Planning and Setting Goals |
|
Students will develop and incorporate skill in planning
and setting goals. |
Primary Learning Outcomes
How can I set goals for myself? How can I use those goals to
help me plan my future?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 5
Guidance
A. Self Knowledge
1
Topic: Knowledge
of the importance of self-concept.
Standard: Describe positive characteristics about self as seen by self and
others. Identify how behaviors affect school and family situations. Describe how
behavior influences the feelings and actions of others. Demonstrate a positive
attitude about self. Identify personal interests, abilities, strengths, and
weaknesses. Describe ways to meet personal needs through work.
3
Topic: Awareness
of the importance of growth and change.
Standard:
Identify personal feelings. Identify ways to express
feelings. Identify causes of stress. Identify and select appropriate behavior to
deal with specific emotional situations. Demonstrate healthy ways of dealing
with conflicts, stress, and emotions in self and others. Demonstrate knowledge
of good health habits.
Procedures/Activities
Step:
1 Duration: 5 min.
Ask the students to take out a scrap of paper. Tell them about
some of your personal goals, those you have attained and those you have not
(answering letters promptly, getting lesson plans done in advance, etc.). Rate
yourself 1 if you never attain your goals, 2 if you sometimes attain your goals,
and 3 if you always attain your goals.
Step:
2 Duration: 15 min.
Tell students to jot down a few of their goals and rate
themselves: 1, 2, or 3. Then ask: Why do we set goals? (We want to do or change
something.) Do you always reach your goals? Why do things always seem to turn
out right for some people and not for others? How can we make things turn out
for ourselves?
Step: 3 Duration: 10
min.
4. On the chalkboard, draw a continuum with five marks. At one
mark, write Never Plan; at the next mark, write Let Others Plan; at the next
mark, write Sometimes Plan; at the next mark, write Plan with Others; and at the
last mark, write Plan Everything Myself. Read the line from left to right. Ask
students to raise their hands to show where they place themselves on the
continuum.
Step: 4 Duration: 20
min.
Ask students to stand if they would like to have more control
over their own lives. Tell them that we’re going to look at a method to plan.
Ask students to think of a goal they would like to attain in the next month.
Distribute copies of the handout. Ask them to write that goal on the top lines.
Ask students to answer all the questions on the Before side of the handout.
Collect these papers.
Attachments for Step 4
Title: FileName: Plans.doc
Description: Print and copy for each
student.
Step: 5 Duration: 30
min.
After a month, take out the pages, distribute them to the
class, and have students evaluate themselves by answering the After questions on
the handout. Put the finished page in student folders.
Step: 6 Duration: 15 min.
Students are able to: 1) define the meaning of goal; 2)
describe some goals they now have; and 3) describe some goals they have already
achieved. Have students take turns making “I learned. . .” statements about
planning.
Materials and Equipment
“Plans” handout, Pencils, paper, Chalkboard, chalk
Standards (Local and/or National)
Total Duration
Two class periods and a third about four weeks
later
Technology Connection
Assessment
Students' participation in the activity will be
evaluated.
Extension
Have students write a description on how they could become a
better planner and goal-setter.
Remediation
Have students list some goals or plans that they have made in
the past that have already been accomplished.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
