ORAL DISCUSSION AND DOCUMENTATION OF THINKING

Teacher Talk: With these great ideas in mind, let’s think of other people who 

have displayed Perseverance. Take a few minutes to list eight people who 

you feel have displayed Perseverance—they could be from your community 

or some other part of the world, in the present or the past. Once you have 

your eight names written down, cut the paper into eight strips, so that each 

strip has one name on it.

In groups, you will each share your list of people. If you’ve duplicated some 

of the same names, you may wish to brainstorm as a group to add a name 

or two. Your task is to sort these people into categories— categories you 

will develop with your group. You’ve been given a sheet of paper to make a 

table. The categories your group develops will be the headings on the table. 

As a group, place each of your name strips under the appropriate heading.

Facilitation Note: If students are struggling with this task, help guide 

them with commonalities and possible headings such as Sports, Arts, Life; 

Famous, Not famous; Alive, Dead; Canadian, Different nationalities; Men, 

Women; etc.

Anchor Chart: Call upon each group to share their headings and the reasons 

they chose to sort their names into those groupings. As each group shares 

their headings (and reasons for them?), record them on chart paper.

Step B:
Assessment 
for Learning

CONSOLIDATING THINKING TO BUILD NEW KNOWLEDGE 

Teacher Talk: Recall the discussion in the last lesson about how your own 

example of Perseverance had an impact not only on yourself, but also perhaps 

on others, like your family or the community. Some acts of Perseverance and 

some of the people you brainstormed may impact only their own lives. The 

fact that you named them, however, probably points to these people having 

a bigger impact, perhaps on their family or others, or maybe even on society 

in general. 

Facilitation Note: You may need to review Venn diagrams. Each circle 

represents a set of information; the overlapping area of the circles visually 

represents the commonalities among the groupings. 

Teacher Talk: In your groups you will now look at each person’s name in 

your table and decide where he or she had a direct impact: on themselves, 

others or society. Remove the name strips from the table and place them in 

one of the sections of the Venn Diagram. You should notice that there are 

intersecting areas, where a person’s perseverance impacted self and others; 

others and society; or self and society. There is one further intersection, 

which represents all three sections being impacted.

Black Canadian Curriculum – Intermediate – ETFO – 2014