Middle School Grades 6 to 8
Character Under Construction
TM
Mentorship The 20-Minute Lesson Set
8 scripted, literacy-based lessons for ELA and Advisory · Grades 6 to 8 Aligned to the Florida B.E.S.T. Standards
Lesson Plan
Florida
English Language Arts · CASEL · Grades 6 to 8 OPEN
READ
TALK
WRITE
3 min
5 min
7 min
5 min
20 minutes a week · Near-zero prep · Word-for-word scripts · Built on CASEL and character education research. READ THIS FIRST
How to Use This Guide
One lesson a week. Twenty minutes. No prep beyond printing the lesson page. Every lesson uses the same four-part rhythm, shown by the same four labels, so you and your students learn it once and it runs itself. The short reading text is printed inside each lesson, so you need nothing else. If you have the Mentorship magazine, each lesson notes the matching page OPEN
READ
TALK
WRITE
3 min
5 min
7 min
5 min
IN ELA Use the reading and writing each lesson lists. Exit tickets ask students to cite evidence, build a claim, or write a quick narrative. Standards are named in every lesson.
IN ADVISORY Lean on Open, Talk, and Close. Keep the read-aloud, since the shared text makes discussion honest and specific. Students can answer out loud if time is tight.
Why this works. The design follows gradual release of responsibility: you model, students practice together, then try it alone. CASEL calls effective lessons SAFE: sequenced, active, focused, explicit. Think-pair-share gives every student a chance to talk before they write. Research on mentoring is clear: one consistent, caring relationship changes outcomes for both people, and trust is built through small, repeated actions, not one big gesture. These lessons rehearse the habit while the room is calm. Lesson Plan
1
THE WHOLE UNIT AT A GLANCE
Scope and Sequence
Eight weeks, one 20-minute lesson each week. The unit moves from defining mentorship, to why it matters and the science behind it, into self-reflection and a real mentor story, then into hearing both points of view and building trust, and ends with a challenge each student picks and defends. Wk
Lesson
Big question
Skill (CASEL)
Literacy
1
What Is Mentorship
What does mentorship really mean?
self-awareness
Define a term; examples
2
Why Mentorship Matters
Why does mentorship matter?
social awareness
Central idea; argument
3
The Mentoring Brain
What happens in your brain when you mentor?
self-awareness
Central idea; compare
4
Where You Stand
What mentor strengths do you already have?
self-awareness
Self-assessment; reflection
5
Meet Jordan
What does a mentor actually do, day to day?
relationship skills
Character; cite evidence
6
Voices on Mentoring
How does mentoring look from both sides?
social awareness
Point of view; evidence
7
Building Trust
What moves make someone a trustworthy mentor?
relationship skills
Main idea; explain
8
The Mentorship Challenge
How will I practice mentorship this week?
goal-setting
Argument (task)
How to fit it into the year. Run it as a Monday opener, a Friday closer, or your weekly advisory block. Eight weeks make one quarter-length unit. To shorten it, teach Weeks 1 to 5 as a core and use 6 to 8 as needed.
FOR YOUR PLANNING AND YOUR PRINCIPAL
Standards and Research Base CASEL COMPETENCIES Centers on relationship skills and selfawareness, with social awareness throughout. Self-awareness: defining mentorship (Wk 1) Social awareness: why it matters and the mentoring brain (Wk 2, 3) Self-awareness: knowing your own mentor strengths (Wk 4) Relationship skills: real mentor actions, both points of view, and building trust (Wk 5, 6, 7) Goal-setting and follow-through (Wk 8)
Mentorship 2
ELA STANDARDS (FLORIDA B.E.S.T.) Aligns to Florida's B.E.S.T. ELA benchmarks (grade 6 shown; 7 and 8 parallel): ELA.6.R.2.2 central idea; ELA.6.R.2.1 text structure ELA.6.R.1.1 literary elements; ELA.6.R.3.2 connections ELA.6.V.1.3 word meaning in context ELA.6.C.1.2 narrative; ELA.6.C.1.3 argument; ELA.6.C.1.4 inform ELA.6.C.2.1 communication and speaking
What the design is built on Gradual release of responsibility (Pearson and Gallagher; Fisher and Frey): teacher model, guided practice, independent work. CASEL SAFE design: sequenced, active, focused, explicit. Think-pairshare (Lyman, 1987): every student rehearses before sharing. PRIMED (Berkowitz, Center for Character and Citizenship) and the 11 Principles (Character.org): character grows through modeling, intrinsic motivation, and real practice. Literacy-integrated SEL: shared text, discussion, and writing build reading skill and character together. Research on mentoring is clear: one consistent, caring relationship changes outcomes for both people, and trust is built through small, repeated actions, not one big gesture. References. CASEL (2020), What Is the CASEL Framework?, casel.org. Berkowitz, M. (2021), PRIMED for Character Education, Routledge / Center for Character and Citizenship, UMSL. Character.org (2020), The 11 Principles of Character. Fisher, D. and Frey, N. (2013), Better Learning Through Structured Teaching. Lyman, F. (1987), think-pair-share. Rhodes, J. (2005), A Model of Youth Mentoring, in the Handbook of Youth Mentoring, Sage. DuBois, D. and colleagues (2011), How Effective Are Mentoring Programs for Youth?, Psychological Science in the Public Interest. Karcher, M. (2009), Increases in Academic Connectedness and Self-Esteem Among Peer Mentors, Professional School Counseling. Gollwitzer, P. and Sheeran, P. (2006), Implementation Intentions and Goal Achievement. Every ELA code in this guide was checked against the official standards database for FLORIDA B.E.S.T.
