Becoming Self-Disciplined

6, 7, 8

The students will create a plan that includes steps and strategies for practicing self-discipline in an effort to reach a goal.

PrintOne 20-minute lesson

The learner will:

  • identify characteristics of self-discipline in profiles of successful people.
  • list ways self-discipline leads to success.
  • brainstorm strategies for becoming self-disciplined.
Home Connection 

Ask the students to decide on one personal goal they want to be more self-disciplined about reaching. Suggest that they might want to discuss this goal with their parent/guardian.


  1. Depending on the teacher choice made in Lesson Three, choose either of the options below. 

  2. Option One: Ask each group to present a summary of the information about their person and the responses to questions 1, 2, and 3 from Lesson Three, Handout Two: Profiles in Self-Discipline Questions


    Option Two: Select a second profile to read and discuss (using Lesson Three, Handout Two: Profiles in Self-Discipline Discussion Questions ) as a whole class.

  3. At the end of the presentations/discussions, revisit the information on the charts developed in Lessons One and Two that compared and contrasted discipline with self-discipline.

  4. As a whole class, discuss the following questions: How does a person move from being disciplined to being self-disciplined? What are some of the steps and motivations to self-discipline? Teacher Note: in order to make the discussion concrete, use a relevant example (stop biting fingernails, learn to skateboard, improve grades, be more organized) and ask the students to list the steps to attaining that goal. The plan should be student generated, but might include some of these steps: setting a goal, making a commitment, self-talk or encouragement, listing the steps or stategies needed to reach the goal, sharing the plan with someone who can help hold you accountable, keeping a log or record of success.

  5. Discuss the role of will power [the ability to begin on a plan or course of action] and perseverance [the ability to continue with a task or plan, even when you want to quit] in the plan.

  6. Write the plan steps or stratgeies on a display area and save it for the next lesson.

  7. Tell the students that for the next lesson they will need to decide on one goal they want to be more self-disciplined about and determine a plan to do it, using the steps they just identified.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
      2. Benchmark MS.4 Give examples of how individuals have helped others.
    2. Standard DP 05. Role of Foundations
      1. Benchmark MS.1 Name at least one grant-making foundation and generally describe its purpose.
      2. Benchmark MS.3 Describe how individuals and organizations can use a foundation for giving.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.2 Discuss why some animals and humans will sacrifice for the benefit of unknown others.
      2. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
      2. Benchmark MS.5 Discuss examples of groups denied their rights in history.
    3. Standard PCS 06. Philanthropy in History
      1. Benchmark MS.1 Explain the role of philanthropy in major themes and social issues in the nation's history.
      2. Benchmark MS.2 Give an example of individual philanthropic action that influenced the nation's history.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.1 Define and give examples of the motivations for giving and serving.
      2. Benchmark MS.10 Identify reasons why historic figures acted for the common good.
      3. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.