Your Goal, Your Glory Script

Introduction: What's Your North Star? (5 minutes)

Teacher: "Good morning/afternoon everyone! Today, we're going to talk about something really powerful that can help you achieve amazing things in your life. We're going to talk about goals!"

(Display Your Goal, Your Glory Slide Deck - Slide 2: "What's a Goal, Anyway?")

Teacher: "So, what exactly is a goal? When you hear that word, what comes to mind? Why do you think people set goals? Take a moment to think about it, and then I'd love to hear your ideas."

(Allow 30-60 seconds for students to think, then call on a few to share. Affirm all reasonable responses.)

Teacher: "Those are some great ideas! A goal is essentially a desired result that a person or a system envisions, plans, and commits to achieve. Think of it like a destination you want to reach."

(Display Your Goal, Your Glory Slide Deck - Slide 3: "Your North Star")

Teacher: "Have you ever heard of a North Star? For centuries, sailors used the North Star to guide them across vast oceans. It was their constant, their compass. In the same way, your goals can be your North Star. They guide your actions, your choices, and your future. They help you navigate towards where you want to go in life. What do you think guides you now?"

Understanding Goals: Types and Importance (10 minutes)

(Display Your Goal, Your Glory Slide Deck - Slide 4: "Types of Goals: Short-Term")

Teacher: "Goals aren't all the same. Some are things we want to achieve pretty quickly, and we call those short-term goals. These are usually things you can do in a few days, weeks, or months. Can anyone think of an example of a short-term goal?"

(Call on students for examples. Provide a few if students are struggling.)

Teacher: "Great examples! Things like finishing a homework assignment by tonight, reading a specific book this month, or saving up for a small toy are all short-term goals."

(Display Your Goal, Your Glory Slide Deck - Slide 5: "Types of Goals: Long-Term")

Teacher: "Then we have long-term goals. These are bigger aspirations that take a longer time to achieve – many months, years, or even a lifetime! What might be some long-term goals for someone your age, or even for an adult?"

(Call on students for examples. Provide a few if students are struggling.)

Teacher: "Exactly! Learning a new language, graduating from high school, or even deciding what career you want to pursue are all long-term goals."

(Display Your Goal, Your Glory Slide Deck - Slide 6: "Why Are Goals Important?")

Teacher: "So, why bother with goals at all? Why are they so important?"

(Allow students to share. Guide them to discuss points on the slide if they don't cover them.)

Teacher: "Goals give us direction and purpose, helping us focus our energy. They motivate us, help us track our progress, and give us an amazing feeling of accomplishment when we reach them!"

(Display Your Goal, Your Glory Slide Deck - Slide 7: "Share Your Wins!")

Teacher: "To really feel this, I want you to turn to a partner and share a small goal you've achieved recently, big or small. Maybe it was finishing a challenging video game level, learning a new trick with your skateboard, or doing well on a quiz. How did it feel when you accomplished it?"

(Allow 2-3 minutes for partner sharing, then bring the class back together.)

SMART Goals: Your Roadmap to Success (15 minutes)

(Display Your Goal, Your Glory Slide Deck - Slide 8: "SMART Goals: Your Roadmap to Success")

Teacher: "Now that we understand what goals are and why they're important, let's talk about how to set effective goals. Not all goals are created equal, and some are much easier to achieve than others. That's where the SMART framework comes in."

(Distribute the Goal Setting Worksheet.)

Teacher: "SMART is an acronym, where each letter stands for a key part of a good goal. We're going to go through each one, and then you'll get a chance to practice setting your own SMART goal on your worksheet."

(Display Your Goal, Your Glory Slide Deck - Slide 9: "S is for Specific")

Teacher: "The 'S' in SMART stands for Specific. Your goal needs to be clear and well-defined. Instead of saying, 'I want to get good grades,' a specific goal would be 'I want to get an A on my next history test.' See the difference? One is fuzzy, the other is crystal clear."

(Ask students to write down the meaning of 'Specific' on their worksheet.)

