Lesson Plan
Narrative Remix Plan
Students will identify negative self-talk, learn reframing strategies, and rewrite a limiting self-story into a growth-oriented narrative, then share affirmations to build confidence.
Challenging self-limiting beliefs promotes self-awareness, resilience, and a growth mindset, empowering students to take positive action in learning and life.
Audience
6th Grade Students
Time
30 minutes
Approach
Reflect, reframe, write, and share.
Prep
Teacher Preparation
10 minutes
- Review Personal Narrative Remix Script to understand prompts and timing.
- Preview Rewrite Your Script Slides for smooth delivery.
- Print one Old vs. New Story Pages sheet per student.
- Prepare Affirmation Share materials (index cards or printed affirmation templates).
Step 1
Identify Limiting Story
5 minutes
- Display slides 1–3 from Rewrite Your Script Slides to introduce self-talk and limiting narratives.
- Ask students to recall a time they thought “I can’t…” or “I’m not good at…”
- Have students write one negative self-talk statement in the left column of their Old vs. New Story Pages.
Step 2
Teach Reframing
8 minutes
- Use slides 4–7 in Rewrite Your Script Slides to introduce reframing strategies (e.g., evidence gathering, “yet” mindset, positive questions).
- Model transforming “I can’t draw” into “I can learn to draw with practice.”
- Students select their own statement and brainstorm a growth-oriented reframe verbally or in notes.
Step 3
Write New Narrative
10 minutes
- Direct students to complete the right column on Old vs. New Story Pages, crafting a full new narrative with details, strengths, and next steps.
- Encourage use of vivid language and positive action verbs.
- Circulate to support and prompt deeper reflection.
Step 4
Share Affirmations
7 minutes
- Pair students to share their new narratives aloud.
- Exchange Affirmation Share cards; each peer writes a specific affirmation or encouragement.
- Invite a few volunteers to read their affirmations and reflect on how reframed stories feel more empowering.
Slide Deck
Rewrite Your Script
Today we will learn how our self-talk can hold us back and how to change our inner story into a growth-oriented narrative.
Welcome students and introduce today’s focus: transforming self-talk into empowering narratives. Explain that self-talk are the thoughts we say to ourselves and these can shape how we see our abilities.
What Is Self-Talk?
• The inner voice running in your mind
• Shapes your feelings, choices, and actions
• Can be positive (encouraging) or negative (limiting)
Define self-talk for students, emphasize that everyone has an inner voice. Invite a quick thumbs-up if they’ve ever thought “I can’t do this.”
Negative Self-Talk Examples
• “I’m not good at math.”
• “I’ll never be able to speak in front of class.”
• “I always mess things up.”
Show a few common examples. Ask students to nod if they’ve thought any of these before.
Limiting Narratives
• A story you tell yourself that keeps you from trying new things
• Often starts with “I can’t…” or “I’m not…”
• Feels true but isn’t permanent
Explain that when negative self-talk repeats, it becomes a limiting narrative—a story we tell ourselves that stops growth.
Reframing Strategies
- Add “yet”: “I can’t swim…yet.”
- Find evidence: List times you learned something new.
- Ask positive questions: “What if I practiced 5 minutes a day?”
Introduce three simple reframing strategies. Model each one quickly with verbal examples.
Reframing Example
Old Story: “I can’t draw, I’m just not an artist.”
New Narrative: “I can learn to draw through practice. I will start with simple shapes and try one sketch each day.”
Walk through the example step by step. Emphasize how wording shifts from fixed to growth.
Your Turn: Identify Your Script
Write one negative self-talk statement you’ve said to yourself:
“I can’t ________.”
Prompt students to use their [Old vs. New Story Pages] to write their own limiting statement in the left column.
Your Turn: Craft Your New Narrative
Transform your statement into a growth-oriented story. Include:
• What you want to learn or improve
• Steps you’ll take
• Strengths you’ll use
Now guide them to the next column to craft a new narrative using reframing strategies. Encourage vivid details and action steps.
Journal
Old vs. New Story Pages
1. Your Old Limiting Story
Write one negative self-talk statement you’ve said to yourself:
“I can’t ________.”
2. Your New Growth-Oriented Narrative
Transform your old story into a detailed, positive narrative. Be sure to include:
- What you want to learn or improve
- Steps you’ll take to practice or learn
- Strengths and supports you’ll draw on
Cool Down
Affirmation Share
Time: 7 minutes
Materials:
- Index cards or printed affirmation templates
- Pens or pencils
Instructions:
- Pair Up (1 minute)
• Students get into pairs and sit so they can share their writing easily. - Share Narratives (2 minutes)
• Each student reads their new growth-oriented narrative aloud to their partner. - Write Affirmations (2 minutes)
• While listening, the partner writes one specific affirmation or encouragement on an index card.
• Encourage them to focus on a strength, vivid detail, or step the writer included. - Exchange & Read (1 minute)
• Partners swap affirmation cards and take turns reading the compliments aloud. - Group Reflection (1 minute)
• Invite a few volunteers to share how receiving a peer affirmation made them feel.
