Goal Setting: Control vs. No Control - Storyboard That Lesson

Q: What are examples of things students can and cannot control when setting goals?

Students can control their effort, study habits, and how they manage their time. They cannot control what questions appear on a test or unexpected events. Recognizing this helps students focus on actions they can take to achieve their goals.

Q: How can teachers help students identify controllable and uncontrollable factors in goal setting?

Teachers can guide students to brainstorm goals , list what they can and cannot control, and create visual organizers. This activity builds awareness and helps students develop realistic, actionable plans.

Q: Why is it important for students to understand the difference between what they can and cannot control?

Understanding this difference boosts student confidence , reduces frustration, and encourages perseverance by helping them focus energy on actions within their control, instead of worrying about external factors.

Q: What is the best way for middle schoolers to make an action plan for achieving their goals?

Middle schoolers should define their goal, identify controllable steps (like studying or asking for help), recognize uncontrollable elements, and focus their action plan on steps they can take themselves.

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Activity Overview

Template and Class Instructions

Rubric

Activity Overview

When someone does not get what they set out to achieve, they may get frustrated and give up. We don’t want our students lowering their confidence when they're trying to achieve a goal. To help them with perspective, remind students that there are many things out of the their control. For example, students cannot control what will be on their test. The path to a good grade is to pay attention in class, do their assignments, and study. When students do everything they can, they should be able to achieve a lot of their goals. In this activity, students will controllable and uncontrollable aspects of their goals. With this, they'll be able to better form an action plan on how to achieve the goals they set.

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Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a visual representation of controllable and uncontrollable aspects of your goals.

Click "Start Assignment".
After brainstorming three different personal goals, list them in the vertical titles in the storyboard given to you.
Create three visuals of aspects you can not control and can control. Use the description box to briefly describe them.

3 Rows by 2 Columns Storyboard Chart with Titles and Descriptions

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Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Back to School with Storyboard That

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Rubric

(You can also create your own on Quick Rubric.)

Control of Different Aspects in Goals

Students will create a storyboard that compares the different levels of control in aspects of personal goals.

	Proficient	Emerging	Beginning
Control in Goals	All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The descriptions reinforced how the individual could take control of certain aspects to achieve goals.	Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The descriptions reinforced how the individual could take control of certain aspects to achieve goals.	One or more cells inappropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The healthy relationship examples did not reinforce how someone can control aspects to achieve goals.
No Control in Goals	All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The descriptions reinforced the image created.	Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The descriptions reinforced the image created.	One or more cells inappropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The healthy relationship examples did not reinforce the image was created.
Use of Conventions	There are few to no grammar or spelling mistakes. The text clearly indicates understanding of controllable aspects in goal achievement.	There are some grammar or spelling mistakes, but understanding of content is clear.	There are too many grammar or spelling mistakes creating an unclear understanding of content.

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Activity Overview

When someone does not get what they set out to achieve, they may get frustrated and give up. We don’t want our students lowering their confidence when they're trying to achieve a goal. To help them with perspective, remind students that there are many things out of the their control. For example, students cannot control what will be on their test. The path to a good grade is to pay attention in class, do their assignments, and study. When students do everything they can, they should be able to achieve a lot of their goals. In this activity, students will controllable and uncontrollable aspects of their goals. With this, they'll be able to better form an action plan on how to achieve the goals they set.

Copy Activity*

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a visual representation of controllable and uncontrollable aspects of your goals.

Click "Start Assignment".
After brainstorming three different personal goals, list them in the vertical titles in the storyboard given to you.
Create three visuals of aspects you can not control and can control. Use the description box to briefly describe them.

More options

Copy This Storyboard

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Back to School with Storyboard That

Copy Activity*

Rubric

(You can also create your own on Quick Rubric.)

Control of Different Aspects in Goals

Students will create a storyboard that compares the different levels of control in aspects of personal goals.

	Proficient	Emerging	Beginning
Control in Goals	All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The descriptions reinforced how the individual could take control of certain aspects to achieve goals.	Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The descriptions reinforced how the individual could take control of certain aspects to achieve goals.	One or more cells inappropriate scenes, characters, and text to convey examples of controllable aspects in three different goals. The healthy relationship examples did not reinforce how someone can control aspects to achieve goals.
No Control in Goals	All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The descriptions reinforced the image created.	Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The descriptions reinforced the image created.	One or more cells inappropriate scenes, characters, and text to convey examples of uncontrollable aspects in three different goals. The healthy relationship examples did not reinforce the image was created.
Use of Conventions	There are few to no grammar or spelling mistakes. The text clearly indicates understanding of controllable aspects in goal achievement.	There are some grammar or spelling mistakes, but understanding of content is clear.	There are too many grammar or spelling mistakes creating an unclear understanding of content.

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How Tos about What You Can and Cannot Control

1

How to lead a class discussion on controllable vs. uncontrollable factors

Engage students in a whole-class discussion about factors they can and can’t control regarding their goals. Use real-life examples to help them relate and think critically about their own experiences.

2

Guide students to brainstorm examples together

Invite students to share examples of things they’ve tried to control but couldn’t, and things they successfully managed. Write these on the board to visualize the differences and spark conversation.

3

Encourage reflection on personal reactions

Ask students to reflect on how they feel when faced with uncontrollable situations. Highlight coping strategies and emphasize resilience to help them build confidence.

4

Reinforce the value of focusing on controllable actions

Remind students that investing energy in what they can control leads to progress. Encourage setting realistic action steps for their goals based on these insights.

Frequently Asked Questions about What You Can and Cannot Control

What are examples of things students can and cannot control when setting goals?

Students can control their effort, study habits, and how they manage their time. They cannot control what questions appear on a test or unexpected events. Recognizing this helps students focus on actions they can take to achieve their goals.

How can teachers help students identify controllable and uncontrollable factors in goal setting?

Teachers can guide students to brainstorm goals, list what they can and cannot control, and create visual organizers. This activity builds awareness and helps students develop realistic, actionable plans.

Why is it important for students to understand the difference between what they can and cannot control?

Understanding this difference boosts student confidence, reduces frustration, and encourages perseverance by helping them focus energy on actions within their control, instead of worrying about external factors.

What is a simple classroom activity to teach students about controllable and uncontrollable aspects of goals?

Have students brainstorm personal goals, list each goal, and create visuals showing what they can and cannot control. Use description boxes for brief explanations. This makes the lesson interactive and practical.

What is the best way for middle schoolers to make an action plan for achieving their goals?

Middle schoolers should define their goal, identify controllable steps (like studying or asking for help), recognize uncontrollable elements, and focus their action plan on steps they can take themselves.