USE THESE EVERY WEEK
Discussion and Sentence Stems
Teach these once in Week 1, post them, and point to them all year. They make the Talk and Write steps run on their own and give every student a way in. TALK NORMS (POST THESE)
STEMS FOR TALKING
Everyone thinks first, then talks. Silence is thinking. Partners both share. If you finish early, ask why. Disagree with the idea, never the person. Use the text. Point to the line that made you think it. Pass is okay once; come back when ready.
Mentorship means ... because ... In the text, it says ... I agree, and I would add ... The mentor move here is ... An open question I would ask is ... Fixing everything would be ..., but listening is ...
Sentence frames for writing (the exit tickets) Mentorship is ... It is not ... When someone is going through something hard, I can ... The mentor move is ... because ... One way I can mentor someone is ... Mentorship will help me reach my goal of ... by ... Three moves that keep talk going. Wait: count to five after you ask; the best answers come after the silence. Echo and ask: you said listening, say more about that. Turn it back: who can build on that?
Florida
Lesson Plan
3
WEEK 1 • What Is Mentorship OBJECTIVE
STANDARDS
PREP AND WORD
Students will define mentorship as guiding another person, listening without judgment, and believing in them, and explain that it does not require being perfect or having all the answers.
CASEL: self-awareness. FL: ELA.6.R.2.2, ELA.6.V.1.3, ELA.K12. EE.4.1, ELA.6.V.1.1.
Word: mentorship means guiding another person toward their goals, listening without judgment, and helping them see their own strength.
Research note for you. One consistent, caring relationship with a mentor supports young people's social and academic growth (Rhodes, 2005).
OPEN
Open 3 min · Do Now Say: “Think, no names: one person who believed in you or listened when you needed it. What exactly did they do? Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for what mentorship asks of you, and what it does not require.” Read the text aloud: Peer mentorship is a relationship where a student helps another student navigate school, build confidence, and grow. As a mentor, you become a trusted guide, someone who understands what it feels like to be a middle school student, because you are one. Mentoring is not about being perfect or having all the answers. It is about showing up, listening, and helping someone else find their way, whether that means helping a younger student adjust, supporting a classmate through a hard time, or encouraging someone to try something new.
TALK
Talk 7 min · Think, pair, share In your own words, what is mentorship? Why do you not need to be perfect to be a mentor? Think of someone who mentored you. What did they do that mattered?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Write what mentorship is in your own words, and name one thing someone who believed in you did.
LOOK-FORS: you have it when... Defines mentorship as guiding, listening, and believing in someone. Sees that mentorship does not require being perfect. Gives an example, their own or from the text.
Mentorship 4
WEEK 2 • Why Mentorship Matters OBJECTIVE
STANDARDS
PREP AND WORD
Students will identify the three reasons mentorship matters and argue which one matters most, using the text.
CASEL: social awareness. FL: ELA.6.R.2.2, ELA.6.R.2.1, ELA. K12.EE.4.1, ELA.6.C.1.3.
Word: belonging means feeling like a real, valued part of a group.
Research note for you. Young people who take part in mentoring relationships show gains in self-esteem and a stronger sense of belonging (DuBois and colleagues, 2011).
OPEN
Open 3 min · Do Now Say: “One word: what makes you feel like you truly belong somewhere? Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for the three reasons mentorship matters.” Read the text aloud: Mentorship matters for three big reasons. First, it builds self-esteem: knowing someone believes in you makes a real difference. Second, it creates belonging: a good mentoring relationship helps students feel part of the school community. Third, it develops character: mentoring teaches responsibility, empathy, and leadership. Mentorship helps both people in the relationship grow.
TALK
Talk 7 min · Think, pair, share Which of the three reasons feels most true to you, and why? How does mentoring build someone's self-esteem? Why might mentoring build character in the mentor too, not just the person being mentored?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Pick the reason mentorship matters most to you. Explain your choice using the text.
LOOK-FORS: you have it when... Names at least one of the three reasons. Explains it in their own words. Gives a real reason for their choice.
