Lesson Plan
Session 1 Plan
Students will be introduced to core executive functioning skills and learn to set specific, measurable, and achievable goals by creating their own SMART academic goal and outlining actionable steps to reach it.
Establishing clear, realistic goals helps students improve focus, motivation, and self-management, laying the foundation for stronger executive functioning skills.
Audience
10th Grade (High School Students)
Time
20 minutes
Approach
Interactive discussion, SMART framework, and personal goal mapping.
Materials
- Personal Goal Worksheet, - SMART Goals Poster, - Whiteboard and Markers, and - Timer
Prep
Prepare Materials
5 minutes
- Print copies of the Personal Goal Worksheet for each student
- Display the SMART Goals Poster in a visible area of the classroom
- Gather whiteboard, markers, and a timer
- Review the components of the SMART framework on the poster
Step 1
Introduction to Executive Functioning Skills
3 minutes
- Define executive functioning skills: mental processes like planning, organization, and self-control
- Explain why these skills matter for academic success and daily life
- Provide a quick example of a student using EF skills (e.g., planning a study schedule)
Step 2
Introduction to Goal-Setting
2 minutes
- Briefly introduce the concept of a goal and why goals matter
- Ask students to shout out examples of goals they have set (e.g., academic, personal)
- Transition: “Today we’ll learn how to make those goals SMART.”
Step 3
SMART Goals Overview
5 minutes
- Point to each element on the SMART Goals Poster: Specific, Measurable, Achievable, Relevant, Time-bound
- Define each term with a quick example (e.g., “Improve math grade by 10% in one quarter”)
- Invite students to ask clarifying questions
Step 4
Personal Goal-Setting Activity
7 minutes
- Distribute the Personal Goal Worksheet
- Ask students to write down one academic goal and adjust it using the SMART criteria
- Circulate to support students in refining their goals
Step 5
Pair Share
2 minutes
- Have students pair up to share their SMART goal
- Partners provide one piece of positive feedback and one suggestion for improvement
- Encourage use of the SMART language in feedback
Step 6
Reflection & Wrap-Up
1 minute
- Ask volunteers to share one insight they gained about goal-setting
- Remind students to keep their worksheet as a reference for future sessions
Slide Deck
Session 1: Setting SMART Goals
Today’s Objective:
- Understand what makes a goal SMART
- Create your own SMART academic goal
Let’s get organized and set goals that work!
Welcome students! Briefly introduce yourself and today’s session. Explain that they will learn how to set effective academic goals using the SMART framework. Confirm the 20-minute timeline.
What Are Executive Functioning Skills?
Executive functioning skills are mental processes that help us plan, organize, and regulate our behavior. They include:
• Working memory – keeping information in mind
• Flexible thinking – adapting when things change
• Self-control – resisting distractions and managing emotions
These skills help you:
• Manage time and tasks efficiently
• Stay focused on goals
• Solve problems and adjust to new situations
Use this slide to define executive functioning skills and explain their importance. Provide a real-life example (e.g., planning a study schedule).
Why Set Goals?
• Goals give direction and purpose
• Improve focus and motivation
• Help you track progress and celebrate success
Ask: “What’s a goal you’ve set before?” Capture answers on the whiteboard. Emphasize that clear goals help us focus and succeed.
What Does SMART Stand For?
S – Specific
M – Measurable
A – Achievable
R – Relevant
T – Time-bound
Point to each letter on the SMART Goals Poster as you introduce the acronym. Encourage students to repeat each letter.
SMART Goals Defined
Specific: Clear and precise
Measurable: Criteria to track progress
Achievable: Realistic and possible
Relevant: Aligned with your priorities
Time-bound: Set a deadline
Define each term and show quick examples:
• Specific: exactly what you want
• Measurable: how you’ll know you’ve succeeded
• Achievable: realistic given your resources
• Relevant: matters to your life/academics
• Time-bound: deadline attached
Example SMART Goal
“Improve my math grade by 10% in the next quarter.”
