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Getting to the Goal

Learning how to overcome obstacles helps students visualize goals and dreams.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Organize a meeting with the school guidance counselor to share with the students what goals are and how we move forward toward achieving our dreams. Allow time in the meeting for students to ask questions of the counselor.
    2. Set up a class blog where students will post their learning from the meeting with the counselor. This posting may be done right after the meeting concludes or as a homework assignment. The later posting will afford students the time to reflect about the experience.
    3. Organize students in small groups. Have members appoint a facilitator who will be charged with moving the group through the day's activities.
    4. Challenge each group to discuss personal goals for the immediate future. List these on a classroom white board or on easel paper. Next, encourage students to generate long term goals, such as going to college or becoming a professional of some sort. Each group creates a second list for long-term goals. Keep both lists posted for easy referencing.
    5. Provide each student with construction paper and Crayola® Crayons. Invite children to illustrate themselves achieving goals they have named in their groups. Use Tempera Paint and brushes to create a crayon resist picture of reaching a goal. Allow time for the paint to dry overnight.
    6. Students write a paragraph to accompany their illustrations. Each paragraph should identify the student, the goal illustrated, and what steps the student is planning on taking in order to ensure success. Post both the illustration and paragraph in a classroom display.
  • 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

    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.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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