Growth Mindset 5th Grade: Taylor Hoover

Rationale

I chose to find text sets for the topic of growth mind set because I believe it is important to teach students that it is okay not to understand something the first time they learn it but it is not okay to give up because you do not understand. I also think it is important for students to learn that they are capable of anything that they put their mind to. I think as teachers, we get so caught up in standardized testing and focusing on math, reading, science, and social studies that we do not take enough time to encourage students and let them know that we believe in them and that they are important. These texts sets would make a great addition to any ELA lesson because they give students motivation that they need.

Fiction Books

by JoAnn Deak Ph.D. (Author), Sarah Ackerley (Illustrator), Little Pickle Stories (Publisher), Genre : Picture book, 32 Pages, ISBN-10: 0982993803

Brief Summary:" Did you know you can stretch and grow your own brain? Or that making mistakes is one of the best ways your brain learns? Just like how lifting weights helps your muscles get stronger, trying new things without giving up—like finding the courage to put your face in the water the first time you’re at a pool—strengthens your brain. Next time, your brain will remind you that you overcame that fear, and you will be braver!" This book talks about growing or stretching your brain to learn new things and overcome challenges.

This book does a great job at introducing new vocabulary words when it describes the different parts of the brain. I plan on reading this book aloud while students will be actively listening. After the story, I will ask students to journal about one experience where they have made a mistake and learned from it.

W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Objective: Students will be able to write about a real life experience that they have learned from while using proper punctuation, spelling and grammar.

Mark Pett and Gary Rubinstein (Authors), Mark Pett (Illustrator), Sourcebooks (Publisher), Genre: Picture Book, 32 Pages, ISBN-13: 9781402255441,

Brief Summary: "Meet Beatrice Bottomwell: a nine-year-old girl who has never (not once!) made a mistake. She never forgets her math homework, she never wears mismatched socks, and she ALWAYS wins the yearly talent show at school. In fact, Beatrice holds the record of perfection in her hometown, where she is known as The Girl Who Never Makes Mistakes. Life for Beatrice is sailing along pretty smoothly until she does the unthinkable–she makes her first mistake. And in a very public way!"

I plan on reading this book aloud while modeling how a fluent reader sounds. The students will be working on comprehending the story and listening. I will stop and ask questions throughout the story to check for comprehension. After the story, I will continue to question students to check for comprehension. After the story, I will ask groups to discuss why it is important to make mistakes with evidence from the story. Each group will share their answers with the class.

SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Objective: Students will be able to discuss in groups to come to a conclusion of why it is important to make mistakes while using evidence from the story.

Barney Saltzberg (Author and Illustrator), Workman Publishing Company (Publisher), Genre: Picture book, 22 Pages, ISBN-10: 076115728X

Brief Summary: "A life lesson that all parents want their children to learn: It’s OK to make a mistake. In fact, hooray for mistakes! A mistake is an adventure in creativity, a portal of discovery. A spill doesn’t ruin a drawing—not when it becomes the shape of a goofy animal. And an accidental tear in your paper? Don’t be upset about it when you can turn it into the roaring mouth of an alligator."

I would read this book aloud and have students focus on my oral reading skills. Students will be actively listening. After the story, students will create vin diagram to compare all three stories that have been read that week ( Beautiful Oops, The Girl Who Never Made Mistakes, Your Fantastic, Elastic Brain: Stretch it, Shape it).

RL.5.3 – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Objective: Students will be able to compare all three stories themes, plots and characters using a vin diagram.

NonFiction Books

Malala Yousafzai and Patricia McCormick (Authors), Little, Brown Books for Young Readers (Publisher), Biography (Genre), 240 Pages, ISBN-10: 031632793X

Brief Summary: "Malala shares in detail how the Taliban shot her in the face when she tried to go to school, just because she was female. She explains how this changed her life. She shares her determination to continue to advocate for her rights and the rights of girls and boys all over the world."

I would have students read this book aloud in small reading groups. Not only will they be listening to each other, they will be working on oral reading skills, comprehension and vocabulary. After each chapter they read aloud, each student will be assigned a role that day and complete task cards in their groups that summarize the chapter that help with comprehension.

SL.5.1d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Objective: Students will be able to summarize the stories chapter by explaining the plot, characters, problems, and setting.

Laura Hillenbrand (Author), Delacorte Press (Publisher), Biography (Genre), 320 Pages, ISBN-10: 0385742517

Brief Summary: "Louis Zamperini’s life is almost unbelievable — a hoodlum, an Olympic runner, an airman shot down, and above all, a man who has great strength of character (growth mindset) to persevere despite all of life’s challenges."

I would assign my above grade level readers this book because it is a higher reading level. I would have student read this aloud in groups and focus on vocabulary and comprehension. While student read, I would have them write down vocabulary words that are unfamiliar to them and write them down and as a group, look them up, write a definition, use it in a sentence, and draw a picture.

L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Objective: Students will be able to determine the meaning of unknown words, use them in a sentence, and draw a picture to create connections.

Linda Sue Park (Author), HMH Books for Young Readers (Publisher), Biography (Genre), 128 Pages, ISBN-10: 0547577311

Brief Summary: "This is the amazing & powerful story of a boy with courage and hope who walked across Africa to find a better life. We also learn the story of an African village for whom water is a two hour walk, and how the boy, now a man, builds a well for the village."

I would assign this book to be read aloud in small reading groups. Students will be working on comprehension, fluency, and listening. After each chapter, students will journal what has happened in the chapter, how it relates to their lives and what they predict what will happen next.

W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Objective: Students will be able to journal about the story including: a brief summary about the chapter, any connections to their lives, and what they predict will happen next while using proper grammar, spelling and punctuation.

Visual

pinterest. com

I would show this image up on the board and ask students to explain what it meant. Next I would have students discuss and create a new "slogan" for growth mindset. Students will work in their table groups to create a slogan and use poster paper to create the slogans and hang them up around the room.

W.5.3d – Use concrete words and phrases and sensory details to convey experiences and events precisely.

Objective: Students will be able to create a detailed slogan with their table groups that defines growth mindset using correct punctuation, spelling and grammar.

pinterest.com

I would have this poster in my classroom and teach about how it is okay to not to know how to do something but it's not okay to not try. I would teach an entire lesson about growth mindset and even incorporate some of the books I included in this text set to teach the lesson. After the lesson, I would have students practice saying this poster with me. Next I would have students create a short skits, in small groups, of how to ask for help.

SL.5.4 – Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Objective: Students will create a short skit of how to properly ask for help by modeling growth mindset.

Rise by Katy Perry

For this lesson, I would pass out these song lyrics and have students read them silently and highlight lyrics that stick out to them. Next students will be split into groups where they will discuss the importance of the highlighted sections. Next the class will form a circle and have a class discussion about the lyrics and how it relates to growth mindset along with how the lyrics relate to their lives.

SL.5.4 – Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Objective: Students will be able to have a lively class discussion about their highlighted lyrics and why they are important to the topic of growth mindset.

Video

I would show this video to the class to show that our brains are cable of learning anything that we put our minds to. I like this video because it pumps me up and makes me focus on what I am working on. After the video, I would have students journal about their thoughts about the video and what is one thing they want to learn how to do?

W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Objective: Students will be able to journal about their thoughts and feelings about the video along with the prompt of what is one thing they want to learn how to do while using proper punctuation, spelling and grammar.

Credits:

Created with images by Pixapopz - "math blackboard education"

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