Step B:

Assessment 

for Learning

ORAL DISCUSSION AND DOCUMENTATION OF THINKING 

Teacher Talk: Now that we have defined “Perseverance,” let’s delve into this 

word/concept a bit more. In pairs, take a few moments to record your ideas 

on the Perseverance Looks Like/Sounds Like T-Chart. Be prepared to share 

a few ideas from your chart to record as a class. (Possible responses are 

“commitment,” “hard work,” “patience and endurance,” “staying with a task 

and not giving up,” “being able to bear difficulties calmly without complaint,” 

“remaining focused on a goal,” “demonstrating self-discipline,” “pursuing 

worthy objectives with determination and patience while exhibiting fortitude 

when confronted with failure,” etc.)

Anchor Chart: On chart paper or whiteboard, record student thinking as 

they share, under two columns titled “Looks Like…” and “Sounds Like…”

Facilitation Note: To help draw out ideas, you may want to have students 

think about broad categories such as athletics, studying, musicians, artists, 

scientists, baking, etc.

Step C:
Assessment 
of Learning

CATEGORIZING THINKING TO BUILD NEW KNOWLEDGE

Teacher Talk: We have come up with what Perseverance might look like and 

sound like. Now let’s look at one time when you displayed Perseverance, 

in order to answer the question: How does Perseverance affect you? We’ll 

start to consider what is the benefit to self, your family and the community or 

society (if any). 

Facilitation Note: Some students may need to hear about some specific 

situations in which Perseverance was displayed (they may not realize that 

they do demonstrate Perseverance). You may want to brainstorm with the 

class.

Teacher Talk: Let’s brainstorm some examples: studying for a test (maybe 

giving up your TV or computer time); spending hours practising your music; 

saving up money and making sacrifices to buy something; practising drills 

daily; missing a week of school and trying to catch up; crossing the finish line 

at the end of a difficult race; trying out for something you weren’t successful 

at the first time; fundraising money for a worthy cause; etc.

Let’s look at the boxes you’ll be filling in on the Mind Map. In the centre 

will be the example from your life. The boxes around are “My motivation to 

keep going”; “Events or people that supported me”; “Events or people that 

interfered or hindered me”; “How I resisted those who interfered with my goal”; 

“The outcome of my perseverance”; “How I felt about my accomplishment”; 

and “The importance of perseverance.”

You will work on an example independently and then you’ll get together with 

two or three others to share your Mind Map.

Black Canadian Curriculum – Intermediate – ETFO – 2014