Activity Overview
Experiencing fear or anxiety when it comes to achieving a goal is natural. At times, we need to take a risk while weighing the daunting consequences of failure. Preparing yourself as much as possible is a good way to relieve stress when it comes to approaching tasks. Students may face anxiety when it comes to testing; a good way to reduce that stress is to study and review.
In this activity, have students create or recreate a long term or mid range goal then brainstorm an obstacle they may face in order to achieve that goal. An example could be getting a job. In order to get a job you need to go on an interview for it. This may be a high stress situation, especially for the inexperienced. Practicing interview questions with a more experienced person can reduce the stress and anxiety associated with an interview.
A great way to modify this activity would be adding a "think-pair-share" component. Have students fill in the first two cells (goal and obstacle), then switch stations or computers with their partner and have students offer advice to one another to achieve their goals. This will help with collaboration and critical thinking.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a visual representation of possible obstacles in your way while trying to achieve your goal, including ways to overcome them.
- Click "Start Assignment".
- After brainstorming either a short term, mid range, or long term goal, create a visual of it in the first cell including titles and a brief description.
- Next, create a picture of an obstacle you may face when working towards you goal, with a title and description.
- In your final cell, create a picture of how you can overcome that fear, roadblock, or obstacle. Title that cell and add a brief description.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description fails to reinforce the created visual. |
| Road Block | The cell used exemplary school-appropriate scenes, characters, convey a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, convey a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, and text to convey a roadblock or obstacle in the previous goal. The description fails to reinforce the created visual. |
| How to Overcome | The cell used exemplary school-appropriate scenes, characters, convey an effective way to overcome a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, convey a way to overcome a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, convey a way to overcome a roadblock or obstacle in the previous goal. The description fails to reinforce the created visual. |
| Grammar | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
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