| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | 2 small measurable skills using SMART to self assess on task behavior during history class |
| What length (min) | 5 |
| What age group | Year or Grade 7 |
| Class size | 23 |
| What curriculum | social and emotional learning |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
2 Small Measurable Skills Using SMART to Self-Assess on Task Behavior During History Class
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 1 min | Briefly explain the purpose of the lesson and introduce the SMART criteria for self-assessment. |
| 2 | Distribution of Printable Cards | 1 min | Hand out the printable self-assessment cards to each student and explain how to fill them out. |
| 3 | Physical Activity Break | 1 min | Engage students in a short physical activity to refresh and energize them. |
| 4 | Self-Assessment Activity | 1 min | Guide students to fill out their cards reflecting on their task behavior using SMART criteria. |
| 5 | Collection of Cards | 1 min | Randomly collect or check the cards filled by students without having them present in front of the class. |
By following this lesson plan, students will not only enhance their understanding of self-assessment but also engage in meaningful social and emotional learning practices aligned with the national curriculum.
"Good morning, class! Today, we’re going to talk about how we can better understand our own behavior during history class. We’ll be using something called the SMART criteria. Can anyone tell me what SMART stands for? That’s right! It stands for Specific, Measurable, Achievable, Relevant, and Time-bound. By the end of today’s lesson, you will identify two specific behaviors to track during our history class and learn to reflect on them through self-assessment."
"Now, I’m going to hand out our printable self-assessment cards. Please take one and pass it down to your neighbor. These cards will help you record your thoughts later. As you receive the card, take a moment to look at it. You will see there are sections for you to identify your two behaviors and evaluate them using the SMART criteria. I’ll explain how to fill it out in just a moment."
"Before we dive deeper, let’s take a quick break to refresh our minds and bodies. I want everyone to stand up and join me for a short movement activity. Let's do a few jumping jacks! Ready? Go! One, two, three… Great job! Now, take a deep breath and gather your thoughts for the next activity."
"Now that we’re energized, it’s time to reflect on our task behavior! I’d like each of you to take your self-assessment card and think about the two behaviors you’ve identified. Use the SMART criteria to assess those behaviors. For instance, ask yourself, 'Is this behavior specific enough? Can I measure it? Is it realistic?' I’ll give you one minute to fill this out, and I’ll walk around to help any of you who have questions."
"Time's up! Please pass your self-assessment cards to the front of your row. I’ll collect them now. Feel free to keep your heads up and don't worry, this is just between you and me. I want to get a sense of how well you’re understanding the SMART criteria and your self-reflection. Good job with this activity! I can't wait to read your reflections!"
Note: "If you have any questions or thoughts about improving the behaviors you've identified, remember that for homework, you’ll write a brief paragraph about how you can improve one of those behaviors. Thank you all for participating today!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to behavior in history class - Introduction of SMART criteria - Definition of SMART: Specific, Measurable, Achievable, Relevant, Time-bound |
| 2 | {Image: Printable self-assessment card} | - Distribution of printable self-assessment cards - Purpose of the cards: recording thoughts - Explanation of filling out the card using SMART criteria |
| 3 | {Image: Students doing jumping jacks} | - Physical activity break - Importance of refreshing minds and bodies - Movement activity: jumping jacks |
| 4 | {Image: Students reflecting quietly} | - Self-assessment activity - Reflection on identified behaviors - Using SMART criteria for self-evaluation - Time to fill out self-assessment cards |
| 5 | {Image: A student handing in a paper} | - Collection of self-assessment cards - Process of passing cards to the front - Emphasis on privacy and understanding of SMART criteria - Reminder about homework |
| Question | Answer |
|-------------------------------------------------------------------------|--------|
| What does the acronym SMART stand for? | |
| Why is it important to identify specific behaviors to track in class? | |
| How can you assess whether a behavior is measurable? | |
| What does it mean for a goal to be achievable? | |
| Why should behaviors be relevant to your learning in history class? | |
| How can you ensure your goals are time-bound? | |
| What is one behavior you identified during today's lesson? | |
| How did the physical activity break help you focus on the lesson? | |
| In what ways can self-assessment improve your behavior in class? | |
| What reflections do you have about the SMART criteria after this lesson?| |Let's get moving, it's time to play,
With some fun exercises to brighten our day!
We'll stretch and jump, get our bodies awake,
Follow my lead, for everyone's sake.
1. **Jumping Jacks** - One, two, three,
Reach for the sky, just follow me!
2. **High Knees** - March in place,
Bring those knees up; pick up the pace!
3. **Arm Circles** - Stretch those arms wide,
Forward and backward, let's take a ride!
4. **Squats** - Bend down low,
Like you're sitting in a chair, nice and slow.
5. **Toe Touches** - Reach for your toes,
Feel the stretch, everyone knows!
6. **Side Lunges** - Step out wide,
Bend to one side, let your body glide.
7. **Marching in Place** - Lift those feet,
Pump your arms, feel the beat!
8. **Wall Push-Ups** - Press with your hands,
Against the wall, together we’ll stand.
9. **Calf Raises** - Rise on your toes,
Balance and strength, that’s how it goes!
10. **Deep Breaths** - Inhale, exhale,
Fill your lungs, let’s set sail!
Now we’re all energized, ready to learn,
With clear minds and hearts, it’s our turn!
So shake it out, and let’s get back,
To understanding ourselves, on the right track!