Goals Get SMART Script

Warm-Up: My Goal Today (5 minutes)

Teacher: "Good morning/afternoon, everyone! To kick things off today, I want you to think about a goal you have. It could be for today, for this week, or even something small you want to accomplish. On your Warm-Up: My Goal Today sheet, please write down just one goal."

Pause for students to write.

Teacher: "Now, who would be willing to share their goal with the class? Don't worry, there are no right or wrong answers here."

Call on 2-3 volunteers.

Teacher: "Thanks for sharing! Why did you choose that particular goal? What makes it important to you right now?"

Engage in a brief discussion, affirming student responses.

Teacher: "Today, we're going to talk about how we can make our goals even more powerful and achievable. We're going to learn about something called SMART goals."

Introduction to SMART Goals (10 minutes)

Teacher: "Let's dive into our Smart Goals Slide Deck."

Advance to Slide 1: Goals Get SMART!

Teacher: "As you can see, our lesson is called 'Goals Get SMART!' We're going to learn a framework that can transform the way you approach your aspirations, whether they're for school, personal growth, or even future careers."

Advance to Slide 2: What's Your Goal?

Teacher: "So, what does it mean to set a goal? Is a goal the same as a wish? Turn and talk to a partner for 30 seconds about the difference between a goal and a wish, and why we even bother setting goals."

Allow 30 seconds for partner discussion, then bring the class back together.

Teacher: "Any thoughts? What's the key difference between a wish and a goal?"
Listen for responses like 'a wish is passive, a goal is active' or 'a goal requires effort.'

Teacher: "Exactly! A wish is something you hope for, but a goal is something you actively work towards. And we set them because they give us direction, motivation, and a way to measure our progress."

Advance to Slide 3: Introducing SMART Goals!

Teacher: "To help us create really effective goals, we use an acronym: SMART. Each letter stands for a key element. Let's explore what each one means."

Advance to Slide 4: S is for Specific

Teacher: "The 'S' in SMART stands for Specific. This means your goal should be super clear, not vague. Think about the 'W' questions: Who, What, Where, When, and Why. Instead of saying, 'I want to get better grades,' a specific goal would be, 'I want to improve my Biology grade to a B+ by the end of the semester by studying for 30 minutes each day and attending office hours once a week.' You can see all the details there. Can anyone give me an example of a goal that is not specific?"

Allow for student examples and guide them to make it more specific.

Advance to Slide 5: M is for Measurable

Teacher: "Next up is 'M' for Measurable. How will you know if you're making progress or when you've actually achieved your goal? You need a way to track it. Think: How much? How many? How will I know when it's accomplished? If your goal is 'I want to run more,' it's hard to measure. But 'I want to run 3 miles without stopping twice a week' is clear. You can measure if you ran 3 miles, and if you did it twice a week. What makes a goal measurable?"

Encourage student responses, focusing on quantifiable outcomes.

Advance to Slide 6: A is for Achievable

Teacher: "The 'A' is for Achievable. While it's great to dream big, your goal should also be realistic. It should challenge you, but not be impossible. Do you have the skills, resources, or support to make it happen? For example, aiming to read every book in the library this year might be a bit much, but 'I want to read 10 new books this year' is much more achievable. What's a goal that you think sounds achievable for you right now?"

Prompt for student examples and discuss what makes them achievable.

Advance to Slide 7: R is for Relevant

Teacher: "'R' stands for Relevant. This is about making sure your goal truly matters to you and aligns with your values or other long-term aspirations. If a goal doesn't feel important or connected to what you want in life, it's hard to stay motivated. If you really want to play the guitar, learning the tuba might not be a relevant goal for your personal interests. Instead, 'I want to learn three chords on my guitar by next month so I can play my favorite songs' is relevant. How does making a goal relevant help you stick to it?"

Discuss the motivational aspect of relevant goals.

Advance to Slide 8: T is for Time-Bound

Teacher: "Finally, 'T' is for Time-bound. Every good goal needs a deadline! Without a deadline, it's easy to keep pushing a goal off. When will you achieve this goal? What's the specific target date? Saying 'I want to write a novel someday' is vague. 'I will write the first chapter of my novel by the end of this month' gives you a clear target. Why is having a deadline so important for a goal?"

Emphasize the accountability and urgency a deadline provides.

Advance to Slide 9: Why Use SMART Goals?

Teacher: "So, to recap, using SMART goals gives you clarity, helps you focus, boosts your motivation, and significantly increases your chances of success. It's a powerful tool!"

Applying SMART Goals (10 minutes)

Teacher: "Now it's your turn to put this into practice! I'm handing out the SMART Goal Worksheet. You can either take the goal you wrote for the warm-up, or think of a new goal you have for school, a hobby, or anything else.

Your task is to rewrite that goal, making it SMART. Use the questions for each letter on the worksheet to guide you. I'll give you about 7 minutes to work on this, and I'll be walking around to answer any questions or help you make your goals super SMART."