Florida
Lesson Plan
5
WEEK 3 • The Mentoring Brain OBJECTIVE
STANDARDS
PREP AND WORD
Students will explain that the brain's empathy systems grow through mentoring, and distinguish affective empathy from cognitive empathy.
CASEL: self-awareness. FL: ELA.6.R.2.2, ELA.6.R.2.1, ELA.K12. EE.4.1, ELA.6.V.1.1.
Word: affective empathy is feeling what someone else feels; cognitive empathy is understanding their perspective, even without sharing the experience.
Research note for you. Adolescents embedded in supportive social environments develop stronger empathy skills as they age; practicing empathy as a mentor exercises brain systems that are still developing in middle school.
OPEN
Open 3 min · Do Now Say: “True or false: your brain is still changing in middle school. One reason why. Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for the two kinds of empathy, and how they work together.” Read the text aloud: Your brain is still developing in middle school, especially the parts that help you understand other people's feelings. Every time you listen to someone, imagine how they feel, and think about what they need, you exercise those same growing systems. Empathy has two parts. Affective empathy is feeling what someone else feels. Cognitive empathy is understanding their perspective even if you have not had the same experience. Good mentors use both.
TALK
Talk 7 min · Think, pair, share What is the difference between affective and cognitive empathy? Give an example of using both kinds of empathy with a friend. Why might practicing empathy as a mentor also help your own brain grow?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Describe a time you used affective empathy and a time you used cognitive empathy. Use the text's definitions.
LOOK-FORS: you have it when... Defines both kinds of empathy correctly. Gives a real or imagined example of each. Connects empathy to mentoring.
Mentorship 6
WEEK 4 • Where You Stand OBJECTIVE
STANDARDS
PREP AND WORD
Students will reflect honestly on their own mentor strengths and name one area to grow.
CASEL: self-awareness. FL: ELA.K12.EE.1.1, ELA.6.V.1.3, ELA.K12.EE.4.1, ELA.6.C.1.5.
Task: rate yourself honestly on each mentor strength, and notice which one is a growing edge.
Research note for you. Good mentors know their own strengths and challenges before they try to help someone else; self-awareness is the CASEL skill this practice builds directly.
OPEN
Open 3 min · Do Now Say: “One strength you think you already have as a mentor. One word. Go.”
READ
Read 5 min · Read aloud Say: “Listen for the four mentor strengths. Rate yourself honestly as we go.” Read the text aloud: Before you mentor others, take time to think about yourself. Good mentors know their own strengths and challenges. Read each statement and reflect on where you stand: I can tell when someone is feeling sad, angry, or scared, even without them saying it. I can keep other people's secrets and information private. I stay calm when someone is upset or frustrated. I try to see situations from other people's point of view.
TALK
Talk 7 min · Think, pair, share Which statement is your strongest? Which is your growing edge? Why does keeping a secret matter for trust? What is one thing you could do this month to grow in your weakest area?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Name your strongest mentor quality and one you want to grow. Explain why.
LOOK-FORS: you have it when... Names a real strength using the text's language. Names a growth area honestly. Gives a reason or a next step.
Florida
Lesson Plan
7
WEEK 5 • Meet Jordan OBJECTIVE
STANDARDS
PREP AND WORD
Students will analyze what Jordan does as a peer mentor for Casey, and explain why small, consistent actions build a strong mentoring relationship.
CASEL: relationship skills. FL: ELA.6.R.1.1, ELA.K12.EE.1.1, ELA.K12.EE.4.1, ELA.6.C.1.2.
Word: consistency means doing the same caring thing again and again, so the other person can count on you.
Research note for you. One consistent, caring peer relationship builds trust and belonging faster than any single big gesture (Rhodes, 2005).
OPEN
Open 3 min · Do Now Say: “Think of the smallest thing someone ever did that made you feel cared for. One line. Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for what Jordan actually does for Casey, day to day.” Read the text aloud: Jordan is an eighth grader who volunteered to be a peer mentor for a sixth grader named Casey, who had just moved to the district and was nervous about starting at a new school. At first, Jordan was not sure what to do. He thought he had to solve all of Casey's problems, but then he realized Casey just needed someone to talk to and someone who believed she would be okay. They walk to class together some days, and Jordan shows her how to find her classes. When Casey was worried about trying out for soccer, Jordan told her about a time he was nervous trying something new, and how it ended up being great.
TALK
Talk 7 min · Think, pair, share What does Jordan actually do for Casey? Name two specific things. Why did Jordan think he had to solve all of Casey's problems at first, and what changed? How does Jordan's own story about being nervous help Casey?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Write two specific things Jordan does as a mentor, and explain why they work. Use the text.
LOOK-FORS: you have it when... Names at least two specific mentor actions from the text. Explains that mentoring is about presence, not solving everything. Cites the text.
