P.S.

175 City Island School

Guidance Curriculum
MARCH - PERSEVERANCE

Title of Lesson
Icy Perseverance

Grades
3rd Grade
4th Grade
5th Grade

Materials
White board
Dry-erase markers
An ice cube with a penny frozen inside
Paper plates
Paper towels
Chocolate

Purpose (Why of the lesson, where and how does it tie into the course/curriculum?)
To incorporate good character and perseverance into the school community

Learning Outcome(s) (What will students be able to do/know by the end of the lesson?)
Students will be able to understand the relationship between not giving up and
achieving goals
Students will be able to see how reaching a goal may take a while but that doesn't
mean it won't be worth it once they reach that goal
Students will be able to make connections of not giving up in their own lives

Bridge-In (Focus student attention)

The counselor will introduce this months topic as perseverance, and explain what it
means, and make a web on the board
The counselor will ask students for examples of perseverance

Procedure (Main content: ideas, information, concepts, principles, procedures and examples)
1. The counselor will explain that in front of each of the students, there is a cube of ice
 2. Ask, What do you see inside?
3. Tell students that they are to get the penny out of the ice cube without putting it in their
mouth or hitting it against another object, and that the first one who is able to get the
penny out is the winner and will receive a piece of chocolate
4. Give the students a minute or two, and then tell them that we will be continuing with
our lesson but they are still allowed to try and get the penny out
5. Ask, What is the benefit of working hard?
6. Ask, How does it usually feel when you finally achieve your goal?
7. Ask, Do you ever reflect back on persevering experiences when you're trying or a
new goal? Does it help you to keep going?
8. Once there is a winner, give them a Hersheys Kiss
9. Have a discussion in which students turn and talk with a partner:
How does melting the ice cube compare to reaching your own goals? (Turn
and Talk)
Did you ever feel like quitting? Why do some people quit before reaching their
goals? (Turn and Talk)
Could you have gotten the penny quicker had you broken the rules? Would you
have felt as good about winning if you didn't follow the rules?
How do hard work and perseverance help you to achieve your goals?

Guided Practice (Application of knowledge: classroom activities for students, problem to

solve, etc.)
Students will answer questions about perseverance with the ice cube and compare it
to their own lives

Reflection (Recap key concepts, helps students consolidate knowledge)

What are some words that describe how you might feel when you persevere?

Check for Understanding (What questions will you ask and when to determine students
understand?)
Ask students, How can a positive attitude help us reach our goals?

Assessment (Product, Reflect on Learning Outcomes)

Answer questions about what it means to persevere/Turn & Talk
 P.S. 175 City Island School
Guidance Curriculum
MARCH - PERSEVERANCE

Title of Lesson
Keep Trying

Grades
3rd Grade
4th Grade
5th Grade

Materials
White board
Dry-erase markers
Chart Paper (cut into halves for each group)
Markers
Chocolate

Purpose (Why of the lesson, where and how does it tie into the course/curriculum?)
To incorporate good character and perseverance into the school community

Learning Outcome(s) (What will students be able to do/know by the end of the lesson?)
Students will be able to understand the relationship between not giving up and
achieving goals or dreams
Students will be able to see how reaching a goal may take a while but that doesn't
mean it won't be worth it once they reach that goal
Students will be able to make connections of not giving up in their own lives

Bridge-In (Focus student attention)

The counselor will recap perseverance
Ask the students if they know who invented the light bulb (Thomas Edison)
The counselor will pass out one envelope per table - the envelope will contain words
from the following Thomas Edison quote: I never failed once when I invented the light
bulb. It just happened to be a 2,000-step process
The sentence will be cut up into words, and the groups will have to put the words into
the correct order (The counselor will tell the students that this is a quote about
perseverance)
First group to unscramble wins a piece of chocolate
Procedure (Main content: ideas, information, concepts, principles, procedures and examples)
1. The counselor will ask the students to consider how different life might be today if Mr.
Edison had chosen to quit after his first few attempts to invent the light bulb
2. Have the students think about what makes a good quote (it is relatable to people's
lives and experiences) and write those aspects on the board
3. Break the students up into groups and give each group a piece of chart paper and
markers
4. Tell the students that they are going to work together to make their own quotes about
perseverance and to decorate their quote
5. Give each group a small piece of paper to brainstorm together about what the quote is
6. Have each group share at the end, and tell them that their quotes will be hung up
around the school (? or in the classroom)

Guided Practice (Application of knowledge: classroom activities for students, problem to

solve, etc.)
Students will use what they've learned about perseverance and quotes to create their
own quote for the school/classroom

Reflection (Recap key concepts, helps students consolidate knowledge)

Have students share out their quotes and what they worked on with their group
Ask, How will people feel when they walk past your quote?

