give different examples. The
examples are of what people do with growth mindsets to be
successful, to practice having a growth mindset, and where
you put your energy if you have a growth mindset. The
entire lesson involves a growth mindset is to encourage
students to learn that our challenges are just chances to
learn. The UDL aligns with a growth mindset because we
are focusing on growing our knowledge by giving as much
effort as possible and displaying grit in everything that we
do. This assessment will help me determine if students
understand the difference between a growth mindset and a
fixed mindset. I will be able to question by question and not
only look for the content of the information but also assess
the language.
I will look at the writing mechanics and determine their
score. If students always demonstrate capitalization,
formal assessment)
punctuation, and spelling, they will meet the standard (3).
Students who mostly demonstrate capitalization,
punctuation, and spelling will be approaching the standard
(2). Students who rarely demonstrate capitalization,
punctuation, and spelling will not meet the standard (1). I
will grade each question. Students who get five or more
questions correct will be meeting the learning goal (3).
Students that get three to four questions correct will be
approaching the learning goal (2). Students who get one or
two questions correct, then they will not be meeting the
learning goal (1). I will also be using a clipboard with a
class roster to use as a running record of student progress.
I will check in with students every fifteen minutes to monitor
progress. I will take notes when I hear deep thinking
questions students are asking each other. I will be asking
students questions regarding the growth mindset text we
have read. I will take notes of students who will need to
have a small group minilesson. I will be looking for common
needs or misconceptions so that I can address and reteach
if it is a whole class need.
How does lesson link to prior This lesson links to prior learning because my class has
learning and/or build on done different books about what it means to have a growth
previous lesson to develop mindset. Students will be building upon what they have
deep learning of content? learned and going more in-depth with their knowledge of a
growth mindset. The students will be engaged in a Total
Physical Response (TPR, where students create physical
movements to represent and remember the meanings of

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academic vocabulary words) multiple times. The concept of
a growth mindset and a fixed mindset will not be new. We
will incorporate the TPR with these two ideas so that we
can differential the learning to visual, kinesthetic, and
auditory learners.
 Students will watch a short video about a growth
mindset.
 Students will take notes about the video in their
notebook
 Students will talk with a partner and share what they
learned from the video
 Students will share out with the class things they
learned, or thought was important
 Students will create physical movements to
represent a growth mindset and a fixed mindset as
a class or with a partner.
 The different mindsets will be explained with their
meanings, and images of the word will be projected
using a Google Slides presentation.
Learning activities  The students will do a whole class reading of the
(what students do) nonfictional text.
Include, where appropriate,  Students will underline key details together as I
how you and your students will model for the class.
use educational technology.  Students will complete the worksheet which is their
informal assessment about the Growth Mindset text
 Differentiation Strategies: (1) grouping students
together so that they can collaborate and bounce
ideas off one another. (2) allowing students to
generate their example of what having a growth
mindset means with my assistance (so that I can
assess and determine they are not experiencing
misconceptions). (3) Giving the students both a
written task, as well as a hands-on
kinesthetic/visual task, to support all types of
learners. (4) students sharing with a partner helps
to develop listening skills, builds speaking skills,
increases confidence in their answer and allows for
listening in to hear the students many thoughts.
Instructional strategies  Ask the students to share out what they have
(what you do, key questions, learned from the video
and grouping)  Review what it means to have a growth mindset
and a fixed mindset
 Ask the students what type of mindset they think
they have
 Ask the students to give an example of a time that
they displayed a growth mindset and a fixed
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mindset
 I will provide the meanings and some visuals via
the Google Slides presentation and assist students
with movements as needed.
 Review what it means to have a growth mindset
and a fixed mindset.
 Go through the Growth mindset worksheet
questions to remind students what they need for
their first activity (and eventually the final project
itself).
 I will also follow along during the whole class
reading making sure to model the key details of the
text by underlining and numbering the lines.
 Bounce in between the groups as they are working
on their worksheets to ensure everyone is on the
right track.
Essential Questions: “What does it mean to have a