Mentorship 8
WEEK 6 • Voices on Mentoring OBJECTIVE
STANDARDS
PREP AND WORD
Students will compare a teacher's and a mentee's point of view on mentoring, and explain what each one notices.
CASEL: social awareness. FL: ELA.K12.EE.1.1, ELA.6.R.2.3, ELA.K12.EE.4.1, ELA.6.C.1.4.
Word: point of view means the position someone speaks from, and what they notice because of it.
Research note for you. Hearing both the mentor's and the mentee's point of view helps students see that mentoring changes both people in the relationship, not just one (DuBois and colleagues, 2011).
OPEN
Open 3 min · Do Now Say: “Who notices more about a friendship: the person helping, or the person being helped? One word. Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for what the teacher notices, and what the mentee notices.” Read the text aloud: A seventh grade English teacher says that when students mentor each other, they develop empathy and responsibility, and that peer mentors often learn just as much from mentoring as their mentees do. A sixth grade mentee says having a mentor made her feel like she belonged, because her mentor listened without judging and made the hard parts of starting a new school feel manageable.
TALK
Talk 7 min · Think, pair, share What does the teacher notice about mentors? What does the mentee say made the biggest difference for her? Why might the mentor and the mentee learn different things from the same relationship?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Write one thing the teacher noticed and one thing the mentee noticed. Explain how they are different.
LOOK-FORS: you have it when... Accurately reports the teacher's point of view. Accurately reports the mentee's point of view. Explains the difference between the two views.
Florida
Lesson Plan
9
WEEK 7 • Building Trust OBJECTIVE
STANDARDS
PREP AND WORD
Students will explain the four trust-building moves and apply one of them to a scenario.
CASEL: relationship skills. FL: ELA.6.R.2.2, ELA.6.C.1.4, ELA.K12. EE.4.1, ELA.K12.EE.1.1.
Word: an open question invites someone to share more; a closed or judging question can feel like an interrogation.
Research note for you. Naming a specific, observable strength, rather than a general compliment, is one of the most effective things a mentor can do to build someone's confidence.
OPEN
Open 3 min · Do Now Say: “Which is harder for you: listening without jumping in, or asking a good question? One word. Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for the four ways to build trust.” Read the text aloud: Listening is a mentor's most powerful tool. When your mentee shares something, resist the urge to solve it or share your own story right away, and ask questions instead. There is a difference between questions that open up a conversation and ones that feel like an interrogation; open questions help someone feel heard, not judged. Everyone has strengths, and part of a mentor's job is helping their mentee see their own, by naming a specific moment of courage or effort. Finally, show up when you say you will. Consistency tells your mentee that they matter and that you are reliable.
TALK
Talk 7 min · Think, pair, share Which of the four ways do you already do well? Give an example of an open question versus a judging question. Why does consistency build trust faster than one big gesture?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Pick one of the four ways to build trust. Explain what it means and give an example of using it.
LOOK-FORS: you have it when... Names one of the four trust-building moves accurately. Explains it in their own words. Gives a real or imagined example.
Mentorship 10
WEEK 8 • The Mentorship Challenge OBJECTIVE
STANDARDS
PREP AND WORD
Students will choose one mentoring activity to practice this week and write a goal defending their choice.
CASEL: goal setting. FL: ELA.6.C.1.3, ELA.6.C.1.4, ELA.K12.EE.4.1.
Task: pick one mentoring activity and set a specific plan to try it this week.
Research note for you. Goals written as a specific plan, I will do X when Y happens, are far more likely to be carried out (implementation intentions, Gollwitzer and Sheeran, 2006). Mentorship is a habit you build by doing, not a word you memorize.
OPEN
Open 3 min · Do Now Say: “Pick one: spot someone's strength, share your story, or show up again. Which one this week? Go.” Take two or three out loud.
READ
Read 5 min · Read aloud Say: “Listen for your challenge. Notice the day you start.” Read the text aloud: Mentorship is a habit you build by showing up, not a word you memorize. Pick one challenge and run it for a week. Spot a strength: each day, notice one specific strength in someone and tell them why it matters. Share your story: tell your mentee about a time you felt nervous or struggled, and what you learned. Show up again: pick one person and be consistent with them all week, at the same time, with the same care. I will not just think about mentorship. I will practice it, and leave someone a little more supported than I found them.
TALK
Talk 7 min · Think, pair, share Which challenge fits you, and why? What might get in the way, and how will you push through? How will you know it worked?
WRITE
Write and Close 5 min · Exit ticket Exit ticket: Write your mentorship goal as a plan: I will ... so that ... Defend why you picked it, using the text.
LOOK-FORS: you have it when... States a specific, doable goal. Names an obstacle and a plan. Gives a reason tied to the unit.
Florida
Lesson Plan
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