Activity Overview
Goals can be categorized based on the time it takes to achieve them. Short term goals range from the present to one month. Mid-range goals are achieved from over one month to a year, and a long term goal is anything over a year. Creating a storyboard showing the progression of these goals might make reaching them seem more exciting and achievable, prompting students to take real life action.
In this activity, students will create visual representations of their different goals (short, mid, and long range). Understanding the importance of goal progression is an important learning objective. Usually, long term goals are the result of compounded short term goals. For example, a teacher’s goal to do well while student teaching is a prequel to a long term goal of landing a full-time position. Goal progression is important because it lowers the overwhelming stress of long term goals, while motivating the individual to continue to move forward.
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
Students will be making a visual of a short term goal, mid range goal, and a long term goal.
- Click "Start Assignment".
- Title the first cell with Short Term Goal. Create a visual of your short term goal and describe it in the description box.
- Title the second cell with Mid Range Goal. Create a visual of your mid range goal and describe it in the description box.
- Title the third cell with Long Term Goal. Create a visual of your long term goal and describe it in the description box.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Short Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description reinforces the time frame appropriate for a short term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. |
| Mid Range Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description reinforces the time frame appropriate for a mid range goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. |
| Long Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description reinforces the time frame appropriate for a long term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. |
| Purpose and Grammar | Three cells were used in the storyboard to show goal progression. There are few to no grammar or spelling mistakes. | Three cells were used in the storyboard to show goal progression. There are some grammar or spelling mistakes, but understanding of content is clear. | There is a different theme for each goal causing them to not progress in order. There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
Activity Overview
Goals can be categorized based on the time it takes to achieve them. Short term goals range from the present to one month. Mid-range goals are achieved from over one month to a year, and a long term goal is anything over a year. Creating a storyboard showing the progression of these goals might make reaching them seem more exciting and achievable, prompting students to take real life action.
In this activity, students will create visual representations of their different goals (short, mid, and long range). Understanding the importance of goal progression is an important learning objective. Usually, long term goals are the result of compounded short term goals. For example, a teacher’s goal to do well while student teaching is a prequel to a long term goal of landing a full-time position. Goal progression is important because it lowers the overwhelming stress of long term goals, while motivating the individual to continue to move forward.
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
Students will be making a visual of a short term goal, mid range goal, and a long term goal.
- Click "Start Assignment".
- Title the first cell with Short Term Goal. Create a visual of your short term goal and describe it in the description box.
- Title the second cell with Mid Range Goal. Create a visual of your mid range goal and describe it in the description box.
- Title the third cell with Long Term Goal. Create a visual of your long term goal and describe it in the description box.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Short Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description reinforces the time frame appropriate for a short term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. |
| Mid Range Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description reinforces the time frame appropriate for a mid range goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. |
| Long Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description reinforces the time frame appropriate for a long term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. |
| Purpose and Grammar | Three cells were used in the storyboard to show goal progression. There are few to no grammar or spelling mistakes. | Three cells were used in the storyboard to show goal progression. There are some grammar or spelling mistakes, but understanding of content is clear. | There is a different theme for each goal causing them to not progress in order. There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
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