Respect X Goal Setting X Decision making Lesson Measurable Learning Objectives: The student will list the steps to setting short- and long-term personal and educational goals. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for objectives and GLEs. Assessment can be question answer, performance activity, etc. The student will explain, orally and in writing the step-by-step process for goal setting. Lesson Preparation Essential Questions: Why do people set What happens when someone reaches a goal? Engagement (Hook): about something you want to accomplish and imagine it 5 ft. in front of you. Take “Think one step to get to the accomplishment. (They will find they can’t do it. Some students will fall down when they try to take a really large step.) What happened? Did you reach what you wanted to accomplish in one step? How would additional and specific directions from me have helped you get to your accomplishment? We’re going to talk about how it sometimes takes many steps to accomplish something in a short or long period of time.” Procedures Instructor Procedure/Instructional Strategies: Student Involvement/Instructional Activities: you want to accomplish something, “If 1. Students number off. Two or you have to know where you want to students will explain the process of GO (Goal) and how you will get there brainstorming to the class and get into (steps to your Goal).” Divide students their groups. into groups of four by counting off. The instructor explains that the students are going to brainstorm ideas together. will explain what brainstorming “Who means?” Brainstorming is when students come up with a variety of ideas to answer a question. a. The instructor asks students to a. Students will brainstorm what they think brainstorm to answer the following: a goal is. Possible responses: What is a goal? A goal is something a person wants to accomplish or improve. Something I want to improve.
Respect X Goal Setting X Decision making Lesson Measurable Learning Objectives: The student will list the steps to setting short- and long-term personal and educational goals. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for objectives and GLEs. Assessment can be question answer, performance activity, etc. The student will explain, orally and in writing the step-by-step process for goal setting. Lesson Preparation Essential Questions: Why do people set What happens when someone reaches a goal? Engagement (Hook): “Think about something you want to accomplish and imagine it 5 ft. in front of you. Take one step to get to the accomplishment. (They will find they can’t do it. Some students will fall down when they try to take a really large step.) What happened? Did you reach what you wanted to accomplish in one step? How would additional and specific directions from me have helped you get to your accomplishment? We’re going to talk about how it sometimes takes many steps to accomplish something in a short or long period of time.” Procedures Instructor Procedure/Instructional Strategies: “If you want to accomplish something, you have to know where you want to GO (Goal) and how you will get there (steps to your Goal).” Divide students into groups of four by counting off. The instructor explains that the students are going to brainstorm ideas together. “Who will explain what brainstorming means?” Brainstorming is when students come up with a variety of ideas to answer a question. a. The instructor asks students to brainstorm to answer the following: What is a goal? Student Involvement/Instructional Activities: 1. Students number off. Two or students will explain the process of brainstorming to the class and get into their groups. a. Students will brainstorm what they think a goal is. Possible responses: A goal is something a person wants to accomplish or improve. Something I want to improve.