Thematic Thematic Unit

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Teaching and Learning 322

Barbara Ward
Spring 2018
Thematic Unit
“I Love Myself”
Grade Level: 5th grade

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THEMATIC UNIT TABLE OF CONTENTS
Letter to Parents | 4
Rational and Goals | 5
Standards and Assessments | 8
Accommodations | 12
Student Voice | 14
Books and Materials | 15
Week One: Day One | 16
Week One: Day Two | 19
Week One: Day Three | 22
Week One: Day Four/Five | 24
Week Two: Day One | 43
Week Two: Day Two | 45
Week Two: Day Three | 47
Week Two: Day Four | 48
Week Two: Day Five | 51
Week Three: Day One | 74
Week Three: Day Two/Three | 76
Week Three: Day Four | 77
Week Three: Day Five | 92
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To the Parents/Guardians of Room 9,

I am writing to you in regard of an upcoming unit
that I plan on teaching into our classroom this year.
This unit is called the “I Love Me” unit.
Our “I Love Me” unit focuses on working to build
student’s self-love, self-confidence, and peer support.
It is really important for me, as their teacher, to show
them the significance of self-positivity as well as
respect and support for others in our daily life.
As a class, we will be incorporating lessons that
help students learn how to support themselves as well as
their peers. There will be many activities that are
interactive and educational. I know that the class will
learn a lot from this unit and I am excited to see the
progress they all make.
Thank you for giving me the opportunity to take your
child on this self-esteem adventure. If you have any
questions or concerns, feel free to email me at
missteacher@schooldistrict.com
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Thank you,
Your teacher
Rationale and Goals:
Before starting middle school, students start to go through changes. Many of these
changes include low self-esteem. They begin to depend on their friends more than their family
which has a huge impact on their daily lives. As young students, it is important for them to
understand that everyone is unique in a their own special ways. During and after this unit,
students will learn how to think more positively about themselves, those around them and
develop a stronger self-esteem. They will also learn how to support their peers through our
lessons and activities within this unit.
Think about this, in order to learn and grow a student must be safe and loved. If a student
doesn't love themselves or feel enough, then how are they suppose to learn and become
successful academically. In order to prepare our students for success in the classroom and
success in life, we want them to learn how to focus on finding what they love about themselves.
Building confidence and positive self-talk will only be a beneficial progress in their lives. These
activities that the students engage in will help them find something within themselves that they
may have never known was there. It gives students the chance to self-reflect and to dig deep into
how they feel about themselves. This can be a growing opportunity or a chance for students to
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see that they do not practice self-love and that they should begin working on it. This unit will
have our students identify their feelings, emotions, thoughts, and connect with their peers.
At the end of this unit, we hope that the class has learned more about themselves and how
to appreciate both themselves and those around them. Everyone should have a better sense of
how to work on themselves and why it is important to love themselves more.
Our goals for our students:
● Students will become aware of their level of self-esteem and how it affects their lives.
● Students will understand the relationship between body image and self-esteem.
● Students will consider the role that self-esteem plays in life.
● Students will analyze their own personal weaknesses and strengths.
● Students will learn more about themselves.
● Students will practice building confidence within their peers
● Students will understand that positive self-talk is important
● Students will exercise improving self-confidence
Learning Targets/Objectives:
1. SWBAT...Understand the importance of self love.
2. SWBAT...Identify ways to improve confidence.
3. SWBAT...Apply these ideas into their everyday lives.

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4. SWBAT...Understand the importance of positive self-talk.
5. SWBAT...Evaluate their own growth mindset and apply it to their everyday lives.
6. SWBAT..Participate in class discussion about self love and adapt to people’s mindset.
7. SWBAT...Write about their own experiences or thoughts on self love and confidence.
8. SWBAT...Relate self love to their everyday lives and how this can help them succeed.
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Content Standards:
Lesson Speaking/Listening Standards:
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task
and situation
Lesson Reading Standards

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CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
Writing Standards:
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which
ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.C
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Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in
contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Dramatic Arts Standards:

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EALR 1
The student understands and applies arts knowledge and skills

Component 1.4: Understands and applies audience conventions in a variety of settings and
performances of the arts
EALR 2
The student uses the artistic processes of creating, performing/presenting, and responding to
demonstrate thinking skills
Component 2.2: Applies a performance and/or presentation process to the arts
EALR 7
Assess how point of view or purpose shapes the content and style of a text.
The Art Learning Standards:
Visual Arts:
Anchor 1.2 Creating Standard

Generate and conceptualize artistic ideas and work.

Organize and develop artistic ideas and work.
Performance Standard VA: Cr2.2.5

Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
Performance Standard VA: Cr 2.3.5
Identify, describe, and visually document places and/or objects of personal significance

Create artist statements using art vocabulary to describe personal choices in art-making.
Anchor 6 Presenting Standard

Convey meaning through the presentation of artistic work.
Anchor 10 Connecting Standard

Synthesize and relate knowledge and personal experiences to make art.
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Assessment Strategies:
● Class discussions reflecting on what the students have learned from that week or day.
● Check lists
● Open-ended questions that allows for deeper thought and discussion.
● Students repeating the directions
● Have students Think-Pair-Share to know where students are at in their learning.
● Hand signals that can be used to rate students’ understanding of content.
● Journal entries
● Meetings
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Accommodations Throughout the Unit:
When choosing a topic for the Thematic Unit, we knew that we wanted to create a
welcoming and supportive lesson for all students. This unit focuses on many different aspects of
self-esteem in a way where all students can benefit in their own way.
Because this unit focuses on so many different forms of working on and learning about self-
esteem, we have chosen to present our lesson in an assortment of different ways. This helps
students grasp a better understanding of what they are learning!
This unit works on group reading, group projects, simple worksheets, art projects, writing
activities, speaking and listening incorporations, creative thinking, discussions, and more! This
unit is important for middle grader students because often self-love is not something focused on,
yet so many children struggle with this concept.
For special education:when it comes to activities and lessons during this unit, we will
accommodate to special education students by having them work on activities that are writing
related orally instead of written. Also, they may have partners or extra assistance during more
intensive activities. Another way to support students with disabilities during this unit is to have a
lot of examples, visuals, and extended amount of time to work on things.
For English language learners: when it comes to activities and lessons during this unit,
we will accommodate to English language learners by incorporating visuals and examples of
activities so students who do not comprehend English as easily as other students, have seen
something first hand as a reference guide when working on activities and lessons within this unit.
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Student Voice for this Unit
Student voice is essential within our unit because student voice involves student’s
emotions, perspectives, opinion, and values within our unit. We have incorporated student voice
throughout our Unit in the form of discussion and reflections. As a class we will have open
discussions and think deeply about our thoughts and feelings toward this unit and come together
to listen and respond to what we feel and think about self-love. Students will understand the unit
better when interacting through student voice.
We will be constantly asking our students to stop and reflect about how these topics and
activities make them feel and what they are learning throughout the unit. Along with this there
are opportunities of seeing what our students understand through the use of journal entries and
one on one/small group meetings.

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Books and Materials:
Beaumont, K. (2016). I Like Myself! Florida: Harcourt Books.
This is a book is about a little girl who likes who she is. She goes through explaining that even
when she is scared or sad she still likes herself. I liked this book because it shows students that
we can like ourselves always and we should! Students can identify with her when she talks about
her crazy hair or when she is scared. Giving them a great starting place for their own thoughts
and ideas about what they enjoy about themselves.
Byers, G. (2018). I am Enough. New York: HarperCollins Publishers.
This book is like a poem in that there is a rhythm to the words. The little girl in this book
explains how everything has a place and a purpose. Just like we do! She sees the importance in
everything and shares that with us, just like the rain does this we do this too. I like this book
teaching kids that they all have a purpose and need to be in this world. The end she says that we
are not the same in our looks or actions but we still are enough and worth a lot. She shows us that
love and purpose is all around the world and we too are loved and have a purpose.
Palacio, R. J. (2017). Wonder. New York: Alfred A. Knopf.
Wonder is about a boy named Auggie, he faces difficulties when starting public school. He is
different and many do not like that or accept it. Throughout the book Auggie meets many
important people who help show him that love is surrounding him and that he deserves to be
cared for and treated equally. I liked this book because it shows students that they are important
and unique, we must always show love and kindness towards others because we want to be
treated that way as well.
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Sequence of Lessons:
Week One
FOCUS: Loving myself through peer support and self
appreciation
Day 1:
“I Believe in My Selfie”
Goal:
Students will create a create a “Selfie” using the “I Believe in My Selfie” worksheet that will
help them reflect on how they seem themselves.
Overview:
To start off week one, students will begin by completing the “I Believe in My Selfie” worksheet.
Students will be asked to draw a portrait of themselves and add details that describe who they are
as a person. This is a great starter activity because students can reflect on how they see
themselves and what makes them who the are. Once students have created their “Selfie” they are
welcome to share in front of the class.
Materials:
● “I Believe in My Selfie” worksheet.

