<p> <Goal Setting></p><p>Book Kit Title: Oh, the Places You'll Go </p><p>Dr.Seuss 1990: ISBN#:0-679-80527-3 </p><p>This Book Kit was planned by: < Misty Harris ></p><p>Grade Level this kit is intended for: 3rd</p><p>Materials for the Lesson: Oh, the Places You'll Go book, mini umbrella, *goal sheet, *crossword puzzle, timer, *how many can you do…worksheet (station 4), game with game pieces and *cards, markers</p><p>List all the materials that will be needed for teaching this lesson. Put an asterisk* next to those materials that will be included in your Book Kit. If there are materials that are difficult to find, indicate where those may be obtained. </p><p>Lesson Objective: Goal Setting</p><p>Background Knowledge: The difference between a goal and a dream. The difference between setting a goal and having a dream is that a goal is something you write down and have specific times of when you are going to accomplish that goal. You work hard to achieve that goal and see yourself accomplishing it in your mind. A dream is more of something that comes to your mind and is not something that you work for constantly and you might think you will never actually do it. </p><p>Anticipatory Set/Invitation to Learn: Ask students if they have ever set a goal before and what it was. How did they feel when they accomplished the goal.</p><p>Listening Focus: Why setting goals is important and how it makes them feel to accomplish goals they set.</p><p>Method for sharing the book: How many of you have set goals before? What was that goal and did you accomplish it? If you did or did not, how did it make you feel? I'm going to read you the story, Oh, the Places You'll Go and as I read I want you to listen how this young boy accomplishes things in his life. </p><p>Instructional Procedures: (After the story has been read and questions have been discussed)</p><p> Discuss with the students how to set goals so that they can accomplish them. (Have these steps listed on an overhead. Cover them with a piece of paper and once it is being discussed move the paper lower to reveal the next step) First, a goal has to be written down. Give an example of a time you set a goal, and use this example through the process of explaining to the students how to set a goal. Example: New Year people usually set new goals that they want to achieve.  Next, figure out how you are going to achieve that goal. Sometimes it is a goal that is far in advance so you have to make smaller/short term goals that will help you reach that final goal. Figure out what you are really going to have to do to make this happen.  The goals you set need to be reasonable. Since you are in the third grade, you are not going to be able to have the goal to be in the NBA because that is not possible for you at this time. You can have a goal to make perfect scores on most of your spelling tests throughout the year. That is a goal that can be achieved if you work hard for it.  Finally, hang your goals on the wall, or put them in your bathroom on the mirror, or somewhere visible so you can see them everyday. Reminding yourself of your goals everyday is helpful to keep you on track and keep you motivated to keep working hard to accomplish your goals.  Tell the students if they do these things they will be able to accomplish whatever they set their minds to even if it gets really hard. </p><p>Response- Ask the students if the character in the story always accomplished his goals. Was life always happy and good for him? Did they get better though? I'm sure you can think of times in your life when everything wasn't perfect but things do get better. This boy had goals and things he wanted to achieve and that is why he got so far. If you want to do great things in life, which all of you can, then you set goals like the way you were just taught and you will achieve them.</p><p>How Evaluated: Rubric-Participation at every center (worksheets and activities completed)</p><p>Closure: Discussion with class about goals they are setting and how they are going to accomplish them. Explain the concrete object. When the object is on their desk they will check on how well they are completing the goals they have set.</p><p>Evidence of Student Learning: Rubric- Participation at every center (worksheets and activities completed)</p><p>Addtitional components: </p><p> Concrete Object -Set a mini umbrella on a student’s desk. Each time they look at it, they will think about one of the school goals they have set for themselves. They will check to make sure they are doing everything they planned to do so they could accomplish that goal. If they are not, they can start now! If they are, they can just keep going.  Game-On the cover of the book there is a mountain that the little boy is on top of. I created a board that looks like the mountain and every color represents a space. The game cards are their only way of moving up or down the mountain. The point of the game is to try to make it to the top of the mountain by setting and reaching different goals. The first student picks a card, completes the task that is on the card and then advances the amount of spaces that the card says. Some cards represent a child that did not reach his goal so they will have to move backwards. After the first student has drawn their card and moved the appropriate number of spaces, their turn is over and the next student will go. Continue this process until someone reaches the top of the mountain. Then the game is over. </p><p>6 centers</p><p> Listening Center-Students will listen to the story and then fill out a comprehension worksheet  Discussion Center-Students will discuss with teacher/helper about setting goals and how they feel when they accomplish a goal  Crossword Center-The students will fill out a crossword puzzle about the book  How many can you do Center-Students will do 5 tasks in 30 seconds and choose one to improve and work on for the week, worksheet provided  Goal Writing Center-Students will write 2 goals in three areas of their lives and then choose one from each category to explain how they are going to reach that goal  Drawing Center-In this center students will draw a picture of what they want to be when they grow up and what that job entails. All of these drawings will go into a class book.  