Just like the adults around them, our students may be looking at the new year as an opportunity for renewal, a time to assess their life and consider how they might want to improve it.
And we can help them. This week, since the topic of new year’s resolutions is likely to come up anyway, why not make a lesson out of it? Here’s a step-by-step plan you can use to help your students make the kinds of resolutions that could have a significant impact on their quality of life.
1. Get warmed up.
Ask students if any of them have made a new year’s resolution yet. Allow them to do a think-pair-share about this, then ask a few to share their resolutions with the class, if they have any. Also talk about your own, if you have one. This is just a casual conversation to get warmed up. If some students choose not to share, let them pass: There’s a chance they have some ideas, but they’d rather not announce them publicly.
2. Explore different kinds of resolutions.
One of the main goals of this lesson is to give students a better sense of the things in their lives they DO have control over. That’s an important message; one that can empower them to take ownership for their choices and start making big changes. And this message will be most effective if students are exposed to a broad range of possibilities, rather than limit themselves to whatever ideas they happen to come up with on their own.
So spend some time looking at the kinds of resolutions people make. You might brainstorm a list of possible resolutions on the board, then divide that list into categories. This would essentially be an inductive learning lesson. You could also have students do this in groups, or to save time, just prepare a list of example resolutions in advance.
The list could include categories and examples like these:
Health Resolutions: eat less junk food, exercise more, get better sleep
Academic Resolutions: set up a homework routine, keep school materials organized
Relationship Resolutions: be a better listener, stop gossiping, spend more time with family
Personal Growth Resolutions: learn a new hobby or skill, spend less time on devices
Once students have explored many possibilities, have them choose at least one resolution for the new year.
3. Explain how to turn a resolution into a goal.
One of the reasons some resolutions fail is because they aren’t specific or measurable. If a person resolves to “eat healthier,” that’s hard to measure and hard to track. With a broad resolution, it’s easy to fall into a gray area and eventually drop it altogether. So teach students how to take a vague resolution like “give my dog more attention” and turn it into a specific, measurable goal like “spend 10 minutes a day petting and playing with my dog.” Introduce students to the concept of SMART goals so they can craft a goal that meets all five criteria.
If a resolution is something more complex and long-term, like “learn how to cook,” have students think about what success with that resolution might look like: Maybe someone who knows how to cook can make a certain number of meals easily, so have the student decide what that number is and set a deadline for learning that number of meals. Or better yet, have them create a list of specific things they want to learn how to cook; this can serve as a checklist for the year.
4. Show students how to track their goals.
Explain to students that people generally have a greater chance of meeting their goals if they keep track of their progress in some way. Then show them how to do it.
Because students will have different kinds of goals, they will need different approaches to this tracking. Some will have the kind that require daily changes, like flossing every day or spending time each day with a pet. For a goal like that, they could use a daily record like this one, where they record “scores” they define themselves.
For a more complex, long-term goal, it may be more appropriate to set milestones that lead up to the bigger, broader goal. A milestone tracker like this one could help facilitate that:
5. Later, provide time to reflect.
Plan class time later on for students to do some written reflection on the progress they have made. Have them consider how well their plan is going, what factors may be getting in their way, or how the new changes are impacting their quality of life. The first time might be a week after goals are set, followed by two more check-ins spaced further apart. During these reflection times, share how your own goals are going, and talk to students about how sometimes we end up changing our goals based on what we learn about ourselves over time.
Suggestions for Success
Here are a few suggestions to give this lesson the greatest impact:
Make it ungraded. This is the kind of activity that has value beyond academics or grades, and students may be more intrinsically motivated to complete it if it is not tied to a grade. On the other hand, if you believe students will not do it without some kind of school credit, consider just assigning points for completion, rather than evaluating students’ work on it. If you have a student who doesn’t take it seriously, chalk it up to a maturity issue; at least they have been exposed to the ideas.
Allow time for discussion. Although students have likely heard about or made new year’s resolutions before, this may be the first time they have been given a structured opportunity to think it through. And it’s highly likely they have only ever heard people in their immediate circle talk about their resolutions; being exposed to the ideas of people they don’t normally spend time with can broaden their ideas about where they might want to grow.