● Markers
● Crayons
● Other coloring materials.
Instructional Strategies:
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Class will begin together as one big group. The teacher will present an example of their “Selfie”
as a way for students to visualize the task at hand. There will also be a list of adjectives at the
front of the classroom so that way students have a guide to completing their “Selfie”.
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Day 2:
“Complement Corner”
Goal:
Students will complete this activity in order to practice building up each other in a positive way
and work on creating the family environment in our classroom
Overview:
Each student will be given a worksheet that has a heart in the middle and a lot of blank space
around it. Each student will write their name in the middle of the heart of their personal
worksheet. Then, each student will take a writing utensil and go around to each of their
classmates sheet of paper and write one kind statement. The teacher would give a couple
examples on the board of kind things to say on their sheets. Then, after each student is done with
writing on every students paper. The students may sit and read what their classmates have said to
them. This is a very fun and heart-warming activity to see all the compliments the students have
for their classmates.
Materials:
● The heart worksheet

● Pencils
Teacher will have everyone sit at their desks and then explain the activity. Then she will pass out
the worksheets and the pencils. After that, the class will write their names and begin the activity.
After that the class will read their notes and reflect on how this activity made them feel.
Example of worksheet:
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Example of compliments possible to be given that the teacher would show class:
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Day 3:
Garden of Love
Goal:
Finding things that we love about ourselves and creating a self-love garden.
Overview:
I will introduce the book, I like Myself, to the class. We will discuss what they think the book
will be about. Predicting based on the picture on the cover and the title. Students will listen as I
read through the book. Once we complete the book they will have time to work on jotting down
bullet points of different things they like about themselves. From there they will create a flower
with 5-7 pedals that have things they enjoy about themselves. These items must include an
adjective. For example they could write, sparkling eyes. After all is completed they will attach it
to a center and place in the self-love garden in the hallway.
Materials:
● I like Myself (book)

● Journals
● Pencils
● Strips of paper for pedals
● Circles for the center
● Construction paper used for the bullet board
Teacher will have everyone sit with her on the carpet for the intro of the lesson, where she will
facilitate predictions, read the story, and explain the flower they will be creating. Then they will
move to their desks to journal and work on their 5-7 compliments about themselves. From there
the teacher will collect the flowers and add them to the love garden.
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Day 4-5:
“Growth Mindset”
Goal:
Students often time struggle with positive reinforcement, and feeling accomplished and good
about themselves. This is something that even adults struggle with. By doing an exercise of
positive affermirmations, and altering the language we use while talking to ourselves, it can
boost our self confidence which will also help us perform better academically and socially.
Overview:
This activity will begin with a handout that has 25 growth mindset statements and affirmations.
As a class, we will go over them and discuss why this is important, and how we can improve this
in our everyday lives. I will explain that oftentimes as a teacher, I face the difficulty of getting
after myself if something does not go as planned, or I am struggling to get through to a student.
But it is important to remember, that not everyone is perfect and that we are doing our best. I will
tell students to put the hand out somewhere safe where they can refer back to it to remind
themselves of the importance of positive affirmations. Then, I will pass out a worksheet for the
students called Growth Mindset. This worksheet has a fixed mindset section that has negative
statements and affirmations, and the growth mindset section allows students to restructure the
negative statements into positive ones. This activity is great for learning how to speak kindly to
yourself and others along with being a great confidence booster.
Materials:
● 25 Statements hand out

● Growth Mindset handout
● Pencil/Pen
The teacher will have all of the students gather in the front of the room to discuss the first
handout of the 25 positive statements and affirmations. This inclusive environment will
encourage students to discuss the importance of this and how they can apply it to their everyday
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lives. Students will return back to their table groups to compete their worksheet independently
and can refer to their peers, or the teacher for ideas or questions.
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edTPA Lesson Plan One

T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Background Information
Teacher Candidate: Hannah E., Emily F., Hailey A., and Alexa V. Date: 4/21/18
Cooperating Teacher: Barbara Ward Grade: 5th
School District: Pullman School District School: Sunnyside Elementary
University Supervisor: Lori White
Unit/Subject: I Love Me Unit
Instructional Plan Title/Focus: Growth Mindset
Section 1: Planning for Instruction and Assessment
Instructional Plan Purpose:
What this first 5 days of the Self Love unit consists of, are ways to encourage students to rethink
the way they see, feel, and speak to themselves. This unit provides students with methods on
how to improve positive affirmations and becoming more self confident before heading into
middle school. This unit is important for students this age because it can be a very confusing
time, while bodies are changing and they are about to go through a big transition, it is important
to remember to always love and cherish yourself, and that it our purpose of this unit. A big part
of becoming more self confident and learning to respect yourself is developing growth mindset.
Teaching students growth mindset is a quality skill that they will take with them for hopefully
the rest of their lives, to help support themselves. Growth mindset is important to have, because
it also teaches students to be respectful to other people as well. If you cannot talk nicely to
yourself, then it will become more and more difficult to be nice to others.
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This unit would be taught towards the end of the year when students are about to transition into a
new class. The first five days did not have anything prior to the unit, we just began with talking
about the importance of loving yourself and being able to have self confidence. After these five
days, we have another five days that is focused on more self-love activities, followed by week 3
that will consist of 4 more days of activities practicing self love.
State/National Learning Standards:
their own clearly.
and situation
necessary.
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CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding.
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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Content Objectives and alignment to State Learning Standards:
SWBAT...Define growth mindset.
SWBAT...Understand the importance of growth mindset and determine how it applies to self
confidence.
SWBAT...Write about how growth mindset has affected them personally.
SWBAT...Evaluate how growth mindset can be applied in their everyday lives.
SWBAT...Read positive affirmations and determine how it applies to growth mindset.
Aligned standards
necessary.
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Language Objectives:
SWBAT...Discuss with table groups the handout and why it is important
SWBAT...Practice speaking to themselves with growth mindset
SWBAT...Participate in a whole class discussion referring to the Growth Mindset handout
Aligned standards:
their own clearly.
and situation
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Previous Learning Experiences:
Students are improving their writing and discussion skills. Students have been participating in
whole group discussion all year and have been practicing what that consist of. Students are
learning the importance of involving themselves in all group discussion, and how it can add to
their ideas and knowledge of the content area. Students have not experienced any content on self
love or growth mindset so far, besides the four days before this activity, which ws building there
awareness of self love and growth mindset.
Planning for Student Learning Needs:
Students who need accommodations will be working one on one or in small groups with a
paraeducator. We will make sure that when students are participating in discussion, that they
understand the topic by having a smaller, more inclusive discussion. During the time where
students are working on their growth mindset worksheet, we will be walking around assisting
students with their writing skills.
Assessment Strategies (Informal or formal) (Formative or Summative)
Content/Language Objectives Assessment Strategies
SWBAT...Define growth mindset Formative:

