Activity Overview
Goals can be categorized based on the time it takes to achieve them. Short term goals range from the present to one month. Mid-range goals are achieved from over one month to a year, and a long term goal is anything over a year. Creating a storyboard showing the progression of these goals might make reaching them seem more exciting and achievable, prompting students to take real life action.
In this activity, students will create visual representations of their different goals (short, mid, and long range). Understanding the importance of goal progression is an important learning objective. Usually, long term goals are the result of compounded short term goals. For example, a teacher’s goal to do well while student teaching is a prequel to a long term goal of landing a full-time position. Goal progression is important because it lowers the overwhelming stress of long term goals, while motivating the individual to continue to move forward.
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
Students will be making a visual of a short term goal, mid range goal, and a long term goal.
- Click "Start Assignment".
- Title the first cell with Short Term Goal. Create a visual of your short term goal and describe it in the description box.
- Title the second cell with Mid Range Goal. Create a visual of your mid range goal and describe it in the description box.
- Title the third cell with Long Term Goal. Create a visual of your long term goal and describe it in the description box.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Short Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description reinforces the time frame appropriate for a short term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. |
| Mid Range Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description reinforces the time frame appropriate for a mid range goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. |
| Long Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description reinforces the time frame appropriate for a long term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. |
| Purpose and Grammar | Three cells were used in the storyboard to show goal progression. There are few to no grammar or spelling mistakes. | Three cells were used in the storyboard to show goal progression. There are some grammar or spelling mistakes, but understanding of content is clear. | There is a different theme for each goal causing them to not progress in order. There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
Activity Overview
Goals can be categorized based on the time it takes to achieve them. Short term goals range from the present to one month. Mid-range goals are achieved from over one month to a year, and a long term goal is anything over a year. Creating a storyboard showing the progression of these goals might make reaching them seem more exciting and achievable, prompting students to take real life action.
In this activity, students will create visual representations of their different goals (short, mid, and long range). Understanding the importance of goal progression is an important learning objective. Usually, long term goals are the result of compounded short term goals. For example, a teacher’s goal to do well while student teaching is a prequel to a long term goal of landing a full-time position. Goal progression is important because it lowers the overwhelming stress of long term goals, while motivating the individual to continue to move forward.
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
Students will be making a visual of a short term goal, mid range goal, and a long term goal.
- Click "Start Assignment".
- Title the first cell with Short Term Goal. Create a visual of your short term goal and describe it in the description box.
- Title the second cell with Mid Range Goal. Create a visual of your mid range goal and describe it in the description box.
- Title the third cell with Long Term Goal. Create a visual of your long term goal and describe it in the description box.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Short Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description reinforces the time frame appropriate for a short term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a short term goal. The description fails to reinforce the time frame appropriate for a short term goal. |
| Mid Range Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description reinforces the time frame appropriate for a mid range goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a mid range goal. The description fails to reinforce the time frame appropriate for a mid range goal. |
| Long Term Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description reinforces the time frame appropriate for a long term goal. | The cell used adequate school-appropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. | The cell used inappropriate scenes, characters, and text to convey someone achieving a long term goal. The description fails to reinforce the time frame appropriate for a long term goal. |
| Purpose and Grammar | Three cells were used in the storyboard to show goal progression. There are few to no grammar or spelling mistakes. | Three cells were used in the storyboard to show goal progression. There are some grammar or spelling mistakes, but understanding of content is clear. | There is a different theme for each goal causing them to not progress in order. There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
How Tos about Short Term Goals and Long Term Goals
Help students track progress on their short, mid, and long term goals
Tracking progress keeps students engaged and motivated as they work toward their goals. Visual reminders and regular check-ins can help students see how far they've come and what steps remain, making big goals feel manageable and achievable.
Set up a simple goal tracking chart in your classroom
Use a bulletin board, whiteboard, or digital tool to create three columns labeled Short Term, Mid Range, and Long Term Goals. Have each student write their goals on sticky notes or cards and place them in the appropriate column. This makes progress visible and encourages accountability.
Schedule regular goal check-ins with students
Dedicate a few minutes each week for students to review their goals, discuss progress, and update their goal cards. Frequent check-ins provide opportunities for reflection, celebration of small wins, and revising goals as needed.
Celebrate milestones and adjust goals as needed
When a student achieves a short or mid-range goal, acknowledge their success with class shout-outs, stickers, or certificates. Encourage students to set new goals or adjust existing ones so they stay motivated and challenged.
Encourage students to reflect on what strategies worked
After reaching a goal, have students share what helped them succeed. Reflection builds self-awareness and helps students identify effective habits they can use for future goals.
Frequently Asked Questions about Short Term Goals and Long Term Goals
What is the difference between short term and long term goals for students?
Short term goals are objectives students aim to achieve within a month, while long term goals take more than a year to accomplish. Short term goals help build momentum and often lead to achieving long term goals.
How do you teach students to set short, mid, and long term goals?
Guide students to identify one goal for each time frame—short, mid, and long term. Use visuals or storyboards to map out these goals, helping students see goal progression and understand how small steps lead to bigger achievements.
Why is goal progression important in middle school?
Goal progression helps middle school students break down big objectives into manageable steps, reducing overwhelm and increasing motivation. It teaches them that consistent effort leads to long-term success.
What are some examples of short term and long term goals for 6th to 8th graders?
Examples include a short term goal like completing a homework assignment this week, a mid-range goal such as improving grades this semester, and a long term goal like preparing for high school success.
What is a simple classroom activity for teaching goal setting?
Have students create a three-part visual: one for a short term goal, one for a mid-range goal, and one for a long term goal. They illustrate and describe each, making goal setting engaging and concrete.
More Storyboard That Activities
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