How Can We Persevere?

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Health Education

  • HE.4.R.1.4 Identify strategies to help persevere in difficult situations.
  • HE.4.R.4.1 Describe how perseverance may help overcome obstacles.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Can We Persevere?” See CPALMS resource ID#215686

• Career Connection

  
  

  Students will be developing career skills that they can use in any field, such as: communication skills, perseverance, public speaking, intrapersonal skills, interpersonal skills, and problem-solving skills.

• Learning Objectives

  
  

  Students will be able to:

  • Identify a variety of perseverance strategies.
  • Explain how perseverance strategies help you overcome obstacles in the classroom and the real world.
  • Use active listening and speaking skills to role play a character using perseverance strategies.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • classroom procedures for paired reading
  • having classroom discussions.
  • role playing using established classroom rules
  • with the word perseverance.

• Guiding Questions

  
  
  • How can we use perseverance strategies in the classroom?
  • How can we use perseverance strategies in the real-world?

• Procedure

  
  
  1. To introduce the lesson, start by having students come together as a class to make word-map to use their own words to define “perseverance.”
     • You can write the definitions students give on the board, a piece of chart paper, etc.
  2. Using the shared ideas the class makes on the word-map, lead a short discussion on what the class defined as perseverance.
  3. Introduce the Case Study: “Can We Persevere?”, by explaining that students will be reading the case study in pairs and thinking about the problems the characters are having.
  4. Allow student pairs time to read through the Case Study: “Can We Persevere?”
  5. As students begin to wrap up the reading, call the students back together to discuss the guiding questions. Ask the class to think about:
     • How is Mina struggling with this project? Ian? Mark and Lily?
     • What strategies can they each use to persevere through their struggles?
  6. As students share different perseverance strategies for each student in the case study, you can write those ideas on the board or on a piece of chart paper.
     • May be helpful for you to pre-label the board or chart paper with a section for Mina, Ian, and Mark/Lily.
  7. After there seems to be enough solutions generated for each character (should be at least a minimum 3), you can break the students back into pairs to role play one of the character’s using a perseverance strategy the class recommended.
     • As students are role-playing, listen in on the conversations to be sure students are taking turns in each role. Be sure students are trying the perseverance strategy and giving authentic responses.
  8. After students have had enough time to role play on each side of the characters, call students back together to share out loud how they felt the strategies helped and if they would change anything. If needed, guide discussion using the questions:
     • How helpful was the strategy you chose?
     • How did you handle disagreements during the role play?
     • Did you come to a resolution and what was it?
  9. To bring the lesson to a close, pass out copies of the We Can Persevere handout (see attachments) to each student. Students should use the handout to reflect on their learning and how this lesson and case study relates to their own life both inside and outside of the classroom.
     • Students can share their responses to the handout with the class and/or the they can be collected and assessed as a formative assessment.

• Teacher Notes

  
  
  • While this lesson is designed to be completed in one hour-long class period, if your students need more time or need it to be broken up over multiple class periods, please feel free to adjust for your own classroom needs.