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Mentor Mission

Tier 1
For Schools

Lesson Plan

Mentor Mission Lesson Plan

Students will identify and practice the key roles, skills, and responsibilities of a peer mentor and set clear goals for their first mentoring session.

Equipping 4th graders with mentoring skills builds leadership, communication, and confidence, ensuring they support younger peers effectively.

Audience

4th Grade

Time

30 minutes

Approach

Interactive slideshow, role-play, and goal-setting.

Materials

  • Peer Mentor Slideshow, - Mentoring Role Cards, - Communication Strategies Handout, and - Mentor Session Checklist

Prep

Teacher Preparation

10 minutes

  • Review the Peer Mentor Slideshow and familiarize yourself with its content
  • Print and cut out the Mentoring Role Cards for small-group distribution
  • Make copies of the Communication Strategies Handout and Mentor Session Checklist
  • Arrange seating so students can work in pairs or small groups

Step 1

Introduction to Mentoring

5 minutes

  • Display the Peer Mentor Slideshow
  • Ask: “What is a mentor? Why might younger students need one?”
  • Highlight the definition and importance of peer mentoring from the slideshow

Step 2

Roles and Responsibilities

8 minutes

  • Distribute the Mentoring Role Cards in groups of 2–3
  • Have students read their card aloud and discuss the mentor’s responsibilities
  • Invite each group to share one role they find most important

Step 3

Communication Strategies Practice

7 minutes

  • Hand out the Communication Strategies Handout
  • Model active listening and positive feedback phrases
  • In pairs, students practice a short mentoring conversation using the strategies

Step 4

Setting Goals

5 minutes

  • Provide each student with a Mentor Session Checklist
  • Ask students to write two goals for their first session (e.g., “Help with reading,” “Encourage questions”)
  • Circulate to support and clarify expectations

Step 5

Wrap-Up and Next Steps

5 minutes

  • Recap key mentor skills and responsibilities
  • Answer any remaining questions
  • Explain when and where their first mentoring session will occur
  • Collect checklists for review and feedback
lenny

Slide Deck

Welcome, 4th Grade Mentors!

Today you’ll learn what it means to be a peer mentor and how you’ll help younger students during their lessons.

Welcome, everyone! Today we begin our journey as peer mentors. We’ll learn what a mentor does and how you’ll help younger students succeed.

What is a Mentor?

  • A mentor is a friend, helper, and guide.
  • Mentors support and encourage younger students during lessons.

Ask: “What do you think a mentor is? Have you ever had someone help you learn something?” Then highlight the definition on slide.

Roles & Responsibilities

  • Listen carefully and show patience.
  • Encourage questions and celebrate effort.
  • Help explain instructions and model tasks.

Refer students to their Mentoring Role Cards. Invite a few groups to share one role they discussed.

Key Mentoring Skills

  • Active Listening: Focus on the student and ask clarifying questions.
  • Clear Communication: Use simple words and positive feedback.
  • Patience: Allow time for thinking and responses.

Model active listening with a volunteer: lean in, nod, and ask “What did you think of that step?”

Communication Strategies

  • Ask open-ended questions: “Can you tell me more?”
  • Use positive phrases: “Great job,” “I see your effort.”
  • Paraphrase: Repeat back to confirm understanding.

Hand out the Communication Strategies Handout. Role-play a short conversation demonstrating these tips.

Setting Your Goals

Use your Mentor Session Checklist to write:

  • Two goals you have as being a mentor.
  • One thing you will focus on doing as a mentor.

Show how to fill out the Mentor Session Checklist. Offer examples like “Help with reading” or “Encourage questions.”

Next Steps

  • Keep an open mind and give it a try! You can make a difference!
  • Attend another session next week.
  • Remember to be kind, patient, and encouraging!

Remind students when and where the first session will happen. Encourage them to ask questions and be prepared.

lenny

Activity

Mentoring Role Cards

Below are six cards describing different mentor roles and a scenario question to guide your group discussion. Print, cut out, and distribute one card per pair or small group.

