week 15 lesson plan sel weekly lesson...

Week 15 Lesson Plan

SEL Weekly Lesson Plan

Grade: Ages 6 – 13 Subject: SEL

Time: 2 – 55 minute session 3 – 10 minute sessions

Competency: Brain Building / Perseverance Title: Setting and Attaining Goals

Week 15 Objectives: Students will be able to…

Describe why learning is important in helping students achieve personal goals

Set personal and academic goals

Identify strategies to reach goals

Follow steps to meet personal and academic goals

Celebrating small goals, adjusting goals

Reflect on strategies used to achieve goals

Demonstrate persistence as a learner

Develop a plan for achieving long-term goals

Understand the value of being independent / able to care for yourself - self-efficacy

Demonstrate understanding of what to do if you do not achieve goals 1. 55 MINUTE SEL SESSION:

Aim: Why is it important to set goals? Materials: Time: 55 minutes Activities:

PARACHUTE OPENING 5 min Open the Parachute INTRODUCTION 10 min Mindfulness Activity

ACTIVITY 1 10 min What is a Goal?

ACTIVITY 2 15 min Goal Story CONCLUSION 10 min Think-Pair-Share about Goals

PARACHUTE CLOSING 5 min Close the Parachute

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PARACHUTE OPENING Time: 5 minutes Materials: None

INTRODUCTION: Mindfulness Time: 10 minutes Materials: None

1. SAY: We will take a few minutes to sit silently and visualize. We visualize

every day when we think about what we are doing, when we imagine a place or a person. Today I will guide you in a visualization activity. If you are comfortable, feel free to close your eyes.

[NOTE: Read the following very slowly, calmly and gently. Pause between sentences.]

2. SAY: Grow your back longer and taller, reaching your head to the sky. Breathe in through your nose, feeling your breath relax your body. Focus on your breath. Put one hand on your belly and one hand on your chest. Breathe into your belly.. Breathe in – 2 – 3 – 4. Breathe out – 2 – 3 – 4. Continue to breathe slowly and fully, feeling as your hand on your belly rises as you breathe in, and falls as you breathe out. Breathe in – 2 – 3 – 4. Breathe out – 2 – 3 – 4. Imagine that you see a light in front of your eyes. Bring that light up to your forehead. Allow the light into your head, filling your entire head with bright, warm light. Where this bright light exists, there cannot be darkness. There is only room for happy thoughts. Feel as the light pushes out any bad thoughts. Only good thoughts are left in your mind.

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See the light moving down to your ears, so you can only hear good things. See the light moving into your jaw and mouth. Let yourself only speak good words. Let the light travel down your neck and shoulders to your heart. Let your heart be filled with the light, so you can only feel good feelings. Feel as the light is shining out from your heart and you are showering everyone and everything around you with love and good feelings. Feel as your whole body is filled with the light, so you are glowing in good thoughts and feelings. Think, “The light is in me, I am the light. I shine light on everyone and everything around me.”

3. SAY: Begin to bring yourself back to the present. Focus on your breathing – in and out slowly. Wiggle your fingers and toes. As you are ready, open your eyes if you closed them.

4. DO: Wait a few seconds until students all open their eyes and seem ready to talk.

5. ASK How do you feel? Do you feel any different than before the activity?

ACTIVITY 1: What is a Goal? Time: 10 minutes Materials: Board and chalk/markers

1. SAY: This week, we are going to talk about setting goals. Goals help us to know what we want to do. For example, if you want to be better at football, you can set a goal of kicking a ball directly at a target, so you will hit the target 10 out of 10 times by next month.

2. ASK: How can setting goals help you to learn better in school?

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ACTIVITY 2: Goal Story Time: 15 minutes Materials: Optional printout of story (below)

1. SAY: Now we will read a story about a student who set a goal in school.

As I read and we discuss the story, think about how setting a goal can help in learning.

2. DO: Read a story about a student setting a goal. For example, the following story:

3. SAY:

Asma was in Primary 4. She loved going to school, but she had trouble learning addition. Even though she paid attention in class and did her homework, she could not master addition. She set the goal of getting a better score on her next addition test so she could go on to the next level of addition.

Asma continued to pay attention in class and do her homework, but she knew she needed to add more steps in order to achieve her goal of getting a higher score on her next addition test.

4. ASK: What other steps Asma could take to help her achieve her goal?

5. SAY:

Asma knew that she had to do more than pay attention and do her homework. She had to make a plan. So, Asma sat down with her teacher and created a plan to help her succeed in achieving a perfect score on her next addition test. Every day Asma and her teacher would meet for 5 minutes after class to make sure she was following her plan. First, she started to take notes during class. She asked questions in class when she did not understand. Her older sister had an old primer that she used to do 20 minutes of addition problems every evening. Asma even asked her mother to time her so she could practice under the pressure of taking a

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test. She took a practice test once per week. By the time the next addition test came around 4 weeks later, Asma felt very ready and very confident in her knowledge of the topics. She took the test and finished very quickly. Then she took the remaining time to go through the test and check her answers. When Asma turned in her test, she knew it was good. The next day, Asma received her grade – 93%! She had achieved her goal.

