Page 1.1.3 GO FOR THE GOAL · 2018-08-31 · Refer to Technology Integration Options Active...
Transcript of Page 1.1.3 GO FOR THE GOAL · 2018-08-31 · Refer to Technology Integration Options Active...
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© Take Charge Today – November 2014 – Go For The Goal! Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
RECOMMENDED GRADE LEVELS
AVERAGE TIME TO COMPLETE
EACH LESSON PLAN IS DESIGNED AND CONTINUALLY EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU
TO THE FOLLOWING EDUCATORS FOR DEVELOPING
COMPONENTS OF THIS LESSON PLAN.
7‐9
Anticipatory Set & Facilitation: 45 minutes
Conclusion/Assessment Options: 15‐30 minutes
Time does not include optional items.
Tracey Newman, Family and Consumer Sciences Educator, Ste. Genevieve, Missouri
NATIONAL STANDARDS LESSON PLAN OBJECTIVES
The curriculum is aligned to the following national standards: National Standards for Financial Literacy American Association of Family and Consumer Sciences Council for Economic Education National Business Education National Jump$tart Common Core English Language Arts
Upon completion of this lesson, participants will be able to: Identify the benefits of setting goals Define short‐ and long‐ term goals Apply the goal setting process Utilize the SMART method of setting goals
MATERIALS
MATERIALS PROVIDED IN THIS LESSON PLAN
MATERIALS SPECIFIC TO THIS LESSON PLAN
BUT AVAILABLE AS A SEPARATE DOWNLOAD
MATERIALS TO ACQUIRE SEPARATELY
DEPENDING ON OPTIONS TAUGHT
Practicing SMART Goals 1.1.3.A1 Go For The Goal 1.1.3.A2 Go For The Goal Timeline Activity
1.1.3.A3 Go For the Goal Grading Rubric 1.1.3.B1 Go For The Goal Information Sheet
1.1.3.F1 Charades Activity Cards 1.1.3.H1 Short and Long Term Goals signs
1.1.3.H2 Short or Long Term Goals activity cards
1.1.3.H3 Go For The Goal Note Taking Guide
1.1.3.L1
Go For The Goal Answer Key 1.1.3.C1
Go For The Goal PowerPoint presentation 1.1.3.G1
Take Charge of Your Financial Well‐Being Unit Multiple Choice Test Bank and Answer Key 1.1.0.M1 & C1
Toothpicks Small marshmallows Baby wipes or hand wipes
to clean up stickiness Tape Post It Notes or Technology
RESOURCES EXTERNAL RESOURCES
External resources referenced in this lesson plan: www.consumerjungle.org Consumer Jungle http://consumerjungle.org/jungle‐talk/my‐future‐my‐goals Consumer Jungle article about goal setting http://www.thinglink.com/scene/572774870304161793 Interactive image to utilize for anticipatory set
GO FOR THE GOAL!
Introductory Level www.takechargetoday.arizona.edu
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© Take Charge Today – November 2014 – Go For The Goal! Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
www.classtools.net Random Name Generators http://www.2070launchyourlife.org/life‐simulator.aspx 2070 Launch Your Life simulator
TAKE CHARGE TODAY RESOURCES
Similar lesson plan at a different level: Setting Financial Goals lesson plan 2.1.4
Optional lesson plan resources: Technology Integration Options Active Learning Tool
3.0.50 Tablets Applications for the Personal Finance
Classroom Active Learning Tool 3.0.52
CONTENT EDUCATOR MATERIALS PARTICIPANT READING
Materials to support educators when preparing to teach this lesson plan are available on the Take Charge Today website.
Go For The Goal Information Sheet 1.1.3.F1
LESSON FACILITATION
PREPARE Visual indicators to help prepare the lesson
INSTRUCTInstructions to conduct the lesson facilitation
CUSTOMIZE
Potential modifications to lesson facilitation
VOCABULARY ACTIVITY (OPTIONAL) Activity that may be conducted before, during and/or after instruction depending upon the activity and needs of participants.