After passing out the “25 Positive
Affirmations for Growth Mindset” (Figure 1).
Students will then talk in their table groups
what they think this means, and how it
applies to them. After this, we will move the
discussion to the entire class where we will
ask students to share what they discussed.
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SWBAT...Understand the importance Formative:

of growth mindset and determine how After reading the 25 affirmations together as
it applies to self confidence a class, we will ask students to choose a
statement that stands out to them, or applies
to them and why this is important. Students
will continue to do this and share during
discussion.
SWBAT...Write about how growth Summative:

mindset has affected them personally After the whole class discussion, students
will return to their table groups and take out
their writing journals. We will provide a
checklist of the snadards so students are
aware of what is expected of them at the end
of this lesson, and to help them with their
writing (Figure 2). We will then have
students write a short essay about the
importance of growth mindset, how it has
affected them, and how they will use it in the
future. After students complete their writing
we will have them turn their journals in at the
end of the day to be read and scored.
SWBAT...Evaluate how growth Formative:

mindset can be applied in their The following day, students will share their
everyday lives writing with an elbow partner, how they plan
on incorporating growth mindset in their
everyday lives. Then students will practice
using growth mindset with one another. We
will say a statement that does not exemplify
growth mindset such as “Wow I really suck
at this” and have students share with their
elbow partner a rephrasing of that sentence
using growth mindset.
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SWBAT...Read positive affirmations Summative:

and determine how it applies to Students will receive a hand out at the end of
growth mindset of this two day lesson, called “Growth
Mindset, what can I say to myself?” (Figure
3). This hand out gives students examples of
fixed mindset phrases, and have them rewrite
it to exemplify growth mindset. Students will
complete this hand out out independently and
will be given 30 minutes. Students can raise
their hand and ask for assistance if needed.
SWBAT...Practice speaking to Formative:

themselves with growth mindset Students will then write down 3 statements
that they often say to themselves that they
could rephrase to have growth mindset. Then,
we will go around and share these statements
and their new re-written positive statements.
We will then, review what we have learned
over this two-day lesson and the importance
of growth mindset.
Student Voice:
Student-based evidence to be Description of how

K-12 students will be able to: collected (things produced by students will reflect on
students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers,
etc.)
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1. Explain student Class Discussion In the beginning of this

learning targets and what is lesson, when students
required to meet them receive their handout
(including why they are (Figure.1) they will
important to learn). discuss with their table
groups what they already
know about growth
mindset, how it can help
them, and what they think
the importance of it is.
After this small group
discussion, we will further
it to a class discussion,
adn students will go into
further thought and
understanding of growth
mindset and why it is
important.
2. Monitor their own Checklist Before writing in their

learning progress toward the journals for their first
learning targets using the summative assessment,
tools provided (checklists, students will receive a
rubrics, etc.). checklist (Figure 2). This
checklist will have the
standards expected of
them from this lesson, for
them to refer to, and so
that they know what f
expected from them
through each assignment.
This also makes it clear
what they need to know
by the time we are done.
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3. Explain how to access Writing Journals/ 25 Their writing journals

resources and additional Affirmations Handout when they wrote their
support when needed (and short essay about what
how/why those resources will they already know, why
help them). growth mindset is
important, and how they
will apply it to their lives
will be a great resource
for students to look back
on and help them through
this lesson and the rest of
the self love unit. They
can also use their writing
journals to express
anything they are feeling
or what to record about
their self love or growth
mindset. The first hand
out (Figure. 1) will be
their resource to use
during this entire lesson to
refer back to. They can
also use this hand out the
entire year, to help
themselves be consistent
with growth mindset.
Grouping of Students for Instruction:
At the beginning of the lesson the class will be grouped as a whole in order to ensure that group
discussion can be all of the class. This is time for everyone to put their heads together and reflect
about what is being discussed. After the sharing has occurred, the students will move into groups
in order to begin their journal writing about growth mindset. They are grouped in their tables so
that they can be focused on their thoughts and feelings about growth mindset. They are at table
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groups that have students who struggle with literacy have someone who excels in literacy for
support. This way, students are able to discuss quietly if needed help. Then, the next day, the
students will be grouped into partners in order to have a more purposeful discussion and personal
one on one time with someone learning more about growth mindset. This more personal version
of discussion is great for student voice and helps socially for students who do not like to share in
big class discussions. Most of the lesson is full of discussion and individual work, so the teacher
will be accommodating during these times when she should be walking around giving assistance
and when she will let the students lead the discussions.
Section 2: Instruction and Engaging Students in Learning
Introduction:
“Good morning class. Who here knows what an affirmation is?”

(allows class to answer)
“I want to read you guys a list of 25 different affirmations which we have decided means kind
statements, and while i read these i would love for you to listen closely and find one that stands
out to you.”
(reads the 25 affirmations to kick off the lesson)
(see figure 1)
Questions:
-What do you know about growth mindset?
-Why is it important to practice having a growth mindset?
-What is self-affirmation?
-Why is it beneficial for you to have a positive mindset and speak positively?
-How can you practice having a growth mindset?

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-How will positive self-talk help you in school?
-How does growth mindset help you be a good friend?
-What is one way you can affirm yourself daily?
Learning Activities:
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are
doing?)
1. Table group, class, and small This supports Paivio: Dual Coding-by
group discussion doing this group discussion, the
students will store their thoughts on
growth mindset into their long term
memory because we are diving in
deeper and making connections.
2. Writing in their journals This activity supports

constructivism:learners construct their
own knowledge- this supports this theory
because students are able to actively
engage with the new concept of growth
mindset and positive affirmations by
expressing their deeper thinking thoughts
into their journals
3. The class gets into partners to This supports multiple means of

have a one on one discussion and to learn engagement, and allowing students to
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more about what others have learned generate their own inputs from
about growth mindset and then share experience; is more culturally
responsive than teacher generated
ideas only.
4. Reflecting and discussion of

what the class has learned Vygotsky's: importance of language-
This learning activity supports this
theory because the students are able to
come together as a class and talk through
their thoughts, feelings, emotions,
connections and the concept of growth
mindset and how they can put it into
practice in their lives from now on.
Closure:
“Alright who can tell me what we have learned today?”

(let's class answer)
“You're right, growth mindset is very important and we should practice having a growth mindset
daily.”
“Tomorrow we are going to learn more about positivity and positive self-talk.”
Independent Practice:
At the end of the lesson, we will ask the students to discuss with their parents what we talked
about today in class and to try and make a list with their parents of affirmations their parents or
sibling want to practice using daily. When they come back to class the next day they can share
with an elbow partner for a brief amount of time what they learned and their discussion with
their family.
39
Instructional Materials, Resources, and Technology:

● 25 growth mindset handout
● Growth mindset worksheet
● Checklist
● Pencils
● Writing journals
40
Figure 1.
41
Figure 2.
Standards Checklist
❏ SWBAT...Define growth mindset

❏ SWBAT...Understand the importance of growth mindset and determine how it applies to
self confidence
❏ SWBAT...Write about how growth mindset has affected them personally
❏ SWBAT...Evaluate how growth mindset can be applied in their everyday lives
❏ SWBAT...Read positive affirmations and determine how it applies to growth mindset
❏ SWBAT...Discuss with table groups the handout and why it is important
❏ SWBAT...Practice speaking to themselves with growth mindset
❏ SWBAT...Participate in a whole class discussion referring to the Growth Mindset
handout
42
Figure 3.
43
44
Acknowledgements: Acknowledge your sources
http://www.corestandards.org/ELA-Literacy/SL/5/
45
Week Two
FOCUS: Self-image and Positive Self-Talk
Day 1:
What Makes Me Wonderful!
Goal:
Students will explore self-image and self esteem.
Overview:
The teacher will teach about self-love. Then students will be given a worksheet that they will use
to list things that they like about themselves.
Materials:
● Worksheets
● Pencils
The teacher will explain why self-talk that is positive is healthy and important for people to
practice and work on. The teacher will also list ten things that she thinks makes herself
wonderful to model to the students how they will be doing the activity. Then, she will pass out
the worksheet and walk around making sure students have help and are on track. Then, any
students may share.
46
47
Day 2:
Look at Me Change!
Goal:
Students will be able to focus on how they change as they grow, practicing positive self-image
and positive self-talk
Overview:
Students will complete the look at me change sheet where they draw a picture of themselves
from baby, teenager, older, and then older. Then they will be given the opportunity to share or
discuss if they want to.
Materials:
● Look at me change sheet

