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Mindset Masters

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Lesson Plan

Mindset Masters Session 1

Students will distinguish between fixed and growth mindsets by sorting examples and reflecting on personal beliefs, then articulate how growth mindset strategies can help them persevere in classroom tasks.

Understanding mindsets empowers students with IEPs and SEL needs to embrace challenges, build resilience, and maintain motivation during difficult tasks, boosting academic and social-emotional growth.

Audience

3rd and 4th graders with IEPs and SEL needs

Time

30 minutes

Approach

Seat-based sorting and reflection activity.

Materials

Prep

Prepare Learning Materials

15 minutes

Step 1

Introduction to Mindsets

5 minutes

  • Display the Growth vs Fixed Mindset Anchor Chart at the front of the room.
  • Read aloud definitions of fixed and growth mindsets.
  • Ask students: “What does it mean to have a growth mindset?” and record responses.
  • Highlight key phrases: “I can’t do this yet” vs. “I’m not good at this.”

Step 2

Concept Modeling

5 minutes

  • Present 2–3 example statements on the chart (e.g., “I give up” vs. “I will keep trying”).
  • Model sorting one example card into the correct column, thinking aloud about the clues that indicate fixed or growth mindset.

Step 3

Sorting Activity

10 minutes

  • Distribute the Mindset Sorting Cards to each student.
  • Students sort cards into two piles on their desks: fixed mindset vs. growth mindset.
  • Encourage re-reading statements and self-checking.
  • Circulate to support, asking guiding questions to reinforce understanding.

Step 4

Reflection Worksheet

7 minutes

  • Hand out the Session 1 Reflection Worksheet.
  • Students complete prompts: “A fixed mindset sounds like…” and “A growth mindset sounds like…”
  • Offer sentence starters: “I used a growth mindset when…”
  • Provide individual support or language scaffolds for students who need them.

Step 5

Share and Exit Ticket

3 minutes

  • Invite 2–3 volunteers to share one reflection from their worksheet.
  • Ask students to write on scrap paper one way they will apply a growth mindset today.
  • Collect exit tickets as students leave.
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Worksheet

Session 1 Reflection Worksheet

Name: _______________________ Date: _______________

1. What is a Fixed Mindset?

Write a statement that shows a fixed mindset (for example: “I’m not good at this.”).








2. What is a Growth Mindset?

Write a statement that shows a growth mindset (for example: “I can’t do this yet, but I will keep trying.”).








3. My Growth Mindset Moment

Complete the sentence: “I used a growth mindset when …” and describe what happened.












4. If I Feel Stuck …

Complete the sentence: “When I feel stuck, I can …” and explain what you will do.












5. My Growth Mindset Plan

How will you use a growth mindset in class today? Be specific!











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Activity

Mindset Sorting Cards

Cut out each card below. Read the statement and decide whether it shows a Fixed Mindset or a Growth Mindset. Place cards in two piles (Fixed vs. Growth) on your desk.

1. “I’m not good at this subject.”—



2. “I can’t solve this problem…yet.”—



3. “This is too hard for me; I’ll never get it.”—



4. “If I practice, I will improve.”—



5. “I give up when it’s challenging.”—



6. “Mistakes help me learn new things.”—



7. “I’m just not a math person.”—



8. “I haven’t mastered this yet, but I will keep trying.”—



9. “I always fail at this, so what’s the point?”—



10. “Every challenge is a chance to grow.”—



11. “I’ll never be smart enough to do that.”—



12. “When I feel stuck, I can ask for help or try a different strategy.”—

Teacher Answer Key (do not distribute to students):

  • Fixed Mindset Cards: 1, 3, 5, 7, 9, 11
  • Growth Mindset Cards: 2, 4, 6, 8, 10, 12
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Activity

Session 1 Seat-Based Activity

Objective: Sort mindset statements and use guiding questions to identify fixed vs. growth mindset at your desk.

Materials at Each Seat:

Instructions:

  1. Individual Sorting (10 minutes)
    • Look at each card: read the sentence slowly.
    • Decide: Does this statement show someone giving up (fixed) or someone willing to learn (growth)?
    • Place the card under the correct heading on your desk mat.
    • Ask yourself: "What words helped me decide?"
  2. Teacher Check-In Prompts (throughout sorting)
    • "Which word in that sentence tells you it's fixed or growth?"
    • "How would you rephrase a fixed mindset statement to make it growth?"
  3. Think-Pair-Share (5 minutes)
    • Turn to your partner and pick one card you both placed differently.
    • Use this sentence stem: "I put ______ in the _____ pile because _____."
    • Listen to your partner's explanation and decide if you want to move your card.
  4. Select a Focus Card (2 minutes)
    • Choose one growth card from your pile that inspires you.
    • Write the statement on your worksheet or scrap paper.
    • Next to it, draw a smiley face if it makes you feel confident or an idea bubble if it makes you curious.
  5. Reflection Prompt (3 minutes)

Teacher Tips and Differentiation:

  • Provide colored highlighters for students who need visual support: highlight clue words like "yet," "practice," or "mistakes."
  • For students with language needs, offer sentence stems printed on sticky notes at their seats.
  • Circulate frequently and read cards aloud for students who need reading support.
  • Use checklists: students with IEP goals can tick off steps as they complete each phase.

