Lesson Plan

Grade/Subject: Art Grade 2/3 

Unit: Growth Mindset- Health  
Lesson: Growth Mindset Continued
Duration: 30 mins
Date: February 8th 
 
 
SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative
ALBERTA PROGRAM OF STUDIES    ASSESSMENTS 
   

 Students will practice Observations

Identify and demonstrate positive displaying a growth Rubric 
behaviours that show respect for self and mindset  Check-ins
others  Students will practice
positive self talk 
 Students will learn how to
respect themselves and
others

LEARNING RESOURCES 

Resource #1:  Y is for YET

Resource #2: https://twitter.com/zearned/status/958022330164408322 
Resource #3: https://www.mindsetkit.org/static/files/YCLA_LessonPlan_v10.pdf 

MATERIALS/ EQUIPMENT/ SET UP

 Y is for YET
 Head cutouts
 Markers
 Pencil crayons
 Pencils
 Poster paper
 Smelling markers 

PROCEDURE

Introduction ( 3 min.):
Attention Grabber:
 
-       Class discussion 
 
Assessment of Prior Knowledge:
 
 Students have learned briefly about growth mindset in health class
 Students have discussed “positive self-talk”
 Students understand goal setting 
 
Expectations for Learning and Behavior:
 
-Students will raise their hand before speaking or asking questions
-Students will listen and not talk while others are speaking
-Students will listen intently to instructions and follow them 
-Students will participate fully in the lesson
-Students will cooperate well with others
 
Transition to Body:
 
 “Hands on top, that means stop” to get students attention
 ALL students will come to the front to sit down 

Body (30 mins):

  What are the students doing?
Learning Activity #1: 15 minutes   
-Listening to instructions and looking at me
Direct Instruction: Class Discussion  -Mimicking the steps I am demonstrating
  for the art project
 Students will listen to a brief discussion/ review of what a -Asking questions if unsure on something
growth mindset is, and what a fixed mindset is
 On poster paper, I will have a T chart of the 2 categories Sponge Activity: 
set up
 I will add the definition of each one to their T chart -Students can work on one of the following
category  activities if they finish early:
 Students will then come up with examples for each 1. Reading
category  2. Doodling 
 I will provide some examples first (I give up vs. I will use
a different strategy) 
 Explain that students can use this chart when they are
struggling with certain things 

Assessment/Differentiation: 
 
-        Ensure R and G understand instructions fully- check-in
with them 
 
Learning Activity #2:  15 mins
Direct Instruction Not Yet Activity 
 
 Provide students with a brief review of the “Y is for Yet”
book
 Ask students if they remember any of the words from the
book
 Explain the importance of the word yet (it is important to
not say I cant do this, instead say I cant do this yet- there
is always room for improvement and trying again) 
 On the poster paper will be the title “things I cant do yet” 
 Students will each give me something they cant do yet,
which I will write on a sticky note with their name 
 I will begin so students have an example
 I will explain that I want students to focus on things they
have been struggling with for a while
 I will add all sticky notes onto the poster  
 
Learning Activity #3:  10 mins

Direct Instruction: Mindset Heads Catch-Up 

 Several students have not finished the growth mindset

heads and will need to finish
 This will be done during the social block when students
are working on their eggs 

Differentiation 
 -        Ensure R and G understand instructions fully- check-in with
them 
 Closure (5 min.):  

Consolidation/Assessment of Learning:
 
-        Observations
-        Check-ins
-        Rubric 
 
Feedback From Students:
 
Frequent check-ins with students, ask:
-        Why did you choose these words?
-        Do these words have significance to you?
-        Do you enjoy this project? If yes, why? If not, why?
-        What else would you like to learn about having a growth mindset? 
-        Did the breakdown of steps make sense to you?
-        Is there anything you are struggling with?
 
Feedback To Students:
 
From the observations and check-ins, tell the students:
-        What they are doing well on
-        How they could improve their project
-        What I find interesting about their project
-        Useful tips to assist them