Name: Riley LaRue & Kallista Kritsonis Lesson: Growth Mindset Grade: Fourth

Common Core Predict potential long- term outcomes of a health-related decision. H5.W7.4
Standards
Create a personal health goal and track progress toward achieving it. H6.W8.4

Primary Lesson Students will be able to explain what growth mindset is and list strategies for adapting
Objective one.
Students will be able to explain how traits such as athletic ability and intelligence, can
be developed through hard work and consistency.

Student-friendly What: Growth mindset

learning target Why: To help develop skills and abilities.
How: I will practice strategies for adapting a growth mindset.

Formative I will monitor student progress through checks for understanding and teacher
Assessment: supervision. I will use the thumbs up/thumbs down method.
ü How will you
monitor student
progress on
lesson
objective?

Summative Evaluation: Students will have an exit ticket that includes self-reflection questions about the
ü How will the content covered. Students will be expected to answer the questions with complete
student be sentences. The questions are:
evaluated? 1. How is our brain like a muscle?
2. How can we grow our brains and improve on our abilities?
3. Why can failure be a good thing?
4. What’s a strategy you can use to cope with failure?
5. Why do I want to be successful?
6. What are two positive self-talk things you can say to yourself?

Content Analysis: Growth mindset

● Definition: The mindset that abilities and understanding can be developed
through effort.
● Critical Attributes: Positive self talk, trying hard problems, setting goals and
taking steps to reach them, learning from your mistakes, seeing failure as
an opportunity to learn, trying new strategies, and asking questions.
● Non-critical Attributes: Where you come from, age, gender, what type of
skill or ability.
 ● Examples: I can’t read yet, but I can practice and learn how to. I struggle
with subtraction but I can ask questions about what confuses me. I’m not
that fast but if I run every day I might get faster.
● Non-examples: I’m stupid. This is too hard, I give up. I’m bad at math, so
why should I even try? No one likes me that’s why I don’t have any friends.
It’s not my fault I failed that test, the teacher doesn’t know what they’re
talking about.
● Related concepts: Mindfulness, self-reflection, personal growth.

Considerations:
ü Resources: Resources:
- Youtube
- https://www.youtube.com/watch?v=rf8FX2sI3gU

ü Materials: Materials:
- Projector + laptop
- Worksheets / exit ticket
- Markers and crayons

ü Technology: Technology:
- Youtube

Opening/Motivation: What the teacher does What the student does

ü Signal for Signal for attention: N/A

attention Teacher says, “macaroni
and cheese” while students
respond by saying,
“everybody freeze” and
place hands on top of their
heads while waiting for
directions.

ü Engagement Engagement and activate

and activate interest:
interest The Truth about Your Brain-
Video (stop at 00:52)

Turn and talk activity-

-Think about a time when you
did something really well. This
could be a test, a sports game,
 a dance recital, artwork,
whatever. ​How did you feel?

-Think about a time when you

experienced failure. ​How did
you feel?

I will call on students to share

and lead the discussion in the
direction of how failure is an
opportunity for learning. “When
we fail, we learn something
new. We find out what isn’t
working so that when we try
again, we know better.”

Connection to prior learning:

Have you ever done something
hard and you wanted to give
ü Connection up, but instead you kept trying
to prior learning and figured it out? Think about
this in your head.
ü Review
previous lesson Student-friendly learning
target:
ü Students will read the learning
Student-friendly target out loud, as a class.
learning target What: Growth mindset
Why: To help develop skills
and abilities.
How: I will practice strategies
for adapting a growth mindset.

Communicate behavior
ü expectations:
Communicate I will read the expectations and
behavior do a CFU for the first one,
expectations asking students to point to
where they should be looking if
I’m talking. The 2nd and 3rd
expectation are tailored to this
lesson and will be explained.
 “Today we will be doing some
thinking in our head, and
answering questions. If it’s
time to think in your head, all
voices should be off. If it’s time
for an activity and we’re
answering questions, we need
to tell the truth.” The last two
expectations will also have
CFU’s. I will ask students to
show me what all four on the
floor looks like (all four chair
legs on the floor, no rocking)
and ask them to show me what
they should do if they have a
question.
● Eyes and ears on the
speaker.
● Think in my head.
● Tell the truth.
● All four on the floor.
● Raise your hand to ask
a question.

ü Vocabulary Vocabulary:
Mindset: The way we think.
Challenge: A hard problem.
Failure: An opportunity to
learn.
Success: The effort you put in.
Goal: Something you want to
do but haven’t yet.
Ability: Performing a skill.