● Coloring tools
The teacher will begin by explaining what self image means and why it is important to have
positive self-image. Then after explaining the activity the students will complete it. The teacher
will walk around and this is a good time to see if any students have a poor outlook on
themselves. The teacher will take note of any of this. Then, the teacher will guide any sharing or
a gallery walk.
48
49
Day 3:
Life Size Me!
Goal:
The goal of this activity is to teach students how everyone is unique in their own way. Whether
that be with personality, interests, learning styles or physically how we look, we are all unique.
This lesson also teaches the importance in embracing who they are and to celebrate every part of
who they are.
Overview:
Students will begin by tracing their body on butcher paper with another partner. They will cut it
out and tape it to the wall. Then they will take things like newspapers, magazines, and coloring
utensils to decorate their cut out body. These can be things that they are interested in, what they
like about themselves or things that represent who they are. At the end of creating their life size
cut out, students will share and explain how the cut out represents them.
Materials:
● Butcher paper
● Magazines
● Newspapers
● Thesaurus
● Scissors
● Coloring utensils
● Tape
Teaching Strategies:
The teacher will begin by sharing their own life size cut out so that students have a
visual representation of what is expected of them. Expectations will be reviewed before starting
50
the activity. From there, the teacher will observe students creating their own cut outs and making
sure everyone is on task. When finished, students will share and the teacher will ask questions
that allow reflection and understanding the purpose of the lesson.
Day 4:
I am Enough!
Goal:
The students will understand that they are enough and they have a purpose in the world. They
will complete a poem with 6-8 verses about themselves, using the same format as the book did.
Overview:
The teacher will show and read the book with the students, I am Enough, all while students think
of the pattern and different things that the girl is comparing herself. Then the students will reflect
by answering some questions of what they liked and what they would add the book, which
earthly things can we add to the book. After that reflection time, the students will go back to their
seats and work on their own poems. First jotting down ideas and then when ready they can get a
nicer piece of paper to write their final product on. Once completed, it will hang up in the room
so we can remember that we are enough!
Verse template: “Like the _________, I’m here to ________.”
Materials:
● I am Enough! (book)
● Writing paper
● Pencils
51
Students will start on the carpet for reading the book and reflection discussion. From there the
teacher will pass out the paper to write their. Students will sit at their desk to write while the
teachers walks around monitoring their writing and helping when needed.
52
53
Day 5:
Letter to My Future Self
Goal:
Students will be writing a letter to their future self in this activity. At the end of the year, they
will open this letter and reflect on the person they were at the beginning of the school year versus
at the end of the school year.
Overview:
To start off the activity, the teacher will provide an example of his/her own “Letter to My Future
Self”. The teacher will provide a few prompts that the students could write about to guide them
into writing an authentic letter. Some example prompts include:
1. What do you like and dislike about school?
2. What is your favorite and least favorite subject?
3. What would you like to learn in school?
4. What is a goal you have for yourself?
5. How will you reach your goals?
6. What are you looking forward to this year?
7. What are my favorite hobbies?
8. Who are my friends?
9. What do you like about yourself and why?
10. What is your favorite song/movie/sport?

54
11. What is your favorite book?
The teacher should explain that the purpose of this letter is to reflect how we change throughout
the school year. The letter should include things like what their interests are, what they are
enjoying in school and in life, and some goals that they may have. When the teacher is finished
with writing a letter, students will begin to form their own. They are welcome to draw pictures
or include any quotes that mean something to them. The teacher needs to inform the students that
these letters will not be seen by anyone but themselves.
Materials:
● Paper
● Coloring/writing utensils
● Envelope
● Box (with a lid)
Students will begin at the carpet as the teacher creates an example letter. The teacher will make
sure that the letter includes as much content as possible in order to explain the purpose of the
lesson. When the teacher is finished, he/she will pass our supplies and students will begin to
write their own letters. The teacher will walk around and assist any students that have questions.
When students are finished, they will put their letters in a box. This box will remain in a safe
space till the end of the year.
Day 5:
55
How I See Myself and How Others See Me
Goal:
The goal of this activity is for students to realize that often times we are really harsh on
ourselves, and think people see us the same way we view ourselves.
Overview:
Students will talk about self-image. Then, they will complete a worksheet about how they see
themselves and how they think others see them/ want others to see them. Then, they will share
their sheets or thoughts in an open and group discussion about what they feel/learned.
Materials:
● Worksheet
● Colored pencils
● Pencils
Students will begin with an open discussion about self-image and why we often see ourselves
differently than we think others see us or others truly see us. It is important to explain within the
class that seeing ourselves positively will help others see us in that same light. Then, the teacher
will share some ways that she sees herself and how she hopes others see her. After, the teacher
will hand out the worksheet and assign two students to pass out colored pencils and pencils. The
students will complete the worksheet after the teacher explains to the class what the worksheet
instructions are. The teacher will walk around while the class completes the worksheet. After
everyone has finished, the class is able to share or have an open discussion to reflect and hear
their peers thoughts and feelings toward self-image and this activity.
56
57
edTPA Lesson Plan Two

T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Overview
Teacher Candidate: Hannah E., Emily F,. Hailey A., and Alexa V. Date: 4/21/18
Instructional Plan Title/Focus: Life size Me!
Instructional Plan Purpose: The instructional purpose of this lesson plan is to have students
reflect on how they see themselves. Students will be creating a life size version of themselves
and attaching pictures and words that describe them as a person. This lesson will help students
recognize the strengths that they hold as well as expressing their interests. This lesson also
teaches students self-love and embracing who we are as people. Students will create their life
size self after the activity “Look at Me Change!” and on day eight of the unit. After this lesson,
students will move onto the lesson titled “I am Enough!” which teaches students the importance
of self-love through poetry.
58
EALR 2
demonstrate thinking skills
Component 2.2: Applies a performance and/or presentation process to the arts.




Identify, describe, and visually document places and/or objects of personal significance.

Create artist statements using art vocabulary to describe personal choices in art-making.

Anchor 10 Connecting Standard

59
SWBAT… create a life size version of themselves using butcher paper.
Aligned Standard(s):
● Anchor 1.2 Creating Standard

● Anchor 2.1 Creating Standard

SWBAT… use the materials provided to describe who they are as a person.
● Performance Standard VA: Cr2.2.5

● Anchor 10 Connecting Standard

SWBAT… follow directions in a safe and appropriate manner.
SWBAT… present their life size poster to the class.
● EALR 2
60
demonstrate thinking skills.
SWBAT… explain why their life size version of themself represents them and highlights the
valuable features of who they are.
● CCSS.ELA-LITERACY.W.5.2.D
SWBAT… explain what they learned from making their own life size version of themselves.
● EALR 2
demonstrate thinking skills.
● CCSS.ELA-LITERACY.W.5.2.D
Prior to this lesson, students have learned to love others as well as themselves. They have
practiced celebrating the valuable and unique features that everyone holds. Students have also
learned about what a “growth mindset” is and how we can use that to feel confident in who we
are as individual people. These newly learned skills will be used in this lesson when creating a
61
life size version of each student. Students will use what they know about self-positivity to
celebrate the person that they are.
Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Students that have IEPs will have the choice of standing up or sitting down when drawing the
outline of their bodies. They also have a choice of using a general outline that was pre-made
instead of outlining their own body. There will be stickers and have the opportunity to work
with a partner when it comes to gluing paper or cutting. ELL students will have the choice of
working with a partner or with the teacher.
Content Objective: SWBAT… create Formative: Students will create a life size
a life size version of themselves using version of themselves using butcher paper.
butcher paper. Based off this activity, the teacher will be
able to tell if the student(s) successfully
understood the lesson if they are able to
complete their project with detail and many
examples. The teacher will use a checklist
(see appendix A) to keep track of students
that completed the project successfully.
Content Objective: SWBAT… use Formative: The teacher will observe students
the materials provided to describe as they use the materials provided to
who they are as a person. complete their life size project.
62
Content Objective: SWBAT… follow Formative: The teacher will have students
directions in a safe and appropriate repeat the directions and expectations before
manner. beginning the activity. The teacher will also
ask individual students questions about the
directions to make sure that every student it
on the same page.
Language Objective: SWBAT… Formative: The teacher will keep a checklist

present their life size poster to the (see appendix B) of what students presented
class. their poster.
Language Objective: SWBAT… Formative: The teacher will assess the

