MIDDLE SCHOOL
CLASSROOM READY CURRICULUM
GOAL SETTING*
American School Counselor Association’s Domain:
Academic Development
Standard B: Students will complete school with the academic preparation essential to choose from a wide-range of substantial post-secondary options, including college.
Competency 2. Plan to Achieve Goals
Indicator a. Establish challenging academic goals in elementary, middle/junior high, and high school
Indicator f. Understand the relationship between classroom performance and success in school
Career Development
Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Competency 1. Develop Career Awareness
Indicator f. Learn how to set goals
ACTIVITY: Setting challenging goals.
TARGET GROUP: Middle School (end of 6th/beginning of 7th grade)
GOAL: Students will acquire skills to set goals that are specific, measurable, action-oriented, realistic, and timely.
SUMMARY:
MATERIALS:
· PowerPoint presentation on SMART Goals (You may use the PowerPoint presentation content in the Strategies section below or download the PowerPoint Presentation file.)
· PowerPoint presentation handout
· Computer and projector
· Large poster paper and markers
· Instructor notes
strategies:
· Introduction to the subject (see Instructor Notes, Section I).
· Administer pre-test before the slide presentation (see Evaluation Tool below).
GOAL SETTING POWERPOINT PRESENTATION
· PowerPoint—Slide 1
What is a Goal?
Have the students respond; then show the definition
A goal is something you intend to do, something you want to achieve—the end that you strive for.
· PowerPoint—Slide 2
There are two types of goals. One is a short-term goal.
Ask the students what they think that means then show the definition.
A short-term goal is something you want to achieve soon, something you intend to do which can be done in a time period of less than three years.
Example: A short-term goal would be to finish your homework tonight and do well on tomorrow’s test.
· PowerPoint—Slide 3
The other type of goal is a long-term goal.
Ask the students what they think that means then show the definition.
A long-term goal is something you intend to do which can be done in a longer period of time from about three years through a lifetime.
Example: A long-term goal would be to graduate from high school.
· PowerPoint—Slide 4
Realistic goals face facts as they really are; those things that can actually be done.
Explain that to set appropriate goals, each student must know what is important for him/her to accomplish. Then each student needs to set specific and clearly stated goals. If the goals are not exact, then reaching them will lack direction and focus and not be accomplished. In this lesson, the students will learn how to set reachable goals. Ask if anyone has set a personal goal recently such as making the school basketball team or earning money for a video game, etc. Allow time for students to respond.
· PowerPoint—Slide 5
S.M.A.R.T. goals are:
SPECIFIC
MEASURABLE
ACTION-ORIENTED
REALISTIC
TIMELY
· PowerPoint—Slide 6
SPECIFIC – state exactly what you are aiming at knowing that it is within your ability. Goals are not vague or confusing.
Begin by sharing an example of a personal goal: My goal is to buy an iPod.
· PowerPoint—Slide 7
MEASURABLE—it is important to measure your progress; state what and when you want it.
My goal is to buy my iPod five months from today.
· PowerPoint—Slide 8
ACTION-ORIENTED—spell out exactly how you will achieve the goal; what will you do?
My goal is to by my iPod five months from today. I will save $10 a month from my allowance money.
· PowerPoint—Slide 9
REALISTIC—realistic goals are possible; they may be hard, but they are not just a dream.
My goal is to buy an iPod five months from today. I will save $10 a month from my allowance starting today knowing that I still have another $10 a month to do other things with.
· PowerPoint—Slide 10
TIMELY—give yourself enough time to achieve your goal but not so much that you lose sight of your goal.
My goal is to buy an iPod five months from today; I will save $10 a month from allowance money netting me $50 in five months; I have priced iPods and can get one for $50.
Explain that you are going to repeat the SMART process but this time you will be using a career goal as an example.
· PowerPoint—Slide 11
SPECIFIC—state exactly what you are aiming at knowing that it is within your ability. Goals are not vague or confusing.
My goal is to volunteer at the nearby hospital.
· PowerPoint—Slide 12
MEASURABLE—it is important to measure your progress; state what and when you want it.
My goal is to volunteer at the nearby hospital this summer.
· PowerPoint—Slide 13
ACTION-ORIENTED—spell out exactly how you will achieve the goal; what will you do?
My goal is to take the required first-aid class so I can volunteer at the hospital.
· PowerPoint—Slide 14
REALISTIC—realistic goals are possible; they may be hard, but they are not just a dream.
My goal is to take the required first-aid class next month at the local Red Cross office.
· PowerPoint—Slide 15
TIMELY—give yourself enough time to achieve your goal but not so much that you lose sight of the goal.
My goal is pass the required first-aid class before summer begins.
You will repeat the SMART process one more time using an educational goal. In order to check for recall, ask the students to give you the exact word that goes with each letter BEFORE you move to the next slide.
· PowerPoint—Slide 16
SPECIFIC – state exactly what you are aiming at knowing that it is within your ability. Goals are not vague or confusing.
My goal is to get an “A” on a unit spelling test.
· PowerPoint—Slide 17
MEASURABLE – it is important to measure your progress; state what and when you want it.
My goal is to get an “A” on the next unit spelling test in three weeks.
· PowerPoint—Slide 18
ACTION-ORIENTED – spell out exactly how you will achieve the goal; what will you do?
My goal is to learn three spelling words a day.
· PowerPoint—Slide 19
REALISTIC – realistic goals are possible; they may be hard, but they are not just a dream.
My goal is to start today learning three new words.
· PowerPoint—Slide 20
TIMELY—give yourself enough time to achieve your goal but not so much that you lose sight of the goal.
My goal is to get an “A” on the next unit spelling test in three weeks. Learning three words each school day means I will know all forty-five words by the test date.
§ Facilitate a discussion on other academic goals that are important in middle school; write them down on the board as part of a brainstorming session.
§ Place the students in pairs and provide each group with a piece of large poster paper and markers. Have the students write “SMART” down the left side of on the paper leaving room under each letter to fill in information.
§ Have the students pick one of the academic goals from the brainstorming list and move it through the SMART stages.
§ Have each group share their chart information.
§ Make comments or answer questions during the sharing time.
· PowerPoint—Slide 21
Goals give you control and help you take charge of your life!
· Review what a “goal” is, what the two types of goals are, and the five SMART principles.
Administer the post-test. (See Evaluation Tool below)
· Closing statements (see Instructor Notes, Section II).
Estimated Time: 1 class period
evaluation tool: Pre/Post Test
1. What is a goal?
2. There are two types of goals, name them.
3. Identify the five SMART principles in goal setting.
* Adapted from “Creating A Career Action Plan,” California Career Center web portal, California Career Resource Network, California Department of Education.
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MIDDLE SCHOOL
INSTRUCTOR NOTES FOR GOAL SETTING
I. Introduction to the subject:
We are going to talk about what a goal is, how to set goals, and their importance in and out of school.
II. Closing statements:
It may be that your parents or teachers will set goals for you. Be accepting when they do. They know what is important and they are very concerned with your success. They can also help you accomplish the goals they set for you.
In conclusion, be SMART when you set goals as you will be doing during our next activity.
III. Collecting results data:
Process Data: Number of students who participated in the lesson.
Perception Data: Pre/post test results that determine the knowledge gained regarding goals and goal setting (short-term data).
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