Distribute the SMART Goal Worksheet and circulate, providing support. After 7 minutes, bring the class back together.

Teacher: "Alright, let's hear from a few volunteers! Who would like to share their original goal and how they transformed it into a SMART goal? What was the most challenging part of making your goal SMART?"

Call on 2-3 students to share and discuss their process. Compare the original with the SMART version.

Cool-Down: My SMART Check-In (5 minutes)

Teacher: "Fantastic work today, everyone! To wrap things up, please complete this Cool-Down: My SMART Check-In exit ticket. Briefly reflect on what you learned today and how you plan to use SMART goals in your own life. Please turn these in as you leave class."

Collect the cool-downs.

Teacher: "Remember, setting SMART goals is a skill that will serve you well in all areas of your life. Keep practicing, and you'll be amazed at what you can achieve!"

Warm-Up: My Goal Today

Instructions: Briefly think about one goal you have for today, this week, or in the near future. Write it down below.

My Goal:

Why did you choose this goal?

SMART Goal Worksheet

Instructions: Take a goal you have in mind (either from the warm-up or a new one) and rewrite it using the SMART criteria. Use the guiding questions to help you make your goal as effective as possible.

My Original Goal:

Transforming My Goal into a SMART Goal:

S - Specific: What exactly do I want to achieve? Who is involved? What steps will I take? Where will it take place? When will I do it? Why is this goal important to me?

M - Measurable: How will I know when I have achieved my goal? What metrics or evidence will I use to track my progress?

A - Achievable: Is this goal realistic and attainable given my resources and skills? Is it challenging but not impossible?

R - Relevant: Does this goal truly matter to me? Does it align with my values, interests, and other long-term aspirations? Is it the right time for this goal?

T - Time-bound: What is the deadline for this goal? When exactly will I achieve it?

My NEW SMART Goal:

Cool-Down: My SMART Check-In

Instructions: Reflect on what you learned about SMART goals today. Answer the questions below.

1. In your own words, briefly explain what makes a goal "SMART" (mention at least 3 of the criteria).

   
   
   
   
   
   
   
   
   
   
   
   

2. How do you think using SMART goals can help you in your academic life or personal projects?

   
   
   
   
   
   
   
   
   
   
   
   

3. Write down one new SMART goal you have for yourself after today's lesson.

   
   
   
   
   
   
   
   
   
   
   
   
   

SMART Goal Worksheet Answer Key

This answer key provides guidance on what to look for when reviewing student responses on the SMART Goal Worksheet. Since students will be creating their own goals, evaluate their responses based on how well they apply each SMART criterion.

General Guidance for Evaluation:

• Original Goal: Observe if the student started with a general or vague goal, which is typical before applying the SMART framework.

Transforming My Goal into a SMART Goal:

• S - Specific:

  • What to look for: Does the student clearly define what they want to achieve? Are the who, what, where, when, and why clearly addressed?
  • Example of strong application: Instead of "get good at math," a specific goal might be "master trigonometry concepts related to unit circles." (This then needs further refinement for the other SMART aspects).
  • Red flag: The goal remains vague or could apply to many different situations.

• M - Measurable:

  • What to look for: Does the student include quantifiable metrics or clear indicators of success? How will they track progress?
  • Example of strong application: "...by consistently scoring 85% or higher on quizzes and tests in trigonometry." or "...by solving 20 practice problems correctly each week."
  • Red flag: The student states they will "try harder" or "feel better" without a way to numerically or qualitatively track progress.

• A - Achievable:

  • What to look for: Does the student consider their current skills, resources, and time? Is the goal challenging but realistic?
  • Example of strong application: "Given my current B in Algebra II, improving to an A- in a semester is challenging but feasible if I dedicate extra study time." (Acknowledges current state and effort).
  • Red flag: The goal is overly ambitious with no clear path to attainment (e.g., "become a rocket scientist next month").

• R - Relevant:

  • What to look for: Does the student explain why this goal is important to them and how it connects to their broader aspirations or values?
  • Example of strong application: "Mastering trigonometry is important because it's a prerequisite for the engineering courses I want to take in college." or "This goal is relevant because I enjoy problem-solving and want to strengthen my analytical skills for future STEM careers."
  • Red flag: The student can't articulate why the goal matters to them personally.

• T - Time-bound:

  • What to look for: Does the student set a clear deadline or target completion date for their goal?
  • Example of strong application: "...by the end of the first semester, specifically by December 15th." or "...within the next 8 weeks."
  • Red flag: The goal uses vague terms like "someday" or "eventually."

My NEW SMART Goal:

• What to look for: The final rewritten goal should integrate all five SMART criteria into a concise statement. It should be noticeably more focused and actionable than the original goal.
• Example of a complete SMART Goal: "I will improve my Chemistry grade to an A- (Measurable) by the end of the second marking period (Time-bound) by attending weekly tutoring sessions and completing all extra credit assignments (Specific), because a strong science GPA is essential for my college applications (Relevant), and I have the time and resources to commit (Achievable)."