GROWTH MINDSET?” “What does it mean to have a
FIXED MINDSET?” “What is something that you can do to
exercise your growth mindset?”
The academic language required for this lesson is
comprised of words that they have already encountered
multiple times since the beginning of the year. This lesson
is simply a complement to previous lessons. They have
already been given them as a means for creating deeper
understandings of the content. As such, all of the academic
ELD and ALD
language is readily accessible for my Els because they
have been exposed to the vocabulary from previous
lessons. This lesson will support my ELs by allowing
modeling of the key ideas during the class read aloud. This
lesson enables students to work with their group mates to
answer the questions on the worksheet
Adaptations/accommodations The adaptations for this lesson include the visual aids
for students with specific along with the word definitions of the terms, listening and
learning needs seeing these representations of the vocabulary words, and
time for group and partner work. The time to talk with their
peers supports their learning needs. To support my
students with varying learning needs, I will have each
group work together on their worksheets. Students work
well together in groups. My students are very supportive of
each other, so I have not seen any problems that arise with
my Els in terms of understanding the content. I have
created three points in this lesson to check for
understanding of the content – 1 during the share out of the
introduction of the lesson, 2 checking the answers on the
worksheets, 3 examining the groups working together. I will

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be looking for complete sentences. However, if there are
students having difficulties, I will encourage them to either
draw a picture to express their thoughts or give me bullet
points.
Based on this lesson, I will be adding sentence frames to
the next lesson. Students were engaged with the content
by listening and seeing the vocabulary words and their
At the completion of Lesson 1: meanings and participating in the physical movement to
Based on what you learned as represent the words. I realized that the students would
a result of teaching this lesson, need more practice writing in complete sentences. I will
what changes, if any, will you continue to add in partner time as hearing the
make to the next lesson? conversations between students was a very beneficial
informal assessment to understand what students were
thinking. Students do need to work on their speaking and
listening skills as well based on listening to students share.
Lesson 2
Students will demonstrate their understanding of how to
research and gather ideas for their famous individual they
have been assigned. Students will begin to deepen their
Learning goal(s)
understanding of what it means to have a growth mindset.
The students will complete a “Gather Research” guide for
their specific famous individual.
Evidence and assessment of The students will be working on their research findings in
learning (informal assessment, class during this workshop day. Students will be sharing
student self-assessment, out their research findings with me so that I can assess
formal assessment) their work in real-time. Students must share with their
partners so they can provide feedback to one another on-
the-spot. I will be monitoring the class throughout the work
time. I will be using a clipboard with a class roster to use as
a running record of student progress. I will check in with
students every fifteen minutes to monitor progress. I will be
taking notes on deep thinking questions students are
asking. I will be asking students questions regarding the
research questions as they are filling out each section of
the graphic organizer. I will take notes of students who
need to have a small group. I will be looking for common
needs or misconceptions so that I can address and reteach
as a whole class or small group if needed. I will be going
around to groups and providing feedback (areas of strength
and areas to make alterations to their research). Giving
feedback will be an informal assessment of students (and
having them assess themselves and each other) on their
writing and how they connect their research into engaging
content in their own words. The criteria I will use to check if
students meet the learning goal for the day will be if
students have their graphic organizer neatly organized with
thoughtful information that is applicable and if sentences
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are complete. Students will be meeting the learning goal
(3). Students who have some information but their graphic
organizer is somewhat complete and the information is
close to applicable, and sentences are not complete.
Students will be approaching the goal (2). Finally, students
who do not complete the graphic organizer have very little,
if any information, and that do not write information in
sentences will not be meeting the goal (1). I will be able to
pull students back to conduct a small group as needed
while I am making my observations. I will be checking back
in with the whole class every fifteen minutes to emphasis
the assets and needs of the students. I will be sure to start
with assets and end with an asset to not discourage
students.
This lesson is an extension of the previous day’s lesson.
Now, the students can see how their famous person
exhibited a growth mindset. Students will use their research
How does lesson link to prior
of their famous individuals to deepen their understanding of
learning and/or build on
the importance of having a growth mindset. This lesson
previous lesson to develop
links to prior knowledge because students have had
deep learning of content?
experience linking, sequencing, researching, and
understanding the relationship between people, events,
ideas, etc. in previous lessons.
Learning activities  The lesson will begin by students sharing and
(what students do) summarizing with their partner what we learned the
Include, where appropriate, previous day. Reminding students what we did the
how you and your students will previous day is essential for engaging prior
use educational technology. knowledge.
 The students will then share out with the class what
they learned or remember from the previous day's
lesson. The importance of this is to verify that
students can explain what we have done to ensure
they understand what you need them to.
 The students will watch another video on Mojo and
a growth mindset. Watching a video is a great way
to engage students and start with a hook.
 The students will take notes on the video. Taking
notes is essential for developing listening skills as
well as writing since they need to write down the
different things they learn from the video.
 Students will watch the video a second time, trying
to beat the amount of facts that they wrote down the
first time.
 Students will compare the increase or decrease
they had after watching the video another time and
challenging themselves.
 The students will share out once again what they
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learned from the video. Every time before we share
out, the students have “think” time with and
collaboration with their shoulder partners. Think
time and sharing with partners is to help not only
build confidence but to allow me to assess the
conversations and the student's understanding.
 Students will choose a famous person at random by
drawing the names from a container. Each student
will have at least one partner that is working on the
same individual so they may work together when
needed.
 Students will be given their graphic organizer
templates for researching their famous individual so
that they will know what information they will need
to be looking up. I learned from the previous day
that scaffolding the learning and giving the students
a clear expectation and questions would help guide
them with the research.
 Students will get their Chromebooks to begin their
research on the predetermined websites I have
given them for each individual. The students will be
able to have time to guide their learning by
researching their individual and use technology.
 Students will be following along with a google slides
presentation that has sentence frames to aid in
ensuring the students write in complete sentences.
 Students will provide one another feedback on what
they like, and what they suggest would be good to
change (periodically while they write their research).
Allowing students to read and provide each other
feedback will build their confidence, as well as
encourage class bonding.
 Differentiation Strategies: Students are working in
groups and helping one another with feedback;
having access to the Internet to have more
information for their reports; students that have
IEPs can write slightly shorter reports to aid with
their processing needs.
I will use educational technology at the beginning of this

