Activity Overview
When we ask students to think about their goals and dreams in life, many times you get general statements without a feasible plan to accomplish them. Reinforcing the specific characteristics in creating SMART goals will help students form an outline to achieve their goals. After covering the different aspects of SMART goals, students will create a storyboard visualizing their goal.
| S | Specific |
|---|---|
| M | Measurable |
| A | Action |
| R | Realistic |
| T | Time |
Goals should be specific. Eliminating vague desired outcomes will help focus the next steps. Goals should be measurable. How will you know when your goal is achieved? Action is the next aspect. What do you have to do in order to reach your goal. Realistic is the fourth part of a SMART goal. Is your goal doable? Finally, the last aspect is time. How much time will you need to achieve your goal.
Also check out the version of SMART goals for business.
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 your SMART goal in a storyboard.
- Click "Start Assignment".
- Define each definition of the titles in the description box below each cell.
- Come up with a goal you have and create a visual representation in the S cell. Briefly describe it in the description box.
- Create a picture of how you will measure your goal in the M cell. Briefly describe it in the description box.
- Create a picture of the actions you’ll take to achieve your goal in the A cell. Briefly describe it in the description box.
- Create a picture of a realistic way you’ll achieve your goal in the R cell. Briefly describe it in the description box.
- Create a picture of the time it’ll take to achieve your goal in the T cell. Briefly describe it in the description box.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Specific | The cell used exemplary school appropriate scenes, characters, and text to depict what a specific goal looks like. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict what a specific goal looks like. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Measurable | The cell used exemplary school appropriate scenes, characters, and text to depict how they would measure their goal. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict how they would measure their goal. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Action | The cell used exemplary school appropriate scenes, characters, and text to depict what they could do to their goal. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict what they could do to their goal. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Realistic | The cell used exemplary school appropriate scenes, characters, and text to depict how realistic their goal. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict how realistic their goal. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Time | The cell used exemplary school appropriate scenes, characters, and text to depict a time frame when their goal will be reached. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a time frame when their goal will be reached. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of SMART goals. | 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. |
Activity Overview
When we ask students to think about their goals and dreams in life, many times you get general statements without a feasible plan to accomplish them. Reinforcing the specific characteristics in creating SMART goals will help students form an outline to achieve their goals. After covering the different aspects of SMART goals, students will create a storyboard visualizing their goal.
| S | Specific |
|---|---|
| M | Measurable |
| A | Action |
| R | Realistic |
| T | Time |
Goals should be specific. Eliminating vague desired outcomes will help focus the next steps. Goals should be measurable. How will you know when your goal is achieved? Action is the next aspect. What do you have to do in order to reach your goal. Realistic is the fourth part of a SMART goal. Is your goal doable? Finally, the last aspect is time. How much time will you need to achieve your goal.
Also check out the version of SMART goals for business.
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 your SMART goal in a storyboard.
- Click "Start Assignment".
- Define each definition of the titles in the description box below each cell.
- Come up with a goal you have and create a visual representation in the S cell. Briefly describe it in the description box.
- Create a picture of how you will measure your goal in the M cell. Briefly describe it in the description box.
- Create a picture of the actions you’ll take to achieve your goal in the A cell. Briefly describe it in the description box.
- Create a picture of a realistic way you’ll achieve your goal in the R cell. Briefly describe it in the description box.
- Create a picture of the time it’ll take to achieve your goal in the T cell. Briefly describe it in the description box.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Specific | The cell used exemplary school appropriate scenes, characters, and text to depict what a specific goal looks like. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict what a specific goal looks like. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Measurable | The cell used exemplary school appropriate scenes, characters, and text to depict how they would measure their goal. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict how they would measure their goal. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Action | The cell used exemplary school appropriate scenes, characters, and text to depict what they could do to their goal. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict what they could do to their goal. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Realistic | The cell used exemplary school appropriate scenes, characters, and text to depict how realistic their goal. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict how realistic their goal. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Time | The cell used exemplary school appropriate scenes, characters, and text to depict a time frame when their goal will be reached. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a time frame when their goal will be reached. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of SMART goals. | 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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