• Ask: “How do these affirmations support your growth mindset?”
Use this closing activity to reinforce positive self-talk, peer support, and confidence in taking action toward new challenges.
Script
Personal Narrative Remix Script
Introduction & Identify Limiting Story (5 minutes)
Teacher (as students enter): Good morning, everyone! Today we’re going to become story remixers—remixing the story you tell yourself about what you can and can’t do. By the end of our lesson, you’ll turn a “can’t” story into a “can” story.
Teacher: Please take out your journals and get ready for our first slide.
Teacher (display slide 1 of Rewrite Your Script Slides): Welcome to Rewrite Your Script! We all have an inner voice—our self-talk—that shapes how we feel and what we try. Sometimes that voice says, “I can’t…” or “I’m not good at…,” and that can hold us back.
Teacher (display slide 2): What is self-talk? It’s the little voice inside you that comments on everything you do. Thumbs up if your inner voice has ever said, “I can’t do this.”
[Pause for thumbs-up]
Teacher (display slide 3): Here are some common negative self-talk examples:
• “I’m not good at math.”
• “I’ll never be able to speak in front of class.”
• “I always mess things up.”
Nod if you’ve ever thought one of these.
[Pause for nods]
Teacher: Those thoughts feel real, right? But they aren’t permanent truths. They’re just words we’ve repeated so often they became our story. Today, we’ll write down one of your “I can’t…” thoughts and then learn how to remix it.
Teacher: Please open your journals to the Old vs. New Story Pages. On the left side, write one negative self-talk statement you’ve said to yourself, starting with “I can’t….”
Teacher: I’ll set the timer for 2 minutes. Write your statement clearly in the box.
[2-minute writing pause]
Teacher (after timer): Okay, great! Keep your statement visible—you’ll need it in just a moment.
Teach Reframing Strategies (8 minutes)
Teacher (display slide 4): When a negative thought repeats, it becomes a limiting narrative—a story you tell yourself that keeps you from trying new things. It often starts with “I can’t…” or “I’m not…” but that story isn’t permanent.
Teacher (display slide 5): Let’s learn three quick reframing strategies to remix your script:
- Add “yet”: Simply say, “I can’t do X…yet.” That tiny word “yet” opens the door to growth.
- Find evidence: Think of at least one time you learned something new. You’ve done it before, you can do it again!
- Ask a positive question: Instead of “Why am I bad at this?” ask, “What if I practiced five minutes a day—what could happen?”
Teacher: Watch me model this with “I can’t draw.”
Teacher (display slide 6): Old Story: “I can’t draw, I’m just not an artist.”
New Narrative: “I can learn to draw through practice. I will start with simple shapes and try one sketch each day.”
Teacher: Notice how adding practice steps and strengths (“I will start with simple shapes…”) makes it sound doable and positive.
Teacher (display slide 7): Now it’s your turn. Look at your old statement. Which of the three strategies will you use first?
Teacher: Turn and tell your partner which strategy you choose and why. You have 1 minute.
[1-minute partner share]
Teacher (after share): Thank you. I heard some great ideas already!
Write Your New Growth-Oriented Narrative (10 minutes)
Teacher (display slide 8): Now let’s write a full new narrative. On the right side of your Old vs. New Story Pages, transform your old story into a growth-oriented narrative. Be sure to include:
• What you want to learn or improve
• Steps you’ll take (tiny, specific actions)
• Strengths, supports, or resources you’ll draw on
Teacher: I’m setting the timer for 6 minutes. Use vivid language and action verbs—make it feel exciting!
[6-minute writing circulation]
Teacher (while circulating):
• “Can you add one more detail about how you’ll practice?”
• “What strength do you already have that can help you here?”
• “How will it feel when you succeed?”
[After timer]
Teacher: Time’s up! I’m proud of how you’ve remixed your scripts.
Share Affirmations (7 minutes)
Teacher: Now we’ll switch to Affirmation Share. Pair up with someone new.
Teacher: Step 1 (1 minute): Get into pairs and sit face-to-face.
Teacher: Step 2 (2 minutes): Take turns reading your new narrative out loud to your partner. Really listen.
Teacher: Step 3 (2 minutes): While your partner reads, write one specific affirmation on your index card. Focus on something you admire: a strong detail, a brave step, or a creative plan.
Teacher: Step 4 (1 minute): Swap cards and read the affirmation your partner wrote for you.
Teacher: Step 5 (1 minute): Let’s reflect as a whole group. How did it feel to hear someone else celebrate your new story?
[Invite 2–3 volunteers]
Teacher: Wonderful—those affirmations fuel our growth mindset.
Closing & Transition (1 minute)
Teacher: Today you mastered a powerful skill: transforming a limiting story into a growth story. Remember, whenever you catch yourself saying “I can’t…,” add “yet,” find evidence of past success, or ask a positive question.
Teacher: Next time you feel stuck, flip to your new narrative and read it out loud. You have the power to remix your own story.
Teacher: Great work today, everyone! Let’s get ready for our next activity.
[End of Lesson]