Respect student privacy. Some of your students may be wrestling with serious issues, problems they may not want to discuss with anyone, including you. From the start of this lesson, let students know that if they would prefer to keep their resolutions private, you will respect that. If you need to give points for participation, you might have students give you a very brief peek at part of their plan, just so you can see that they completed it.
Don’t use this as a sub plan. In order for students to take this assignment seriously, they need to be with someone they trust, so unless you know they will have a sub with whom they already have a great relationship, hold off on this project until a time when you will be with your students.
Want this lesson ready-made?
I have put together a New Year’s Resolutions lesson based on these concepts, including printable goal-tracking sheets and reflection forms, ideal for use in grades 6-12, but also appropriate for grades 4 and 5. The lesson also includes access to the forms in Google Drive, for paperless classrooms.
To take a closer look at the lesson, click the image below:
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Happy New Year! While I know many school districts went back to school this Monday, we have been back in school since January 2nd! At this point in the school year, I love to take the time to challenge my students to think about their work so far and where they hope to be by the end of the school year. To incorporate the start of the new year, we work on goal-setting and we resolve to do things that will help us to be an even better version of ourselves.
I started the week-long writing assignment discussing commercials students have been seeing a great deal of on TV. Many confirm they have seen lots of commercials for gym memberships and weight-loss companies. I ask them why they think these are so “in your face this time of year?” and they were able to respond that “with the new year comes people setting goals to become better.”
We created a brainstorm cloud where students listed ways they could improve upon themselves. Some were very forthcoming and willing to share things that they thought needed improvement. Examples were: practicing harder, putting more effort into school work, listening more to a parent, being more responsible, etc. We discussed the difference between setting a goal versus achieving a dream.
Next students decided on the three things they wanted to work on, starred them on their brainstorm cloud, and got to work on their organizer. We tackled the topic sentence first, so students understood how they needed to begin the task of organizing their writing. I helped them through this by modeling with my three resolutions: saving more money, being less quick-tempered, and saying only respectful things about others.
Once we established our topic sentence, I showed students that my BING paragraph would be all about saving money, my BANG paragraph would be all about being less quick-tempered, and my BONGO paragraph would be all about saying only respectful things about others. I have to share that my students loved hearing the stories behind my resolutions and were very enthusiastic about helping with with the three strategies to achieve each of them. In addition to having three strategies, each paragraph needed to include an opening sentence-introducing the resolution and a concluding sentence-bringing the paragraph to a close.
After the modeling, students began working independently as I moved around the room. I was so thrilled to see how enthusiastic they were about writing to achieve their personal goals.
Day 2: We discussed what we did the previous day and got to work on our introduction and conclusion. Some may find this strategy backwards-I have have found that it can be tricky for students to find a place to begin. With each of their body paragraphs completed, I explained that now they simply have to grab the reader’s attention, and then bring the work to a close.
I gave the example of crime shows. Often the writers open the show with a person dead on the sidewalk to grab the audience’s attention, so you are hooked and don’t want to change the channel. They got it, so we began working together to create a “hooky” introduction. They agreed that asking questions and using exclamations would hook a reader. We created a model and did the same for the conclusion.
For the conclusion we discussed how we are bringing the piece to a close and sending the reader on their way. This is NOT the time to share new information, but instead give the reader the chance to reflect on what we have shared. Again, they got it and were on their way! The students completed their organizers and were ready to draft.
Here are a few pics of my students drafting…
Yesterday I had the chance to have writing conferences with them. They signed up for a conference once they completed their draft. My focus in conferencing was: mechanics-CUPS-capitalization, usage/grammar, punctuation, spelling. Lastly, we discussed organization and the use of transitions in their sentences. Students re-wrote their drafts and will be publishing them on the laptops tomorrow. I will share a few examples of these final pieces soon!
While students are at different levels in their writing abilities, this is a writing strategy that they will find useful through their college years. In addition, it can be modified for multiple uses: friendly letters, persuasive pieces, and expository writing where directions are given. I would love to hear about the tools you utilize to enhance writing in your classroom settings.