• Specific: Math grade
• Measurable: 10% increase
• Achievable: Support available (tutor, extra practice)
• Relevant: Helps with college prep
• Time-bound: Within one quarter
Walk through this example slowly, linking each SMART element.
Personal Goal-Setting Activity
- Receive your Personal Goal Worksheet
- Write one academic goal
- Adjust it to be SMART
- Ask a peer or me for help if needed
Hand out the Personal Goal Worksheet. Encourage students to draft their own academic goal and refine it to meet all SMART criteria.
Pair Share & Feedback
• Share your SMART goal with a partner
• Partner gives:
– One positive comment
– One suggestion to improve your goal
Have students find a partner. Circulate to listen in and prompt deeper thinking if feedback is generic.
Reflection & Wrap-Up
• What’s one insight you gained today?
• How will SMART goals help you?
Keep your worksheet—it will guide you next week!
Invite a few volunteers to share their insight. Stress the importance of keeping the worksheet for future sessions.
Worksheet
Personal Goal Worksheet
Use the SMART Goals Poster as a reference while completing this worksheet.
Part 1: Your Initial Goal
Write down one academic goal you would like to achieve. Be as detailed as possible.
Part 2: SMART Analysis
- Specific: What exactly do you want to accomplish? (Who, what, where, why)
- Measurable: How will you measure your progress and know when you’ve succeeded?
- Achievable: Why is this goal realistic? What resources or support will you use?
- Relevant: How does this goal align with your personal or academic priorities?
- Time-bound: What is your deadline for achieving this goal?
Part 3: Refined SMART Goal
Combine your answers above to restate your goal in a single SMART statement.
Part 4: Action Steps
List three specific steps you will take to reach your SMART goal. Include an estimated timeline for each.
- Step 1: _________________________________
Timeline: ____________________
- Step 2: _________________________________
Timeline: ____________________
- Step 3: _________________________________
Timeline: ____________________
Part 5: Monitoring & Feedback
Progress Tracking: How will you monitor your progress each week? What evidence will you collect?
Partner Feedback
- Positive Comment:
- Suggestion for Improvement:
Remember to bring this worksheet to our next session to review your progress and adjust your plan as needed!
Rubric
SMART Goal Rubric
This rubric assesses the quality of student SMART goals and their accompanying action plan. Use a 4-point scale for each criterion:
4 – Exemplary: Meets all elements fully and accurately
3 – Proficient: Meets most elements with minor omissions
2 – Developing: Addresses some elements but lacks clarity or depth
1 – Beginning: Rarely or incorrectly addresses the element
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Specific | Goal clearly defines who, what, where, and why (all details present). | Goal defines what and why; minor details (who/where) missing. | Goal is stated but lacks clarity (vague language). | Goal is unclear or not stated. |
| Measurable | Success metrics are precise, quantifiable, and time-bound. | Metrics are defined but not fully quantifiable or detailed. | Metric is vague or lacks clear measurement criteria. | No measurable criteria provided. |
| Achievable | Demonstrates realistic resources/support and addresses obstacles. | Shows some evidence of resources; obstacles partially addressed. | Resources or feasibility questions remain unanswered. | No justification of feasibility or resources. |
| Relevant | Goal clearly aligns with personal/academic priorities. | Relevance is indicated but connection is not fully explained. | Connection to priorities is weak or superficial. | No clear link to personal or academic goals. |
| Time-bound | Includes a specific, realistic deadline with milestones. | Deadline is included but lacks intermediate milestones. | Deadline is vague or unrealistic. | No deadline provided. |
| Action Plan & Monitoring | Lists 3 clear, sequenced steps with timelines and monitoring strategy. | Steps and timeline provided; monitoring strategy limited. | Steps are general; timeline or monitoring is unclear. | No coherent action steps or monitoring plan. |
Use this rubric to provide targeted feedback on students’ SMART goals and help them refine their plans before the next session.