Session 1 Script

Welcome & Warm-Up (5 minutes)

Teacher (smiling, arms open): “Good morning, friends! Come sit in our circle so we can talk about something exciting today. We’re going to learn about two ways our brain can think when we try something new. One way is called a fixed mindset, and the other way is called a growth mindset. Let’s look at our Growth-Fixed Mindset Chart.

(Points to chart)
Teacher: “On this side, people believe if they’re not good at something, they’ll never get better. That’s a fixed mindset. On the other side, people believe they can improve with practice and effort. That’s a growth mindset! Now, show me your thumbs:

• Thumbs up if you think mistakes help us learn.
• Thumbs down if mistakes mean we’re stuck.”

(Notice student responses, praise effortful thinking.)

Teacher: “Wonderful! Remember, mistakes are our friends because they help our brain grow.”

Story Exploration (5 minutes)

Teacher: “I have some story cards here from our Growth Mindset Story Cards. I’ll read a short story about a student who tried something tough. Listen carefully and think: fixed or growth mindset?”

1. Teacher reads Story Card 1.
   Teacher: “Did this student show a fixed mindset or a growth mindset? How can you tell?”

• If needed, prompt: “Did they say ‘I can’t do this…yet’ or ‘I’ll never be good’?”

1. Teacher reads Story Card 2.
   Teacher: “Who can remind us which mindset this was? What words gave it away?”

Teacher: “Great listening! Remember, the word ‘yet’ shows us that we’re growing.”

Guided Discussion (10 minutes)

Teacher: “Let’s think of times we felt stuck. Maybe tying our shoes or writing our names. Raise your hand if you ever said, ‘I can’t do it.’”

(Call on a few students)
Teacher: “Thank you for sharing. Now, what could you say instead to show a growth mindset?”

(Invite volunteers. As each student speaks, write their sentence on a sticky note.)

Teacher: “Let’s put these sticky notes on our chart under the right column. ‘I can’t do this’ goes here under Fixed Mindset. ‘I’ll keep trying’ goes under Growth Mindset.”

(Praise each contribution: “I love how you changed your words to help your brain grow!”)

Worksheet Activity (7 minutes)

Teacher: “Now I’m going to hand out the Mindset Magic Session 1 Worksheet. You’ll work in pairs. Circle the sentences that show a growth mindset. Cross out the ones that show a fixed mindset. Ready?”

(Distribute worksheets and remind students to share pencils.)

Teacher: “I’ll set the timer for seven minutes. Begin!”

(While students work, circulate, quietly say things like, “I love how you spotted that growth mindset sentence!”)

Closing Reflection (3 minutes)

Teacher: “Great job, everyone! Let’s put our worksheets down. I have Positive Self-Talk Bookmarks for each of you.”

(Hand out bookmarks)

Teacher: “On your bookmark, you’ll see sentences like ‘I can learn anything I try.’ Who will share one growth mindset phrase they’ll try this week?”

(Invite 3–4 students)

Teacher: “Awesome! Now, show me a big thumbs-up if you’re ready to grow your brains this week!”

(All together): “Thumbs-up!”

Teacher: “I’m so proud of your thinking today. Keep practicing, friends!”

Session 1 Worksheet: Growth vs. Fixed Mindset

Name: ___________________________ Date: ____________


Instructions: For each sentence below, circle it if it shows a growth mindset. Cross it out if it shows a fixed mindset.

1. I can’t do this.
   
   
2. I will try a different way.
   
   
3. I’ll never be good at this.
   
   
4. Mistakes help me learn.
   
   
5. This is too hard; I give up.
   
   
6. I can get better with practice.
   
   
   
   Next, draw a picture of yourself trying something new. Then on the lines below, write one growth mindset phrase you can say to yourself when something feels hard.
   
   
   
   
   
   
   
   
   
   
   
   
   My growth mindset phrase: _______________________________________________
   
   

Session 1 Activity: Mindset Sorting & Discussion

Purpose: Reinforce the difference between fixed and growth mindsets through hands-on sorting and group discussion.