Charades Approximate time: 10 minutes prior to instruction and 10 minutes at the end Materials to prepare: Charades Activity Cards 1.1.3.H1
Before Instruction: 1. Copy and cut apart the Charades Activity Cards 1.1.3.H1. 2. Ask the group if anyone has ever played Charades? If so, ask the participant to
review the game structure: a. The “actor” silently reads the slip on the activity card to themselves and
then acts out the term. b. The other participants try to guess what the actor is communicating. c. The actor is not allowed to speak, but may use a variety of gestures to
communicate the term on the card to the other players. 3. Ask for volunteers to be the actors for Charades. 4. Explain to the group that today’s charades relate to goals that a person might
have. 5. During the game, ask participants to consider the effort, time, and other
resources needed to accomplish the goals. This will be used later during discussion.
After Instruction: 6. Ask participants to determine the category the goal communicated might
belong: long‐term, short‐term, financial, education.
Instead of using the available Charades Activity Cards 1.1.3.H1, ask participants to create their own examples of goals for the Charades activity.
A technology option is to use the Heads Up! App. Refer to the Tablet Applications for the Personal Finance Classroom Active Learning Tool 3.0.52.
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ANTICIPATORY SET My Future, My Goals
Approximate time: 15 minutes Materials to prepare: Online access to Consumer Jungle, Jungle Talk submission by Gus Goldberg, My
Future, My Goals, or printed Jungle Talk submission by Gus Goldberg, My Future, My Goals. See the Resources section above for URL.
Optional: If technology is available, share the article and questions using Thinglink. Refer to the Technology Integration Options Active Learning Tool 3.0.50 for assistance with Thinglink.
1. Give each participant the My Future, My Goals Jungle Talk article 2. Prompt participants with the following questions before reading the article:
a. What is a key step to goals? b. Why does the author feel teens don’t set goals? c. What was the result of the 3% that wrote down goals in the Harvard
study? 3. Allow participants time to read the article 4. Use the think, pair, share method to discuss the article
a. Ask students to share the answers to the above three questions with a neighbor
b. Randomly select a pair of students to share one of their answers, until all discussion questions have been met
Optional: Mention to students that www.consumerjungle.org has several similar articles and they too can be Jungle Talk authors by submitting articles.
RECOMMENDED FACILITATION
Approximate time: 30 minutes Materials to prepare: 1 Go For The Goal! Note Taking Guide 1.1.3.L1 per participant Go For The Goal! PowerPoint presentation 1.1.3.G1 Tape the Short and Long Term Goals signs 1.1.3.H2 to opposite sides of the
room 1 Short or Long Term Goals activity card 1.1.3.H3 for 5 groups. Post it notes or technology to use Web 2.0 Tools Pass out the Go For the Goal! Note Taking Guide 1.1.3.L1 for participants to complete during the Go For the Goal! PowerPoint presentation 1.1.3.G1. Present Go For The Goal! PowerPoint presentation 1.1.3.G1. 1. Slide 1: Opportunity is Nowhere
a. Ask students what they see and explain that it is now here not no where but so much of opportunity is based on goal setting and taking advantage of opportunities
2. Slide 2: Title and introduction 3. Slide 3: Ask participants if they can determine what the images have in
common. a. Explain to participants that they are images of “goals” and today that is
Randomly call on students by using a random name generator from www.classtools.net
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© Take Charge Today – November 2014 – Go For The Goal! Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
how opportunity is now here. 4. Slide 4: Describe what a goal is 5. Slide 5: Cross Country
a. Ask students if they would drive to the other side of the country without a map or without their smart device; discuss with participants the reasons having no map or support is dangerous and not a good utilization of resources.
6. Slide 6: Why Set Goals? 7. Slide 7: Types of Goals
a. Describe short and long term goals and provide examples 8. Slide 8: Short‐Term or Long‐Term Goal Activity
a. Break participants into five groups. b. Pass out a Short or Long Term Goals activity card 1.1.3.H3 to each
group. c. Allow time for the participants to read the activity card and decide if
the goal is a short‐term or long‐term goal. d. Instruct one participant from each group to move to the appropriate
side of the room depending on the type of goal written on their card. e. Ask representative from the group to explain their decision. f. Discuss alternative answers and variables with the participants.
9. Slide 9: Challenge a. Give each group of participants a pinch of toothpicks and a handful of
small marshmallows. If they run out of either supply while building their tower, allow students to pick up more.
b. The participants will work together to build a free‐standing vertical tower by connecting the marshmallows and toothpicks.
c. Before participants begin building their tower, very briefly tell them to write a goal on their Go For The Goal Note Taking Guide 1.1.3.L1 to serve as a road map while building their marshmallow and toothpick tower.