OUTLINE of Learning sequence: Demonstration

ü Presentation Presentation of information: N/A

of information -Information will be presented
using the projector, youtube,
ü Model and posters, and worksheets.
demonstrate
the new skill,
strategy, or Model and demonstrate new
concept information:
After opening, I will go over
ü Active vocabulary words and
engagement definitions. Then, I will show
the first 52 seconds of a video
called, “The Truth About Your
Brain” on youtube. Next,
students will engage in small
group / whole class discussion
about success and failure and
times they have experienced
them and what feelings may be
associated. (questions
featured above in the activate
interest section). I will then
briefly discuss and show
strategies for dealing with
failure and adapting a growth
mindset. These include:
● Positive self talk
● Engaging in
challenging work
● Reframe from
assigning blame
● Improve on skills
● SMART goals (specific,
measurable,
actionable, realistic,
timely)
● View failure as an
opportunity to learn.
● View success as the
process.

Then, I will explain and model

our worksheet. This worksheet
has five parts and will be done
in three sections. First we will
ask students to answer the first
two parts about success. They
will provide their own definition
of what success is and three
strategies for being successful.

Next, I will show another

section of the video featured
above. This time, showing 1:37
- 2:03 of it. This part of the
video discusses how our brain
can grow through effort and
exercise. Then we will return to
our success worksheet and do
the next two parts. Students
will provide their own definition
for what failure is and then list
three things that might get in
their way of being successful.

Next we will transition into an

activity called “The Power of
Yet.” This activity is one where
students get up and out of their
seats. It will be a nice break
before completing section
three of the success
worksheet. I will give directions
by explaining to students that I
will be saying a phrase (ex. I
went to school today). Based
on their personal response
they will choose a side of the
room and walk to it. I will make
one side of the room labeled
with “YES”, and the other side
of the room as “NOT YET”.
The purpose of this activity is
to show students that even if
you haven’t done anything ​yet​,
you can still ​learn how to.

Statements:
1. I have gone through
3rd grade.
 2. I can drive a car.
3. I play an instrument.
4. I have started middle
school.
5. I play sports.
6. I can write my name.
7. I came to school today.
8. I have taken a college
class.
9. Have you said hi to
someone you do not
usually talk to today?

I will have the students now

become partners with
someone they do not usually
talk to. This will give those
students who were in the ‘not
yet’ category to accomplish
this goal. They will sit next to
this person and work together
to complete the last part of the
success worksheet. Students
will transform fixed mindset
sentences into growth mindset
or “success” statements (as
shown on the worksheet).
They will stay seated next to
their partner for the supervised
and independent practice.

OUTLINE of Supervised Practice/Feedback:

ü Sequence of I will model what is expected N/A

activities by showing an example of a
snowman. The bottom of the
ü snowman is a discouraging
Opportunities sentence. As the snowman
to practice builds higher, the comments
shift from fixed mindset
 ü Check for phrases to growth mindset
understanding phrases.
This concept is to show
students that the growth
mindset helps us to ​grow.
Flowers and trees grow with
effort and sun and rain. The
snowman grows with effort as
you ​build​ it. A rocket ship flies
through the air using fuel. A
growth mindset can act as fuel
for us. The idea that’s being
implied is designed to remind
students that with hard work,
effort and positive talk you can
grow and build on your skills.

Independent Practice:

ü Students Students will transition into N/A

independent independent work by choosing
practice a blank “growth mindset
template.” Students can
choose between a flower,
snowman, tree, or rocket ship
template. Students must write
at least two non-growth
mindset phrases and at least
four growth mindset phrases.
There should be six total
comments on their template.
Once students have six
phrases, they can check with
me and if it’s complete they
can begin coloring it.
Closing:
ü Revisit Revisit student-friendly target:
student-friendly I will read the learning target aloud and ask the question, “Did you learn something
target new from this lesson?” Students will answer with a thumbs up or thumbs down.
Then, I will ask, “Do you feel confident explaining growth mindset to a friend?”
Students will answer with a thumbs up or thumbs down.
What: Growth mindset
Why: To help develop skills and abilities.
How: I will practice strategies for adapting a growth mindset.

ü Review key Review key content:

content -Revisit definition of growth mindset.
-Revisit the strategies that will help develop a growth mindset.
-Revisit how success is the effort that was put in to overcome a challenge.
-Revisit how failure is an opportunity to learn.

ü Checks for Checks for understanding:

understanding - Students will complete an exit ticket that asks six questions about the content
covered. Students should reflect and answer these with complete sentences,
before going to recess. I will review student answers and look for anything that may
indicate a fixed mindset or confusion. This way I can follow up with those students
who may need additional support on this topic and scaffold as needed.

Transition:
ü Transition - Students will clean up materials and turn in exit tickets on their way out to
recess.

Back-up plan or
additional practice:
ü Plan for Plan for those who finish early:
those who - Students who finish early can start coloring their mindset independent work.
finish early Students can also discuss with their partner how their diagram shows progress and
ü How will you growth.
re-teach Re-teach strategies for those who need extra help:
strategy for - Students who need more support can explain to the teacher how the diagram
those who shows progress or growth.
need help?
 STUDENT MATERIALS

● Success worksheet
● Mindset template example (students may also choose from a blank flower, tree or rocket
ship template)