Activity Overview
When someone does not get what they set out to achieve, they may get frustrated and give up. We don’t want our students lowering their confidence when they're trying to achieve a goal. To help them with perspective, remind students that there are many things out of the their control. For example, students cannot control what will be on their test. The path to a good grade is to pay attention in class, do their assignments, and study. When students do everything they can, they should be able to achieve a lot of their goals. In this activity, students will controllable and uncontrollable aspects of their goals. With this, they'll be able to better form an action plan on how to achieve the goals they set.
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 controllable and uncontrollable aspects of your goals.
- Click "Start Assignment".
- After brainstorming three different personal goals, list them in the vertical titles in the storyboard given to you.
- Create three visuals of aspects you can not control and can control. Use the description box to briefly describe them.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Control in Goals | All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The descriptions reinforced how the individual could take control of certain aspects to achieve goals. | Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The descriptions reinforced how the individual could take control of certain aspects to achieve goals. | One or more cells inappropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The healthy relationship examples did not reinforce how someone can control aspects to achieve goals. |
| No Control in Goals | All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The descriptions reinforced the image created. | Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The descriptions reinforced the image created. | One or more cells inappropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The healthy relationship examples did not reinforce the image was created. |
| Use of Conventions | There are few to no grammar or spelling mistakes. The text clearly indicates understanding of controllable aspects in goal achievement. | 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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