10. Slide 10: Did You Reach Your Goal? a. Ask one group of participants to share their marshmallow tower goal
with the class. b. After hearing the goal, ask specific questions that cannot be answered
clearly because the goal was not written in detail. i. Example: If the group goal was to: “Build a tower,” ask the
participants how tall their tower was supposed to be, or how long it was supposed to stand freely.
c. Discuss with the participants the importance of writing specific goals. ii. It is difficult to know if you have reached your goal if it is not
written well. 11. Slide 11: Iterate challenge goal to a SMART Goals
a. Ask a group of participants to re‐write their goal using the SMART characteristics
b. Then allow students to share their revised SMART goal using lino, or another collaborative technical tool, or with a post‐it note that can be hung on the wall/board.
12. Slide 12: Education Goals a. Offer examples of educational goals
Refer to Technology Integration Options Active Learning Tool 3.0.50 for collaborative technology tools.
Substitute any items you have access to for the “challenge” activity. Plastic cups work great.
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b. Ask participants to brainstorm other examples of education goals. 13. Slide 13: What are two ways education goals lead to financial success?
a. Have students work with a partner to come up with two ways b. Allow participants an avenue to share their thoughts; this could be
done with post‐it notes or a technology collaborative tool c. Options could include: Provide guidance and direction, and
Enable individuals to reach financial goals 14. Slide 14: SMART Education Goal
a. Work together as a group to edit the goal of attending a technical school to be a SMART goal. Specific components of the SMART Goal are identified by the bold front in each line
i. Original goal – I want to attend a technical school. 1. Specific – I want to attend a technical school and study
computer programming. 2. Measurable – Because I want to attend a technical
school and study computer programming, I will earn a B in algebra.
3. Attainable – Because I want to attend a technical school and study computer programming, I will earn a B in algebra this semester by studying for one hour each day
4. Realistic – Because I want to attend a technical school and study computer programming, I will earn a B in algebra this semester by studying for one hour each day instead of playing video games
5. Time Bound – Because I want to attend a technical school and study computer programming, I will earn a B in algebra this semester by studying for one hour each day instead of playing video games while I am a junior in high school.
15. Slide 15: Financial Goals 16. Slide 16: What are two ways financial goals lead to overall well‐being?
a. Have students work with a partner to come up with two ways b. Allow participants an avenue to share their thoughts c. Options could include: Provide guidance and direction for not going in
debt, provide a sense of understanding for trade‐offs and opportunity costs
17. Slide 17: SMART Financial Goals a. Work together as a class to edit the goal of buying a new phone to be a
SMART goal. i. Original Goal – I would like to save money to buy a new phone
1. Specific – I plan to save money for a new phone. 2. Measurable – I plan to save $400 for a new phone. 3. Attainable – I plan to save $400 for a new phone by
saving $20 from each weekly babysitting job. 4. Realistic – I plan to save $400 for a new phone by
saving $20 from each weekly babysitting job and putting it into a savings account instead of shopping with it.
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5. Time bound – I plan to save $400 for a new phone by saving $20 from each weekly babysitting job for 20 weeks.
ii. Show the SMART goal on the slide and have students identify each component of a SMART goal.
18. Slide 18: Why Set Goals? a. Reinforce the purpose of setting SMART education and financial goals.
19. Slide 19 Strategies to help you reach your goals a. Share your goal with others for support b. Track your progress towards your goal
20. Slide 20: Summary
CONCLUSION
Practicing SMART Goals Approximate time: 15 minutes Materials to prepare: 1 Practicing SMART Goals 1.1.3.A1 per participant 1. Hand out Practicing SMART Goals 1.1.3.A1 to each participant. 2. In groups, instruct participants to work together to re‐write the education and
financial goals to be SMART goals. Allow time for participants to work and then ask each group to share one revised goal.
ASSESSMENT There are two assessment options provided for this lesson. 1. Option 1: Reinforcement Worksheet 2. Option 2: Go For The Goal! Timeline Activity
Option 1: Reinforcement Worksheet Approximate time: 10 minutes Materials to prepare: 1 Go For The Goal! worksheet 1.1.3.A2 per participant 1. Complete Go For The Goal! 1.1.3.A2 as instructed.
