WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Module 1 Lesson 2: Setting Goals

Student Directed
How will this lesson support the learning goal? Students will be anle to identify the difference between a wish and a
(1c: Setting Instructional Outcomes) goal. Students will understand what each letter stands for in creating
SMART goals. Students will be able to create a goal for themselves and
evaluate if it is in fact a SMART goal. Students will create a plan to
achieve their goal.
PA Standards and Other Appropriate Professional Standards Communication
(1c: Setting Instructional Outcomes) 15.3.12.F
15.3.12.J
http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page? 15.3.12.N
pageId=11
Writing
CC.1.4.11-12.F
CC.1.5.11.A
CC.1.5.11.B

ASCA Mindset and Behaviors for Student Success

1.1, 1.5, 1.6, 2.1.3, 2.1.4, 2.2.3, 2.2.6, 2.3.8

ISTE (Technology) Standards (IF APPROPRIATE) 1.1.A

(1c: Setting Instructional Outcomes)
www.iste.org / ISTE Standards for Educators

Objective(s)  Students will identify and describe the difference between a wish
(1c: Setting Instructional Outcomes) and a goal
 Students will define what a SMART goal is and what each letter
Taking into consideration the learning goal, what is the objective(s)
of this lesson that will support the progress toward the learning goal? stands for in the acronym
 Students will create a goal for themselves and evaluate if it is
The statement should be directly observable (use verbs that can be measured). considered a SMART goal
 Students will construct a plan to achieve their goal
Academic Language Goals vs Wishes
(1a: Demonstrating Knowledge of Content and Pedagogy) SMART Goals
(define each term/letter separately)

Students will be introduced to each letter in the acronym SMART in

order to complete the continued activities within the lesson, including

Materials/Resources
(1d: Demonstrating Knowledge of Resources)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Closure
(1e: Designing Coherent Instruction)
the self evaluation. The terms used in the acronym will be repeated
multiple times throughout the lesson, in bold and capital letters, to
promote understanding, and facilitate use throughout the lesson.
Executive Functioning Website (teacher created)
Google Slides (teacher created)
SMART Goal Template (Google Doc)
YouTube Video
EdPuzzle
The students will be reminded that we learned from our previous
modules that each of us have our own specific talents and strengths. The
students will be told that even though there are many things that each of
us are very good at, we all have a few things that we *wish* we could
do better. The students will be instructed to write down three things that
they do very well, whether it is artistic, or athletics, or how they treat
their friends. The students will then be instructed to come up with one
thing that they really *wish they could do better.
The students will then be reminded that this one thing that they really
want to do better is just a wish, for now, but if we make a plan, it can
become an achievable goal!
The students will review the difference between a wish and a goal. The
students will be introduced to the importance of goal setting, in our
personal lives, and in school. The students will be introduced to setting
SMART goals. The teacher will provide examples of goals and the
students will evaluate whether the goal is a SMART goal or not. The
students will be expected to brainstorm areas that they would like to get
better in and create one specific goal in one of those areas. The students
will evaluate their own goal to ensure it is a SMART goal.
Extension: Students will create an action plan, consisting of a list of
three small changes or short term goals they can make in order to
achieve this goal.
The students will review what the acronym SMART stands for to
reinforce and future goal setting, and how to self-check their own goals.
The students will be expected to monitor the goal they set for
themselves, to adapt the goal, update the goal, or see if they were able to
achieve the goal! The students will participate in an EdPuzzle for a

Differentiation
(1e: Designing Coherent Instruction)
Accommodations
(1e: Designing Coherent Instruction)
Modifications
(1e: Designing Coherent Instruction)
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
teacher check of understanding.
Student paced activity
Can be completed with staff support
Visuals provided
Read aloud extensions on Google
Google Translate available during activity
Common Accommodations Addressed:
Extended time as needed
Read aloud extension for Google
Breaks allowed
Varied activities
The executive functioning curriculum was designed specifically to
support students utilizing the special education curriculum. All
activities, standards, and expectations are suited directly to meet the
needs of students receiving special education supports. The
independently paced modules provide an opportunity for various
accommodations to be made as the student and/or teacher see fit.
Students will evaluate their own goals to determine if they meet the
criteria for SMART goals.
The students will define each term in the SMART acronym
Formative Assessment: EdPuzzle