Time: 8 minutes
Grouping: Whole class to start, then pairs
Materials:

• Growth-Fixed Mindset Chart displayed on board
• Sticky notes or index cards with student-generated statements
• Mindset Magic Session 1 Worksheet (for follow-up in pairs)

1. Chart Sorting (Whole Class, 5 minutes)

1. Invite 4–6 student volunteers to the front.
2. Give each volunteer a sticky note with a previously collected statement (e.g., “I can’t do this,” “I’ll keep trying,” “This is too hard, I give up,” “Mistakes help me learn”).
3. One at a time, students read their statement aloud and decide which column it belongs in:
   • Fixed Mindset
   • Growth Mindset
4. Class offers a thumbs-up if they agree, or thumbs-down if they want to suggest a different column.
5. After placement, ask: “Why does this statement show a growth/fixed mindset?”
6. Praise correct placements and guide corrections gently.

Discussion Prompts:

• “What words or clues helped you know this was a growth mindset?”
• “How might our thinking change if we switch to a growth mindset statement?”

2. Pair Sorting (Pairs, 3 minutes)

1. Students return to seats and grab a copy of the Mindset Magic Session 1 Worksheet.
2. In pairs, they circle growth-mindset sentences and cross out fixed-mindset sentences (items 1–6).
3. Encourage partners to explain their choices to each other: “I circled this one because it says ‘I can get better with practice.’”

Teacher Tip: Circulate, listen to partner discussions, and prompt with, “Tell me why you think that is growth mindset.”

3. Wrap-Up & Reflection (Whole Class, 1–2 minutes)

1. Ask two pairs to share one sentence they circled and explain why.
2. Reinforce the idea that changing our words helps our brain grow.
3. Transition to closing reflection with bookmarks in the main lesson plan.

Differentiation & Supports:

• For students with IEP or language needs, provide sentence stems on the board (e.g., “I can learn…,” “I’ll keep trying by…”).
• Use visuals or gestures to reinforce meaning of key terms (practice, effort, mistakes).
• Pair stronger readers with emerging readers to build confidence.

Session 2 Script

Welcome & Review (5 minutes)

Teacher (warm tone): “Good morning, friends! Let’s gather in our circle. Yesterday we learned that saying the word yet helps our brains grow. Today, we’ll practice using positive self-talk when things feel tricky. This chart shows some phrases we can say to ourselves. Look at our Positive Self-Talk Chart.

(Points to chart)
Teacher: “Here’s one phrase: ‘I can figure this out.’ Say it with me: ‘I can figure this out!’”

(Students repeat)
Teacher: “Great job! How do you feel when you say ‘I can figure this out’?”

• Wait for 2–3 volunteers
  Teacher (praising): “I love how you feel confident and calm when you use that phrase!”

Story Exploration (5 minutes)

Teacher: “Now I have some stories from our Challenge Strategy Story Cards. I’ll read one, and listen for what the student says to themselves and how it helps them.”

1. Teacher reads Story Card 1.
   Teacher: “What did the student say in this story? How did saying it help them keep going?”

• Prompt: “Did they take a deep breath or say, ‘I’ll try a different way’?”

1. Teacher reads Story Card 2.
   Teacher: “Who remembers the phrase this student used? Why was it helpful?”

Teacher: “Fantastic! Using kind words to ourselves can help us feel brave and keep trying.”

Self-Talk Practice (10 minutes)

Teacher: “Now I’m handing out the Self-Talk Practice Worksheet. Each page has a few scenarios. Read the scenario, then write or circle the positive self-talk phrase that fits best.”

(Distribute worksheets and pencils)

Teacher: “Find a partner. After you choose your phrase, share with each other why you picked it and how it could help in real life.”

Teacher: “I’ll set the timer for ten minutes. Begin!”

(While students work, circulate with comments like, “I love how you chose that phrase to help yourself!”)

Strategy Brainstorm (7 minutes)

Teacher: “Let’s come back to our chart area. Who can share one strategy they used or saw in the stories when things felt hard?”

(Invite 3–4 volunteers)
Teacher (writing on sticky notes): “I heard ‘take a deep breath.’ Where should we place this on our chart?”

(Places under Challenge Strategies column on the Positive Self-Talk Chart)
Teacher: “What self-talk phrase goes with taking a deep breath?”

• Volunteer shares: “I am calm and ready.”
  Teacher: “Perfect! Let’s add that under our strategy.”

(Repeat for 2–3 more strategies such as “ask for help” or “try a different tool.”)

Teacher: “Wonderful ideas, everyone! These strategies and phrases will help us keep going.”

Closing Reflection (3 minutes)

Teacher: “I have our special Encouragement Pebble. We’ll pass it around. When it’s your turn, share one self-talk phrase you’ll use this week.”