CONCLUSION: When I Set a Goal Time: 10 minutes Materials: Older Students – None / Younger Students – ball

OLDER STUDENTS: Think-Pair-Share 1. SAY: Today we learned about setting goals. We heard a story about a time when

Asma set a goal and what she achieved. Now we are going to have the opportunity to think about and share a time when we each set goals in our own lives.

2. ASK: Can you THINK of a time you set a goal? Why did you set that goal and what

happened?

3. SAY: Now discuss what you thought about, a time when you set a goal, in a PAIR with a partner.

4. ASK: Can some of the pairs SHARE what you discussed with the whole class?

5. ASK (2-3 students) Who wants to tell us about a time when they set a goal?

6. ASK (2-3 students) Why do we set goals? What does this help us to do?

Example answers: When we want to achieve something, it helps us to understand what we want and how to get there.

7. SAY: Next class we will learn more about how we can set goals and the steps we can take to achieve them.

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PARACHUTE CLOSING Time: 5 minutes Materials: None

YOUNGER STUDENTS: Ball Toss 1. SAY: Today we learned about setting goals. We heard a story about a time when

Asma set a goal and what she achieved. Now we are going to have the opportunity to think about and share a time when we each set goals in our own lives.

2. SAY: Think of a goal you have set in the past.

3. SAY: Let’s all stand in a circle.

We will pass around a ball. When you catch the ball, you will say the goal you set.

4. DO: Start with the ball and say an example of a goal you have set. For example, “I

set the goal to become a teacher.” Then toss the ball to a student. Continue to play until all students have participated.

5. SAY: Great job! We are already setting goals in our lives. Next class we will learn more about how we can set goals and the steps we can take to achieve them.

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2. 55 MINUTE SEL SESSION:

Aim: How do I set goals? Materials: Goal Achievement Plans (either printed out for each student or written on a flipchart); pens / markers; board and chalk / markers Time: 55 minutes Activities:

PARACHUTE OPENING 5 min Open the Parachute

INTRODUCTION 10 min Mindfulness Activity ACTIVITY 1 10 min Setting SAT Goals

ACTIVITY 2 10 min Achieving Goals

ACTIVITY 3 10 min Fill out GAP CONCLUSION 5 min Discussion on Goal Setting

PARACHUTE CLOSING 5 min Close the Parachute

PARACHUTE OPENING Time: 5 minutes Materials: None

INTRODUCTION: Mindfulness Time: 10 minutes Materials: None

[NOTE: Read the following very slowly, calmly and gently. Pause

between sentences.]

1. SAY: Today we are going to pretend to be superheroes. Close your eyes and imagine that you are a superhero. You can be any superhero that you want to be.

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Begin by growing your back longer and taller, reaching your head to the sky, growing into that superhero. Breathe in deeply. Exhale slowly and let yourself relax. One of your superhero powers is your super senses. As a superhero, when you pay very close attention to tiny noises, you can hear them better, and calm your mind and let go of the noises in your head that can distract you. Like a superhero, as your practice your supersenses, you can improve them and get more relaxed and focused in any time and place. Now, activate your supersense of hearing. Close your eyes and relax your body. Start listening to the sounds around you. Become aware of any sounds. Listen to the sounds, the silence, anything you hear. If you focus in, you may be able to hear new sounds that you haven’t heard before. Continue to listen, and activate your supersense of hearing.

2. DO: If you have objects that the students can touch, smell, and/or taste, have them go through the same exercise activating their supersenses of touch, smell and/or test.

3. SAY: Now you have activated your superhero supersenses. You can activate your supersenses whenever you want now. You just need to practice to be able to activate them, quiet your mind, and focus away from the busy thoughts in your mind.

ACTIVITY 1: Setting SAT Goals Time: 10 minutes Materials: Board and chalk/marker; GAP Handout for reference

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1. SAY: Today we are going to practice setting goals and coming up with

steps to achieve that goal.

2. SAY: When you set goals, they should be specific. For example, if you want to get better at football, a specific goal would be the number of goals you can score. Your goals should be achievable, meaning that they are realistic. They should be time-bound, so you know you can achieve them within a certain time frame.

[NOTE: If it translates, write the acronym “SAT.” and “Specific. Achievable. Time-bound” on the board]

3. SAY: To begin, think of a goal you would like to achieve related to

learning / school.

4. DO: Allow students a minute to think quietly.

5. SAY: Find a partner who set a goal similar. For example, if I set a goal to be able to focus and do all of my homework without getting distracted, I could find a partner who also had a focusing goal - like focusing on instructions in class without getting distracted. Both of us want to improve on our ability to focus.

