| 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 | English |
| What topic | Goal Setting |
| What length (min) | 30 |
| What age group | Year or Grade 6 |
| Class size | 30 |
| What curriculum | Goal Setting |
| 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 | 15 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Goal Setting
Grade 6
English
30 students
This lesson aligns with the National Curriculum guidelines on goal setting and personal development.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Goal Setting | 5 | Introduce the concept of goal setting, discuss its importance, and relate it to students' lives. |
| 2 | Discuss SMART Goals | 10 | Explain SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) using examples. |
| 3 | Group Activity | 10 | Divide students into small groups. Each group will brainstorm and create a list of shared goals. |
| 4 | Distributing Printable Cards | 5 | Hand out printable goal-setting cards to students. Instruct students on how to fill them out. |
| 5 | Individual Work and Fill Out Cards | 5 | Students individually fill out the goal-setting cards based on personal goals identified earlier. |
| 6 | Collecting Cards | 5 | Randomly collect or check the filled-out goal-setting cards to assess understanding without presentations. |
"Good morning, everyone! Today, we're going to talk about an exciting topic: goal setting. Can anyone share what they think a goal is? Great answers! Goals are targets we aim for in life, whether big or small. They help us focus and work towards what we want to achieve.
Now, why do you think goal setting is important? That's right! It guides our actions and helps us make decisions. Think of a time when you set a goal – maybe you wanted to finish a book or learn a new skill. How did it feel when you achieved it? Exactly! It feels rewarding. Throughout today, we’ll explore how to set our own goals and create a plan to reach them."
"Next, let’s dive into something called SMART goals. This is a framework that can help us make our goals clearer and more achievable.
Let's break down what SMART stands for:
Now, let’s look at an example together. If your goal is to 'get better at math,' it’s too vague. Instead, try ‘improve my math grade from a B to an A by the end of the semester’. This fits all the SMART criteria. Can anyone think of a SMART goal? Excellent! Now, let's move on to an activity where we can apply these insights."
"Alright class, I’m going to divide you into small groups of four. In your groups, I want you to brainstorm a list of shared goals. These could be related to school, sports, or even personal achievements. Remember to think about the SMART criteria we just discussed.
You have ten minutes to come up with as many goals as you can. At the end of this time, we will share some of the ideas with the whole class. Ready? Let’s get started!"
"Time's up, everyone! I hope you had a fantastic discussion. Now, I have some goal-setting cards for each of you. Please take one and pass it along in your group.
These cards will help you define and write down your own personal goals. I need you to fill out this card by first writing your specific goal, and then indicating how it meets the SMART criteria we’ve discussed.
Are there any questions about how to fill them out? Remember, this is your chance to set something meaningful for yourself!"
"Now, it’s your time to shine! Please take the next five minutes to fill out your goal-setting cards. Think carefully about your personal goals. Whether it’s an academic goal, a hobby you want to pursue, or anything in between, make sure it’s something that matters to you.
Use the SMART criteria to help you. If you need any assistance, feel free to raise your hand, and I’ll be happy to help!"
"Alright, time's up! I would like to collect your goal-setting cards now. You can pass them to the front, or I can come around and collect them from you.
This is a way for me to understand what goals you are excited about. I won’t be reading your cards aloud; this is just for me to check your understanding of the activity. Thank you all for your hard work today!"
"Before we wrap up, I want to assign a quick homework task. Reflect on the goals you set today and write a short paragraph about one personal goal you’d like to focus on.
Explain the steps you plan to take to achieve it. You can submit this paragraph during our next class.
Thank you for your participation today! I’m looking forward to hearing about your goals next time."
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A motivational scene with a mountain} | - Introduction to goal setting |
| - Definition of goals | ||
| - Importance of setting goals | ||
| - Personal feelings about achieving goals | ||
| 2 | {Image: A chart showing the SMART criteria} | - Explanation of SMART goals |
| - Specific: Clear goal definition | ||
| - Measurable: Ability to track progress | ||
| - Achievable: Challenging yet reachable | ||
| - Relevant: Aligns with personal objectives | ||
| - Time-bound: Setting a deadline | ||
| 3 | {Image: A comparison between vague and SMART goals} | - Example: "Get better at math" vs. SMART goal |
| - Importance of clarity in goal setting | ||
| - Interactive question about participants’ SMART goals | ||
| 4 | {Image: Students collaborating in a group} | - Group activity introduction |
| - Formation of small groups | ||
| - Brainstorming shared goals using SMART criteria | ||
| - 10-minute time limit for discussion | ||
| 5 | {Image: Printable goal-setting cards} | - Distribution of goal-setting cards |
| - Instructions on filling out the cards | ||
| - Importance of defining personal goals | ||
| - Reminder of SMART criteria | ||
| 6 | {Image: Students writing at their desks} | - Individual work time |
| - Instructions for filling out personal goals | ||
| - Emphasis on using SMART criteria | ||
| - Offer of assistance to students | ||
| 7 | {Image: Teacher collecting papers} | - Collection of goal-setting cards |
| - Purpose of collecting cards | ||
| - Reminder of confidentiality and respect for work | ||
| 8 | {Image: A notebook with a pencil} | - Homework introduction |
| - Reflect on goals set in class | ||
| - Write a paragraph about a personal goal | ||
| - Steps to take for achieving the goal | ||
| 9 | {Image: Students discussing goals} | - Recap of importance of goal setting |
| - Encouragement for sharing experiences in next class | ||
| 10 | {Image: A timeline representing time-bound goals} | - Importance of deadlines in SMART goals |
| - How to track progress on goals | ||
| 11 | {Image: A diverse group achieving goals} | - Encouragement to support each other in goal setting |
| - Building a goal-oriented community | ||
| 12 | {Image: A student achieving academic success} | - Examples of potential goals (academic, hobbies) |
| - Variety of goals across different interests | ||
| 13 | {Image: A happy student after achieving a goal} | - Reflection on the feeling of achieving a goal |
| - Celebrating successes, big or small | ||
| 14 | {Image: Goal-setting poster on a wall} | - Resources for further goal setting and motivation |
| - Importance of revisiting and adjusting goals | ||
| - Encouragement for continuous personal development | ||
| 15 | {Image: A classroom with students engaged} | - Thank you for participation! |
| - Looking forward to sharing goals next class | ||
| - Reminder about homework and reflections on goals |
| Question | Answer |
|---|---|
| What is the definition of a goal? | |
| Why is goal setting important? | |
| Can you share an example of a personal goal you set and how it felt to achieve it? | |
| What does the "Specific" in SMART goals mean? | |
| Why is it important for a goal to be measurable? | |
| What does it mean for a goal to be achievable? | |
| How can a goal be relevant to your broader objectives? | |
| What does "time-bound" imply about a goal? | |
| Can you give an example of a SMART goal? | |
| What was the main activity we did in groups during the lesson? | |
| Why did we distribute goal-setting cards? | |
| What criteria should you use to fill out your goal-setting card? | |
| How long were you given to fill out your goal-setting cards? | |
| What will the teacher do with the collected goal-setting cards? | |
| What is the homework assignment related to goal setting? | |
| What steps should you outline in your homework paragraph? |
What is one specific goal you have achieved in the past, and what steps did you take to reach it?
How would you modify a vague goal, like "get better at science," into a SMART goal? Can you give an example?
Think of a person you admire. What kind of goals do you think they set for themselves, and why do they choose those goals?
If you were to set a teamwork goal for your group, what would it be, and how would you ensure it meets the SMART criteria?
Why do you think setting a deadline for a goal (time-bound) is important? Can you think of a time when a deadline helped you stay motivated?