Lesson Plan
Seasonal Success Strategy
Guide a 10th grade student through four 20-minute one-on-one sessions—each tied to a season—to set, track, reflect on, and adjust short-term academic goals for continuous self-regulation and resilience.
Breaking the academic year into familiar seasons helps students visualize progress, stay motivated, and practice goal-setting routines that foster self-regulated learning and confidence.
Audience
10th Grade Student
Time
4 sessions, 20 minutes each
Approach
Seasonal sessions with planning, check-in, reflection, and adjustment.
Materials
Prep
Print and Organize Materials
10 minutes
- Print copies of Seasonal Goal Planner and Progress Check Rubric
- Load Quarter Goals Slides on your device and test projector/screen setup
- Review the Goal-Setting Conversation Script to prepare discussion prompts
- Have a notebook or digital document ready to record session notes
Step 1
Session 1: Fall Goal Setting
20 minutes
- Introduce the concept of short-term goals mapped to seasons using Quarter Goals Slides
- Use the Seasonal Goal Planner to identify 2–3 specific academic goals for Fall
- Follow the Goal-Setting Conversation Script to discuss student strengths, challenges, and success criteria
- Record goals and milestones; set a date for the first check-in
Step 2
Session 2: Winter Progress Check-In
20 minutes
- Review Fall goals and milestones; mark progress on the Progress Check Rubric
- Discuss achievements, barriers, and strategies that worked or need adjustment
- Use the Seasonal Goal Planner to revise Winter goals or set new ones
- Plan steps and resources for next check-in
Step 3
Session 3: Spring Reflection & Adjustment
20 minutes
- Reflect on Winter progress using the Progress Check Rubric
- Celebrate successes and analyze goals that weren’t fully met
- Collaboratively adjust or set Spring goals with the Seasonal Goal Planner
- Use prompts from the Goal-Setting Conversation Script to deepen self-reflection
Step 4
Session 4: Summer Preview & Next Steps
20 minutes
- Conduct final progress review for Spring goals on the Progress Check Rubric
- Discuss overall growth, lessons learned, and resilience strategies
- Plan Summer academic or enrichment goals using the Seasonal Goal Planner
- Set a framework for transitioning into the next Fall cycle and sustaining self-regulation practices
Slide Deck
Seasons of Success: Quarterly Goal Setting
Use each season—Fall, Winter, Spring, Summer—to set, track, and reflect on short-term academic goals. Let’s get started!
Welcome the student and introduce the concept of mapping academic goals to seasons. Emphasize how this will break the year into manageable chunks.
Today’s Journey
• Fall Goal Setting
• Winter Progress Check-In
• Spring Reflection & Adjustment
• Summer Preview & Next Steps
Outline the four seasonal sessions so the student knows what to expect.
Fall Session: Set Your Targets
• Choose 2–3 academic goals (e.g., improve a grade, finish a project)
• Define clear success criteria
• Break each goal into milestones
• Use Seasonal Goal Planner to record details
Introduce Fall as the starting point. Ask the student to identify 2–3 specific academic targets for the next 8–10 weeks.
Planning Your Fall Goals
- Identify goal and purpose
- Set measurable success criteria
- List milestones & deadlines
- Note resources & support needed
Walk through the step-by-step planning process in the Seasonal Goal Planner. Encourage the student to specify due dates and support resources.
Winter Check-In: Review & Revise
• Rate Fall goal progress on Progress Check Rubric
• Discuss what worked and barriers faced
• Adjust existing goals or set new Winter goals
• Plan next steps and resources
Explain how the Winter session focuses on reviewing progress and overcoming obstacles.
Spring Reflection & Adjustment
• Reflect on Winter achievements using the rubric
• Celebrate successes and analyze unmet milestones
• Collaborate to adjust Spring goals in the planner
• Deepen self-reflection using conversation prompts
Highlight the importance of reflecting on progress and celebrating wins.
Summer Preview & Next Steps
• Finalize Spring goal review on the rubric
• Discuss overall growth and resilience strategies
• Plan Summer goals (academic or enrichment)
• Set a framework for next Fall cycle
Frame Summer as a time for previewing next-year success and enrichment.
Your Seasonal Progress Tracker
[Graphic: Four-segment bar labeled Fall, Winter, Spring, Summer]
Fill each segment with progress color or milestone icons
Show a simple visual of progress across the four sessions. Use the student’s own data if available.
Goal-Setting Conversation Prompts
• What strengths helped you succeed?
• Which challenges slowed you down?
• What adjustments are needed?
• How will you celebrate milestones?
• Who can support you?
Remind the student of powerful conversation prompts to guide self-regulation.
Next Steps & Sustain Momentum
• Review goals weekly in your planner
• Schedule check-ins for accountability
• Reflect on progress and adjust as needed
• Carry forward your resilience strategies
Wrap up and encourage the student to keep the planner visible and schedule their next check-in.
Worksheet
Seasonal Goal Planner
Use this planner to map out and track your academic goals for each season. Fill in each section below.
Fall
Goal:
Purpose:
Success Criteria:
Milestones:
- ____________
- ____________
- ____________
Resources & Support:
Deadline (Date):
Winter
Goal:
Purpose:
Success Criteria:
Milestones:
- ____________
- ____________
- ____________
Resources & Support:
Deadline (Date):
Spring
Goal:
Purpose:
Success Criteria:
Milestones:
- ____________
- ____________
- ____________
Resources & Support:
Deadline (Date):
Summer
Goal:
Purpose:
Success Criteria:
Milestones:
- ____________
- ____________
- ____________
Resources & Support:
Deadline (Date):
Use this planner during each seasonal session to set clear goals, monitor your progress, and build your self-regulation skills and resilience.
