Session 1 Script

Total Time: 15 minutes

1. Introduction (2 minutes)

Teacher: “Hello! Today we’re going to learn a powerful way to set goals called SMART goals. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. In this first session, we’ll focus on the first two: Specific and Measurable. By the end, you’ll know exactly what they mean and how to use them.”

Teacher: “Let’s look at our first slide. [Display Slide 1: Session 1: SMART Goals – Specific & Measurable] Here you can see today’s focus: Specific and Measurable goals.”

Teacher: “Before we begin, can you share one goal you have right now—for school, a hobby, or anything else?”

Teacher (after student responds): “Thank you! That’s a great goal. Let’s think: is it clear and specific enough, or could we sharpen it? We’ll see more about that in just a moment.”

2. Define “Specific” (3 minutes)

Teacher: “Now, let’s talk about Specific. [Display Slide 3: Specific] A specific goal is one that answers:

• What exactly do I want to accomplish?
• Who is involved?
• Where will it happen?
• Why is it important?”

Teacher: “For example, saying ‘I want to read more’ is vague. A specific version would be, ‘I will read five books this semester.’”

Teacher: “Let’s take that goal you shared. How could we rewrite it to be more specific? Think about the four questions on the slide.”

Teacher (after student responds): “Great! You said, ‘I will _____ by ______.’ That’s much clearer—well done!”

3. Define “Measurable” (3 minutes)

Teacher: “Next up is Measurable. [Display Slide 4: Measurable] A measurable goal shows how you’ll track progress. You ask:

• How will I know when it’s done?
• What metrics will I use?
• How often will I check?”

Teacher: “In our reading example, ‘I will read five books’ is measurable because we can count the books. Or ‘I will log 30 minutes of reading each day’ tells us exactly how often.”

Teacher: “Now, think of your revised specific goal. What metric could you use to measure your progress? Describe one thing you can count or observe.”

Teacher (after student responds): “Excellent! You’ll be able to see your progress clearly.”

4. Matching Game (4 minutes)

Teacher: “Let’s play a quick matching game to solidify these ideas. Here are two sets of cards: one with the terms ‘Specific’ and ‘Measurable’ and one with their definitions. Please match each term card to its correct definition card.”

Teacher (after student matches): “Show me your matches. You paired ‘Specific’ with ______ and ‘Measurable’ with ______. That’s correct because ______. Nice work!”

5. Quick Quiz (3 minutes)

Teacher: “Finally, let’s check your understanding with a short quiz. Here are the questions on your sheet:

1. Define ‘Specific’ in your own words.
2. Give one example of a measurable goal.
3. Explain why being measurable helps in goal-setting.”

Teacher: “You have three minutes. Go ahead!”

Teacher: “Time’s up! Let’s review your answers. For question 1, what did you write?”

Teacher (after student shares): “That’s a great definition. For question 2, tell me your example.”

Teacher: “Excellent. Finally, why is measurability important?”

Teacher: “Fantastic job today! You now know how to make goals that are Specific and Measurable. Next time, we’ll learn about the next part of SMART goals: Achievable. See you then!”

Session 1 Matching Game Cards

Use these cards to play the matching game in Session 1. Separate them into term cards and definition cards. Students will match the term with its correct definition.

Term Cards

• Specific
• Measurable

Definition Cards

• A goal that answers what exactly you want to accomplish, who is involved, where it will happen, and why it’s important.
• A goal that includes clear metrics for tracking progress and specifies how you will know when it’s achieved and how often you'll check.

(Teacher: Shuffle the cards, lay all term cards face up, then have the student match each definition card to the correct term.)

Session 2 Script

Total Time: 15 minutes

1. Introduction (2 minutes)

Teacher: “Hello again! Today we’ll continue our SMART goals journey. Last time, we learned about Specific and Measurable. Today, we’re focusing on Achievable and Relevant.”

Teacher: “Here’s our overview slide. [Display Slide 1: Session 2: SMART Goals – Achievable & Relevant] Can you remind me one example of a Specific goal and one example of a Measurable goal we talked about?”

Teacher: “Great! Let’s dive into our next component.”

2. Define “Achievable” (3 minutes)

Teacher: “First is Achievable. [Display Slide 2: Achievable] An achievable goal is realistic given your resources, time, and skills. You can also break bigger goals into smaller steps.”

Teacher: “For example, instead of aiming to read 20 books in a month, you might say, ‘I will read two books each month for the next ten months.’ That’s more doable.”

Teacher: “Think of a goal—maybe one you shared before. How could you make it more achievable? Describe a smaller, realistic step or change.”

Teacher: “Excellent! Making goals achievable helps us stay motivated and actually accomplish them.”

3. Define “Relevant” (3 minutes)

Teacher: “Next is Relevant. [Display Slide 3: Relevant] A relevant goal aligns with your interests, values, and bigger plans. It matters to you and fits your priorities.”

Teacher: “For example, practicing piano fifteen minutes daily to prepare for a school concert connects practice to a meaningful event.”

Teacher: “Now, take one of your goals. Why does it matter to you? How does it connect to your long-term plans or what you care about?”

Teacher: “That’s a strong connection. When goals are relevant, we’re more likely to stick with them.”

4. Matching Game (4 minutes)

Teacher: “Let’s play a matching game to reinforce Achievable and Relevant. Here are two sets of cards: terms and definitions. [Display Slide 4: Matching Game] Please match each term—‘Achievable’ and ‘Relevant’—to its correct definition from the Session 2 Matching Game Cards.”

