Lesson 1: Can You Grow Your Intelligence?

Lesson Objective: After exploring the concept of a growth mindset, students will read the
informational article, “You Can Grow Your Intelligence.” As they read, students will underline
key details and determine the main idea of each numbered section. Students will paraphrase
each section’s main idea on a separate worksheet along with drawing a correlating picture to
represent each main idea.

Utah Core Standards:

CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
CCSS.ELA-LITERACY.RI.4.10
By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Visual Arts Strand: CREATE (4.V.CR.)
Students will generate artistic work by conceptualizing, organizing, and completing their artistic
ideas.

Essential Questions:
1. What is a mindset?
2. What is a growth mindset?
3. What is a fixed mindset?
4. Can our brains grow in intelligence?
5. How can I extract the main idea from a text?
6. How does drawing a visual representation of the main idea help me better understand
it?

Enduring Understandings:
1. Students will be able to differentiate fixed versus growth mindset.
2. Students will be able to determine the main idea of a text and synthesize information
from the text with their understandings of a growth mindset.
 3. Students will be able to make a visual representation of a main idea.

Materials:
• PowerPoint presentation
• Computer and Smart Board
• Article, “You Can Grow Your Intelligence”
• “You Can Grow Your Intelligence” graphic organizer
• Unlined paper, enough for table groups
• Highlighters and pencils
• Document Camera or white board and expo marker

Vocabulary: mindset, growth mindset, fixed mindset, intelligence, develop

Approximate Length of Time: 60-90 minutes (2 days, 30-45m/each)

Phase I: Exploration and Explanation (Day 1)

• Let students know that in this lesson we will be learning about mindset and the
difference between fixed and growth mindsets, as well as exploring how our brains can
grow in intelligence.
• Project the PowerPoint presentation:
- Slide 1- Ask students what it means to “grow.” Record answers on the smart board.
Have students brainstorm in table groups, recording their thoughts on one side of
the paper provided. (teacher to roam room to listen and ask questions) – 5 mins.
- Slide 2- Ask students what the term “mindset” means to them. Record answers.
- Have students brainstorm in table groups, recording their thoughts on one side of
the paper provided. (teacher to roam room to listen and ask questions) – 5 mins.
- Slide 3- If we put these two terms together as “growth mindset,” what meaning do
they have?
As a class, create a concept map of “growth mindset,” going around and letting each
table share a defining word until all thoughts have been shared.
- Slide 4- Discuss what students think the opposite of a growth mindset might be,
letting them know this opposition is a fixed mindset. Record student answers about
differences in a fixed mindset and growth mindset.
- Ask students to discuss with their face partner if they think our brains can grow in
intelligence.
Transition to Phase II: (Day 2)
• Let students know they will read an article on the ability of the brain to grow in
intelligence. Explain that the article is numbered by sections and that they will
determine the main idea of each section, writing this on the graphic organizer. They will
also visually represent the main idea of each section by drawing a picture.
• We will read the first two sections of the article together, then you will complete it on
your own.
• Pass out to each student copies of the article and the graphic organizer.
Phase II:
• As a class, read the first two sections of the article, “You Can Grow Your Intelligence.”
• After each section, help students determine which key ideas in the passage to underline
and how these help us determine the main idea.
• Section One: either project the graphic organizer under a document camera or write on
the white board how you would fill in the main idea. Draw a picture that represents the
main idea. Let them know their pictures will probably look different from yours.
• Section Two: after reading, have students help write the main idea. Again, draw a
picture representing the main idea of section two.

Phase III:
• Students individually work, completing the assignment on their own.
• Roam the room to check for student understanding.

Assessment:
• Students will hand in their completed graphic organizers.

Accommodations:
• ELD: pair ELD students with other students to read the article and fill out the worksheet
together.
• If necessary, work with a small group of students who need extra support.

Extension: Students write an opinion piece on whether or not they agree with the article, using
text evidence and personal experience to support their claim.