Check for Understanding (What questions will you ask and when to determine students
understand?)
Ask students, How will this quote help students who are struggling to keep going?
How would this quote motivate someone who is frustrated? *Relate to Edisons quote

Assessment (Product, Reflect on Learning Outcomes)

Students will work together in groups to produce quotes about perseverance
 P.S. 175 City Island School
Guidance Curriculum
MARCH - PERSEVERANCE

Title of Lesson
Never Ever Give Up

Grades
4th Grade
5th Grade

Materials
White board
Dry-erase markers
Laptop with TED Talk video
SmartBoard/Prometheum
Projector

Purpose (Why of the lesson, where and how does it tie into the course/curriculum?)
To incorporate good character and perseverance into the school community

Learning Outcome(s) (What will students be able to do/know by the end of the lesson?)
Students will be able to understand the relationship between not giving up and
achieving goals or
Students will be able to see how reaching a goal may take a while but that doesn't
mean it won't be worth it once they reach that goal
Students will be able to make connections of not giving up in their own lives

Bridge-In (Focus student attention)

The counselor will recap what we have talked about with perseverance

Procedure (Main content: ideas, information, concepts, principles, procedures and examples)
1. The counselor will talk about how the greatest accomplishments or feats in the world
didn't happen in one day
2. Explain that we will be watching a TED Talk (refer to previous TED Talk watched
during Gratitude lessons)
3. Play the video
 4. Skip through for 4th Grade, pause to talk for 5th Grade
5. After the video, have the students discuss with their tables the following questions:
How did Diana feel throughout her swim? Have you ever experienced any of
those feelings? (Turn & Talk)
How did Diana make that swim a success? (Prompt them to say she didnt give
up)
Diana had a team with her during this swim - do you think it was fair that she
got all the glory? Do you think the team was okay with being the behind the
scenes? (Prompt students to go here - if you contribute to someones success,
thats a reward for you)

Guided Practice (Application of knowledge: classroom activities for students, problem to

solve, etc.)
Students will answer questions about perseverance in relation to Dianas story

Reflection (Recap key concepts, helps students consolidate knowledge)

Ask, In your opinion and in terms of perseverance, what was the most impactful part
of Dianas story to you? Why?

Check for Understanding (What questions will you ask and when to determine students
understand?)
Ask students, Is it truly possible to accomplish a huge feat without even a little help?
(Prompt students to say that we all need a little bit of help and that's okay)

Assessment (Product, Reflect on Learning Outcomes)

Answer questions about what it means to persevere and how Diana persevered in her
journey
 P.S. 175 City Island School
Guidance Curriculum
MARCH - PERSEVERANCE

Title of Lesson
Shreds of Doubt

Grades
3rd Grade
4th Grade
5th Grade

Materials
Paper
Pencils
Clear Ziplock bags
White board
Dry-erase markers

Purpose (Why of the lesson, where and how does it tie into the course/curriculum?)
To incorporate good character and perseverance into the school community

Learning Outcome(s) (What will students be able to do/know by the end of the lesson?)
Students will be able to identify what it is that holds them back from achieving their
own goals

Bridge-In (Focus student attention)

The counselor will recap what we have talked about with perseverance

Procedure (Main content: ideas, information, concepts, principles, procedures and examples)
1. The counselor will explain to the students that we will be wrapping up our unit in
perseverance today, and that we will be finished with something else along with it
2. Ask, Raise your hand if you've ever had a tough time completing a task or an
accomplishment because you said to yourself, I can't do it, it's too hard.
3. Explain that this kind of negative self-talk can hinder us from achieving wonderful
things
 4. Tell the students that we are going to be getting rid of all of these negative words
5. Pass out paper to the students and have them think about something that stops them
from achieving their goals (negativity, fear of failure, embarrassment, its too hard,
etc.)
6. Stress to them that no one will be adding these papers except for them, unless they
choose to share (jot down on board)
7. Give the students time to write out their responses to what stops them from achieving
goals
8. Ask students if they feel like sharing - make a chart of these responses
9. Mention that you dont have to be the best at everything - have realistic goals
10. If you say Gymnastics, track, etc. is not for me (even though I tried) - that does NOT
mean you failed - you just gained a new skill. - Look at things from a positive light
11. Ask, How does this relate it to what we have learned about perseverance? (Turn &
Talk)
12. Explain to the class that the things they wrote on their papers can often hinder us
when we have a goal set in mind, and that these words have no place in our lessons
13. We are going to rid ourselves of the negativity - throw the negative thoughts in the bag

Guided Practice (Application of knowledge: classroom activities for students, problem to

solve, etc.)
Students will relate what stops them from reaching a goal (negativity, fear of failure,
etc.) to what we have learned about perseverance

Reflection (Recap key concepts, helps students consolidate knowledge)

Ask, Physically getting rid of the bag is easy. Is it that easy to get rid of negative
thoughts?

Check for Understanding (What questions will you ask and when to determine students
understand?)
Turn & Talk about relating to perseverance

Assessment (Product, Reflect on Learning Outcomes)

Responding and discussion of what stops them from reaching goals