Goal Setting - 2

Foundational

Table of Contents

Teachers

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

Discussion Points

  • What is goal setting?
  • What are S.M.A.R.T. goals?

Discuss with students what goal setting means. Review the discussion point questions.

Possible activities to review the discussion point:

  • The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
  • Play tic-tac-toe by dividing the group into teams. Write discussion questions on a post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their teams marker (x or o) on the grid.

Activity 1: Stars and Wishes

Begin by having a discussion about what students feel they do well (stars). Record these responses. Discuss how these things make students feel. Reflect with students on how they learned these things. What steps did they take? Now develop a list of things students would like to get better at; a goal they have.

Materials Needed:
  • Chart Paper or chalkboard

Activity 2: S.M.A.R.T. goals

Explain to students that when writing goals it is important to develop SMART goals.

Develop a list of possible goals on the board and discuss the parts of SMART goals.

Materials Needed:
  • Chart Paper or chalkboard

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?

Activity 3: Goal Setting

Allow students to complete student activity sheet A. Review goals individually with students.

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

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet B.

After students have finished, discuss the listening comprehension questions together.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student
  • Student activity sheet C - 1 per student
  • Red and purple colored pencil or crayon

Example script demonstrating inappropriate goal setting:
Dr. Sally: PJ, can you tell me one goal you would like to work towards at school?
PJ: I want to learn how to do multiplication.
Dr. Sally: That’s great! Is this a S.M.A.R.T. goal?
PJ: It is. I will know I have reached my goal when I can pass my multiplication facts 0-10 test in 5 minutes. I really need to know how to do multiplication to help me in school. I hope I can do this before Christmas break.
Dr. Sally: I know if you work hard you will certainly be able to.

Example script demonstrating a fixed mindset:
Dr. Sally: PJ, can you tell me one goal you would like to work towards at school?
PJ: I want to do 1,000 multiplication facts in 1 minute.
Dr. Sally: Wow! That’s a lot of facts in a short amount of time.
PJ: I don’t care, that’s what I want.

After completing the listening comprehension portion of this activity provide students a copy of student activity sheet C. Point out to students the features of script text to indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete activity sheet C.

Display the script using the immersive reader, highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and syllables.
If time allows students may partner together and role play the script.

Script Writing and Animation

Review and discuss example scripts from lesson extension.

In small groups, have the students create scripts demonstrating setting appropriate and inappropriate goals. Use the script sheet to create students scripts.

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

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

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

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • The Little Engine That Could by Watty Piper
  • Giraffes Can’t Dance by Giles Andreae
  • Amazing Grace by Mary Hoffman
  • A Chair for My Mother by Vera B. Williams
  • Ruby’s Wish by Shirin Yim Bridges
  • The Empty Pot by Demi
  • The Bee Tree by Patricia Polacco
  • Salt in His Shoes by Deloris Jordan
  • Sixteen Years in Sixteen Seconds by Paula Yoo

Students

Go to only student curriculum

Student Activity Sheet A

Direction: Select a goal you would like to work towards. Complete the questions below

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 it?

Achievable 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

Direction: Select a goal you would like to work towards. Complete the questions below

Who are the characters in this script?

What S.M.A.R.T. goal does PJ have?

When does PJ hope to have his multiplication facts learned by?

How do you think Dr. Sally feels with PJ’s unrealistic goal?

Student Activity Sheet C

Directions: In the scripts below circle two nouns in purple that name a person and one noun that names a place. In red circle two verbs.

Remember: A noun names a person, place, thing, or idea. A verb names describe an action, state, or occurrence

Example script demonstrating appropriate goal setting:
Dr. Sally: PJ, can you tell me one goal you would like to work towards at school?
PJ: I want to learn how to do multiplication.
Dr. Sally: That’s great! Is this a S.M.A.R.T. goal?
PJ: It is. I will know I have reached my goal when I can pass my multiplication facts 0-10 test in 5 minutes. I really need to know how to do multiplication to help me in school. I hope I can do this before Christmas break.
Dr. Sally: I know if you work hard you will certainly be able to.

Example script demonstrating inappropriate goal setting:
Dr. Sally: PJ, can you tell me one goal you would like to work towards at school?
PJ: I want to do 1,000 multiplication facts in 1 minute.
Dr. Sally: Wow! That’s a lot of facts in a short amount of time.
PJ: I don’t care, that’s what I want.

Directions: How many syllables do you hear in the words below?

Student Lesson Review Sheet

Directions: Fill in the blanks with a word from the word bank.

measurable timely realistic specific achievable

S.M.A.R.T. goals should be and should clarify the who, what, when, and where of the goal.

A S.M.A.R.T. goal that is will help you know when the goal is reached or progress is being made towards it.

A S.M.A.R.T. goal should be and something you can accomplish.

A S.M.A.R.T. goal should be and reachable.

S.M.A.R.T. goals that are will help you know when the deadline is.