lesson. I will project on the Promethean board a Google
Slides presentation with the graphic organizer and
sentence starters. This will help students have a guide to
follow as we work through the research one section at a
time.

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Instructional strategies  I will begin by asking the students to share with their
(what you do) partner what they learned and summarize what we
learned the first day. Doing this will engage
student’s prior knowledge and engage them in the
lesson.
 I will ask for students to share out with the class a
summary yesterday’s lesson in their words.
Encouraging students to share aloud provides me
with an informal assessment to gauge students
learning as well as allowing students to hear one
another’s ideas about the content.
 I will then have the students watch the next video
about Mojo and having a growth mindset. Watching
a short fun video is engaging for the students, and I
will be monitoring to see if they are writing facts
down.
 I will ask the students to count how many facts they
wrote down, and I will share with them how many
facts I was able to write down. I will then challenge
the students to beat the amount they wrote the first
time or the amount of facts I wrote. I will play the
video again to allow students to try and take down
facts. The goal of this is to show students that they
are capable of much more than they believe and
that they are the ones that set their own limitations.
 I will ask the students to share with their partners
what they learned about the video and then share
out with the entire class. The goal of this is for the
student to hear the same facts from multiple
sources to engage their thinking and understanding
in different ways. The more students share and hear
the content, the more likely they are to develop their
academic speaking language and content.
 I will explain that we are doing a research project
and have students each draw a name of a famous
individual. Students will work with the student that
has the same individual. Students working together
will give students who are introverts or ELLs a
chance to be successful without having the spotlight
of the entire class.
 I will present the graphic organizer to the students
going through each section at a time using a google
slides presentation. I will give students a timer for
each section as well as sentence frames. Giving the
class sentence frames promotes students to write
and allows them to get past the initial start of writing

Learning Segment
the sentence. The timer for the students is put up

for keeping students on task and working diligently.
 I will monitor the class going to each group of
partners, checking in on progress and taking notes
of good thoughts, questions, and possible whole
class misconceptions. Assessing students on the
spot allows me to catch a misconception during the
lesson rather than after the assignment. It also
assures that the students understand my
expectations.
 I will meet with student groups about what they
have discovered about their famous person
 I will bring the class back together before switching
to the next section of the graphic organizer. I will
provide the class with on-the-spot feedback as they
are filling out their reports. The students will be
meeting for small group debrief sessions on the
research expectations for their specific famous
person. Providing real-time feedback and having
students share out loud helps other students realize
that the assignment is doable and that they too can
be successful. It also allows them to hear more
examples if they happen to get stuck.
 Essential Questions: “Why is my person Famous?’,