(Pass pebble around circle)

Teacher: “Thank you for sharing! Show me a big thumbs-up if you feel ready to use positive self-talk when challenges pop up.”

(All together): “Thumbs-up!”

Teacher (smiling): “I’m so proud of your brave thinking today. Keep cheering for yourselves, friends!”

Self-Talk Practice Worksheet: Session 2

Name: ___________________________ Date: ____________

Use the phrases on our Positive Self-Talk Chart to help you.

1. Scenario: You are working on a puzzle and get stuck.
   Circle the phrase you can say to yourself:
   
   a. “I give up.”

b. “I can try a different way.”

c. “I’m just not smart.”


Then write your own self-talk phrase:

1. Scenario: You are learning to tie your shoes and it feels tricky.
   Circle the phrase you can say to yourself:
   
   a. “I’ll get it with practice.”

b. “This is too hard for me.”

c. “I’ll ask someone for help.”


My own self-talk phrase:

1. Scenario: You spilled paint on your art and feel upset.
   Circle the phrase you can say to yourself:
   
   a. “Mistakes help me learn.”

b. “I ruined it.”

c. “I’m not an artist.”


My own self-talk phrase:

1. Scenario: You see a word you don’t know while reading.
   Circle the phrase you can say to yourself:
   
   a. “I can sound it out.”

b. “I can’t read.”

c. “This is impossible.”


My own self-talk phrase:

Session 2 Activity: Strategy Brainstorm & Encouragement Pebble

Purpose: Solidify students’ understanding of positive self-talk by connecting phrases to challenge strategies and sharing personal commitments.

Time: 10 minutes
Grouping: Whole class (brainstorm) then circle share
Materials:

• Positive Self-Talk Chart displayed on board
• Sticky notes or index cards
• Markers or crayons
• Encouragement Pebble

1. Strategy Brainstorm (Whole Class, 5 minutes)

1. Invite 4–5 volunteers to the board area.
2. Give each student a sticky note and a marker.
3. Ask: “When we feel stuck, what can we do to keep going?”
4. As each volunteer names a strategy (e.g., “Take a deep breath,” “Ask for help,” “Use a different tool”), write the strategy on their sticky note.
5. Under the “Challenge Strategies” column on the Positive Self-Talk Chart, place each sticky note.
6. For each strategy, invite the class to shout out a matching self-talk phrase (e.g., for “Take a deep breath,” the class might say “I am calm and ready”).
7. Write the chosen phrase under the strategy on the chart.

Discussion Prompts:

• “How will taking a deep breath help you feel ready?”
• “Why is saying ‘I can figure this out’ a good way to start?”

2. Encouragement Pebble Share (Circle, 5 minutes)

1. Form a circle on the floor with all students.
2. Hold up the Encouragement Pebble and explain: “When you hold this pebble, share one self-talk phrase or strategy you’ll use this week.”
3. Pass the pebble around the circle; each student shares their phrase/strategy.
4. After each share, the class responds with a quiet “You’ve got this!”
5. Once the pebble returns to you, ask everyone to show a thumbs-up if they feel ready to try these strategies when challenges come.

Differentiation & Supports:

• For emerging language learners, provide sentence stems on the board (e.g., “I will…,” “When I feel…, I say…”).
• Allow students to draw their self-talk phrase or strategy on their sticky note if writing is challenging.
• Pair students who need extra support with a peer helper during brainstorming.
• Offer visual icons on the chart for each strategy (e.g., a breathing icon, a question mark for asking help).

Session 3 Script

Welcome & Connect (5 minutes)

Teacher (smiling, welcoming): “Good morning, friends! Come sit in our circle. Over the last two sessions, we learned how our words and thoughts help our brains grow. Who can share one strategy you tried and how it helped you?”

(Invite 2–3 volunteers)
Teacher (nodding, praising): “I love hearing how you used ‘I can figure this out’ when you got stuck. Fantastic! Today, we’re going to use all of our strategies and self-talk to solve a fun challenge together.”

Challenge Application (10 minutes)

Teacher: “I’m going to split you into small groups. Each group will get a Growth Mindset Challenge Card. Your job is to work together to solve the challenge. Remember to use your positive self-talk and strategies whenever you feel stuck.”