Follow-Up Questions:

  • "How could using a growth mindset help you when you get stuck on a math problem?"
  • "What will you do next time you notice a fixed mindset statement in your head?"
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Lesson Plan

Mindset Masters Session 2

Students will practice selecting and applying growth mindset strategies to classroom challenges by sorting scenario cards and reflecting on their strategy choices.

By connecting strategies to real-life challenges, students with IEPs and SEL needs build confidence and self‐regulation skills, promoting resilience and active problem‐solving in academic tasks.

Audience

3rd and 4th graders with IEPs and SEL needs

Time

30 minutes

Approach

Seat‐based scenario sorting and reflection.

Materials

Prep

Prepare Session 2 Materials

15 minutes

Step 1

Warm-Up and Review

5 minutes

  • Display the Growth vs Fixed Mindset Anchor Chart.
  • Ask students to recall one example of a growth mindset from Session 1.
  • List briefly on the board the strategies they remember (e.g., “yet,” “try again,” “ask for help”).

Step 2

Introduce Growth Strategies

5 minutes

  • Reveal the Growth Mindset Strategy Anchor Chart.
  • Read each strategy aloud: “I will try again,” “I can ask for help,” “I can break the task into steps,” “I can use positive self‐talk.”
  • Ask volunteers to give an example of when they might use each strategy.

Step 3

Scenario Sorting Activity

10 minutes

  • Distribute Scenario Sorting Cards Session 2 to each student.
  • Students read each scenario and decide which growth mindset strategy they would use.
  • Place cards into strategy piles on their desk mats labeled with each strategy.
  • Circulate and prompt: “Why did you choose that strategy?” or “How might that help you keep going?”

Step 4

Think-Pair-Share

5 minutes

  • Have students turn to a partner and select one scenario card they sorted differently.
  • Use this sentence stem: “I put ‘’ in the ‘ strategy’ pile because ____.”
  • Partners listen and discuss whether they would change their own sorting.

Step 5

Reflection and Exit Ticket

5 minutes

  • Hand out the Session 2 Reflection Worksheet.
  • Students complete:
    • “One strategy I used today was …”
    • “When I feel stuck in class, I can …”
  • Collect worksheets as exit tickets.
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Activity

Scenario Sorting Cards Session 2

Cut out each card below. Read the classroom challenge and decide which Growth Mindset Strategy from the Growth Mindset Strategy Anchor Chart you would use. Place each scenario under the strategy heading on your desk mat.

1. “I keep getting the same math problem wrong.”


2. “I don’t understand the science term the teacher used.”


3. “This writing assignment is too long and confusing.”


4. “I feel nervous about reading my paragraph out loud.”


5. “I got a word wrong on my spelling test and feel disappointed.”


6. “My art project didn’t turn out how I imagined.”


7. “I have a big project due next week and don’t know where to start.”


8. “I studied for the quiz but the questions are different than I practiced.”


Teacher Answer Key (do not share):

  • Try again: 1, 8
  • Ask for help: 2
  • Break the task into steps: 3, 7
  • Positive self‐talk: 4, 5, 6
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Worksheet

Session 2 Reflection Worksheet

Name: _______________________ Date: _______________

1. One strategy I used today was …

Describe which growth mindset strategy you picked and why.







2. How did this strategy help me keep going?

Explain how using this strategy changed what happened for you.







3. When I feel stuck in class, I can …

Complete the sentence and give an example of what you will do next time.







4. My Growth Mindset Goal

Write one goal for tomorrow: how will you use a growth mindset strategy in a new situation?







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Lesson Plan

Mindset Masters Session 3

Students will identify and practice positive self-talk as a growth mindset strategy through role-play scenarios and reflect on how self-talk can help them manage emotions when tasks feel challenging.

Teaching positive self-talk supports students with IEPs and SEL needs to regulate emotions, reduce anxiety, and stay resilient when they face difficult classroom tasks.

