THEME: Goal Setting, Reflections and Self-Assessment
Lesson: How to Get SMART Goals
Learning Outcomes
 Students will reflect on how to establish personal goals using the SMART goals scaffolding
strategy.
Essential Question
 Why are creating simple sequential steps important in goal setting?
Level
 Grade 9
Time
 3 x 15 minutes
Materials
 I’ll Do It! Handout
 SMART Goals Handout
 Steps to Achieving Goals Handout
Procedure
Lesson 1 – 15 minutes
1. Write essential question on the board.
2. Engage students in a discussion about what goals are, why are they important, what are some
possible obstacles that may keep a person from reaching their goals, as well as the supports that
would help a person succeed and reach their goals.
3. Have students brainstorm the things that are most important to them. Brainstorm 6 of the most
important areas of their lives. Remind students to take their time, and be honest with themselves.
On the board, write the following possible examples of elements that may be important in their
lives.
* education * religion * happiness * family * art * travel * friends * a great career * relationships
* knowledge * health * sports/athletics …. (Teachers may feel free to add more)
4. Explain the S.M.A.R.T. principle to goal setting. (See SMART Goals Handout). Share examples of
what a “specific goal” sounds like (I want to get over 80 percent in Math on the next test); share
examples of what a “measurable goal” sound like (I want to practice on the piano twice a week for
one hour)…
Lesson 2 – 15 minutes
1. Review briefly the S.M.A.R.T. principle to goal setting (Once again, see the SMART Goals
Handout).
2. Refer to the Handout, “I’ll Do It”. Give students time to identify goals they wish to achieve
based on what’s important to them, for the following time frames: next week, next term, by the
end of the school year, by the time you graduate from high school. (Remind students to set
specific SMART goals using the Handout reviewed.)
3. 7. Allow students time to pick any of the goals written on the “I’ll Do It” handout and list
specific actions that they will take in order to achieve that goal. (Refer to the task on the “I’ll Do
It” handout).
4. Discuss the difference between long term goals (major, broad or over a longer time frame) and
short term goals (smaller and support long term goals). Encourage students to start goal setting
with the end in mind. To help students move from long term to short terms goals, they should
choose a goal then work backwards. What tasks must be accomplished to achieve the goal?
Basically, students can work backwards asking themselves, “What do I need to do to reach this
goal?” Then repeat this process, asking again, “What do I Need to do to reach this goal?”…
Lesson 3 – 15 minutes
1. Working in pairs, have student break down the individual steps necessary in order to reach their
goal. Using “Steps to Achieving Goals” handout, students may record this process.
Extending
More than one goal can be analyzed in terms of the short term steps to achieve it. Students may be
asked to complete 2 or 3 scaffolds or “Steps to Achieving Goals”handouts.
References: mercury.educ.kent.edu/database/eureka/detail_lesson2
I’ll Do It!
Write down clear, specific goals that you can attain in the time span indicated. Be sure that your
goals are very specific. Set 2 goals for each area.
Goals I will accomplish by:
Next week…
1.
2.
Next term…
1.
2.
End of the School Year:
1.
2.
The time I graduate from high school:
1.
2.
Now pick any of the goals above and list specific actions that you will take in order to achieve that
goal:
1.
2.
3.
4.
5.
S.M.A.R.T. GOALS
Specific


Is your goal well defined?:
Do you have short term goals to help you reach your long term goals?
Measurable
 Do you have steps you can check off on your way to your goal?
 Did you set a “score” for yourself? (80 percent or twice a week)
Action Oriented
 Is this something you can work toward?
 Will you be able to track your progress toward this goal?
Realistic
 Is this something you can actually achieve?
 Have you looked at your past successes to decide if this goal is realistic?
Timely


Do you have enough time to complete your goal?
Did you set a time limit to have your goal completed?
STEPS TO ACHIEVING GOALS
Start Here
________________________________________________
Write your long term SMART goal here
________________________________________________
Write what you have to do to get to the goal you wrote
above
________________________________________________
Write what you have to do to get to the goal you wrote above
________________________________________________
Write what you have to do to get to the goal you wrote above
________________________________________________
Write what you have to do to get to the goal you wrote above
________________________________________________
Write what you have to do to get to the goal you wrote above