(Display Your Goal, Your Glory Slide Deck - Slide 10: "M is for Measurable")

Teacher: "Next, 'M' is for Measurable. You need a way to track your progress and know when you've actually reached your goal. If your goal is 'I want to read more,' how will you know if you've done it? A measurable goal would be, 'I want to read one chapter of a new book every day.' You can count that!"

(Ask students to write down the meaning of 'Measurable' on their worksheet.)

(Display Your Goal, Your Glory Slide Deck - Slide 11: "A is for Achievable")

Teacher: "'A' stands for Achievable. Your goal should be realistic and something you can actually accomplish. If I said, 'I want to learn to fly by tomorrow,' that's probably not achievable! But 'I want to learn 10 new Spanish words this week' is. It challenges you, but it's possible."

(Ask students to write down the meaning of 'Achievable' on their worksheet.)

(Display Your Goal, Your Glory Slide Deck - Slide 12: "R is for Relevant")

Teacher: "'R' is for Relevant. Your goal should matter to you and align with your values or other objectives. If you hate swimming, setting a goal to swim across the ocean probably isn't relevant to you. But if you want to understand your science class better, then 'I want to improve my math skills' is very relevant."

(Ask students to write down the meaning of 'Relevant' on their worksheet.)

(Display Your Goal, Your Glory Slide Deck - Slide 13: "T is for Time-bound")

Teacher: "Finally, 'T' is for Time-bound. Your goal needs a deadline! This creates a sense of urgency and helps you stay focused. Instead of 'I will clean my room,' a time-bound goal is 'I will clean my room by Saturday afternoon.' Deadlines keep us moving forward."

(Ask students to write down the meaning of 'Time-bound' on their worksheet.)

Teacher: "Now, on your Goal Setting Worksheet, I want you to think of one goal you have, either short-term or long-term. Then, use the SMART framework to make it a truly effective goal. Write it down in the space provided. I'll be walking around to help if you have questions."

(Circulate the room, providing individual support and feedback as students work on their goals.)

Overcoming Obstacles & Staying Motivated (10 minutes)

(Display Your Goal, Your Glory Slide Deck - Slide 14: "Roadblocks Ahead!")

Teacher: "Setting a SMART goal is a fantastic first step, but let's be real – sometimes things don't go exactly as planned. What are some things that might make it hard to reach a goal?"

(Encourage students to share. Prompt with examples like 'getting distracted,' 'losing motivation,' 'unexpected events,' 'it's too difficult.')

(Display Your Goal, Your Glory Slide Deck - Slide 15: "Overcoming Obstacles")

Teacher: "Exactly! We all face roadblocks. But successful people know how to get around them. Here are some strategies:

• Break it down: If your goal feels too big, break it into smaller, mini-goals. Like climbing a mountain one step at a time.
• Ask for help: Don't be afraid to talk to a teacher, parent, or friend if you're struggling. They can offer advice or support.
• Don't give up: It's okay to make mistakes or have setbacks. Learn from them, adjust your plan, and keep trying!"
  

(Display Your Goal, Your Glory Slide Deck - Slide 16: "Staying Motivated")

Teacher: "Motivation can also come and go. How can we keep ourselves going, even when it gets tough?"

(Allow students to brainstorm. Guide them to discuss points on the slide.)

Teacher: "Great ideas!

• Track your progress: Seeing how far you've come can be a huge motivator.
• Celebrate small wins: Acknowledge your efforts along the way. Did you finish that difficult task? High five yourself!
• Remind yourself WHY: What's your 'glory' at the end? Why is this goal important to you?
• Find an accountability buddy: Someone who checks in with you can make a big difference!"
  

Wrap-up and Reflection (5 minutes)

(Distribute the Goal Reflection Cool Down.)

Teacher: "To wrap up our lesson today, please complete this Goal Reflection Cool Down. It asks you to think about what you've learned and how you can apply it. When you're done, please turn it in."

(Display Your Goal, Your Glory Slide Deck - Slide 17: "Your Goal, Your Glory!")

