Growth Mindset through Writing: Unit of Work (Years 3/4/5)

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Summary of Unit:

In this unit of lessons, children will learn about growth and fixed mindsets. They will follow the adventures of Mojo, from Class Dojo, and see how he overcomes problems at school. The children will write anecdotes from their own lives regarding times when they have been stuck or struggled with learning. They will discuss and write down ideas on when they have shown a growth mindset and when they have had a fixed mindset.
These lessons will progress to an extended writing activity in which the children will write a letter or create poster for a family member or friend, giving them advice on how to have a growth mindset when learning something new.

Grammar taught throughout the unit will include verbs, and conjunctions. Children will write a draft letter and then a re-draft to show their understanding of editing work and self assessment.

The outcome will be an extended piece of writing and a mental awareness of how having a growth mindset can help their learning when working independently and collaboratively.

The inclusion of social, moral and emotional needs in this unit of work means the children are working across the curriculum and developing an understanding of empathy, perseverance and motivation alongside writing skills.

Australian Curriculum Links:

Year 3 English:

  • Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
  • Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

“Mental Health and Wellbeing” is the added bonus!

Lesson Plan Sequence:

Lesson 1:

The objective of the first lesson is to define and describe the concepts of growth mindset. The children will be able to say what growth mindset is, make references to their own learning and be able to write ideas on growth mindset vs fixed mindset. Ask:

  • What could ‘growth mindset’ mean?
  • What could ‘fixed mindset’ mean?
  • Give one example of when you have had a ‘fixed mindset’.

Discuss the ideas the children create and note them down on a collaborative website like Padlet, or use post-it notes to write ideas.

Watch the first chapter of Mojo, from Class Dojo and write down notes from the video.

The task of the first lesson will be to write examples of growth mindset from their own lives.
Differentiation:

  • Using the sentence starters, write a down three examples of when you have showed a growth mindset in your life. Then write three examples of when you have had a fixed mindset.
  • Using the sentence starters, write a down three examples of when you have showed a growth mindset in your life. Then write three examples of when you have had a fixed mindset.
    Include in your examples how you overcame when you were stuck. What helped you? Who was there to motivate you?
  • Write at least a paragraph comparing growth mindset and fixed mindset. (Include ideas from your own life and conclude which mindset is the most helpful when learning something new)

Children then edit their work and write self-assessment feedback:

  • How did you change your work?
  • Why did you change your work?
  • What did you keep the same and why?

Lesson 2:

In this lesson, children will describe growth mindset using conjunctions.

Show the children the different images of growth mindset vs fixed mindset.

  • What do you notice?
  • Give one example of when you have had a ‘fixed mindset’
  • Have you ever felt differently on the inside to what you show on the outside?

Discuss ideas on tables and then watch Chapter 2 on the adventures of Mojo.

  • What lesson did you learn from the video?

Using the template, children will (notice a differentiated approach):

  • Write words inside Mojo… How he might feel on the inside and then on the outside and then write 2 sentences on how he shows he emotions differently using conjunctions.
  • Write words inside Mojo…How he might feel on the inside and then on the outside and then write 3 sentences on how he shows he emotions differently using conjunctions and why he might show his feelings differently.
  • Write a paragraph how Mojo shows his feelings in different ways by using subordinate clauses to extend your sentences.

At the end of the lesson, ask the children:

  • How were you successful in your learning today?
  • What would you differently next time and why?

Lesson 3:

In this lesson, children will use their knowledge and anecdotes about growth mindset and begin to draft a letter to a loved one.

Firstly, so children are reminded of how to structure a letter. Children will observe and briefly annotate a letter to show understanding of the features and layout.

Children then watch Chapter 3 of Mojo adventures and describe how Mojo has shown a growth mindset.

Children use plan to help devise letter to their family or friend.

Children then write an advisory letter on how having a growth mindset will be have a positive impact on their learning.

Differentiation:

  • Children to write a letter which includes at least three reasons for having a growth mindset. Use anecdotes to show understanding.
  • Children to write a letter which includes at least three reasons for having a growth mindset. Use anecdotes to show understanding. Children to include why having a growth mindset are important in learning.
  • Children to write a letter which compares how a fixed mindset is different to a growth mindset and the benefits of having a growth mindset. Include complex sentences to extend ideas.

Children then edit their work using visual thesaurus and dictionaries. They work collaboratively in pairs and work on one piece of writing at a time so the work has subjective and objective view points to improve.

Lesson 4:

Success Criteria: To edit and re-draft a letter.

  • I can recognize my mistakes
  • I can also uplevel my work from seeing my mistakes
  • I can even re-draft to improve my writing.

Children spend 10-15 annotating their spelling, sense, punctuation and content to recognize mistakes and anything they want to modify.

Children use iPads, dictionaries, partners, table peers to help with editing process.

Children then re-draft their work using their adaptations to help them improve their work.

  • Can you see you mistakes and how will you change them?
  • Self reflection after re-draft:
    • How did you change your work?
    • Why did you change your work?
    • What did you keep the same and why?

Assessment Ideas:

The use of Padlet or taking notes throughout the sessions will provide formative feedback, but the writing outcome at the end of the Unit means you can provide summative assessments of the writing skills at word and sentence level and the concepts of growth mindset.

Resources:

Download all of the lesson-related resources below:

 

 

 

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