Visualize goals and dreams as you use markers to draw yourself overcoming obstacles.

• 1.

  What is a goal that you have set for yourself, either in the immediate future or long term? Decide on a single goal that you really are eager to achieve. What would you like to learn or do?

• 2.

  With Crayola® Markers, draw a picture of yourself achieving your goal. For instance, if your goal is to become a great artist, draw yourself painting or sculpting a masterpiece.

• 3.

  What challenges might you have to overcome to achieve your goal? Place drawings of those obstacles in the background of your artwork.

Standards

• LA: Read with sufficient accuracy and fluency to support comprehension.
• LA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
• LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.
• VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

Adaptations

• Possible classroom resource includes: Squirrel's New Year's Resolution by Pat Miller
• Invite the school's guidance counselor to meet with the class to discuss goal setting. Have students work in small groups to brainstorm goals that they might be considering. Individually students make a list of five goals. Bring the group back together and have students assist each other with prioritizing the goal lists.
• As a whole class, students develop goals for the balance of the school year. Once every two weeks, allot time to discuss progress the class has made, or not made, on each of the set goals. If progress is not seen, students brainstorm what can be done to jump start progress. If some progress is being made, students discuss whether or not more progress can be made and, if so, how this can be done. Have students document progress, brainstorming suggestions, etc. on a chart posted in the classroom.