Teacher: "Remember, you now have the tools to set amazing goals! The SMART framework is your roadmap. Go out there and achieve your glory! I'm excited to see what amazing things you all accomplish."

(Collect cool downs and worksheets as students finish.)

Your Goal, Your Glory: Goal Setting Worksheet

Name: __________________________ Date: __________________________

Part 1: What is a Goal?

1. In your own words, what is a goal?
   
   
   
   

2. Why do you think it's important to set goals?
   
   
   
   

3. Give one example of a short-term goal and one example of a long-term goal.

   • Short-term goal example:
     
     
     
     
   • Long-term goal example:
     
     
     
     

Part 2: Understanding SMART Goals

Fill in the blanks with what each letter in the SMART acronym stands for, and a short explanation in your own words.

S - ________________________

• Explanation:
  
  
  
  

M - ________________________

• Explanation:
  
  
  
  

A - ________________________

• Explanation:
  
  
  
  

R - ________________________

• Explanation:
  
  
  
  

T - ________________________

• Explanation:
  
  
  
  

Part 3: Setting Your Own SMART Goal

Think about something you want to achieve. It can be a goal for school, a personal skill, a family goal, or anything important to you! Use the SMART framework to write your goal clearly below.

My Goal Idea:

Now, make it SMART!

Specific: What exactly do I want to achieve? Who is involved? When will it happen? Where? Why is this important?

Measurable: How will I know when I have reached my goal? What progress can I track?

Achievable: Is this goal realistic? Do I have the resources and abilities to achieve it? If not, what do I need?

Relevant: Is this goal important to me? Does it align with my other values or bigger aspirations?

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

My Completed SMART Goal Statement:

Write your full SMART goal here, combining all the elements.

Part 4: Facing Challenges

1. What is one possible obstacle you might face while working towards your SMART goal?
   
   
   
   

2. What is one strategy you can use to overcome that obstacle or stay motivated?
   
   
   
   

Your Goal, Your Glory: Goal Setting Worksheet Answer Key

Part 1: What is a Goal?

1. In your own words, what is a goal?

   • Thought Process: A goal is a target or desired outcome. Students should articulate that it's something they want to achieve or work towards. Accept various phrasings that capture this essence.
   • Sample Answer: A goal is something I want to do or achieve in the future. It's like a target I'm aiming for.

2. Why do you think it's important to set goals?

   • Thought Process: Students should connect goals to motivation, direction, purpose, and achievement. They might mention feeling good when they accomplish something.
   • Sample Answer: It's important because goals give me something to work towards. They help me stay focused, make a plan, and feel proud when I succeed.

3. Give one example of a short-term goal and one example of a long-term goal.

   • Thought Process: Short-term goals should be achievable relatively quickly (days/weeks/months). Long-term goals should be larger aspirations taking significant time (months/years/lifetime).
   • Sample Short-Term Goal: Finish my science project by Friday.
     
   • Sample Long-Term Goal: Learn to play the guitar well enough to perform a song.

Part 2: Understanding SMART Goals

Fill in the blanks with what each letter in the SMART acronym stands for, and a short explanation in your own words.

S - Specific

• Explanation: My goal should be clear and exact, not vague. It tells me exactly what I want to do.

M - Measurable

• Explanation: I need to be able to track my progress and know when I have successfully reached my goal, often by using numbers or clear indicators.

A - Achievable

• Explanation: My goal needs to be realistic and possible for me to accomplish with effort, not something impossible.

R - Relevant

• Explanation: My goal should be important to me and make sense with what I want for my life or other things I care about.

T - Time-bound

• Explanation: My goal must have a deadline or a specific end date to keep me on track.

Part 3: Setting Your Own SMART Goal

Think about something you want to achieve. It can be a goal for school, a personal skill, a family goal, or anything important to you! Use the SMART framework to write your goal clearly below.

My Goal Idea: (Student's initial idea, e.g., "Get better at basketball.")

Specific: What exactly do I want to achieve? Who is involved? When will it happen? Where? Why is this important?

• Thought Process: The student should break down their general idea into concrete details. For basketball: