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Growth Mindset Through Writing | Report
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Added on 2020-02-19
Growth Mindset Through Writing | Report
Added on 2020-02-19
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Running head: GROWTH MINDSET THROUGH WRITINGGROWTH MINDSET THROUGH WRITINGName of the StudentName of the UniversityAuthor’s Note
GROWTH MINDSET THROUGH WRITING1Unit EnglishTopic: Growth Mindset Through WritingYear Level: 3Strand: Literature Duration of Unit: 4 weeks (16 lessons)Intended Learning Outcomes:Growth mindset: Understanding own abilities, qualities and skills that can be developedthrough hard work and dedication O'Rourke et al., 2014)Fixed Mindset: Understanding the traits, qualities, abilities and skills that cannot bedeveloped and are fixed (Boaler, 2013)Anecdotes: Understanding concept of basic writing through practical life storyLetter writing: Learning basic drafting of letter to a loved oneGrammar: Learning the basic grammar and using the same in the letter writing andanecdotesPunctuation: Learning and understanding the conception of punctuation and the use ofthe same in the letter and anecdotes writingsProof reading: Learning the concept of proof reading to identify own mistakes in thegrammar, spelling and punctuation in the writing before submitting the sameEditing: Understanding the necessity of editing in the writing in order to rectifying themistakes in the writing Redrafting: Understanding the concept and process of redrafting letter after the proofreading and editing the sameOverview of the Unit:Throughout the unit, the students will learn about fixed mindset and growth mindset. The childrenwill learn to write anecdotes from practical life. Overall, the writing capacity of the students willincrease. Week 1: In the first week, the unit aims to define the concept of growth mindset (O'Rourke et al.,2014). The purpose of the unit also focuses on the description of the growth mindset. This unitcovers the whole range of the growth mindset and fixed mindset in order to make the studentunderstand difference between the two types of mindset. The unit makes the student know aboutthe whole process and about own abilities. The students in this week learn to differentiate betweenthe growth mindset and fixed mindset using their basic concept of the two. Week 2: In the second week, the learning unit focuses on the use of conjunction in determiningthe growth mindset. The unit aims to give a clear idea of the growth mindset and the fixedmindset that will make the student anticipate the distinguishable factors between the two inbroader sense. The overview of the week 2 presents the visual learning of the students of thesubject. The unit gives the introduction to conjunction in the section of grammar. The weeklearning will provide the students with complete understanding of the mindset, both the growthand fixed one (Vandewalle, 2012). Week 3: This week focuses on the practical learning of the students. The purpose of the week isto make the children use their own knowledge, abilities and anecdotes about the learning of thegrowth mindset. The week also aims to make the students enable to draft letter to their loved onesand proof read the same for identifying the mistakes regarding the grammar, punctuation, andstructure of the letter. This will help the students to understand the layout of the letter. Proof readand identification of the own mistakes is the new introduction in this week for the unit learning.Week 4: The learning of this week focuses on the editing and re-drafting of the letter just after
GROWTH MINDSET THROUGH WRITING2identifying the mistakes in the week 3. The last week is the final outcome of the students’ learningprocess that focuses on the complete learning of the growth mindset and the and the letter writing.The week aims to ensure the complete learning of the students of the learning objectives. Thestudents in this week are given access to the digital gadgets to get the help from those in adaptingand improving the learning (Blake, 2013). The students are also required to use their partners,table peers apart from the digital gadgets to improve the learning process. Content Description: Listening and contributing to the discussions and conversations to share ideas andinformation and negotiating in the collaborative situation in terms of practical learning andhaving awareness of the own abilities and skills, both growing and fixed(ACELY1676).Planning, drafting and publishing informative, imaginative, and persuasive texts thatdemonstrate the increasing control over the text structures and the features of the languageand selecting prints and multimodal components proper to the purpose and the audience(ACELY1682)Proof-read edit texts for appropriate structure, meaning, grammatical choice andpunctuation in terms of introduction to the perfect outcome from learning (ACELY1683)Lesson Description:Week 1: The lesson for the first week are the:Lesson 1: Introduction of growth mindsetLesson 2: Introduction of fixed mindsetLesson 3: Purpose of the conceptLesson 4: Difference between the two conceptWeek 2: The lesson for the second week are the:Lesson 1: Introduction of conjunctionLesson 2: Introduction to the grammarLesson 3: Prime factors of the two conceptsLesson 4: Complete understanding of the two conceptsWeek 3: The lessons for the third week are:Lesson 1: Introduction to practical learningLesson 2: Learning anecdotesLesson 3: Drafting letterLesson 4: Proof reading letterWeek 4: The lessons for the fourth week are:Lesson 1: Editing letterLesson 2: Re-drafting letterLesson 3: Using practical technological gadgets for learningLesson 4: Practical learning
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