Purpose: Introduce students to how learning another language embodies a growth mindset. Read, annotate, and discuss an article. Outcome: Students will have a better understanding of the benefits of learning another language and its connection to a growth mindset. As a result they will embrace the process and become enthusiastic learners.

Materials Needed:  Paper for brainstorming  Pen/Pencil  Effective Effort Rubric, in Day 3 Materials Packet  Fixed vs. Growth Mindset Chart, in Day 3 Materials Packet

Before Reading: In groups of three students will brainstorm in English the pros (Growth Mindset) and cons (Fixed Mindset) of learning another language.  Independently students will create two columns and brainstorm (5 minutes): Learning Another Language  In their groups each member will share while the others listen and add or check what they have brainstormed (5 minutes).  Each member will take two Fixed Mindset statements and turn them into Growth Mindset statements on the bottom of their chart. Each will share their statements. The group needs to come to a consensus and select two statements to share with the class.  Each group shares the Cons (Fixed Mindset) and the new Growth Mindset statement. (5 minutes) Pros (Growth Mindset)Cons (Fixed Mindset)

Pre-Reading  Teacher will take students through the pre-reading steps. Teachers have referred to and applied the pre-reading steps from the annotation guide and video to the planning of this article. Close, Analytical Reading (20 minutes):  Distribute a copy of the article “Why learn a foreign language? Benefits of bilingualism”.  Explain to students that this is an opinion article taken from a British newspaper The Daily Telegraph. Students will note the differences in spelling of words (i.e. recognize) and the use of other terms such as A levels referring to exams administered in the U.K.. The article is based on what has been researched and is known regarding the benefits of learning another language.  Jigsaw: Form 8-9 groups and assign a section to each group to read. After reading students will answer the pre-reading questions posed with the title and subheadings and list how the author supports each claim (provide the type of evidence). After Reading:  Each group shares their findings while students annotate each section.

Think –Pair-Share on language learning strategies: (10 minutes) What are some strategies for learning another language? (think-pair- share)  Individually brainstorm and list strategies you know  Each partner shares their list and adds any new ideas  Whole class share out  Teacher takes notes and lists all possible answers on the Promethean board. Note any answers that contain: repetition and practice.  How does this tie in to Growth Mindset? Create a slogan for our class that encourages us to apply a Growth Mindset to language learning Exit Slip: (5 minutes) Write a “ I can…I will…I must…” statement for this class.