Goal Setting Lesson Plan - San Diego Continuing Education

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TESOL New YorkApril 3, 2008Step by Step Goal Setting Lesson Plans Rationale for development of lesson plansLesson plan 1Lesson plan 2Lesson plan 3Other goalsPresented by:Gretchen BitterlinDonna PriceContinuing Education ProgramSan Diego Community College District (SDCCD)Additional lesson plan developers:Nancy Hampson, SDCCDLeslie Shimazaki, SDCCDFor more information, contactGretchen Bitterlin gbitterl@sdccd.eduDonna Price dprice@sdccd.edu619-388-4941 ABE/ESL Program, San Diego Community College District, Continuing Education2006L1 p. 1

Goal Settingin ESL and ABE ClassesAccording to research (Comings,Parrella, Soricone, 2004), seeing progress towardsgoals is the most important factor in what motivates adult learners to persist in theireducation. Just having a goal is not what leads to success. It is having a plan to reachthe goal and seeing progress as the plan proceeds that lead to goal attainment.Goal Setting Lesson PlanObjective 1: Students will be able to give examples of goals and describe others’ shortterm goals.Objective 2: Students will be able to set attendance and test performance goals anddocument their progress in attaining those goals on a form.Levels for which lesson is appropriate: Beginning High – Advanced ESL and ABELength of lesson: 1.5 hoursGrammar focus: Present continuous vs. want to/ need toMATERIALS NEEDED: 8 ½ X 11 visuals, page of smaller visuals, attendance chart,test score chartIntroduction:1. Show a picture of a soccer player kicking the ball.a. Ask: “What is he doing?”b. Model response: “He is playing soccer.” or “He is kicking the ball.”c. Ask: “What does he want to do?”d. Model response: “He wants to kick a goal.” or “He wants to score a point.”2. Show a picture of a person reading a map next to a car. Ask the students the twoquestions above:a. What is he doing? He is reading a map.b. What does he want to do? He wants to go somewhere.3. Show a picture of a person exercising. Ask the following:a. What is she doing? She is exercisingb. What does she want to do? She wants to lose weight. ABE/ESL Program, San Diego Community College District, Continuing Education2006L1 p. 2

4. Show a picture of a person throwing away his cigarettes. Ask the following:a. What is he doing? He is throwing away his cigarettes.b. What does he want to do? He wants to quit smoking.5. Show a picture of a person studying with a book labeled Englisha. What is he doing? He is studying.b. What does he want to do? He wants to learn English.Presentation 1: Identifying goals1. Model the following patterns with each picture. Students listen.He wants to score.His goal is to score.2. Using the visual of the soccer player, define “goal” for students as something youwant or need. In higher level classes, ask students what they think “goal” means.Brainstorm answers.Practice: Use one or both of the following exercises.1. Model a paired activity with the page of visuals. Then have pairs of studentspractice orally.Student A: What is his/her goal?Student B: His/her goal is to .2. Have students write sentences for each visual (See handout).His/ Her goal is to .Application:Ask students, “What is your goal?” Model the pattern: My goal is to .1. Elicit responses from students and write them on the board or overhead. (One ofthem will be “learn English”)2. Ask students, “What do we need to do to learn English quickly?” Elicit responsesfrom students and write them on the board in a list. Responses should includesome of the following: Come to school every day.Do homeworkPractice English outside of class, etc.3. Put these learning behaviors on a chart to post in your class; ask students to copythem in their notebooks or copy the ones that are important to them.4. Higher levels: Have groups of students brainstorm strategies for learning Englishquickly. Then have groups report their responses. Make it a whole class activityto decide which ones should be on a chart. ABE/ESL Program, San Diego Community College District, Continuing Education2006L1 p. 3

Presentation 2: Identifying attendance and test performance goals1. Refer students to the learning goal related to good attendance that should be onthe chart about goals for learning English quickly.2. Explain as simply as possible how important it is to set goals for ourselves.3. Put up the attendance chart on the overhead and model how to set an attendancegoal and complete the chart on a daily or weekly basis. Use the example at thetop to demonstrate this process.4. Ask the students questions to check their comprehension of the example on thechart, e.g. “How many days does this student want to attend class for week 1?” “How many days did the student attend class?” “Did the student meet his goal?”5. Hand out the chart to the students. Ask them to put it in their binder or assessmentfolder.Practice:1. Have students complete their attendance goals chart for week 1. Walk aroundand check to see that students understand the process.2. Model and facilitate the following paired activity.a. Student A: What is your attendance goal?b. Student B: I want to attend class 4 days a week or My goal is to attendclass 4 days a week.At the end of the week or instructional unit, hand out the test score chart and model theprocess of posting class test scores on the chart and also setting goals for testperformance, e.g. 80%. Demonstrate using the example in the first column.Ask students to keep the attendance and test score charts in the front of their binders orstapled to an assessment folder. Regularly refer students to these charts to monitor theirattendance and test score goals. ABE/ESL Program, San Diego Community College District, Continuing Education2006L1 p. 4

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Attendance GoalsWeekGoal/MonTuesWed4999# 0%60%50%40%30%20%10%exampleGoal:80%GoalMet?(Yes orNo)no#1#2#3#4#5#6#7#8#9#10#11#12#13#14 ABE/ESL Program, San Diego Community College District, Continuing Education2006L1 p. 11#15#16

1. Elicit responses from students and write them on the board or overhead. (One of them will be “learn English”) 2. Ask students, “What do we need to do to learn English quickly?” Elicit responses from students and write them on the board in a list. Responses should include so

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