6. DO: Allow partners 3 minutes to share their goals with each other.

ACTIVITY 2: Achieving Goals Time: 10 minutes Materials: Board and chalk/marker; GAP Handout for reference

1. SAY: Stay with your partners, but pay attention to the whole class.

Now, we are going to discuss the steps we can set to achieve a goal.

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With your partner, think about some steps you would take to achieve your goals. You will have 5 minutes to think about these steps.

2. DO: Allow students 5 minutes to brainstorm steps to achieve a goal in their pairs.

3. SAY: Let’s now come back together and discuss what we brainstormed.

4. ASK: What was the first step that you thought of to achieve your

goal?

5. DO: Listen to students’ responses and suggest that first, they need to set a SAT goal.

Write down on the board or a flipchart the first step in a GAP:

1) Set a Detailed Goal

6. ASK: What else did you need to do after you set a detailed goal?

7. DO: As students respond with different steps of the GAP, write them on the board or flipchart in order.

Write the Ten Steps to a GAP. If students are unable to read and write, explain the steps and have the students draw out the steps:

1) Set a Detailed Goal 2) Define 5-steps to Achieve that Goal 3) Get advice from someone you trust 4) Revise your 5- step plan 5) Tell a friend your goal and how you will achieve it, ask them

for support 6) Act on the 5 step plan 7) Revise your 5- step plan 8) Check off your 5 steps as you achieve them 9) Believe in yourself 10) Achieve your goal!

Age Adaptation For younger children, write only 5 steps: 1) Set a Detailed Goal 2) Define 5-steps to

achieve that goal 3) Get advice on your

GAP 4) Revise your 5-step

plan 5) Check off steps as

you achieve them

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8. DO: Review the ten steps with the class.

9. SAY: These ten steps are the ten steps of a Goal Achievement Plan that helps you to achieve your goals.

ACTIVITY 2: Filling out GAPs Time: 15 minutes Materials: GAP Handouts (Appendix below); pens / markers

OLDER STUDENTS: Filling Out GAPs 1. DO: Hand out the GAP handouts (Appendix below) and markers

2. SAY: You will now have the opportunity to fill out a Goal Achievement Plan for

your goal.

3. SAY: You can use the goal you set earlier, or set a realistic, long-term goal you would like to achieve in the next 5 years. For example, finishing primary school. Again, your goals should be specific, achievable and time-bound.

Write or draw this goal on the top line of the GAP Handouts.

4. DO: Allow students a few minutes to write or draw their goals and the steps on

the GAP.

5. SAY: When you get to step three, you should identify an adult that you trust to review their 5-step step plan (#3) and a friend that you will ask to support you in achieving your goal (#5). This friend might be your partner from this morning who had a similar goal.

6. DO: Allow students 5 – 10 minutes to fill out the GAP.

7. SAY: Once you have finished your GAP, share your GAP with your partner from

earlier and give each other feedback on the steps.

8. SAY: Come back together as a class.

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CONCLUSION: Discussion

Time: 5 minutes Materials: Filled out GAP from Activity 2

1. ASK: Who would like to share the goal they set and how they will achieve it?

2. ASK: What was difficult about filling out the GAP?

3. SAY: It can be difficult to set and achieve goals.

YOUNGER STUDENTS: Drawing GAPs 1. DO: Hand out the GAP handouts (Appendix below), papers and markers.

2. SAY: You will now have the opportunity to create a Goal Achievement Plan for

your goal.

3. SAY: You can use the goal you set earlier. Remember, your goals should be specific, achievable and time-bound.

Draw this goal on the top of the GAP.

4. SAY: Then, draw 3-5 steps that it will take you to achieve that goal. Draw them in

order. Make sure that you including asking a friend or an adult for help!

5. DO: Allow students 5 – 10 minutes to draw the GAP.

6. SAY: Once you have finished your GAP, share your GAP with your partner from earlier and give each other feedback on the steps.

7. SAY: Come back together as a class.

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Most of the time, we will have to revise our goals along the way in order to succeed. The GAP is a way for us to keep track of our goals and break them down into manageable steps. It also helps us to find other people who can support us to achieve our goals.

4. SAY: Later this week, we will have more opportunities to set goals.

PARACHUTE CLOSING Time: 5 minutes Materials: None

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3. 10 MINUTE SEL REVIEW SESSION:

Objective: Develop a plan for achieving long-term goals Aim: How do we achieve goals? Materials: None Time: 10 minutes Activities:

1. SAY: Today we will play “freeze drama.” One group will act out steps needed to achieve a big goal. Each member of the group will have an opportunity to direct the others in their group in one of the steps. When the next student is ready to direct, she or he will say “freeze” and the other students will have to stop moving. That student then takes over directing the others in the group. The other groups that are not acting will have to guess what the acting group’s theme is.