Game-In the game students will draw cards that move them forward after completing a goal and backward when they do not complete their goal.</p><p>Concrete Object Directions</p><p>Sit this mini umbrella on your desk. Each time you look at it, think about one of the school goals you have set for yourself. Then check to make sure you are doing everything you planned to do so you could accomplish that goal. If you are not, start now! If you are, just keep going.</p><p>Station 1: Teacher or parent help needed: No</p><p>Draw a picture of what you want to be when you grow up. At the bottom write a sentence describing what you are going to be and what you will do.</p><p>Bloom’s Level: Knowledge</p><p>Station 2: Teacher or parent help needed: Yes</p><p>This is a conversation station. Students can talk in small groups of 4-5 with a teacher or parent present. They can discuss different ideas related to the book such as the following:  Tell about a time you set a goal and accomplished it. How did it make you feel to accomplish that goal?  Tell about a new goal you want to work on and how you are going to accomplish it.</p><p>Bloom’s Level: Knowledge Station 3: Teacher or parent help needed: No</p><p>At this station you will write 2 goals under each section. Then choose one from each section and write a sentence telling how you are going to accomplish that goal.</p><p>Bloom’s Level: Application</p><p>Station 4: Teacher or parent help needed: No</p><p>Complete each task in the time allotted. After accomplishing each task, choose one that you want to work on and write down how much you want to improve it in a week and how you are going to do that.</p><p>Bloom’s Level: Application</p><p>Station 5: Teacher or parent help needed: No</p><p>Complete the crossword puzzle about the book. You can work together on this activity.</p><p>Bloom’s Level: Analysis</p><p>Station 6: Teacher or parent help needed: No</p><p>This is a listening station. Follow along with the tape in your own book and answer the questions at the end.</p><p>Bloom’s Level: Knowledge Name______Date______Oh, the Places You’ll Go! Comprehension after listening station</p><p>Write a brief response to each of the following. 1. What did Dr. Seuss mean when he wrote, “ You can steer yourself in any direction you choose?” ______</p><p>______</p><p>______</p><p>3. When Dr. Seuss wrote, “ You have brains in your head and feet in shoes,” what did he mean? ______</p><p>______</p><p>______</p><p>______</p><p>4. How did Dr. Seuss feel about ‘The Waiting Place’? ______</p><p>______</p><p>______</p><p>______</p><p>6. What was the main idea of this book? ______</p><p>______</p><p>______</p><p>______Name______Date______Oh, the Places You’ll Go!</p><p>Setting Goals</p><p>People set goals to succeed in life. Some goals are personal goals and some are school and home goals. Think about your life and the goals you would like to achieve. List 2 for each category and then circle one from each category to explain how you are going to reach that goal (what are you going to do.)</p><p>Personal Goals</p><p>1. ______</p><p>2. ______</p><p>How are you going to reach that goal:______</p><p>______</p><p>______School Goals</p><p>1. ______</p><p>2. ______</p><p>How are you going to reach that goal:______</p><p>______</p><p>Home Goals 1. ______2. ______How are you going to reach that goal:______</p><p>______</p><p>______Name______Date______How many can you do in 30 seconds? Station 4 Complete each task in the time given and record your answers. When you have completed all the tasks, choose one that you would like to improve and write how you are going to improve that skill in a week and what your goal is. 1. How many sit ups can you do?</p><p>2. How many jumping jacks can you do?</p><p>3. How many words can you write?</p><p>4. How high can you count (writing the numbers on paper)? Choose one you would like to improve. How are you going to do that? Explain. ______</p><p>Goal to have stronger heart-do Goal to be happy-tell a joke ten jumping jacks and move and move forward 2 spaces forward 1 space</p><p>Goal to be better at math-solve Goal to be more kind- 2x3 and move forward 2 spaces complement everyone playing the game and move forward 3 spaces Goal to have stronger muscles- do five push ups and move forward 1 space and out three times then move forward 2 spaces Goal to be more loving-hug a friend and move forward 2 spaces</p><p>Goal to more proud of who you Goal to be more grateful-say are-tell everyone about one thing you are thankful for something you enjoy doing and move forward 1 space (hobbies, interests) and move forward 3 spaces</p><p>Goal to be more athletic-jog in place for 20 seconds and move Played video games all night forward 2 spaces instead of doing your homework-move back 2 spaces</p><p>Goal to be a better listener- listen to the person on your Forgot to take your homework right tell you about their day home-move back 1 space and move forward 3 spaces</p><p>Did not do participate in any Goal to be more positive-tell physical activity-move back 2 everyone about something good spaces that has happened to you today and move forward 2 spaces Said something mean to your friend-move back 3 spaces Goal to be more relaxed-close your eyes and breath deeply in Did not say thank you after Ate too much candy and got receiving something-move back sick-move back 1 space 1 space</p><p>Forgot to eat your fruits and Did not listen while the teacher vegetables-move back 2 spaces was talking-move back 2 spaces</p><p>Said negative things all day long-move back 3 spaces</p><p>Had a frown on your face all Spread a rumor about day-move back 2 spaces someone-move back 3 spaces</p><p>Forgot to do your chores-move back 1 space </p>