Goal Setting - 3

Continued Growth

Table of Contents

Teachers

Definition: Goal setting is the process of deciding what you want to accomplish and then devising a plan to achieve the desired result.

Discussion Points

  • What is goal setting?
  • Why is it important to set goals for ourselves?
  • What are S.M.A.R.T. goals?
  • What are goals people may want to set for themselves?

Review Discussion Points: Discuss with students what it means to set goals. Introduce the components and their definitions for S.M.A.R.T goals.

Possible activities to review the discussion point:

Reciprocal Questioning: Divide students into pairs or small groups. Have the pairs/groups develop questions using to ask other pair/groups about the discussion points. Provide “anchor questions” (Why is character important? How can a person’s character strengths help them in life?). Once pairs/groups have questions written, bring the students together and lead discussion using their questions.

Activity 1: Academic Goal

Review with students why goal setting is important. Remind students that it is important to have each component when writing S.M.A.R.T. goals.

S - Specific The goal should clarify the who, what, when, and where of the goal.

M - Measurable How will you know when the goal is reached or progress is being made towards it.

A - Achievable Is it in your power to accomplish it?

R - Realistic Is this goal reachable? How do you know?

T - Timely When will the goal be met? What is the deadline?

Allow students time to complete student activity sheet A. Review with each student after they are finished.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

Activity 2: Behavioral Goal

Allow students time to complete student activity sheet B. Review with each student after they are finished.

Materials Needed:
  • Student Activity Sheet B - 1 per person
  • Pencil for each student

Activity 3: Personal Goal

Allow students time to complete student activity sheet C. Review with each student after they are finished.

Materials Needed:
  • Student activity sheet C - 1 per student
  • Pencil for each student

Script Writing and Animation

Script Prompt: Develop a script and create an animation that includes two characters in a setting identifying strengths. The dialogue between the characters must include:

  • Identified skill the character would like to learn, explanation of why it is important for he/she to learn the skill, characters work together to create a SMART goal for the desired skill, use of appropriate ways to end the conversation.
  • Materials Needed:
    • White board/chalk Board or Chart Paper
    • Markers
    • Script sheet for each group
    • Pencil for each student

    Script Writing Practice: Teacher led discussion of script creation. As a whole/small group, write both an appropriate and inappropriate versions of the script. In small groups or individually, have the students independently create scripts identifying character strengths. Use the script sheet to create students scripts.

    Independent Script Recording: Pair students to complete 2 scripts together using the same script prompt detailed above. Direct each student should take turns to have the opportunity to be both character one and character two.

    Animation Creation: Have students record their scripts using the SiLAS software. Remember to name and save their work. Premiere the movies with the group members at the end of each session.

    Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, parts of a story; character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.

    Lesson Review

    Allow students time to complete the student lesson review. Discuss answers when finished.

    Materials Needed:
    • Student Lesson Review Sheet - 1 per student
    • Pencil for each student

    Students

    Go to only student curriculum

    Student Activity Sheet A

    Directions: Select one academic goal you would like to work towards. Complete the S.M.A.R.T. Goal Setting questions.

    Specific: The goal should clarify the who, what, when, and where of the goal. What specific goal are you working towards?

    Measurable: How will you know when the goal is reached or progress is being made towards the goal.

    Attainable: Is it in your power to accomplish it?

    Realistic: Is this goal reachable? How do you know?

    Timely: When will the goal be met? What is the deadline?

    Student Activity Sheet B

    Directions: Select one social emotional goal you would like to work towards. Complete the S.M.A.R.T. Goal Setting questions.

    Specific: The goal should clarify the who, what, when, and where of the goal. What specific goal are you working towards?

    Measurable: How will you know when the goal is reached or progress is being made towards the goal.

    Attainable: Is it in your power to accomplish it?

    Realistic: Is this goal reachable? How do you know?

    Timely: When will the goal be met? What is the deadline?

    Student Activity Sheet C

    Directions: Select one personal goal you would like to work towards. Complete the S.M.A.R.T. Goal Setting questions.

    Specific: The goal should clarify the who, what, when, and where of the goal. What specific goal are you working towards?

    Measurable: How will you know when the goal is reached or progress is being made towards the goal.

    Attainable: Is it in your power to accomplish it?

    Realistic: Is this goal reachable? How do you know?

    Timely: When will the goal be met? What is the deadline?

    Student Lesson Review Sheet

    Directions: Define a S.M.A.R.T goal.