Title:

Estimated Time:
Grade Level(s):
Objectives
Students will learn virtue of persistence and how to achieve it using selftalk.
Which of the 11 Principles are addressed ?
2
3
6
7
Core Values
2
Materials (include links & resources when applicable)
Copy of Rosie Revere Engineer by Andrea Beaty
Class set of sentence strips with I CANT written on them
Reflection: In the future when I am challenged I will use persistence
by_____
Chart Paper
Markers
Scissors

Procedure
This is an excellent lesson for the beginning of the year when students are
resisting the increased challenges of a new grade level and are not showing the
persistence that is needed.
1634 I Street NW, Suite 550 Washington, D.C. 20006 (202) 296-7743
2016 Character.org

 Engagement Gather students onto carpet or other small group meeting

area. Begin with a brief discussion. Ask kids if they get stressed out. Tell
one of the things that teachers notice that seems to really stress kids out is
when they are asked to do things that they feel that they cannot do. Allow
time for turn and talk and then take a few minutes for class discussion.
Ask kids what is the hardest part about feeling like they cant do things.
What happens when they feel this way? The most likely answer will be that
they quit. Why do they do that? What do other people do when they quit?
How does that make them feel? ( (5 minutes)
Explore Provide 1 T-chart for each group of 4-5 students. The heading
on the chart paper should be I CANT and WHAT HAPPENS. Ask
students to go to tables and work on charts to fill in the things they cant do
and what happens when they cant do them. Remind them to consider how
they might feel and react and how other people might feel and react. (5-10
minutes)
Explain - Gather students back together to read Rosie Revere Engineer.
As you read, ask questions to help students uncover the connection
between Rosie and how the students must feel when they cant do things.
For example, ask how Rosie felt when everyone laughed at her creations.
Did she feel embarrassed and sad, and maybe angry? Did they feel these
things when they couldnt do things? Allow time for a brief turn and talk as
students realize they have a connection to Rosie.
Continue reading to the page that says WE CAN DO IT. At this point
explain that Rosie has just learned PERSISTENCE. Stop reading briefly
and create an anchor chart. You can use the definition sticking with
something even when it is challenging or choose another.
Add self-talk strategies so kids know how to be persistent. These include
saying:
*Im getting frustrated, but if I try again, maybe I will get it.
*I dont want to quit or be a quitter.
*If I keep at it I will get it.
Have students add to this list.
Return to book and finish the last page or two. Go over the lesson in the
1634 I Street NW, Suite 550 Washington, D.C. 20006 (202) 296-7743
2016 Character.org

story, which is that you only truly experience failure when you quit. Ask
students if making a mistake is failure. Is Rosie still going to have to keep
working on her cheese copter? So, did she fail? Did she quit? Show the
page of the book where it says WE CAN DO IT. She didnt say I cant. She
didnt quit. So, she didnt FAIL. How will Rosie feel now? (15 minutes)

Now, ask students to think like Rosie and revisit their T-charts. Give them
time to turn and talk. As a class choose one topic from the poster and
discuss how Rosie would have handled it and how this would have resulted
in a better outcome. Give the groups back their posters and a different
colored marker. Ask students to use persistence like Rosie and revise these
situations. Return to whole group.

Choose one poster and share how students revised 1 or 2 things they
thought they couldnt do but now see that with persistence, they can. (10
minutes)
Have students return to seats to complete assessments. (10 minutes)
Evaluation
Reflection: In the future when I am challenged I will use persistence
by_____
Closure: Distribute sentence strips that say I CANT and fancy craft or
regular scissors. Have students cut off at the apostrophe and very briefly
discuss the importance of this for the class. Tape these into lockers when
there is time. Kids really remember this part of lesson and refer back to it
often! (10 minutes)

School Name: Norwood STEM Program

Lesson Plan Created By: Darrielle Sarnovsky

1634 I Street NW, Suite 550 Washington, D.C. 20006 (202) 296-7743
2016 Character.org