Step C:
Assessment of
Learning
CONSOLIDATING THE LEARNING EXPERIENCE
Teacher Talk: Excellent job of working together and sharing your
examples! Considering the people you brainstormed, what is the evidence
of Perseverance in their life? Let’s look closer at one together as a class:
Terry Fox. Terry Fox would be placed in the middle section of the Venn
Diagram—correct? What are some pieces of evidence that Terry Fox showed
Perseverance, that he never gave up? [Record responses on chart paper.]
You will work individually for a moment and then regroup. Each of you is to
choose two names from your group’s Venn Diagram—these do not have
to be from your original list. Just as we did for Terry Fox, in your Response
Journal, you will list a few pieces of evidence of Perseverance that each of
the two people displayed and are known for.
Facilitation Note: This activity does not require further research into each of
the names. If a student is not familiar with any of the twenty-four names, one
option is to pair them with another student to work on this.
Teacher Talk: Great job working together to look at the contributions of
people in our community or in society as a whole. We’ve looked at the direct
impact an individual’s Perseverance has had on themselves, others and
society. As we did with Terry Fox, can you tell the class about another person
and the Perseverance evidence you’ve written down? [After the student has
shared, ask where his or her group placed this person on the Venn Diagram
(which of the seven sections). Place the name on the Venn Diagram on the
chart paper. Record at least five or six examples shared by the class.]
Let’s think about what you currently know and understand about the
qualities of Perseverance. Consider the following questions and write down
your responses in your Response Journal: Are there different levels of
Perseverance? Does Perseverance have to influence others in society?
Facilitation Note: As a class (or if there is time, you can have students
discuss their responses in their groups first) ask students their responses to
these questions. Remind students to be respectful of what the other group
members are saying, as there will be some disagreement. Students may
think that the names that are in the middle of the Venn Diagram (showing a
direct impact on all three sections) are “better” than those placed in only one
section or an intersection of only two sections.
Students are to write in their Response Journal their thoughts about these
two questions.
Black Line
Masters
BLM #1 Student Assessment Checklist
BLM #2 Anecdotal Observation/Conferencing Tracking Template
BLM #3 Perseverance Strips
BLM #4 Impact of Perseverance of Self, Others and Society Venn Diagram
Black Canadian Curriculum – Intermediate – ETFO – 2014