Rubric
Progress Check Rubric
Use this rubric during each seasonal session to evaluate progress on academic goals. Circle the level that best describes the student’s performance for each criterion.
| Criterion | 4 – Exceeds Expectations | 3 – Meets Expectations | 2 – Approaching Expectations | 1 – Beginning |
|---|---|---|---|---|
| Clarity of Goals | Goals are specific, measurable, and directly aligned with learning objectives. | Goals are clear and measurable, with minor refinements needed. | Goals are somewhat clear but lack complete measurability or focus. | Goals are vague and lack clear success criteria. |
| Milestone Completion | All milestones are completed on time or early, with high quality. | Most milestones are on schedule and meet expectations. | Some milestones are completed; several are delayed or partially met. | Few or no milestones have been achieved as planned. |
| Self-Regulation | Independently manages time, resources, and maintains focus consistently. | Usually manages time and resources effectively, with occasional guidance. | Shows some self-regulation but requires regular support and reminders. | Struggles to manage time and focus; needs frequent prompts. |
| Adaptation & Adjustment | Proactively reflects and adjusts strategies based on progress evidence. | Makes timely adjustments when prompted and reflects appropriately. | Adjusts strategies inconsistently, with limited reflection on outcomes. | Rarely adapts plans and shows minimal reflection on progress. |
Scoring Guide:
• 4 = Outstanding performance; exceeds standards
• 3 = Solid performance; meets standards
• 2 = Developing performance; approaching standards
• 1 = Beginning performance; below standards
Use this rubric to guide your discussion in each seasonal check-in, celebrate strengths, and identify areas for targeted growth.
Script
Goal-Setting Conversation Script
Use this script to guide each one-on-one conversation. Follow the exact wording, pause for student responses, and use follow-up prompts as needed.
Session 1: Fall Goal Setting (20 minutes)
Teacher: "Hi, [Student Name]! Welcome to our first Seasons of Success session. Today we’ll set 2–3 academic goals for Fall and plan how you’ll reach them. Ready to get started?"
[Pause for affirmation]
Teacher: "First, let’s think about what’s working well. What strengths have helped you succeed in your classes so far?"
[Student responds]
Teacher (follow-up if needed): "Can you give me a specific example of when you used that strength?"
[Pause]
Teacher: "Great! Now, what challenges or obstacles have you faced this year?"
[Student responds]
Teacher (follow-up): "How did those challenges affect your work or grades?"
[Pause]
Teacher: "With those strengths and challenges in mind, what 2–3 goals would you like to focus on this Fall? For example, maybe raising a grade or completing a long-term project."
[Student lists goals]
Teacher: "Perfect. Let’s look at your first goal: '[Student’s Goal #1].' What will success look like for this goal? How will we know you’ve achieved it?"
[Student defines success criteria]
Teacher: "That sounds clear. Now, let’s break it into milestones. What smaller steps can you take along the way?"
[Student suggests milestones]
Teacher (helpful prompt): "If you’re stuck, think about weekly checkpoints—like finishing one chapter of reading or getting feedback on a draft."
[Student finalizes milestones]
Teacher: "Excellent. What resources or support will you need? For example, meeting with me, using tutoring, or scheduling study time."
[Student lists supports]
Teacher: "And which deadline feels realistic for completing this goal?"
[Student names a date]
Teacher: "Let’s record all of that in the Seasonal Goal Planner."
[Pause while planning]
Teacher: "How do you feel about these goals? Do they feel both challenging and achievable?"
[Student responds]
Teacher: "Fantastic. To keep us on track, I’ll schedule our Winter check-in on [Date]. Between now and then, review your planner weekly and note any wins or questions."
Teacher: "You’re all set for Fall! Excellent work today."
Sessions 2–4: Progress Checks & Adjustments (20 minutes each)
Opening Check-In
Teacher: "Welcome back! Let’s review your progress on our last goals using the Progress Check Rubric."
Teacher: "Read each criterion and circle where you think you are now. Then share your rating for Clarity of Goals. Why did you choose that level?"
[Student shares]
Teacher: "Great insight. How about Milestone Completion—what milestones did you complete, and which are still in progress?"
[Student shares]
Teacher: "What strategies helped you move forward?"
[Student shares]
Teacher: "What barriers slowed you down? How did you address them?"
[Student shares]
Teacher: "Looking at your rubric ratings and our conversation, what’s one thing you’d like to keep doing? And one thing you’d like to change?"
[Student reflects]
Adjust or Set New Goals
Teacher: "Based on that reflection, shall we adjust your current goals for Wine Winter/Spring/Summer, or set new goals for this season?"
[Student decides]
Teacher: "Great. Let’s open the Seasonal Goal Planner and map out your updated goal(s). First, state your goal clearly."
[Student states goal]
Teacher: "What success criteria will tell us you’ve met it?"
[Student defines]
Teacher: "List 2–3 milestones that lead to success."
[Student lists]
Teacher: "What resources or supports will you tap into?"
[Student lists]
Teacher: "And finally, what deadline should we set for your next check-in?"
[Student names date]
Teacher: "Fantastic. You’ll leave this session with clear goals, milestones, and supports for the season ahead."
Closing Reflection & Next Steps
Teacher: "Before we end, how do you feel about these plans? Any lingering concerns?"
[Student responds]
Teacher (if concerns): "That’s a valid point. How could we adjust your milestones or supports to feel more manageable?"
[Pause]
Teacher: "You’ve done great work today. Keep your planner visible, review it weekly, and we’ll celebrate your successes and tackle challenges at our next meeting."
Teacher: "I’m proud of your commitment and resilience. See you on [Next Check-In Date]!"