(Divide students, hand out cards)
Teacher (circulating): “Group 1, what will you say to yourselves if it gets tricky? Yes, ‘I’ll keep trying!’ Group 2, what strategy will you try next? Perfect—‘Ask a friend for help.’”

(After 10 minutes, ring a gentle bell)
Teacher: “Time to pause. Let’s clean up our cards and come back to the circle.”

Goal Setting (8 minutes)

Teacher (handing out): “Now I have a Goal Setting Worksheet for each of you. On this sheet, you will draw or write one thing you want to keep practicing—like tying your shoes or reading new words—and one strategy you will use when it feels hard.”

(Students begin working)

Teacher (softly prompting): “Remember, you can write ‘I can try a different way’ or draw someone helping you. Take your time and do your best!”

Partner Share (5 minutes)

Teacher: “Okay, friends—find a partner and share your goal and strategy. Then give each other one compliment about their plan.”

(Students share in pairs)
Teacher (after pairs finish): “Who would like to share with the whole class? Tell us your goal and strategy.”

(Invite 2–3 pairs)
Teacher (applauding): “Thank you for sharing! Compliments make us feel proud and keep our brains growing.”

Closing Celebration (2 minutes)

Teacher (holding certificates): “You all did amazing work today. Here are your Celebration Certificates to remind you of your effort and growth.”

(Hand out certificates)
Teacher: “Let’s post our names on the Success Reflection Chart under the ‘Successes’ column.”

(Students place their names)
Teacher (leading cheer): “Let’s end with our cheer—on the count of three, shout: ‘Our brains grow stronger every day!’ Ready? 1…2…3…”

Class (cheering): “Our brains grow stronger every day!”

Teacher (smiling): “I’m so proud of each of you. Keep using your growth mindset!”

Goal Setting Worksheet: Session 3

Name: ___________________________ Date: ____________


Instructions: Think about something you want to keep practicing and one strategy you will use when it feels hard. First, draw or write your goal. Then write your strategy below.

1. My Goal

What I want to practice: _______________________________________________


Draw or write here:

2. My Strategy

When it feels tricky, I will: ___________________________________________


Explain or draw how this will help me:

Session 3 Activity: Growth Mindset Challenge & Success Reflection

Purpose: Students apply growth mindset strategies in a hands-on group challenge and then reflect on their successes to reinforce perseverance and goal setting.

Time: 15 minutes
Grouping: Small groups for challenge (3–4 students), then whole-class reflection
Materials:

• Growth Mindset Challenge Cards
• A timer or gentle bell
• Success Reflection Chart displayed where all can see
• Sticky name tags or star stickers

1. Growth Mindset Group Challenge (10 minutes)

1. Divide the class into small groups of 3–4 students.
2. Give each group one Growth Mindset Challenge Card.
3. Explain: “Read your challenge card together. Decide how you will solve it as a team. Use your positive self-talk and strategies when you feel stuck.”
4. Set a timer for ten minutes. Groups collaborate to complete the task:
   • Remind students: “Say ‘I can figure this out’ if you’re stuck. Take a deep breath, ask a friend for help, or try a different way.”
5. Circulate to support each group:
   • Prompt with questions: “What strategy will you try next?” or “What can you say to yourself right now?”
   • Praise effortful thinking: “I love how you keep trying!”
6. When time is up, ring the bell and ask groups to pause and clean up.

Teacher Tip: Encourage quieter students by assigning roles (reader, time-keeper, recorder) so everyone participates.

2. Success Reflection (5 minutes)

1. Bring students back to the circle or carpet area around the Success Reflection Chart.
2. Ask each group to share one “win” from their challenge and the strategy or self-talk phrase that helped:
   • Example share: “We built the block tower using ‘I can try a different way’ when it fell.”
3. As each group shares, have one student place their name tag or star sticker under the corresponding group’s success on the chart.
4. Prompt with reflection questions:
   • “How did positive self-talk help your group?”
   • “What strategy will you use next time?”
5. Conclude: “Every time we use our strategies, our brains grow stronger. Let’s give ourselves a round of applause for our perseverance!”

Differentiation & Supports:

• Pair emerging communicators with a peer helper who can scribe their ideas on the chart.
• Provide sentence stems on a poster (e.g., “Our group said ___ when we got stuck.”)
• Use visual icons on the Success Reflection Chart for each strategy (breathing, asking for help, persistence).
• Allow groups extra time or simplified challenges for students needing more support.