Learning Plan

Topic : Unit 1 - Maximising My Potential – Putting into Action (Activator)

Habit of Mind : Persisting
Class : Sec 4 Express and 4 Normal Academic
Term/Wk : Term 1, Wk 7 (13th Feb 2007)
Duration : 1 hr

Listening with Understanding Thinking with Clarity and

Persisting P Managing Impulsivity
and Empathy Precision
Questioning and Posing
Thinking Flexibly Thinking about Thinking S Striving for Accuracy
Problems
Applying Past Knowledge to Gathering Data Through all Creating, Imagining, Responding with
New Situations Senses Innovating Wonderment and Awe
Remaining Open to
Taking Responsible Risks Finding Humour Thinking Interdependently
Continuous Learning
(P – Primary Focus S – Secondary Foci)
Resources :

1. CME Teacher’s Guide and Workbook 4A Strategies, Tools Used

2. Annex A7-1, Annex A7-2 180 Degree
3. Worksheets 1 and 2 2Q
4. T-chart BAR
5. Video CD - `Miracle’ Mind Map
Thinker Keys
Disadvantages / Improvements √
Ideas Matrix
KWL / KNL
Metaphor
SCAMPER
Cueing in: So, What's the problem
(How am I going to let the students know the lesson is focussing on these SWOT
T-Charts
habits?)
Venn Diagrams
1. Explanation of the uniqueness of each individual
Y-Charts
2. Discussion of a Development Plan. Think Pair Share
3. Viewing of video CD 1:4:P:C:R
Academic Controversy
Continuum
Expert Jigsaw
Group Crossover
Objectives: Hot Potato
At the end of the lesson, students should be able to : Human Bingo
• Relate to the 2 SEL competencies of Self Awareness and Self Listening Box
Management. Paired interview
• Define “Perserverance”. Pairs
Quiz Show
• Understand why there is a need to persist. Simple Jigsaw
• Identify and demonstrate some ways of developing various aspects of Silent Card Shuffle
themselves Triads
POE
• Identify the HOMs : Persisting and Thinking about Thinking. FIP
OPV
Six Hats
Wuzzlements
CAF
PMI
AGO
APC
C&S
HOTS
Hot-Seating
Interview

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Rich Tasks:

PROCEDURES RESOURCES DURATION

Topic: Developing Various aspects of a person

My Development Plan (Self-Awareness) 30 min

1. One day before the activity, instruct pupils to each 1 Plastic bag for
bring an orange (with sticker labels removed) for each group
the next lesson. Have ready sufficient plastic bags
for the groups. (10 plastic bags per class)

2. Instruct pupils to examine closely the orange they

have brought. Remind them not to make any marks
on their orange.

3. Get them into groups and provide each group with

a plastic bag. Have pupils place their oranges into
the bag to mix them up.

4. Have each group empty the bag of oranges on a

table. Get them to look for the orange they have
brought.

5. Invite some pupils to share how they identified their

oranges.

6. Explain that, just as each orange is unique, each

individual is also special, and develops and grows Example 1
in his own unique way.

7. Show pupils an example of a Development Plan. Worksheet 1

Get them to reflect on what they can do to develop
each aspect of themselves within the year. Remind
them to think only of improvements within their
control.

8. Have them come up with their individual

Development containing at least one action to
develop themselves in each aspect.

9. Encourage them to display their Development Plan

in an appropriate place at home and to carry out
their plan.

10. Teach the features and attributes of the skill of

Persistence in order to carry out their development
plan.

11. Ask students when they should not persist.

12. Inform them that they may amend and improve

their plans as time progresses.

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Conclusion:

1. End the lesson with a relevant quote on 5 min

`Persisting’.

"Don't be discouraged. It's often the last key in the bunch

that opens the lock." Anonymous

In Conclusion :

2. Show a snippet of a movie in class whereby people Worksheet 2 20 min

persist to make their dreams come true. Encourage
them to share their thoughts and feelings on what
they can learn from the movie by filling in
Worksheet 2.

Teacher’s Reflection:

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Teacher’s Notes on Persistence

Definition:
Persistence is the willingness and ability to persevere through a different process or task.

Efficacious people stick to a task until it is completed.

They don't give up easily.
They are able to analyze a problem, and they develop a system, structure, or strategy to attack it.
They have a repertoire of alternative strategies for problem solving, and they employ a whole
range of these strategies.
They collect evidence to indicate their problem-solving strategy is working, and if one strategy
doesn't work, they know how to back up and try another.
They recognize when a theory or idea must be rejected and another employed.
They have systematic methods for analyzing a problem, which include knowing how to begin,
what steps must be performed, and what data must be generated or collected.
Because they are able to sustain a problem-solving process over time, they are comfortable with
ambiguous situations.

Students often give up when the answer to a problem is not immediately known. They sometimes
crumple their papers and throw them away -exclaiming, "I can't do this!" or "It's too hard!"
Sometimes they write down any answer to get the task over with as quickly as possible. Some of
these students have attention deficits. They have difficulty staying focused for any length of time;
they are easily distracted; or they lack the ability to analyze a problem and develop a system,
structure, or strategy of attack. They may give up because they have a limited repertoire of
problem-solving strategies, and thus they have few alternatives if their first strategy doesn't work.

Created by :

Stephen Tan
Suguna Ganesan
Lim Wee Keng
Lim Lin LIn

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2 Self-Awareness / Maximising My Potential CME

Character Building
How are
you feeling?

What have you

enjoyed?

What has been most

challenging?

What has been most frustrating?

What are the 3 things I have learnt?

What are 2 situations in my life that require

persistence?
Holy Innocents’ High School
What is 1 strategy I will use that will 6
facilitate persistence?