Day 4: SMART Experience Action Plan

Daily Learning Contract

• Topic: Extended Learning
• Objective: Students will evaluate one experience that could support a career direction and write a SMART action plan with an access check, support, obstacle, and backup strategy.
• TEKS: d(3)(F), d(8)(C)
• Demonstration of Learning: FYF SMART goal plus the Experience Access and Backup Check.

Lesson Overview

Warm-Up (5 min)

WARM-UP: Name one experience outside a regular class that has helped you build a skill. What skill did it build?

Accept sports, clubs, volunteering, care for family members, faith or community groups, hobbies, paid work, informal projects, and other real experiences. Students may use a fictional example if the personal topic is private.

Activity 1: Read the Goal Structure (8 min)

Source: FYF pp. 292-293, "Rung 6: Goal Setting"

Review the five SMART parts:

• Specific: names the action;
• Measurable: shows how progress will be checked;
• Achievable: fits current access and responsibilities;
• Relevant: supports a learning or career goal; and
• Time-Bound: has a date or time window.

Model a weak and revised goal:

• Weak: "Join a career club someday."
• Revised: "Before the end of next month, I will ask the campus sponsor how to attend one open meeting and record one skill the organization practices."

The revised goal does not promise that a specific club exists or that the student can join without checking access.

Activity 2: Choose and Evaluate an Experience (10 min)

Source: FYF pp. 294-296, "Rung 7: High School Plan"

Students choose one possible co-curricular, extracurricular, service, project, job-shadow, work, or portfolio experience. They record:

• the experience and current source;
• the skill or knowledge it may build;
• how the skill transfers to a second career;
• an access requirement or question; and
• an equal alternative if the first option is unavailable.

The Student Guide supplies three routes that do not require a teacher-created opportunity list: an independent three-sample project; a four-week service or responsibility role with an evidence log; or one verified campus/community meeting with an independent-project backup.

Do not promise a CTSO, competition, internship, job shadow, transportation route, or adult contact unless a current campus source confirms it. Students never contact an unfamiliar adult or workplace as part of this lesson.

Activity 3: Write the Goal and Protect the Plan (17 min)

Students write the SMART goal on FYF pp. 292-293, then complete the one-page Experience Access and Backup Check. They do not copy the five SMART parts into a second packet. The final evidence must include:

1. the action;
2. a measure;
3. a realistic access check;
4. a connection to the student's direction;
5. a date or time window;
6. one support or resource;
7. one likely obstacle;
8. one backup strategy; and
9. one first action within seven days.

Students write the first action as an if/when-then move: when they will act, what they will do, and how they will continue if the likely barrier occurs.

Active Monitoring: First lap checks whether the experience is real or marked for verification. Second lap checks all five SMART parts in the workbook. Third lap checks access, skill transfer, obstacle, and backup on the companion. If students repeatedly depend on an unverified club or adult contact, pause and model a school-based or independent project route.

Activity 4: Private Self-Check (5 min)

Students underline the five SMART parts in the workbook and use the companion's Done When checklist. A partner review is optional. Students do not have to disclose a private goal or family situation.

Exit Ticket (5 min)

EXIT TICKET (Short Constructed Response) · Printable PDF:

Use these five parts: measure, access, time, support, backup.

1. Name the strongest part of your plan. Explain why it is strong.
2. Name the weakest part of your plan. Explain what is missing.
3. Write the exact revision you will make now.

Students keep the workbook goal and one-page companion in the CCR Week 2 folder for Day 5.

(d(3)(F), d(8)(C))

Differentiation

• Support: Offer three source-checked options: one campus or community option, one independent project, and one service or responsibility-based option. Students adapt rather than copy the model.
• Extension: Add a second backup and explain which evidence would make the student switch routes.
• ELL: Use the five SMART labels with icons and the frames "By [date], I will..." and "If [obstacle] happens, I will..." Speech-to-text is an equal route.