Option 2: Go For The Goal! Timeline Activity Approximate time: 15‐ 30 minutes depending upon the method used Materials to prepare: 1 Go For The Goal! Timeline Activity 1.1.2.A3 per participant Go For The Goal! Rubric 1.1.2.B1 Optional: Computer access 1. Hand out the Go For The Goal! Timeline Activity 1.1.2.A3 to each participant and
have them create their own goal for Brandon. 2. Participants will then create a timeline for a period of one year or more to track
Brandon’s progress toward his goal. The timeline may be created using paper and pictures, or using an electronic timeline generator.
Specific instructions for how to use timeline tools can be found in the Technology Integration Options Active Learning Tool 3.0.50.
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Charades Activity Cards
Goal: To become a dentist
Goal: To get on the honor roll at your
school
Goal: To save enough money to
buy a car
Goal: To save
enough money to buy a new phone
Goal: To travel to Mt. Everest and
climb it
Goal: To canoe down the Amazon River
Goal: To save money to rent a limousine
for prom
Goal: To become a
plumber
Goal: To become an
airplane pilot
Goal: To meet a famous celebrity
Goal: To graduate from high school
Goal: To discover the cure for cancer
1.1.3.H1 1.1.3.H1 1.1.3.H1
1.1.3.H1 1.1.3.H1 1.1.3.H1
1.1.3.H1 1.1.3.H1 1.1.3.H1
1.1.3.H1 1.1.3.H1 1.1.3.H1
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Go For The Goal! Vocabulary List
TERM DEFINITION
1 Financial goals Specific objectives that are accomplished through financial planning
2 Financial planning Managing money continuously through life in order to reach financial goals
3 Goal The end result of something a person intends to acquire, achieve, do, reach, or accomplish sometime in the near or distant future
4 Long‐term goals A goal that will be attained in more than one year
5 Short‐term goals A goal that will be attained in less than one year
6 Well‐Being Feeling good about one’s life
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Describe each type of goal below
Short‐Term (1 point) Long‐Term (1 point) Education (1 point) Financial (1 point)
Go For The Goal! Note Taking Guide
Total Points Earned
Name
14 Total Points Possible
Date
Percentage Class
Directions: Complete the following guide to assist you learning the goal setting process.
Challenge Goal: What is your team goal for your challenge? (1 point)
How is setting a goal like using Google Maps? (1 point)
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Team SMART Goal(5 points)
S M A R T
Rewrite your team goal using SMART characteristics below.
Describe how setting SMART education and financial goals help individuals reach future success. (1 point)
What is a goal you would like to strive for? (1 point)
What is one thing you will remember about setting goals? (1 point)
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Short‐Term Goals
Long‐Term Goals
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Brady looked at his watch and noticed the school day was almost over. The final bell was about to ring, so he quickly glanced through his calendar. Highlighted as yellow was a History test next week. He knows he has to do well on the test, because his goal is to get an A in the class.
Tanner is a freshman and is enjoying being in high school. He especially likes taking Industrial Technology courses and has done a little research considering studying Architecture in college. He knows his grades have to be very good to get into an Architecture program, so he has set a goal to maintain a 3.5 GPA throughout all four years of high school.
Bailey loves fashion and follows the latest clothing trends. She has her mind set on purchasing the latest style of jeans and has set a goal to do so before the end of the month. If she saves half of her income from her part‐time job for the next 3 weeks, she should have enough money to go shopping!
Joseph has been playing football since he was in the fifth grade. He wants to be the starting quarterback by the time he is a senior in high school. To reach this goal, he lifts weights daily, runs three times a week and eats nutritiously.
Stephanie is anxious to go to the movies tonight with her friends. As she looks at the clock, she sees that the afternoon is slipping away and her parents said that she has to finish her paper before going out. Her goal is to type one page every fifteen minutes so she finishes her paper and still has time to get ready before going to the movies.
1.1.3.H3
1.1.3.H3
1.1.3.H3
1.1.3.H3
1.1.3.H3
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Practicing Smart Goals
Total Points Earned Name
15 Total Points Possible Date
Percentage Class
Directions: Working in a group, re‐write the following goals to make them SMART. Each goal is worth five points. Review the five elements needed to write a financial goal.
Specific: State exactly what is to be done with the money involved Measurable: Write the exact dollar amount Attainable: Determine steps to reach the goal Realistic: Do not set the goal for something unattainable or unrealistic Time Bound: Specifically state when the goal needs to be reached
1. I want to get involved in an extra‐curricular activity. 2. I want to buy a new phone this summer. 3. Before school starts, my goal is to buy two new pairs of jeans.
