Student Teacher: Braden Pelly Mentor Teacher: Julia Mott

Subject: SPED 7-12 Lesson Topic: S.M.A.R.T. Goals

Grade: 7/8th Length of class: 30-45 Minutes

Learning Objective (performance, conditions, criterion):

Students will create S.M.A.R.T. goals regarding their educational aspirations

State Core Standard Alignment: 7th Grade

Writing Standard 5: With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.

Core and Supplemental Materials:

Teacher Materials: Student Materials:

Whiteboard/Projector Pen/Pencil
Expo Markers
Example S.M.A.R.T. Goals
S.M.A.R.T. Goal Questionnaire

Context for Learning:

Organization of the Within the classroom, students are already seating into pairs. For this
students (e.g., small lesson, pairs will be an acceptable seating arrangement to allow for
groups, whole group, interaction and collaboration.
partners)
Pre-Lesson Assessment Students are taught Social Skills biweekly and have past experience
Data working through Social Skill lessons.
IEP Goal Links Each student will create a S.M.A.R.T. goal based on their educational
(Also describe individual wants and needs.
student modifications &
accommodations)

Pre-Instructional Set: (Approximately 3 minutes)

Gain students’ attention “Good afternoon class, today we are going to be learning (30 seconds
to 1 minute)
(Activity and Script) about S.M.A.R.T. goals.”
“Has anyone in this room ever heard of a S.M.A.R.T.
goal?”
“Can anyone give me an example of what a S.M.A.R.T.
goal is?”
“Can someone in this room take an educated guess at
what the acronym “S.M.A.R.T.” means?”
Inform students of “Today, we are going to be looking at what a S.M.A.R.T. (30 seconds
to 1 minute)
learning objective(s) goal is and write one of our own.”
“This is important to “This is important to know because creating and (30 seconds
to 1 minute)
know because…” maintaining goals is an important trait that increases
(Informed instruction) drive and overall success both inside and outside of the
classroom.”
Preparing students for instructional content: (Approximately 5 - 15 minutes)
Pre-requisite skills to N/A for this lesson
review, if applicable
(2 to 5
Review of prior “What is a goal?” minutes)
knowledge, if “How do people create and maintain goals?”
applicable “Talk to your partner about what you know about goals”

Vocabulary to pre- S.M.A.R.T. Goals: (5-10

minutes)
teach, if applicable
Specific - “I want to accomplish ______”
Measurable - “I know I’m succeeding because ____”
Achievable - “It’s possible for me to accomplish”
Relevant - “There is a reason behind this goal”
Timely - “It’s going to take me ____ to accomplish”

Instruction: (Approximately 20 to 40 minutes – depending on length of class)

(5-10
Explicit Modeling of After a thorough review of the S.M.A.R.T. acronym, I minutes)
Skill (what cognitive will write my own S.M.A.R.T. Goal and break down
steps should the each letter for the students to see. This will give them a
students be using to visual understanding of what goes into creating
successfully perform S.M.A.R.T. Goals.
the skill?)
(I DO IT)
Guided Practice I will bring a S.M.A.R.T. Goal that is attainable for each
(WE DO IT) student to understand so that the consistency remains the
same.
Some student may find it easy, while others may be faced
with a challenge. To ensure that I am meeting the needs
of all students, we as a class will break down a
S.M.A.R.T. Goal together.
I will ask engaging and open-ended question to assess the
students’ understand to consider if more scaffolding
needs to be done.
(15-20
 (15-20
Strategies to check for To check student understanding, scaffolding of minutes)

understanding S.M.A.R.T. Goal examples will be toned back and

opportunities to show understanding will be given to
students to answer in front of the whole group
individually.
Independent Practice Hand out S.M.A.R.T. Goal Questionnaire. This
(YOU DO IT) questionnaire allows the students to create their own
S.M.A.R.T. Goals and goes into detail with each letter.

Hand-out will be attached in order to get a full

understanding.
If needed, how will you address re-teaching of specific skills.

Maintain an active presence around the room to stop at individuals desks to tighten up their
understanding of the materials if re-teaching is necessary.

Assessment:
Concrete and tangible In order to assess understanding, students will share their S.M.A.R.T.
assessment to know Goals with their table partner. I will walk around the room and listen
whether students have in to each group to ensure that understanding is satisfactory.
met learning objective
Because this is a more personal lesson, sharing out loud to the whole
group may shy away volunteers. Allowing each partnership the
opportunity to share with each other, while me simultaneously
walking around creates a safe space for the students, while still
allowing me to assess their understanding.

Closure: (1 – 5 minutes)
Organization/transition “Great job today everyone! I really enjoyed how well (1 – 5
minutes)
routines (e.g., put you worked with your partners and shared your
assignments in folders, S.M.A.R.T. Goals. Please put your S.M.A.R.T. Goals on
prepare for bell, this desk before you leave and prepare yourself for the
transition to next bell.”
lesson/activity
 Name___________________

S.M.A.R.T. Goal Questionnaire

Goal:

1. ​S​ pecific. What will the goal accomplish? How and why will it be accomplished?

2. ​M​ easurable. How will you measure this goal?