Name: Michaela Charfauros

Grade: Kindergarten Date: October 4th 2017

Unit: Reading/Growth Mindset Lesson Title: Growth Mindset yet

Content Standard Alignment: (Framework Domain 1c: Setting Instructional Outcomes)

Health GLCE
Strand 4: Social and Emotional health
4.1 Identify and describe different kinds of feelings
4.4 Demonstrate the ability to recognize and express a variety of feelings appropriately
4.5 Identify and demonstrate strategies to manage strong feelings
4.7 Demonstrate giving and accepting a compliment or statement of appreciation

RL.K.1 With prompting and support, ask and answer questions about key details in a text
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they
appear
RL.K.10 Actively engage in group reading activities with purpose and understanding

SL.K.1a Follow agreed-upon rules for discussions

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by
asking and answering questions about key details and requesting clarification if something is not understood
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional
details
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Students will be able to
Identify feelings and relate it to their own life.
Use strategies to work through strong feelings and frustrations.
Give compliments.
Make predictions.
Engage in partner talk along with whole group

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

Goes along with growth mindset that we have been working on all year
Aids in showing growth in rhyme skills
Classroom superpower- we keep trying until we can (relates to yet)

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

Giraffes Cant Dance by Giles Andreae

Big notebook paper
Markers
Methods and Instructional Strategies
(Framework Domains 1a: Demonstrating Knowledge of Content and Pedagogy/1e: Designing Coherent
Instruction)
Anticipated Student Misconceptions:

Fixed mindset thinking that they cannot do something no matter how hard they try
Concept Prerequisites:

Knowledge and experience with using strategies when frustrated

 Exposure to different types of emotions
Practice doing turn-and-talk with a partner or two
Introduction- Anticipatory
Set:
Instructional Activities:
Wrap Up-
Synthesis/Closure:
Transition(s): (Framework Domain 2c: Managing Classroom Procedures)
Brainbreak if enough time
Snack? Or writers workshop
Can someone tell me what our class superpower is? (We keep trying until
we can).
So today I wanted to talk about things that we cannot do, YET. Notice how I
noticed that yet on the end of my sentence.
I know that a lot of you guys like giraffes, so lets read about Gerald the
giraffe and see what he can or cannot do.
Show cover of the book. What do you think this book is going to be about?
Why?
Read book Giraffes Cant Dance
Before reading page 6- Look at Geralds face. How do you think he is
feeling? How do you know that? What about all the other animals?
Pages 7 and 8- notice that each animal is doing a different kind of dance.
After reading pages 11 and 12- How do you think Gerald is feeling now?
Why?
Turn to a partner and tell them about a time where you felt like this.
After reading page 14- Gerald thinks he cannot dance. But what Id like to
tell him is that he cannot dance YET! We have to train our brains to be
ready to learn and understand that some frustrations might come but we
can get there if we try hard enough.
Introduce brainstorming paper where the class can come up with things
that they cannot do. YET.
Have each student come up with something they cannot do yet and write it
on the paper. Include yourself.
Finish reading the book.
After reading page 16- Now this reminds me of my friends who are
cheering me on when I am working hard to do something. In our classroom
we can cheer other people on and help them do their best work.
Before reading page 20- What does is look like Gerald is doing?
After reading pages 21 and 22- Does this look like the dancing that all the
other animals were doing? (No) Right, Gerald couldnt do the dances that
all the other animals were doing, he had to find his own way to dance that
worked for him.
Before reading pages 23 and 24- How does Gerald look now? How do you
know?
After reading- What did we learn from this book today?
So today when we were reading about Gerald, we learned that sometimes
we cant do everything. YET. But with the right tools (tools for school) we
can practice until we get there. We may not be able to do everything now
but with hard work and support from our friends and family we can do
whatever we set our minds to. Cause remember our class superpower is
that we keep trying until we can. What can we do when there is something
we cant do?
Differentiation According to Student Needs: (Framework Domains 1b: Demonstrating Knowledge of Students/1e Designing
Coherent Instruction)
Give a few ideas of things that we cannot do yet
If a student cant think of anything, ask if there is anything that they have always wanted to be able to do

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Listen while students are talking to a partner about times they have felt like Gerald. It will help me see if
they are making connections to their life.
At the end question, listen to their answers and write down so I can make a poster for them to reference
back to.
Personal reflection on the lesson: (Framework Domain 4a: Reflecting on Teaching)
The length of this lesson was too long- save activity for another time? Possible to call a few students
up at a time during transitions or centers to add their not yet
Thought questions worked really well, there was a lot of discussion
Relating it back to their lives and our class superpower worked really well