2. DO: Break the class into groups.

3. DO: Play “Freeze Drama”, making sure that all groups get to present and all students get to be the director. @: They can either move their bodies into the correct positions, or tell them verbal cues without touching, depending on what is appropriate in your context.

4. After the game, ASK: a. How did it feel to act out achieving your goals? b. What did they like? c. What was challenging? d. How can they start using what they learned this week to

achieve goals and dreams now?

Age Adaptation For younger children, pre-set groups based on the similarity of their goals from Lesson 2, or allow them to break into groups of 4 – 5 based on similar goals. Or, assign each group a goal that they have to achieve.

Sensitivity Tip Students can either move their group members bodies into the correct positions, or give them verbal cues without touching, depending on what is appropriate in your context.

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4. 10 MINUTE SEL REVIEW SESSION:

Objective: Understand the value of being independent / able to care for yourself / self-efficacy Aim: How do we become successful? Materials: big paper, markers Time: 10 minutes Activities:

1. SAY: Today we are going to create a “recipe for success” in achieving a goal.

2. DO: Draw on a flipchart or the board an example of a recipe outline (see below). Say the steps as you draw them if children cannot read.

Recipe Ingredients Steps

- - -

1. 2. 3.

3. SAY: “Ingredients” in a recipe for success in achieving a goal are the

skills or supports that are needed; steps are the actions one has to take to achieve a goal.

4. DO: Go through an example with the students, asking for their input. For example, becoming a teacher (see Example Recipe below)

Example Recipe

Ingredients Steps

- perseverance (determination); - studying; - liking children; - patience; - a friend who was willing to watch your children while you studied

1. Study hard; 2. Go to school every day; 3. Go to university and be in the “teacher training track”; 4. Apply to jobs; 5. Excel in job as teacher

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5. DO: Break students into small groups and provide them flipchart paper and markers.

6. SAY: First, the group must come to agreement about what short-term goal they are trying to achieve.

7. DO: Allow groups 2 – 3 minutes for this.

8. SAY: Now you have 5 minutes to come up with a list of ingredients for being successful in achieving the goal you just set.

9. SAY: Use the remaining time to write out the steps it will take to achieve your group goal.

10. SAY: Each group will now present back their “recipe for success” as if they are presenting a dish at a feast.

11. After each presentation, ASK: a. Is the recipe realistic? How or how not? b. What ingredients do you think are most important? Why? c. Were any important ingredients missing? d. What steps are most important? Why? e. Were any important steps missing?

Age Adaptation Based on children’s literacy levels, have students either write or draw the recipe on the flipchart.

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5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Reflect on achieve goals Aim: Who is a model for achieving goals? Materials: Pre-created “stars” for each student, paper, markers Time: 10 minutes Assessment Scoring:

Activities:

1. SAY: Today you will be making a star for someone you know who achieves their goals. This person could be someone in the family who works very hard or someone in the class who focuses on their goals and works hard to achieve them. We are going to call this person a ‘star’.

2. SAY: Take two minutes to think about your ‘stars’, and why they are your ‘stars’.

3. ASK: a. Why this this person your star?

Example answer: My elder sister has many other things to do at home but she still finds time to study.

b. What is the one “plus” of your star that you would like to learn from them?

Example answer: Always cheerful even if there are problems.

4. DO: Distribute one star to each child and allow 5 minutes to decorate stars.

Pass Successfully draws and describes someone who achieves goals Fail Does not draw or describe someone who achieves goals

Making a Star: 1. Cut out the sample star picture [end of

activity]. 2. Place the sample star picture on top of 5

pieces of paper. 3. Cut through all 5 pages along the outline of

the sample star picture to cut 5 new stars. 4. Repeat the process until there is one star for

every child.

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5. SAY: Today we recognized that there are lots of people around us who achieve their goals, and we can learn a lot from them to help us achieve our goals. If you would like to, you can give your star to your ‘star’ person whenever you see them next and tell them why you think he or she is a star.

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Goal Achievement Plan (GAP) Handout

Goal Achievement Plan (GAP)

1. Set a Detailed Goal

2. Define 5-Steps to Achieve that Goal

1)

2)

3)

4)

5)

3. Get advice from someone you trust

4. Revise your 5- Step plan

5. Tell a friend your goal and how you will achieve it, ask them for support

6. Check off your 5 Steps as you achieve them

7. Revise your 5- Step plan

8. Continue to implement your 5 Step plan

9. Believe in yourself

10. Achieve your goal!

http://heatherbond.me/2015/06/01/making-your-goals-easier/

1 http://claremont.sd63.bc.ca/mod/page/view.php?id=12589

http://www.timdavisonline.com/3-big-questions-to-ask-yourself-about-reaching-your-goals/

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