Audience

3rd and 4th graders with IEPs and SEL needs

Time

30 minutes

Approach

Seat-based role-play and reflection

Materials

Prep

Prepare Session 3 Materials

15 minutes

Step 1

Introduction to Positive Self-Talk

5 minutes

  • Display the Positive Self-Talk Anchor Chart at the front of the room.
  • Read aloud key positive self-talk statements (e.g., “I can learn from this mistake”).
  • Ask: “What is self-talk? How can it help us when we feel stuck?”
  • Record student examples on the chart.

Step 2

Modeling Self-Talk

5 minutes

  • Present 2–3 brief scenarios on chart (e.g., struggling with a math problem).
  • Think aloud, modeling positive self-talk to manage frustration (e.g., “I haven’t got this yet, but I’ll try a different way”).
  • Highlight how self-talk shifts feelings from “I can’t” to “I’ll try.”

Step 3

Role-Play Activity

10 minutes

  • Distribute Self-Talk Role-Play Cards Session 3 and partner students.
  • Each pair reads a scenario card: Partner A acts it out; Partner B uses a positive self-talk statement from the anchor chart.
  • After 2 minutes, switch roles and use a different card.
  • Circulate to prompt: “Which self-talk phrase helped you feel more confident?”

Step 4

Reflection Worksheet

7 minutes

  • Hand out the Session 3 Reflection Worksheet.
  • Students complete prompts:
    • “My favorite self-talk statement was …”
    • “I used self-talk when … and it made me feel …”
  • Offer sentence starters on the board for scaffolding.

Step 5

Share and Exit Ticket

3 minutes

  • Invite 2–3 volunteers to share one self-talk example from their worksheet.
  • Ask students to write on scrap paper one self-talk phrase they’ll use today when they feel stuck.
  • Collect exit tickets as students leave.
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Activity

Self-Talk Role-Play Cards Session 3

Cut out each card below. In pairs, one student acts out the scenario and the other uses a positive self-talk statement from the Positive Self-Talk Anchor Chart to respond. Then switch roles.

1. You have tried three times to solve a difficult math problem and keep getting it wrong.
“(Student A acts out frustration.)”
Student B: Use a self-talk phrase such as “I can learn from my mistakes.”



2. You feel nervous because the teacher asked you to read aloud and you made a mistake last time.
“(Student A acts out hesitation.)”
Student B: Use a self-talk phrase such as “I can practice and get better.”



3. You started a long writing assignment and don’t know how to begin.
“(Student A acts out blank screen anxiety.)”
Student B: Use a self-talk phrase such as “I haven’t got this yet, but I’ll try a first sentence.”



4. You worked on an art project but it didn’t turn out like you imagined.
“(Student A acts out disappointment.)”
Student B: Use a self-talk phrase such as “I can try a new idea or ask for help.”



5. You studied for a spelling test but forgot a word during the quiz.
“(Student A acts out upset feelings.)”
Student B: Use a self-talk phrase such as “I can learn that word for next time.”



6. You are working on a group project and disagree with your partners about the idea.
“(Student A acts out frustration.)”
Student B: Use a self-talk phrase such as “I can listen and find a solution together.”

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Worksheet

Session 3 Reflection Worksheet

Name: __________________________ Date: __________________________

1. My favorite self-talk statement was …







2. I used self-talk when … and it made me feel …









3. When I feel stuck, I can …







4. My self-talk plan for next time is …







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Lesson Plan

Mindset Masters Session 4

Students will break a complex classroom task into smaller steps, set a mini-goal, and use a structured plan to track progress.

Teaching planning and goal-setting boosts executive skills and confidence for students with IEPs and SEL needs by making big tasks feel manageable.

Audience

3rd and 4th graders with IEPs and SEL needs

Time

30 minutes

Approach

Seat-based planning and reflection

Materials

Prep

Prepare Session 4 Materials

15 minutes

Step 1

Review Growth Strategies

5 minutes

Step 2

Introduce Task Breakdown

5 minutes

  • Model how to take a big task (e.g., “Write a book report”) and list 3–4 smaller steps on the board.
  • Highlight setting a mini-goal (e.g., “Find three facts today”).

Step 3

Planning Activity

10 minutes

Step 4

Partner Check

5 minutes

  • Turn to a partner and share your steps and mini-goal.
  • Use this stem: “My first step is ___ because ___.”
  • Partners give one suggestion to make the plan clearer.

Step 5

Reflection and Exit Ticket

5 minutes

  • Hand out the Session 4 Reflection Worksheet.
  • Students complete prompts about how planning helped them and their confidence.
  • Collect worksheets as exit tickets.
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Activity

Step-by-Step Task Cards Session 4

Cut out each card below. Choose one task and then use the Task Planning Worksheet Session 4 to break it into smaller steps and set a mini-goal.