“What is something special about my famous
person?”, “What are some interesting facts?”, “What
is one challenge that my famous person faced?”,
“What made my famous person have a growth
mindset?”, “Where was my famous person born?”
None of the academic language used is brand new to the

students, as it has already been introduced many times
over. The fact that the academic language has been
repetitively used will help the ELs in my class. I have
ELD and ALD
frontloaded all of the terms early on in the unit (and
continually brought them back up). The “peer-reviewed
research report” activity is how I am trying to help all my
students hone their writing skills.
For my ELD students, I will provide these students with
Adaptations/accommodations
sentence frames to aid them in their written research
for students with specific
reports. Additionally, for students with IEPs, they are
learning needs
allowed to write slightly condensed reports.
At the completion of Lesson 2: I will make some adjustments by giving the students more
Based on what you learned as time to work with their partners to gather the remainder of
a result of teaching this lesson, their research. I noticed that some students were having

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difficulty answering some of the research questions
because the answer that they found led them to another
question. I will bring in a model for the next lesson so that
the students will have a visual of the expectations of the
final assessment. I was doing informal assessments by
what changes, if any, will you monitoring the class as well as stopping in with groups. I
make to the next lesson? used a clipboard to monitor common misconceptions for
this lesson. I will continue to do this in the next lesson so
that I can bring the class back together as needed to
ensure they all understand the assignment as well as the
expectations.
Lesson 3
Students will begin to compile the information about their
famous person into complete sentences for the final copy of
the 3-D Growth Mindset Research projects. The information
necessary for their final project will be on the Guided
Learning goal(s) Research template, and they will work on the sentence
structure and grammar for their final copies. Students will
learn everything needed about their famous person before
they begin to compile their research for their final copy of
their 3-D project.
I will assess the students’ preparedness for their final
project by having the students complete a self-assessment.
The self-assessment asks the students to give themselves
a score of no (1), almost (2), or yes (3) for each question.
The questions are as follows: I used correct grammar. I
have my notes recorded and organized in a neat and
Evidence and assessment of
orderly fashion. I read my draft aloud, and it makes sense
learning (informal assessment,
to me. My partner read my draft aloud to me, and it makes
student self-assessment,
sense to me. I used the information correctly from my
formal assessment)
research. My draft is detailed and contains all of the
required information. I will also assess the students on their
ability to edit and assess not only their peer's work but also
their own. Another assessment will be my observations and
feedback that I am giving the students as I am taking notes
while they are compiling their research.
How does lesson link to prior
learning and/or build on
previous lesson to develop ELA Content: Students have had experiences connecting
deep learning of content? ideas, events, people, conducting research, etc. throughout
a variety of content areas. The students have had a
previous lesson regarding quoting from the text to support
their opinions or reasoning. Students have had multiple
opportunities at this point in the school year to practice this
skill. This lesson builds upon the previous assignment of
just compiling facts. Students were then expected to take
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all of their research and put it into their final project using
complete sentences and citing evidence.

Include, where appropriate, previous day. Reminding students what we did the
how you and your students will previous day is essential for engaging prior
they learned or remember from the previous day's
lesson. Sharing out is important because students
need to be able to explain what we have done to
ensure they understand what you need them to.
notes is essential for developing listening skills as
out with the entire class. The goal of this is for the
student to hear as many different varieties of
information from various sources to engage their
thinking and understanding in different ways. The
more students share with partners and hear the
content, the more likely they are to develop the
 Students will review the research they have
gathered from the previous day. Reviewing the
information reminds the students of where we left
off and allowing them time to get into the right
mindset as well as engages prior knowledge.
 Students will begin to compile their research using
the guided research copies as a template.
 Students will write use their graphic organizer to
transfer the information onto their draft of their
complied research. Graphic organizers allow the
students time to take their brainstorm from their
graphic organizers and make them into good
academic sentences to present.
 Students will work with their partners to assess
each other’s compiled research. Students evaluate
their partner's work, which allows them to make
edits and revisions. Revisions and edits also

Learning Segment
provide on the spot feedback from a peer, which is
often taken into consideration more than feedback
from a teacher.
 Each student will do a self-assessment on their
work by following the self-assessment rubric that we
have gone over as a whole class. Students
assessing themselves is crucial in the learning
process because it allows them to see what you will
be grading them on and how they would grade
themselves. Self-assessments will enable me to
determine if a student has a misconception with
what my expectations are. Also, it will show me if a
student is too critical of themselves and having a
hard time completing the task because of it.
 Differentiation Strategies: For compiling the
research, I have several different guiding questions
to help students fill in the required information for
their final projects. I am providing a self-assessment
with a rubric that has visuals for ELL or visual
learners to understand the meaning of each score. I
am giving feedback to individuals to better aid them
in being successful.
learned for the first two days. Doing this will engage
student’s prior knowledge and engage them in the
lesson.
 I will ask for students to share out with the class
what they learned during the last two lessons.
down.
out with the entire class. The goal of this is for
students to hear as many different varieties of
information from various sources to engage their
more students share and hear the content, the more
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likely they are to develop the academic speaking

