There is a long tradition in the research about how to design classroom assignments to foster cognitive learning. However, especially since the COVID19 crisis, an affective turnaround that focuses on strengthening personality and personal development has increasingly broken new ground in teaching and learning. The resulting question is whether affective learning can also be supported through classroom assignments. In this paper, we present an instructional design framework for stimulating research and practice on assignment-based affective learning. We selected the resilience of students as a focus on affective personality development and generated a systematic set of classroom assignments for supporting resilience. Based on a comprehensive review of the literature, we started by building a theoretical model of goal areas for supporting resilience concerning control, problem solving, and personal growth. We then proposed different types of classroom assignments that might facilitate the acquiring of resilience within classroom settings. Finally, open questions are discussed that need to be addressed in future research and practical implementations.