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Go For The Goal!
Directions: Match the following term with its definition. (1 each) ______ 1. Specific objectives to be accomplished through financial planning. ______ 2. The end result of something a person intends to acquire, achieve,
do, reach or accomplish. ______ 3. Can be reached in more than one year. ______ 4. Achieve in a time period of less than one year. ______ 5. Help individuals prepare for success in the workplace.
Directions: Explain each part of a SMART goal by writing the word that starts each letter. On the line below each letter, describe each part. (2 points each)
6. S _________________
___________________________________________________________________ 7. M _________________
___________________________________________________________________ 8. A _________________
___________________________________________________________________ 9. R _________________
___________________________________________________________________ 10. T _________________
___________________________________________________________________ Directions: Write a SMART education goal you would like to achieve before graduating. (5 points)
Total Points Earned
20 Total Points Possible
Percentage
Name
Date
Class
A. goal
B. short‐term goal
C. long‐term goal
D. education goals E. financial goals
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Go For The Goal! Timeline Activity
Directions: Brandon is in the tenth grade and has begun thinking about purchasing a car. He works at his uncle’s restaurant as a dishwasher and earns approximately $200 each month at this job. Brandon’s parents have told him that they will match the money he saves, if he will begin saving. He wants to purchase a vehicle before summer starts, in July, and it is now November 1st.
1. Using the information above, create a SMART goal for Brandon:
S:
M:
A:
R:
T:
2. Is the goal you wrote a long‐term or short‐term goal? Explain your answer.
3. Is the goal you wrote a financial or education goal? Explain your answer.
4. Using the SMART goal you wrote for Brandon, create a timeline to reflect Brandon’s goal steps. Be sure to include the specific components of a SMART goal, as well as images that relate to each component and/or sentences to explain Brandon’s progress toward reaching his goal. The timeline may be created using paper or a timeline generating technology tool. Before completing your work, be sure to review the rubric.
Total Points Earned
Name
Total Points Possible
Date
Percentage
Class
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Go For The Goal! Rubric
Name: Date:
Directions:
1. Use the Go For The Goal Timeline Activity 1.1.3.A3 scenario provided to develop a SMART goal.
2. Create a timeline that reflects progress toward his goal. This may be done using paper or online by using
with a timeline generator. Use images and/or sentences to communicate each specific component of your
SMART goal.
3. Grading will be based upon the following rubric.
Exemplary Satisfactory Unsatisfactory No Performance
Score
Content: Timeline includes all five components
of a SMART goal Brandon’s situation and goal is
apparent Each entry on the timeline is well
created
9‐7 6‐4 3‐1 0
Communication Skills: Images selected or verbiage used are
appropriate, fluent and effective.
6‐5 4‐3 2‐1 0
Organization
and Completion: Assignment is easily read and neatly
assembled.
6‐5 4‐3 2‐1 0
Total Points Earned
Total Points Available 21
Percentage
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© Take Charge Today – September 2014 – Go For The Goal! – Page 1 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America
Institute at The University of Arizona
1.1.3.F1
Go for the Goal Introductory Level
What do you do you intend to achieve?
4
Making a winning kick, graduating high school, buying your first car and acing a class are all typical goals teens want to accomplish. Understanding what you want and how to get what you want are important steps in achieving your hopes and dreams.
A goal is something a
person intends to accomplish.
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Go For the Goal
© Take Charge Today – November 2014 – Go For The Goal! – Page 2 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute
at The University of Arizona
1.1.3.F1
Would you drive across the country without your phone?
Short-Term or Long-Term Is your goal going to take a year or more?
Goals are like using Google Maps
Goals help you make better choices.
Driving across the country could be a learning adventure that is rich in enjoyment. Traveling without a map could leave you lost or in unwanted areas and even in dangerous situations. Goals help you:
Focus Have direction Keep the end in mind Use resources wisely
What is a short-term goal you have?
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Go For the Goal
© Take Charge Today – November 2014 – Go For The Goal! – Page 3 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute
at The University of Arizona
1.1.3.F1
A financial goal is a specific objective achieved through
financial planning.
Writing down goals, as you did above, is a great start to achieving what you want. There is a system to help you have an even better path to achieving your goal and that is to use the SMART system. Read an article about goals
at www.consumerjungle.org
Write a short-term goal following the SMART system below:
Making goals reality
S M A R T