  1. Write a book report about your favorite animal.

  1. Study for a science quiz on the water cycle.

  1. Complete a long math worksheet with multiple problem types.

  1. Organize and decorate a reading corner in your desk area.

  1. Research and write a paragraph about a famous inventor.

  1. Plan and draw a diagram for a simple science experiment.
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Worksheet

Task Planning Worksheet Session 4

Name: __________________________ Date: __________________________

1. Which task did you choose?

Write the task name from the Step-by-Step Task Cards Session 4:






2. Steps to complete my task:

Step 1:





Step 2:





Step 3:





Step 4 (optional):





3. My mini-goal for Step 1 is:







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Worksheet

Session 4 Reflection Worksheet

Name: __________________________ Date: __________________________

1. How did breaking my task into smaller steps help me?







2. My mini-goal for Step 1 was …





3. How did completing my mini-goal help me get started on the rest of the task?





4. What will I do next time I need to plan a big task?







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Lesson Plan

Mindset Masters Session 5

Students will review all growth mindset strategies, personalize a toolkit of go-to strategies, reflect on their growth journey, and celebrate their progress with a certificate.

A culminating session helps students consolidate learning, build ownership of strategies, and boost confidence through reflection and recognition of their growth mindset journey.

Audience

3rd and 4th graders with IEPs and SEL needs

Time

30 minutes

Approach

Seat-based toolkit creation and celebration

Materials

Prep

Prepare Session 5 Materials

15 minutes

Step 1

Warm-Up and Review

5 minutes

Step 2

Build Your Toolkit

10 minutes

  • Hand out the Personal Growth Mindset Toolkit Template.
  • Students write their three favorite strategies and draw a small icon or symbol for each (e.g., a brain for “yet,” a star for “ask for help”).
  • Encourage them to add examples of when they used each strategy during the series.

Step 3

Pair Share

5 minutes

  • Students turn to a partner and share one strategy from their toolkit.
  • Use this stem: “I will use ___ when ___ because ___.“
  • Partners give a thumbs-up or a suggestion to make the plan stronger.

Step 4

Reflection Worksheet

7 minutes

  • Distribute the Session 5 Reflection Worksheet.
  • Students complete prompts about their growth, favorite session, and future strategy use.
  • Offer sentence starters as needed for language support.

Step 5

Celebration & Certificate

3 minutes

  • Invite each student to stand and receive their personalized Growth Mindset Certificate stamped or stickered.
  • Celebrate as a class: play a short upbeat song or applause.
  • Remind students to keep their toolkit and certificate as reminders of their growth mindset journey.
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Worksheet

Personal Growth Mindset Toolkit

Name: __________________________ Date: __________________________

My Top 3 Growth Mindset Strategies

1. Strategy One

Write the strategy: ______________________________




Draw an icon or symbol for this strategy: ______________________________




Example of when I used it: “I used this strategy when …”







2. Strategy Two

Write the strategy: ______________________________




Draw an icon or symbol for this strategy: ______________________________




Example of when I used it: “I used this strategy when …”







3. Strategy Three

Write the strategy: ______________________________




Draw an icon or symbol for this strategy: ______________________________




Example of when I used it: “I used this strategy when …”







My Growth Mindset Goal

Write one way you will use your toolkit tomorrow:

“I will … because …”







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Worksheet

Session 5 Reflection Worksheet

Name: __________________________ Date: __________________________

1. My Top 3 Growth Mindset Strategies and Examples

Write each strategy and describe when you used it during this series.












2. Which Strategy Helped Me the Most and Why?

Explain how it made a difference for you.









3. My Favorite Session Was Session ___ Because …

Share what you enjoyed or learned the most.







4. One Way I Will Use My Toolkit Next Week Is …

Describe a situation and which strategy you’ll pick.







5. My Next Growth Mindset Goal Is …

Set a goal for continuing to use these strategies.







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Worksheet

🌟 Growth Mindset Certificate 🌟

This certificate is proudly presented to

______________________________
Student Name




for demonstrating perseverance, resilience, and a commitment to learning with a Growth Mindset throughout the Mindset Masters series.



Session Highlights:
• Embraced challenges with “I can’t do this yet.”
• Used positive self-talk to stay motivated.
• Broke big tasks into small steps and set mini-goals.
• Created a personal toolkit of growth strategies.




Date: ____________
Teacher: ____________________________




Congratulations on your growth and hard work!
Keep using these strategies to tackle new challenges and grow even more.





Principal/Program Lead Signature

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