Day 3: Advocate, Set a Goal, and Protect the Time

Daily Learning Contract

• Topic: Goals and Time
• Objective: Students will state a need respectfully and build a SMART goal with protected time and a backup strategy.
• TEKS: d(4)(A); d(4)(B) through the two-career transfer check
• Demonstration of Learning: Advocacy, SMART Goal, and Time Plan.

Lesson overview

Before class

• Provide one two-page SMART/time-plan copy per student, double-sided when available, or one internet-connected device per student for the teacher-approved digital annotation route. Provide one teacher display/device with the FYF p. 134 scenario and worked model.
• Open the locked FYF p. 134 scenario. Keep p. 135 as an optional extension.
• Select one fictional scenario from the bank embedded in the Canvas Student Guide. Do not upload or project the complete private source deck.
• Use the workbook scenario as a scenario, not a source of current national statistics. Say “limited food access can make a healthy diet harder.”
• Use a supplied checkpoint such as end of the next class or the teacher-posted Week 6 checkpoint. Teachers do not create an extra calendar handout.

Lesson flow

1. Warm-up: Four-move self-advocacy response (4 min)

Students read one teacher-selected fictional scenario from Jenna Hainlen's teacher-shared bank and build a short response:

1. Notice: What happened or what is unclear?
2. Need: What support, clarification, space, or route is needed?
3. Reason: What task, access, or safety reason can be shared without private details?
4. Next step: What safe action could happen now, or which trusted adult can help?

Students may write, rehearse orally, use AAC, or keep the response private. If a situation is unsafe, threatening, harassing, or medically urgent, the student stops the practice frame and gets a trusted adult right away. Students never have to share private health, family, disability, or discipline details for this activity.

2. Read the advocacy need (8 min)

Use FYF p. 134. Students identify what Shawn, Roberto, and Alicia notice and need, name one shareable reason, and propose one realistic next step a nutritionist could advocate for. Do not repeat the workbook's national count as a current fact.

3. Model a SMART goal (7 min)

Weak: “I want to learn about careers.”

Model: “By the Week 6 checkpoint, I will compare three careers using one responsibility and one preparation fact for each so I can choose one route to investigate next.”

Check Specific, Measurable, Achievable, Relevant, and Time-bound. Then add what the acronym alone misses: when the work will happen and what the student will do if the first plan fails.

4. Draft, schedule, and revise (20 min)

Students write one career-exploration goal, two short time blocks, one obstacle, and an if-then backup strategy. Goals remain private by default. Students may use a private self-check, teacher conference, or optional peer response.

Monitor for:

• a count or visible product;
• a real deadline;
• actions under the student's control;
• a time block that fits the week; and
• a backup that changes the route, not the goal.

5. Self-check, revise, and transfer (7 min)

Students revise one weak component and complete the two-career advocacy transfer lines. This is DOK 2-3 work, not DOK 4.

6. Submit and reset (4 min)

Students confirm the four-move practice response, goal, two time blocks, obstacle, if-then backup, and transfer lines. Trim: use one scenario and private self-check instead of peer feedback. Do not cut the backup, revision, transfer, or close.

Active monitoring move

• Scenario CFU: the response states what happened, asks for a specific support or route, gives a shareable reason, and proposes a safe next step. Any danger, harassment, threat, medical urgency, or possible harm routes to a trusted adult instead of negotiation.
• Model CFU: students identify the action, measure, and deadline in the worked example.
• Lap 1: check for a visible product/count and a real checkpoint. If more than one in four goals uses “someday,” project the model and revise the deadline together.
• Lap 2: check that the backup changes the route, not the goal. If a backup repeats the same blocked action, prompt “What different route still reaches the evidence?”

Supports and fallbacks

• Keep the response frame visible: “I notice _. I need . The reason I can share is _. A safe next step is .” Place the goal frame beside it: “By _, I will as shown by _. I will work on it . If _, then I will _.”
• Language support: advocate = abogar por ti o por otra persona; need = necesidad; reason = razón; next step = próximo paso; goal = meta; deadline = fecha límite; obstacle = obstáculo; backup = alternativa.
• Allow speech-to-text or a teacher scribe when documented.
• If a student has no safe goal to share, use a fictional student goal and score the same criteria.