Teacher: “Show me your matches. You matched ‘Achievable’ with ______ and ‘Relevant’ with ______. That’s correct because ______. Nice work!”

5. Quick Quiz (3 minutes)

Teacher: “Finally, let’s check your understanding with a short quiz. Here are your questions:

1. Define ‘Achievable’ in your own words.
2. Give one example of an achievable goal.
3. Explain why relevance matters in goal-setting.”
   (You can also refer to Session 2 Quick Quiz.)

Teacher: “You have three minutes. Go ahead!”

Teacher: “Time’s up! Let’s review your answers. For question 1, what did you write?”

Teacher: “Great answer! Question 2: tell me your example.”

Teacher: “Excellent. Finally, why does relevance matter?”

Teacher: “Fantastic job today! You now know how to make goals Achievable and Relevant. In our final session, we’ll learn the last part: Time-bound. See you then!”

Session 2 Matching Game Cards

Use these cards to play the matching game in Session 2. Separate them into term cards and definition cards. Students will match the term with its correct definition.

Term Cards

• Achievable
• Relevant

Definition Cards

• A goal that is realistic given your time, resources, and skills, and can be broken into smaller, manageable steps.
• A goal that aligns with your interests, values, and long-term plans, showing why it matters now.

(Teacher: Shuffle the cards, lay all term cards face up, then have the student match each definition card to the correct term.)

Session 3 Script

Total Time: 15 minutes

1. Introduction (2 minutes)

Teacher: “Hello! Welcome back to our final SMART goals session. So far, we’ve learned about Specific, Measurable, Achievable, and Relevant. Today, we’ll finish with Time-bound and then review the entire framework.”

Teacher: “Let’s look at our overview slide. [Display Slide 1: Session 3: SMART Goals – Time-bound & Review] Before we move on, can you tell me one example you remember for each of the first four components? Let’s start with Specific.”

Teacher: “Great! Now Measurable?”

Teacher: “Excellent. What about Achievable?”

Teacher: “And finally, Relevant?”

Teacher: “Fantastic! You’ve got a solid grasp of the first four. Let’s learn about Time-bound.”

2. Define “Time-bound” (3 minutes)

Teacher: “Time-bound means giving your goal a clear deadline so you know when to finish. [Display Slide 2: Time-bound] You ask:

• When will I achieve this goal?
• What is my deadline?
• What daily or weekly steps keep me on track?”

Teacher: “For example, instead of saying ‘I will finish my science fair project,’ you’d say, ‘I will finish my science fair project by March 15.’ That date helps you plan.”

Teacher: “Take one of your goals—maybe your reading or piano goal—and add a specific deadline. What would that look like?”

Teacher: “Perfect! Now you have a deadline to work toward.”

3. Full SMART Review & Matching Game (4 minutes)

Teacher: “Let’s reinforce everything with a matching game. Here are term cards for all five SMART components and definition cards. [Display Slide 3: Review & Matching Game] Please match each term—Specific, Measurable, Achievable, Relevant, Time-bound—to its correct definition using the Session 3 Matching Game Cards.”

Teacher: “Show me your matches. You matched:

• Specific with ________
• Measurable with ________
• Achievable with ________
• Relevant with ________
• Time-bound with ________
  That’s correct because ________.”

4. Create Complete SMART Goal (3 minutes)

Teacher: “Now it’s your turn to craft a full SMART goal. Remember to include:
• Specific details (what, who, where, why)
• A measurable metric
• Achievable steps
• Relevant purpose
• A time-bound deadline

When you’re ready, write or say your complete SMART goal.”

Teacher: “That goal includes all five parts—well done!”

5. Final Quiz (3 minutes)

Teacher: “Finally, let’s check your understanding with a short quiz. Here are your questions:

1. Define Time-bound in your own words.
2. Provide an example of a fully SMART goal.
3. Explain how each SMART component enhances goal-setting.
   (You can refer to Session 3 Final Quiz.)

You have three minutes. Go ahead!”

Teacher: “Time’s up! For question 1, what did you write?”

Teacher: “Great! Question 2: tell me your SMART goal example.”

Teacher: “Excellent. Finally, question 3: how do all the SMART components work together to improve goal-setting?”

Teacher: “Fantastic job today! You now know all five parts of SMART goals and can create clear, measurable, achievable, relevant, and time-bound objectives. Keep using this framework to reach your goals. Congratulations!”

Session 3 Matching Game Cards

Use these cards to play the full SMART review matching game in Session 3. Separate them into term cards and definition cards. Students will match each SMART term with its correct definition.

Term Cards

• Specific
• Measurable
• Achievable
• Relevant
• Time-bound

Definition Cards

• A goal that answers what exactly you want to accomplish, who is involved, where it will happen, and why it’s important.
• A goal that includes clear metrics for tracking progress and specifies how you will know when it’s achieved and how often you'll check.
• A goal that is realistic given your time, resources, and skills, and can be broken into smaller, manageable steps.
• A goal that aligns with your interests, values, and long-term plans, showing why it matters now.
• A goal that sets a clear deadline and outlines daily/weekly steps to keep you on track and accountable.

(Teacher: Shuffle the cards and lay all term cards face up. Have the student match each definition card to the correct term.)