Goal Setting - 3

Continued Growth

Lesson Plan

Goal: When creating a goal to learn a skill or complete a task, the student will identify any missing components of the SMART format, in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify specific skills or tasks that he/she is not able to do yet.
2. Choose a tool or method to measure the goal he/she has created.
3. Determine the amount of time it will take the student to learn the skill or task.

Definitions of Key Terms: Goal setting is the process of deciding what you want to accomplish or learn and developing a plan to achieve that 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 the definitions for SMART goals.

Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Academic Goal

Review with students why goal setting is important. Discuss the premise that creating a goal will allow you to be more likely to achieve it. Remind students that it is important to have each component when writing SMART goals. The components are as follows:

Materials Needed:
  • Chart paper or interactive board
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

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 toward it?

A - Attainable: Is it in your power to accomplish it?

R - Relevant: Is this goal meaningful to me?

T - Time: How long will it take me to achieve this goal?

Use an example task or skill to create a SMART goal together as a group. Encourage students to give ideas for each component. Record the ideas and the final goal on the board or chart paper. Allow students time to complete Student Activity Sheet A. Review with each student after they are finished. It may be better to review with each student individually, rather than as a whole group.

Student Activity Sheet A

Directions: Select one academic goal you would like to work towards. Complete the SMART 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?

Relevant: Is this goal meaningful to me? Why or why not?

Time: How long will it take me to achieve this goal? What is the deadline?

Activity 2: Behavioral Goal

Review the key points and the example goal created in Activity 1 with the students. Discuss with students that goal setting does not always have to apply or be used in school or academic ways. Discuss goal setting for other disciplines, such as sports, relationships, friendships, behavior and more.

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

Allow students time to complete Student Activity Sheet B. Discuss their answers when all students have finished.

Student Activity Sheet B

Read each goal and identify which SMART goal component is missing from each.

Specific, Measurable, Attainable, Relevant, Time

1. Without studying before, Chris will score 100 on the math test within one week.

2. Anna will complete soccer drills three days per week.

3. PJ will complete the chores assigned to him each week at home while complaining about how unfair it is.

4. Beth will get better at baking a cake.

Activity 3: Personal Goal

Review the key points from Activities 1 and 2 with the students. Review the sample SMART goal created as a group in Activity 1 and ask students to think of a goal they would like to create for themselves.

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

Allow students time to complete Student Activity Sheet C. Review with each student after they are finished. It may be better to review with each student individually, rather than as a whole group.

Student Activity Sheet C

Directions: Select one personal goal you would like to work towards. Complete the SMART 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?

Relevant: Is this goal meaningful to me? Why or why not?

Time: How long will it take me to achieve this goal? What is the deadline?

Application Activity

Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:

Materials Needed:

The dialogue between the characters must include:

  • The identified skill the character would like to learn.
  • An explanation of why it is important to learn the skill.

Script Extensions: Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.


Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):


Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.


Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.


Animation Creation: Have students record their scripts using the SiLAS software. Remind students 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, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.

Topic Checkout

Review the key points from previous activities with the students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • Pencil for each student

Student Topic Checkout

Directions: Define a SMART goal. Use each letter to describe that component.