language and content.
 I will explain that we are compiling our research
from our graphic organizers onto our draft template.
Students will work with their partner that has the
same individual. Students working together will give
students who are introverts or ELLs a chance to be
successful without having the spotlight of the entire
class.
 I will show the class a model of the result that I
made. I know it is vital to model for students so that
they understand what you are expecting as well as
for them to have an example on how to meet the
goals.
 I will remind the students of the goal for the day and
inform them of the time to help them stay engaged
and efficient. Setting clear expectations and
informing students of this is very important to keep
students aware and on track.
 I will observe students work on compiling their
research so that I can assist if they need additional
help or provide extra sentence stems.
 After students gave complied with their drafts and
read and reviewed them with their partner, I will
explain to the class that we are doing a self-
assessment. I will tell students how to complete the
self-assessment. I will explain that they need to take
it seriously. I will explain that I will use a similar
rubric to grade their final project. It is essential to
explain to students how to assess themselves as
well as give them a clear understanding of what and
how you will be grading them.
 I will observe students working on their self-
assessment to ensure they understand the
questions and that they take it seriously.
 I will bring students back to small groups for extra
instruction. The students that I will bring back will be
those who I have taken notes while informally
assessing. I will know which student will need
additional feedback and support. I will go over their
self-assessment with them so that I can explain how
I would grade them. I write the notes down for the
students as well on their final so that they can
compare how I graded their work as compared to
their self-assessment. It is essential to explain how
you will look at the student's work. Describing how

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you will grade is to ensure students understand how
to look at their work so that they can achieve the
score they desire. Compiling their research so that I
can assist if they need additional help or provide
extra sentence stems.
 I will continue to monitor and call small groups back
as I see the need. Providing extra small group
instruction helps students who have additional
academic needs start to close the gap by having a
smaller setting.
 Essential Question: “Why is my person Famous?’
“What is something special about my famous
person?” “What are some interesting facts?” “What
is one challenge that my famous person faced?”
“What made my famous person have a growth
mindset?” “Where was my famous person born?”
All of the academic language is readily accessible via the

worksheets, notes, the Internet, and classmates, as they
have all been introduced to the vocabulary. These activities
allow students to continue to hone their writing, reading,
ELD and ALD and research skills so that they can be more concise with
the presentation of their reports. I provided a rubric for how
they can improve their so that all of my students can see
their writing strengths and areas of improvement during the
self-assessment session.
Students with learning needs are supported by group and
partner work, as well as scaffolding. I have assisted these
students, specifically by asking specific questions to guide
their finding of answers and understanding these things. I
will be conducting small group interventions during the
lesson. They will happen as I see the need based on
monitoring during the lesson with a clipboard and a list of
learning needs
student’s names who are not where they need to be yet.
For the students that struggle more with the writing, I have
them focus on one element of the rubric at a time, so they
are not overwhelmed by possible next steps for their
writing.
At the completion of Lesson 3: After teaching this lesson, I feel confident about students’
Based on what you learned as ability to research and find the different information that
a result of teaching this lesson, they need for their famous individual. The next lesson will
what changes, if any, will you be compiling the research that they have found into a rough
make to the next lesson? and final draft. I believe that the students will need more
time to complete their research. The self-assessments that
the students performed told me that they are close to being
ready, but they need more work time. The feedback from
this self-assessment helped determine how much