explain why their life size version of students by having them explain why their
themself represents them and life size me reflects them. By using a
highlights the valuable features of checklist (see appendix B), the teacher will
who they are. keep track if the students were able to explain
their reasoning behind certain aspects of their
poster.
Language Objective: SWBAT… Summative: The teacher will assess if

explain what they learned from students learned the true meaning of the
making their own life size version of lesson by having students fill out a graphic
themselves. organizer (see appendix C). This graphic
organizer will help the teacher understand if
students learned from the lesson.
63
Student Voice:
etc.)
1. Explain student Exit Slips Students will reflect on

learning targets and what is what they learned by
required to meet them completing a graphic
(including why they are organizer that has them
important to learn). show what they know.
Students are able to
respond to a “know”
column that allows them
to show what they already
know. The “wonder”
column allows students to
think broadly about self-
worth and who they are as
a person. The “learned”
column will help the
teacher and the student
reflect on what they
learned and how it made
them feel.
64
2. Monitor their own Self-assessment Students will present

learning progress toward the their life-size me and
learning targets using the explain why it represents
tools provided (checklists, their personality and what
rubrics, etc.). they like about
themselves. This allows
students to think deeply
about the lesson and the
purpose of it. Whether
they are able to explain
the “why” portion of the
project will let them know
if they understand the
content and purpose of the
lesson.
3. Explain how to access Magazines, thesaurus and Students will have access
resources and additional examples to magazines, thesauruses
support when needed (and and examples of the
how/why those resources will project. These resources
help them). are helpful to the students
because they can explore
and think about what
makes them who they are.
At the beginning of the lesson, students will be grouped as a whole class. During that time, the
teacher will give directions and examples of what is being asked. After directions are given, the
teacher will assign partners for the tracing and cutting part of the project for a “jigsaw” purpose.
This way, students are learning teamwork and how to support one another. Once the life size
parts are cut, students will begin decorating on their own. At the end of the lesson, students will
remain individual when completing the graphic organizer.
65
Introduction:
“Hello class! We have been learning a lot about ourselves and the people in our class
community. We are all unique in our own way and we should always celebrate that because
everyone is important. Sometimes it is hard expressing our interests and loving who we are.
Today we will be taking the word “expressing” and “celebrating” to a whole new level! Here is
a life size version of me. I had Ms. V trace my body on paper and then I took stickers,
magazines and giant markers to decorate this masterpiece! All of these words and pictures
represent me as a person and who I am. They are also things that I like about myself and my
strengths. Today we will be doing these and learning about our personalities and what we like
about ourselves.”
Questions:
● What do the words on your poster mean to you? (Bloom’s Taxonomy level “Remember”)
● Why is it important to love who we are? (Bloom’s Taxonomy level “Understand”)
● What do the pictures on your poster mean to you? (Bloom’s Taxonomy level “Analyze”)
● Why did we do this activity? (Bloom’s Taxonomy level “Understand”)
● What did we learn from this activity? (Bloom’s Taxonomy level “Understand”)
● Why should we celebrate who we are? (Bloom’s Taxonomy level “Evaluate”)
● What does unique mean? (Bloom’s Taxonomy level “Remember”)

doing?)
66
The teacher will transition from the Scheme by Piaget

introduction to a quick review (5
minutes) “Teachers have to know students’ prior
knowledge in order to plan instruction
Teacher: that helps students build existing
“Can someone tell me what we learned knowledge.”
yesterday?”
The teacher is reviewing the previous
Student(s): lesson in order to connect the past
“We learned about being positive to lesson with the current lesson. They are
ourselves!” also checking in to see if students need
an extensive review of what they have
Teacher: “Yes! We did an activity that already learned. This is helpful for
showed us what?” students because they are using what
they already know to learn something
Student(s): new.
“It showed us that being positive to
ourselves and others can help make us Importance of Language by Vygotsky
feel better.”
“Teachers arrange instruction so
Teacher: students have a chance to talk through a
“I love that answer! We learned a lot problem or concept with a partner, in a
about ourselves and how changing is an small group or as a whole class.”
important part of who we are and who
we become! Now, I want you to turn to The teacher will allow both class and
an elbow partner and think-pair-share individual discuss during the first part
about what it means to be unique.” of the lesson. This allows students to
*Think-Pair-Share* learn from others and what they learned
from previous lessons. This also helps
Teacher: students think through what they
Call on a few students to share their learned and voice their opinions on
discussions. what they took away from the lesson.
Teacher:
“Thank you for sharing your ideas!
Being unique means that you are
67
different and remarkable from others.

Being unique is something that we
should all celebrate and value! We all
have different interests, learning styles,
personalities and features. We are going
to do an activity that will show just how
important our uniqueness is.”
Teacher transitions to directions of the Observational Learning by Bandura

main activity (5 min) “Students learn from the teacher’s
Example of the life size me is displayed modeling of problem solving thinking
Teacher: and strategies.”
“Alright kiddos! We are going to do a The teacher is modeling the activity by
very exciting activity today! Up here I presenting their own example.
have a life size version of me! Can Students are able to see the teacher
anyone tell me what I filled it with?” participate in the same activity and
they can learn the strategies that the
Student(s): teacher used to create their life size
“It is filled with things you like!” project.
Teacher: Dual Coding by Paivio

“That is one of the many things I have “Teachers explain visuals in textbooks
filled the outline of my body with. These to make sure all students understand
are pictures and words that not just the information being represented.
describe me but they are things that I Teacher use visuals in instruction to
love about myself. I included things like complement oral construction.”
my smile, how I am a teacher, my work
ethic, my spontaneousness and my love The teacher is providing visuals for
for other people. Now that I have done those students that need a visual in
mine, YOU are going to do your own! order to perform their own project.
When I assign you partners, you will This helps students understand what is
grab a big piece of butcher paper. From being asked of them and what they
there you are going to sit or stand and need to complete.
have your partner trace your body.
Remember that we respect everyone and
that we need to keep our hands to
ourselves. Tracing someone should take
68
less than one minute. After you both

have been traced, you and your partner
will cut out your body and tape it onto a
place on the wall. Then the fun begins!
You are going to use anything you want
from magazines, to stickers, and markers
to cut out or draw things that you like
about yourself! They can also be things
that you like in general. You can also
use a thesaurus if you need help. You are
going to glue everything onto your paper
body. Can someone repeat the directions
I just gave?”
*Teacher chooses a few students to

repeat directions*
Teacher:
“Thank you for helping me remember the
directions! While you are completing
your body, I want you to remember why
we doing this and what it means to you.
Think about the previous lessons and
what they mean to you. Everyone will
share once we are all finished. Before I
set you loose, can someone tell me the
expectations of the classroom?”
Student(s):
Go over expectations.
Teacher:
“Ok, please begin! If you have
questions, I will be walking around the
classroom.”
69
*Activity begins*
(20 minutes)
Teacher transitions into sharing (20 Constructivism by Vygotsky, Piaget,

minutes) Wertsch, John-Steiner, Mahn)
Teacher:
“It is time to share! I see so many “Teachers plan instruction that allows
awesome pieces here. You all worked so students to actively engage with new
hard. When you share I want you to concepts and strategies rather than
explain two things that you like about passively absorbing information.”
yourself that are on your body poster. I
also want you to tell the class how this The teacher is allowing students to
poster represents you and you interests, present what they learned from doing
personality and who you are. Please their project. Rather than just having
remember the expectations when people the students do the project with no
are presenting.” explanation, the teacher is allowing
students to show their artwork and the
*Whole class presents* meaning behind it. This helps students
comprehend the meaning of the lesson.
Closure:
“I enjoyed watching all of you create your life size projects! They are all so unique and that is
what I love about our classroom. You all bring diversity, ideas and passion into our classroom.
Each of you are an important part of this classroom. Today we learned just that-- the importance
of celebrating who we are. I know that I learned about all of your strengths and how you see
yourself. I also learned about all of your interests and values. To celebrate our very unique
classroom, we are going to display these around the classroom till the end of the unit. I want to
find out what you know. I am going to pass out an exit ticket and you are going to tell me what
you learned using the graphic organizer. Please fill it out honestly as I will be using these to
understand if you learned the main idea of the lesson. When you are finished, please hand the
paper to me and you can leave to go to recess!”
Independent Practice: Students will reflect on what they learned from this activity by doing this
activity at home. The teacher will send home a notice to parents about making a life size poster
with their student. The student will be expected to lead the activity and help the parent(s)
70
complete their own life size poster. This is a great way for students to reflect on what they
learned and to show their parents what they are learning during the unit.
Appendix A:
Student Did they present?
10
11
12
71
13
14
15
16
17
18
19
20
Appendix B:
Student Were they able to explain? Description of what they

