[Teen Living]

Decisions Determine Destiny

Overview:
Through a variety of activities and examples, students will recognize the importance of making goals. They will learn how to have a vision and work toward that vision.

[9-10] [2 50-Minute Classes]

Teaching Materials
Blindfold 2 Balls Garbage Can Sheets for each student to write their goals down on with each of the specific areas of their life listed (education, physical, etc.)

Standard 1/Objective1: (Cognitive Domain & Level 1)

Students will discuss and participate in activities to help them deal with teenage transitions. Identify developmental tasks and challenges that occur during the teenage years and conditions that can impede, delay, or interrupt these tasks (roadblocks). Define short and long-term goals.

Other Resources/Technology
TV or computer with a projector to show the video clips

Introduction/Set Induction (15 minutes):

Two students will be asked to come to the front of the class. One of the students will be blindfolded. The teacher will place the garbage can in front of the students and give each of them a ball. The blindfolded student will shoot first. Then the student without a blindfold will shoot. After the activity, talk about why one student was successful and the other was not. Include the reasoning that one student had a clear view and knew where to shoot, whereas the other did not. One had a purpose and the other one wasnt sure. Its the same in our lives. Some people dont decide or have a vision of what they want in life; they dont have any goals. (PHASE 1)

[Decisions Determine Destiny]

Lesson Body (80 minutes) (Teen Living/Practical Reasoning)

Practical Reasoning PHASE 2: Consider the Context (15 minutes): In a prezi presentation (or power point) the teacher will display a variety of quotes on goals. The teacher will show one at a time and have different students read them aloud. The following quotes will be used: Setting goals is the first step in turning the invisible into the visible. Tony Robbins If we dont start, its certain we cant arrive. Zig Ziglar Forgive yourself for your faults and your mistakes and move on. Les Brown The major reason for setting a goal is for what it makes you to accomplish it. Jim Rohn It doesnt matter where you are coming from. All that matters is where you are going. Brian Tracy Success is doing ordinary things extraordinarily well. Jim Rohn You have within you right now, everything you need to deal with whatever the world can throw at you. Brian Tracy People with goals succeed because they know where theyre going. E. Nightingale You are the only one who can use your ability. It is an awesome responsibility. Zig Ziglar PHASE 3: Determine Valued Ends (15 minutes): According to the quotes that were just read have students write their own definitions of what they believe a goal is. Some of the students may share their definitions. The teacher will then explain the difference between short-term and long-term goals. Short-term goals are goals that can be accomplished right away or soon, such as, buying a new CD, getting a good grade on your science test, exercising every day, etc. Long-term goals are goals that you plan to reach in months or years in the future, such as, going to college, what career you want to have, getting married, raising a family, etc. Have the students get together with their neighbors and quickly discuss what they think is important to consider when setting a goal. (Examples may include: it needs to be realistic, it needs be in accordance with your values, it needs to be specific, it needs to be measurable, it needs to be flexible, it needs to be something that you want, the rewards need to be worth what you put into it, it needs to fit with your other goals, etc.). Each group of students will share at least one criterion they came up with. PHASE 4: Consider Alternative Means for Action (15 minutes): The following video clip Famous Failures will be shown: http://www.youtube.com/watch?v=zLYECIjmnQs. (This is a short video clip of famous people who have overcome distractions and resistance to become who they are today. Some of the people include, Abraham Lincoln, Michael Jordan, Thomas Edison, Oprah, etc.) After the video clip, students will huddle up with their neighbors again and discuss what obstacles or roadblocks may get in the way of them achieving their goals. As a class, each group will share what they discussed. Talk about ways to overcome those obstacles and how the examples shown in the video clip can inspire them.

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PHASE 5: Select & Justify a Course of Action (10 minutes): The following quote from Viktor Frankl will be shared (Viktor Frankl was a Jewish Psychologist who survived 3 years of living in the Nazi Concentration Camps during WWII): Everyone has his/her own specific vocation or mission in life. He/she cannot be replaced nor can his/her life be repeated. Thus, everyones task is as unique as is his/her specific opportunity to implement it. We DETECT rather than INVENT our missions in life. Each of us has an internal monitor that gives us an awareness of our own uniqueness and contributions that we can make. Have students reflect on that thought and think about what contributions they can offer and what specific mission they may have in their own life. Emphasize to the students that they should not be afraid to fail!!! They will never reach their goals if they are afraid to fail. Greatness comes from trial and error. PHASE 6: Take Action (15 minutes): Each student will create their own goals, both short-term and long-term goals in each of the following categories: Education: Family/Home: Physical: Spiritual: Financial: Career: Attitude:

PHASE 7: Evaluate Action Taken (10 minutes): After students have completed their goals (or at least started brainstorming them), the following video clip, The Difference of 1 Degree will be shown: http://www.youtube.com/watch?v=WDgKdjf7M4I. Reiterate that they need to be determined and always give their all in life. They need to constantly be evaluating their goals to see if they are progressing and if not, then they need to make some adjustments and keep going forward.

Summary/Closure (5 minutes):
End the class with the following thought: Decisions Determine Destiny. Have them reflect on that thought and comment on what it means to them.

Assessment/Evaluation:
Students will be assessed and evaluated on their participation and the completion of creating their own goals.

[Decisions Determine Destiny]