1. Active Listener
Role: Focus fully on the younger student.
• Maintain eye contact and nod.
• Ask clarifying questions.

Discussion Question: What can you do to show you’re really listening when a student is explaining something?


2. Encourager
Role: Build confidence and celebrate effort.
• Offer positive feedback (“Nice try!” “You’re improving!”).
• Recognize small wins.

Discussion Question: How might you encourage a student who feels stuck on a problem?


3. Explainer
Role: Break down instructions into simple steps.
• Use examples and visuals.
• Check for understanding after each step.

Discussion Question: How would you explain today’s activity to someone who has never seen it before?


4. Questioner
Role: Ask open-ended questions to promote thinking.
• Use “why,” “how,” and “tell me more” prompts.
• Wait patiently for answers.

Discussion Question: What question could you ask to help a student explore their own ideas?


5. Modeler
Role: Demonstrate the skill or task clearly.
• Show one step at a time.
• Think aloud so the student hears your process.

Discussion Question: Which part of the task would you model first, and how would you explain what you’re doing?


6. Patient Helper
Role: Give students time to think and respond.
• Offer gentle reminders and support.
• Avoid rushing or answering for them.

Discussion Question: If a student takes a long time to answer, what could you say or do to help them feel comfortable?


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lenny

Worksheet

Communication Strategies Handout

Use these key strategies to guide your mentoring conversations. Read each strategy, review the examples, and write your own. Then practice with a partner using the scenarios below.

1. Active Listening

Definition: Paying full attention to the speaker and showing you care.

  • Example Phrases:
    • “I’m listening—go on.”
    • “Tell me more about that.”

Your Example Phrase: ________________________________________________


2. Open-Ended Questions

Definition: Asking questions that encourage longer answers and thinking.

  • Example Phrases:
    • “How did you figure that out?”
    • “Why do you think that happened?”

Your Example Phrase: ________________________________________________


3. Positive Feedback

Definition: Highlighting effort and progress to build confidence.

  • Example Phrases:
    • “Great job on that step!”
    • “I see how hard you’re trying.”

Your Example Phrase: ________________________________________________


4. Paraphrasing

Definition: Repeating back what you heard in your own words to show understanding.

  • Example Phrases:
    • “So you’re saying that…”
    • “Let me check if I got this right…”

Your Example Phrase: ________________________________________________


Practice Scenarios

Work with a partner. Take turns as Mentor (M) and Younger Student (S). In each scenario, write what you would say as the mentor.

Scenario 1
S: “I don’t know how to start this math problem.”
M: _______________________________________________________________





Scenario 2
S: “I tried my best, but I still got it wrong.”
M: _______________________________________________________________





Scenario 3
S: “I’m stuck and don’t know what to do next.”
M: _______________________________________________________________





Reflection

Answer the questions below to think about how you used the strategies.

  1. Which communication strategy did you find most helpful?
    _______________________________________________________________





  2. How did it feel to use positive feedback and open questions?
    _______________________________________________________________





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Worksheet

Mentor Session Checklist

Name: ___________________________ Date: ________________

My Goals for Today's Mentoring Session

  1. ____________________________________________________


  2. ____________________________________________________


During the Session: Check Each as You Do It

  • Greet and introduce yourself to your mentee
  • Ask an open-ended question to start (e.g., “What would you like help with?”)
  • Use active listening (maintain eye contact, nod)
  • Give positive feedback on effort or ideas
  • Break tasks into simple steps as needed
  • Model one step and think aloud
  • Ask clarifying questions (“Can you tell me more?”)
  • Paraphrase to check understanding
  • Allow time and be patient for responses
  • Encourage questions and celebrate progress

Reflection After Your Session

  1. What went well during my mentoring session?
    _______________________________________________________________





  2. Something I want to improve next time:
    _______________________________________________________________





  3. My next steps as a mentor:
    _______________________________________________________________





lenny
lenny