Learning Segment
instruction would be needed, as well as how much student-
guided learning would be needed. I know that I will allow
the student the additional time to work with partners or on
their own once they have completed their research when
moving on to the next lesson.
Lesson 4
Learners will complete their final copy of their research and
assemble their 3-D project with the face of their famous
Learning goal(s) person and their quote ring on the bottom. Students will
display their projects for their classmates to see as a
gallery walk.
The formal assessment for this lesson will be students’ final
3-D project with all of their research and their fully colored
face of their famous person. The final project will have a
rubric similar to that of the self-assessment. The rubric will
be scored on the following standards: meet standards (3),
approaching standards (2), and not meeting standards (1).
Evidence and assessment of
The grading criteria will be as follows: Writing mechanics;
learning (informal assessment,
Organized, neat, and complete; Content and Details used
student self-assessment,
correctly; Notes are complete; and Readability. This final
formal assessment)
project will be a good assessment of how well they used
their time, and also on how much factual information they
obtained while conducting their research. I will also be
using a clipboard with a class roster to use as a running
record of student progress. I will check in with students
every fifteen minutes to monitor progress.
Students have been working on the research project for the
How does lesson link to prior previous three days, and now they are bringing it all
learning and/or build on together into a final finished project. The students will be
previous lesson to develop expected to display their 3-D project, and have a deeper
deep learning of content? understanding of having a growth mindset, the importance
of providing evidence, and informational writing.
Include, where appropriate, previous days. Reminding students what we did the
how you and your students will previous days is important for engaging previous
they learned or remember from the previous days’
lessons. Revisiting the prior days’ lessons ensure
that the students know what is expected of them.
notes is important for developing listening skills as

Learning Segment

out loud with the entire class. The goal of this is for
each student to hear as many different varieties of
information from different sources to engage their
more students share and hear the content, the more
likely they are to develop the academic speaking
language and content.
 Students will be completing their final project by
coloring and transferring their compiled research
onto a copy of their famous person's cutout.
 Students will put their final project together by
cutting out their famous individual, assembling
them, and then adding their quote ring onto the
bottom of their cutout.
Differentiation: Students who have IEPs can write shorter
reports, given more time for them to process and complete
the work required. I will go through each item with the ELL
students individually to ensure they understand the rubric.
learned as a class in the first three days of the
lesson. Doing this will engage student’s prior
knowledge and engage them in the lesson.
 I will ask for students to share out with the class
what they learned in the previous lessons.
down.
out with the entire class. The goal of this is for
students to hear the same information from different
sources to engage their thinking and understanding
in different ways. The more students share and hear
the content, the more likely they are to develop the

Learning Segment
 I will go over the final rubric with the entire class to
ensure that each student knows what they will be
graded on, and how I will assess it. I will support my
EL students as they are completing their final
projects by specifying what each rubric item
pertains to with their projects. Providing students
with clear and concise expectations decreases
anxiety.
 I will also be using a clipboard with a class roster to
use as a running record of student progress. I will
check in with students every fifteen minutes to
monitor progress.
 Essential Questions: “How can you connect your
famous individual and having a growth mindset?”
and “What is a personal example of you having a
growth mindset?”
All of the academic language is not new to the students,
and my EL students are supported by me breaking down
the rubric for them to be more understandable. Otherwise,
ELD and ALD
they have been practicing the skills of writing and
connecting the concepts for several weeks now. They have
been showing me a lot of improvement already.
I will break down my rubrics for students that need help
understanding it. I will allow EL students to write shorter
reports to assist them in focusing on the grammar and
punctuation of their writing. Having EL students focus on
grammar rather than the depth of information that they are
learning needs
putting into the project will help them focus more attention
on this area. Reducing the work will only be done if they
need accommodations.
After lesson 4, I decided that I will allow students to share
with the class about their famous person that they
researched. I added this lesson in as an extension because
the students spent so much time and put so much effort
into their research and their 3-D model that they wanted to
present them to the class. I will have students do the
At the completion of Lesson 3: presentation because I think it will be a great way to extend
Based on what you learned as learning on listening and speaking skills. Most of the
a result of teaching this lesson, students did well with the research, but need work on their
what changes, if any, will you speaking and listening skills. The students were very
make to the next lesson? engaged with the lesson. I knew that they would find it
interesting to learn about the different challenges of each
famous individual. I will model for the class so that they
have a clear example of how I want their presentation to
go. I will also require students to take notes on each
presentation so that we can once again work on our writing
and active listening skills.



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Growth Mindset Lesson Plan

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Instructional Cycle 2

Multiple Subject and Single Subject

 PI.6.6.EM Reading/Viewing closely

 Students will connect ideas, events, and individuals to

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Essential Questions: “What does it mean to have a

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I will use educational technology at the beginning of this

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the sentence. The timer for the students is put up

 Essential Questions: “Why is my person Famous?’,

None of the academic language used is brand new to the

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Learning activities  The lesson will begin by students sharing and

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likely they are to develop the academic speaking

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All of the academic language is readily accessible via the

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well as writing since they need to write down the

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