Welcome students and introduce today’s topic: growth mindset. Explain that our thoughts about our abilities can influence our learning and achievements. Invite a quick thumbs-up if students have heard the term “mindset” before and ask what they think it means.

Define both mindsets clearly. Ask students to paraphrase each definition. Emphasize that a fixed mindset sees ability as static, while a growth mindset sees skills as developable through effort.

Explain how students’ brain cells form new connections when they work hard, just like exercising a muscle. Invite students to share times they improved at something through practice.

Read each pair aloud and ask students which sounds more motivating. Highlight how changing a single word can shift thinking.

Demonstrate by writing “I can’t do this…yet” on the board. Ask: what does adding “yet” do to how you feel? Encourage students to try adding “yet” to their own statements.

Share a quick brain thumbnail sketch or image on the board. Explain neuroplasticity in simple terms. Relate back to effort and practice.

Transition to the hands-on activity. Instruct students to think of a personal academic or social challenge and jot down their initial thought.

Summarize the key points, reinforce the importance of positive self-talk, and set up the next part of the lesson where students practice with scenario cards.

Welcome students! Today we’re talking about how our words can help or hurt. Define name-calling and set the stage for respectful discussion.

Explain that name-calling is when someone uses hurtful words on purpose. Ask: Can anyone share an example (without naming names)?

Discuss emotional impact. Invite a volunteer to share how being called a name felt for them.

Guide students in imagining the other person’s feelings. Encourage them to close their eyes and really think.

Teach concrete steps and model a role-play. Have pairs practice calm, assertive responses.

Discuss how classmates can help. Ask: What can bystanders do to stop name-calling?

Explain the activity steps and circulate to support each pair. Remind students to use the assertive language and bystander strategies learned earlier. After role-plays, lead a debrief discussing what felt challenging and which responses were most effective.

Summarize key points and invite students to make a class promise to use only kind words.