Slide outline for Lesson 2.4. Twelve slides. Slide 4 needs one SMART goal and one stretch goal of Sal's own.
SMART Goals
- Lesson 2.4: Goals and Decisions
- Unit 2: Me, My Goals, My Money
- Today: every goal on the board gets a number and a date
Teacher notes
Image: a wish written on a sticky note ("get better at math") next to the same wish rewritten on an index card with a number and a date circled.
Hand back the 3-2-1 cards from Lesson 2.3 as students enter.
Do now
- Look at the 1 on your 3-2-1 card: the career you want to know more about
- Write one goal that would get you closer to it
- One sentence, two minutes
Teacher notes
Cold call four. Write the goals on the board. Ask how they would know if they reached it, and when. Most cannot say. That is the lesson.
The five letters
- S, Specific: what exactly will I do? (a target)
- M, Measurable: what number will I count? (a ruler)
- A, Achievable: can I actually do this with what I have? (a ladder)
- R, Relevant: which of my values does this connect to? (a heart)
- T, Time-bound: by what date? (a calendar)
Teacher notes
Image: five small icons in a row: target, ruler, ladder, heart, calendar.
Build one goal on the board letter by letter. "Get better at math" becomes "raise my math quiz average from 72 to 80 by the end of the marking period by doing the practice set every night." Students fill Part 1.
SMART vs stretch
- A stretch goal is big, far away, and not fully in your control: play in the NBA, own a restaurant, be a nurse
- A SMART goal is the next rung: make the school team this spring by going to every open gym
- A stretch goal is not wrong. It cannot be your only goal
- Every stretch goal needs a SMART goal under it
- Mine: stretch: [Sal: yours]. SMART under it: [Sal: yours]
Teacher notes
Students take the distinction seriously when the teacher shows a stretch goal that is not finished yet.
Sort the six
- One finger: SMART. Two: stretch. Three: vague
- 1. I will play in the NBA
- 2. I will raise my math quiz average from 72 to 80 by the end of the marking period by doing the practice set every night
- 3. I want to be healthier
- 4. I will save $60 by December 1 by putting $5 a week from my allowance in the jar
- 5. I will own my own restaurant
- 6. I will try harder in school
Teacher notes
Answers: stretch, SMART, vague, SMART, stretch, vague. Goal 6 is the argument; ask what number they would count. Grade 6 uses four goals: 1, 2, 3, 4.
Fix the vague goal
- Five vague goals on the handout, Part 3
- For each: which letters are missing? Then rewrite it
- The frame: I will [what] [how much] by [date] by [how]
- Fix at least three. Grade 8, all five
- 9 minutes, then trade and check
Teacher notes
Do number 1 together. Circulate; the check is a number and a date in every rewrite.
Number 1, together
- Vague: I want to get better at math
- Missing: S, M, T, and the how
- SMART: I will raise my math quiz average from 72 to 80 by the end of the marking period by doing the practice set every night
- Circle the number. Circle the date
Teacher notes
Then they do 2 through 5 on their own.
Partner check
- Trade papers
- For each rewrite, circle the number and the date
- Missing either one? Hand it back
Teacher notes
Two minutes. The partner check catches "I will read more books this year."
Your two goals
- One SMART goal for school
- One SMART goal for outside school: home, a sport, money, a skill, a friend
- Each one: the five checks, and one sentence naming which of your top three values it connects to
- Open your Lesson 2.1 sort sheet for the R
- 9 minutes
Teacher notes
The value link is where Lesson 2.1 pays off. A goal with no value link is usually somebody else's goal for the student. Say that out loud.
Stretch in disguise?
- Is one of your two goals really a stretch goal? Big, far away, not in your control?
- "Get a puppy." "Go to Disney." "Make varsity."
- That is fine. Write the SMART goal under it
- "Save $15 a week toward the ticket for 10 weeks"
Teacher notes
Grade 8: a stretch goal for the career on the 3-2-1 card, with a SMART goal for this year and one for high school under it.
Back to the board
- The four do now goals
- Fix them out loud with the five letters
- Class checks: number? date?
Teacher notes
The four students whose goals are on the board fix their own. This is the post-assessment; count how many now have a number and a date.
Exit card and tomorrow
- Your school SMART goal in one line. Circle the number and the date
- Tomorrow: one of your two goals gets a ladder, and you make a real decision with the five-step model
- Optional: tell one adult your outside-school goal and ask them to hold you to the date
Teacher notes
Collect. Sort into "got it" (number, date, value link on both) and "needs more." The "needs more" pile gets fixed in the first five minutes of Lesson 2.5.