(Why does the poster said
represent them)
4
72
10
11
12
13
14
15
73
16
17
18
19
20
Appendix C:
74
75
Example of activity (Students will add their artistic features to the outline):
76
Acknowledgements:
http://www.corestandards.org
http://www.k12.wa.us/Arts/Standards/default.aspx
https://www.teacherspayteachers.com/Product/KWL-Chart-FREEBIE-
Know-Wonder-Learn-Graphic-Organizer-Free-2-Styles-1726025
http://greatartistmom.com/big-art-butcher-paper/
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Week Three
FOCUS: HOW TO LOVE OTHERS AFTER WE
RECOGNIZE WE CAN WORK ON LOVING OURSELVES
Day 1:
Reader’s Theater on Wonder by R.J. Palacio
Goal:
The goal of this activity is to have students perform a readers theatre on the book Wonder by
R.J. Palacio. Not only are students learning the key message about learning to love yourself but
they are practicing their reading skills and learning to read aloud with confidence.
Overview:
Students will have read the book Wonder by R.J. Palacio in a previous read aloud. The teacher
will reflect on self love and how that applies to the book Wonder by R.J. Palacio. The definition
of Reader’s Theater will be introduced and students will watch a video on what it looks like.
(https://www.youtube.com/watch?v=PMiAEZgIVws). Next, the teacher will group students into
groups that fit particular scenes from the book. Students will have opportunity to choose a scene
from the book that reflects self-love and learning about who we are as unique, individual people.
Student’s will recreate the scene as a team and record it on paper. When students are finished,
78
each group will perform their readers theater as well as explaining why they chose this scene and
why it represents what we are learning in the unit.
Materials:
● Wonder by R.J. Palacio
● https://www.youtube.com/watch?v=PMiAEZgIVws
● Writing utensils
● Paper
The teacher will begin the introduction at the carpet. The video will be shown and students will
be released to create their own readers theater. The teacher will ask students to repeat the
directions. The teacher will walk around and check on each group making sure that all students
are following directions. After about 30 minutes, the teacher will use hand signals to see where
all the groups are at in their scripts. The teacher will review expectations before each group
performs. Each group will perform and explain why they chose the scene and why it reflects the
unit.
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Day 2-3:
Becoming a Certified Kind Classroom.
Goal: The main goal is to collect enough acts of kindness to become a certified
kind classroom and show that we can cultivate kindness in all situations. Helping
one another is an important aspect of being kind and loving yourself.
Overveiw: Students will work together to add enough marbles to the jar. THe
marbles will be received once an act of kindness is done. They will all add up into
the jar and once the ajr is full we can send a photograph to a website and we will
receive our certificate of kind classroom.
Materials:
● Wonder
● Marbles
● Jar
● Jar Label
Teacher will work with the students to come up with ideas that we can easily
implement and help one another be more kind. We will create a list to start at.
Working together everyday we will fill the jar slowly and cultivate kindness within
our classroom and hopefully school.
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Day 4:
Celebrating how to love yourself bulletin board creation
Goal:
This bulletin board not only shows the class that we have learned something new, but it also
shows the rest of the school how they can practice self-love like room 9 has.
Overview:
At the end of our unit the class will come together and create a poster to celebrate the I Love Me
unit. Each student will select a piece of colored paper and write one tip on how to love yourself a
bit more. These can be as detailed or as little detailed as the students want. They have free range.
These tips will be put together on a bulletin board outside the classroom to close our I Love Me
unit.
Materials:
● Colored paper
● Markers or pens
● Tape
● Scissors
● Butcher paper
The teacher will have placed colored paper in the back of the room along with pens and
markers. Ahead of time the bulletin board will already have a color backed on it. Then the
teacher will explain how the activity will go and provide an example on what students can write
on their sheet. The class by now will have a good idea on how to practice self love. Then, after
the students finish their tips, they will each take a piece of tape and apply their tip onto the
bulletin board creating the celebration of the end of our unit.
81
82
edTPA Lesson Plan Three

Overview
Teacher Candidate: Hannah E., Emily F., Hailey A., and Alexa V. Date: 4/21/18
Instructional Plan Title/Focus: Certified Kind Classroom
Instructional Plan Purpose:
This portion of the unit is design to help students understand that we must work as a community
to create a safe, loving, and kind environment within our school and classroom. The students will
work on being kind around the class and at school to earn marbles. This will add up into our jar,
once we completely fill the jar, we can submit a photo and earn a certificate. We will continue
this throughout the year so that they can continue to earn those marbles and work towards being
a more kind class. WE can earn this certificate through a website:
https://www.penguin.co.uk/content/dam/prh-consumer/puffin/penguin-schools/wonder-
resources-nov-2017.pdf where they will give us our certificate and help us along the way!
This lesson is at the end of our unit. Students will have already learned ways that we can love
and empower ourselves. They will have also learned about the book Wonder, we will have read it
together as a class before this unit. This portion will be on going for the rest of the year.
Hopefully, we as a class can earn the marbles to get the certificate by the end of the week. After
this lesson introduction they will be working on a reader’s theatre for Wonder, helping them
highlight the main themes within the book.
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Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters
in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
SWBAT…be kind to one another.
SWBAT…. create a list of ways to cultivate a kind classroom.
CCSS.ELA-LITERACY.SL.5.1.C, CCSS.ELA-LITERACY.SL.5.1.A
SWBAT… draw information from Wonder and find the main theme (kindness).
CCSS.ELA-LITERACY.RL.5.2, CCSS.ELA-LITERACY.RL.5.1,
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CCSS.ELA-LITERACY.SL.5.1.D.
SWBAT… follow directions to get marbles.
SWBAT… connect being kind to one another to self-love.
SWBAT… discover ways that Auggie’s class was kind to him.
Aligned standard:
CCSS.ELA-LITERACY.RL.5.1, CCSS.ELA-LITERACY.SL.5.1.C
Students already know the story of Auggie and how he was different. They know the main
theme: kindness. Students should also already understand self-love and how we can support and
love ourselves.
Planning for Student Learning Needs:
Students that are ELL will be able to write of their kindness acts in their mother-tongue. This
will help them better comprehend the idea and work on getting their thoughts out. Our special
education students can have help with writing their ideas down, a teacher can sit with them and
work on writing their ideas for them.
Content Objectives: Formative:
SWBAT…be kind to one another. Students will collect a marble for each act of
kindness.
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Summative: Students will slowly fill the jar

with marbles for each kind act and once it is
completely full they will do a reflection on
what they learned and how they felt when
they were kind to others.
Content Objective: Formative:
SWBAT… create a list of ways to Each student must contribute one idea of
cultivate a kind classroom. being kind in the classroom and school. They
will receive and check if they share one idea
with the class.
Content Objective: Formative:
SWBAT… draw information from During our class discussion students will
Wonder and find the main theme share one example from the book that shows
(kindness). the main theme of kindness within the story.
They will either receive a check for a good
example or an “X” for incorrect example.
Language Objective: Formative:
SWBAT… follow directions to get Quick check while monitoring: did they
marbles. complete the reflections correctly or place the
marble in the jar?
Language Objective : Summative:
SWBAT… connect being kind to one In their reflection they will explain how this
another to self-love. connected to self-love. Showing me that they
understand how self-love is important and
needed in order to be kind to one another.
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Language Objective: Formative:
SWBAT… discover ways that During class discussion students will pull
Auggie’s class was kind to him. examples from the text on how Auggie’s
class was kind and share them with their
elbow partner while the teacher monitors for
comprehension.
Student Voice:

etc.)
1. Explain student They will turn in their The end of the lesson
learning targets and what is scratch paper that shows me they will reflect on what
required to meet them their original list of kindness they learned and how it
(including why they are ideas. will help them in the
important to learn). long run.
2. Monitor their own The students will add at least In the reflection they
learning progress toward the one marble to the jar will tell me how it felt
learning targets using the everyday for a personal act of doing more or less acts
tools provided (checklists, kindness that they did. When of kindness in a day and
rubrics, etc.). they add a marble they must why they think it is that
write down the act on a “slip way.
of wonder” so they can
monitor their progression.
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3. Explain how to access Students will be able to look Throughout the week
resources and additional at our list all week long, they will be reflecting
support when needed (and seeing different ways they can and sharing what they
how/why those resources will be kind and how they can felt is helping them and
help them). help others. the teacher can adjust as
the week progresses.
Within their reflection
they will tell the teacher
how they felt about the
whole lesson. They will
include suggestions of
things that would have
been helpful during the
week to be more kind.
We have 22 students in the classroom. During whole group discussion they will all meet at the
carpet to discuss the goals for today and how many more marbles we want to add by the end of
the day. For this lesson the students will have a secret partner for everyday. This is the partner
that they must complete at least one or two acts of kindness for the day. Everyday it will be
someone new so when they come in they must check their secret person board. During reflection
time at the end of the day, they will work on their journals by themselves to self-reflect. While
doing this they may ask any questions from the teacher and give any suggestions.
Introduction:
“Good morning students! We have been working hard on practicing self-love. As we know after
our discussions this week… being kind to ourselves is very important. But, it is also important
that we treat others with kindness as well. Being loving to ourselves and others will help us all
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through life. Something that is equally as important is being kind to others. We must help and be
kind to others so that they can love themselves and find their worth and purpose. One story that
stands out to me with this as a major theme is Wonder. Auggie had a really hard life being so
different from the rest of his classmates, but he was able to work through that and even when
people treated him meanly, he treated them with kindness and love. It is important that we
practice this self and pee kindness because these are traits you want to take with you for the rest
of your lives. And, because we are a classroom that likes to work as a team or family, we should
always treat each other with kindness.”
2. Questions:
What does kindness mean to you?
What is a kind thing that you have had happen to you recently?
What is a kind thing that you have done for someone lately ?
Can anyone share something that helps them feel happy when they are sad?
When people are nice to you how do you feel?
What do they do that makes you feel good/bad?
Do you think that we can make everyone in our class feel good about themselves?
How can we do this?
When we explored the book Wonder what do you think was the main theme?
Why?
When we think about other people and treating them kindly what does that look like?
Why is it important to be kind to each other in class?
How do you think having a kind classroom would help you when you’re learning?
What is one way you will be kind after today?

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doing?)
Reflecting and reminding students of the Supports their memory of the book
story of Wonder. Sitting on the carpet for and reminds them what we have
this introduction to the lesson of being previously learned.
kind to one another.
Everytime a student does an act of The marble symbolizes that small act
kindness for another student, either their of kindness going towards something
secret partner or anyone else, they so much bigger, creating a world with
receive a marble. more love and safety. Showing
students that we can all work toward
this goal together. Nobody can do it
alone.
When students receive a marble they Teachers can monitor the students
will also fill out a small sheet that tells acts of kindness and making sure they
the teacher what they did. are appropriate and kind.
At the end of everyday students will Teachers can monitor their students
reflect and give the teacher feedback on acts and see how they are doing. This
how they felt while doing acts of reflection can help teachers check in
kindness and how they felt when they did on the students and see how their acts
those acts or received them. of kindness are affecting them
positively or negatively.
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Closure:
“I am so glad that we get to work hard everyday in a classroom that is so inviting and
welcoming. We have become a certified kind classroom! We worked really hard and I want this
work to continue and for us to continue to cultivate kindness around our classroom, school, and
communities! I am so proud of our class and the amount of love that you all have shown each
other.”
Independent Practice: Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the
classroom). Include possible family interaction (identify at least one way in which you might
involve students’ families in this instructional plan.)
Students will work on this at home by doing small acts of kindness at home and showing their
families that self-love is from within but we can always love one another and help each other see
their worth and purpose. Students will also receive a certificate for themselves once they have
done 50 acts of kindness. They can take this home and show their parents what wonderful things
that have done and how they cultivate kindness around them.
http://choosekind.tumblr.com/certified-kind-classroom-challenge
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Kindness slip:
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Kindness certificate:
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Jar Label:
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REFLECTIONS
Alexa’s Reflection
After completing the Thematic Unit, I have been able to reflect and think deeply about it.
I think that this was although a very time consuming project, it was also very educational and gave
me great experience writing lessons and preparing myself for my future as a teacher. I have always
thought of self-love as an important topic of discussion, but prior to this unit I had never thought
about how to teach children about it. Now, I can say that I would feel confident in myself enough
to actually teach this lesson to a classroom one day.
One part of the assignment that I think was a bit of a struggle for me was trying to
incorporate a bunch of different learning content areas such as science, and social studies. I think
for certain topics of the thematic unit, that it would be easier to incorporate all content areas.
Sometimes I felt as though I was often repeating myself in the unit as well.
One part of this assignment that I feel was a success for me, was being sure to show
that this is a lesson that we care about and find important. I think I did a good job of giving student
students the chance to often reflect and think deeply about how they feel and what they are learning
throughout the unit as well. This unit shows how much we want to see our students succeed and
how we want a better life for them aside from just math, science, and reading. Although we
incorporate academics into a lesson about self-love, there is a deeper meaning to it than literacy.
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This is something I value about this unit. I tried really hard to meet the students’ needs throughout
this unit as well and keep it fun!
Literacy in my opinion is how to incorporate reading and writing in various
different forms within units and lessons in a classroom. After doing this project, I think that a main
literacy goal I have for my future classroom would be to try my best to use multiple ways of
literacy instruction. Because I know that I loved the many options we would have during this
course this semester. When creating out unit, we tried to incorporate things such as Readers
Theater, art often, personal opinions, writing opportunities, and many discussions. This way there
is variety. I think students learn better from having different forms of lessons and activities. This
is a goal of mine because I know many students learn in different ways and this meets a lot of the
different needs. Also, this keeps class different and fun which is a big part of how I want to teach
one day!
Overall, I found this assignment to be very informative and I had a really good time
creating our unit. I can truly see how students could learn and grow immensely throughout this
unit. I think children could benefit from a unit like this that focuses on building them to become
their best selves.

96
Hannah’s Reflection
When I first heard about the thematic unit, and all that it entails I was incredibly nervous.
Obviously, any assignment like this is going to overwhelm us all, but it has been a learning
experience. The thematic unit has challenged me, stressed me out, and made me feel like I wasn’t
good enough. However, it has made me feel more experienced, prepared for the future, and like a
better teacher. I don’t think I ever truly understood how much work goes into units, lessons, and
EdTPA’s until now. I really liked how much freedom we had for determining what we wanted to
do for the unit. I think that it allowed us to be more creative, and work better with one another. If
I had to do a thematic unit involving a lot of math, there is no way I would have been as more
engaged than I am with this Self Love unit. I think this unit is really important at this age, because
this is a time in a lot of students’ lives when they are changing and about to go through a big
transition.
Honestly there were a lot of different areas that I struggled with. One of the biggest ones
for me was finding matching the standards to the content that we had. I struggled with this because
I wanted to include as many as I could because we have so much content in our activities, and
lessons that I knew it would be necessary. After that got through, it got a little easier for me and
then I started having a hard time again when we began to organize everything. I think what stressed
me out the most, was just how much information there was total. It is just a lot to keep 100 pages
all together, formatted the same, and all organized. In the end, it all worked out and it was fine of
course. I kept telling myself when I would start to panic or stress a lot, that I know what im doing
and that everything will be fine when it is all done.

97
When it comes to literacy instruction, I have found that I love to incorporate it into as many
activities as I can. I think that literacy is so important to every aspect of education. Without literacy,
other content areas would be nearly impossible. When reading the common core state standards
for literacy in the fifth grade, I was pretty overwhelmed with how many there were. However,
almost all of them somehow seemed to tie into our unit, which goes to show how much literacy is
used on a daily basis, even on units that are not necessarily literacy focused. It was important to us
that we incorporated books and reading into our unit, because we have seen how much it has
shaped our mindset even from these past two semesters. Books can really make learners
perspective grow a lot, and they teach such important lessons. Also, but incorporating books and
reading activities we are working on their fluency without them even really realizing it which is a
plus.
The thematic unit was one of the hardest assignments I have ever done throughout my
entire college career. I think that it was an eye opener to how much I will be unit planning in the
future. I loved the idea of making sure as a teacher, even in younger grades, to include a thematic
unit throughout the year. I loved being able to create this and to see the progress we all made
throughout the past few weeks. I know that as a fifth grader, this unit would have been incredibly
helpful to me, and I would have more than likely remembered it for a long time. I have taken a lot
away from this assignment, and even though it was as stressful and time consuming as it was, it
have come out more experienced and a stronger teacher.

98
Emily’s Reflection
Before starting the Thematic Unit, I was not sure what I was in for. Based on past
experiences and assignment with The Notable Books project, I thought it would have taken just as
much work. Little did I know that this project would have taken me two weeks to finish if it
weren’t for having partners. Along the way, I learned a lot and got a little taste of what it is like to
be a teacher and scramble to create a great lesson plan.
One of the things I learned from the Thematic Unit project was that you need a lot of time
to complete it. I wish I would have started earlier in the semester because it took a long time to
finish. Luckily, I had hard working and creative partners that were able to fill me in on what
needed to be done. One thing that I would include when introducing this project is that it would
have been smart to keep a planner and use that to track what you are going to do each day. That,
or make a to-do list. I found myself assigning what I needed to do each day. What would have
been helpful is if I would have received feedback on my Reading Lesson Plan before starting the
Thematic Unit. It was hard trying to figure out if I was doing something right or if I was doing
something wrong. Getting feedback on my own work probably would have helped me do better
and I would have taken it with me on to the next project. Overall, I have never spent so many hours
working on one project in my entire college career.
Another thing that I learned while doing the Thematic Unit is that it is not easy creating a
unit from scratch. It takes time and commitment in order to create an effective lesson plan. Before
starting the project, I had no idea how hard it would be. It was difficult to find time to complete
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my portions because of my busy schedule and other finals/assignments. In a way, I thought it was
beneficial to know the time commitment and what I am in for when it comes to being a teacher.
When collaborating with my partners, we started by assigning each other to different
activities/lessons. We found this helpful because it was easy to divide up and no one had more
work than anyone else. I liked being able to create my own lesson and taking it where I wanted it
to go. Throughout creating the unit, we kept a group chat so that we could communicate and
answer any questions.
My overall thought on the Thematic Unit is that every person that is attempting to finish it
should take big breath before beginning it. It is a stressful assignment and I cannot say that I would
want to do it again. I learned a lot from it especially when it came to time management and lesson
planning.
Hailey’s Reflection
First hearing about this project I was overwhelmed but excited for a
challenge. I was not sure what to expect and I was concerned about working with a
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group. I actually started working on this by myself first at the beginning of the
semester. I thought I could do it by myself and wanted to try it out. First I chose
the topic, self-esteem. I thought this would be a great topic because I liked
empowering students and it is important for them understand that they are
important and worth so much. Fifth graders are in such a time where they are
changing and friends are usually coming and going because they are typically
moving to a middle school. This is just a great age to teach these lessons and work
on their hearts.
When we first started working as a group it was slow and we did not do very
much. I am a very organized plan ahead type of person, so this was making me
very anxious. However, I worked with them and we continued to do a little at a
time every day and we eventually go to that finish line!
The first thing that I noticed was that you need lots of time to complete this.
You cannot just whip it out overnight. I liked this part of it because it prepares you
for those bigger units where you can’t just walk into class the day of a unit starting
and pretend like you know what you are doing. This project really showed me that
you have to work on things very hard and continue to develop them before
presenting it to your class.

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I am very glad that we did this project and I found it very beneficial as we
walk into our student teaching classrooms and develop lesson plans, units, and so
much more!
COLLABORATION FORM
Working together on an assignment or project means sharing the responsibilities for completing
that assignment. While each member will naturally shoulder different responsibilities while
working on the project, collaboration does not mean merely tacking someone else’s name to the
project so that they can earn credit for completing it. Listed below are the members of our
collaborative group along with our signatures. We have also specified the aspects of the project
for which each one of us was responsible and rated ourselves on our collaborative work.
Names of Group Responsibilities Self-Assessment

Members &
Signature
-Life Size Me! Activity 10

-Letter to My Future Self Activity
-Reader’s Theater on Wonder by R.J. Palacio
Emily Fountain -edTPA on Life Size Me! Lesson
-Helping out with the beginning of the entire
Thematic Unit
-Growth Mindset activity 10

Hannah Ellison -Growth mindset Edtpa
-How I see myself Activity
-Common core state standards
-SWBAT’S
-Title page
-Organization and overall helping
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-Growth Mindset Edtpa 10

-Accomodations
Alexa Vanmeighem -Letter to parents
-Rationale
-Some SWBATS
-Some assessment strategies
-What makes me wonderful activity
-Student voice
-Complement corner activity
-Look at me change activity
-How i see myself activity
-Celebration poster activity
-Organization help
-Wonder activity(certified kind classroom) 10

Hailey Aliamus - I am Enough activity
- I like Myself! Activity
- Table of Contents
-Some SWBATs
- Organizational help
- Accommodations help
- Certified Kind Class edTPA
-Theme
Our signatures above attest that we all contributed equally in this project.

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Teaching and Learning 322

Grade Level: 5th grade

THEMATIC UNIT TABLE OF CONTENTS

To the Parents/Guardians of Room 9,

Rationale and Goals:

lessons and activities within this unit.

how to work on themselves and why it is important to love themselves more.

Our goals for our students:

● Students will consider the role that self-esteem plays in life.

● Students will analyze their own personal weaknesses and strengths.

● Students will learn more about themselves.

● Students will practice building confidence within their peers

● Students will understand that positive self-talk is important

● Students will exercise improving self-confidence

1. SWBAT...Understand the importance of self love.

2. SWBAT...Identify ways to improve confidence.

3. SWBAT...Apply these ideas into their everyday lives.

4. SWBAT...Understand the importance of positive self-talk.

Lesson Speaking/Listening Standards:

Lesson Reading Standards

Dramatic Arts Standards:

The student understands and applies arts knowledge and skills

The Art Learning Standards:

Anchor 1.2 Creating Standard

Anchor 2.1 Creating Standard

Performance Standard VA: Cr2.2.5

Performance Standard VA: Cr 3.1.5

Anchor 6 Presenting Standard

Anchor 10 Connecting Standard

Accommodations Throughout the Unit:

students grasp a better understanding of what they are learning!

yet so many children struggle with this concept.

lot of examples, visuals, and extended amount of time to work on things.

we will accommodate to English language learners by incorporating visuals and examples of

Student Voice for this Unit

better when interacting through student voice.

one on one/small group meetings.

Books and Materials:

Beaumont, K. (2016). I Like Myself! Florida: Harcourt Books.

Byers, G. (2018). I am Enough. New York: HarperCollins Publishers.

Palacio, R. J. (2017). Wonder. New York: Alfred A. Knopf.

● “I Believe in My Selfie” worksheet.

● The heart worksheet

● I like Myself (book)

● 25 Statements hand out

edTPA Lesson Plan One

Section 1: Planning for Instruction and Assessment

Instructional Plan Purpose:

State/National Learning Standards:

Content Objectives and alignment to State Learning Standards:

SWBAT...Define growth mindset.

SWBAT...Write about how growth mindset has affected them personally.

SWBAT...Evaluate how growth mindset can be applied in their everyday lives.

SWBAT...Read positive affirmations and determine how it applies to growth mindset.

SWBAT...Discuss with table groups the handout and why it is important

SWBAT...Practice speaking to themselves with growth mindset

SWBAT...Participate in a whole class discussion referring to the Growth Mindset handout

Previous Learning Experiences:

Planning for Student Learning Needs:

Assessment Strategies (Informal or formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies

SWBAT...Define growth mindset Formative: