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Five-Step Lesson Plan Template

FIVE-STEP LESSON PLAN TEMPLATE
VISION-SETTING

OBJECTIVE. CONNECTION TO GOAL
What is your objective?  What knowledge and skills are embedded in the objective? 

SWBAT identify and recognize actions that students The first portion of this lesson helps students identify
display when they’re acting behaviors they exhibit when they are managing and not
impulsively. managing their impulsivity. Through this activity, students
discuss triggers or specific situations that make it difficult
SWBAT identify and list reasons that cause them to to manage impulsivity.
act impulsively.
The second portion of this lesson combines learning from
the first lesson on Managing Impulsivity with Taking
Responsible Risks.

ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. 

Students will complete the following prompt at the end of the lesson:

Draw or write about a situation you often find yourself acting impulsively in. Draw or write your impulsive
reaction. Now draw or write a different way of acting that follows the steps you outlined in the worksheet.

KEY POINTS
What three to five key points will you emphasize?

 When you manage your impulsivity, you stop and think before you act.
 Managing impulsivity allows you to best the teammate you can be and make the most of your learning
time.
 We all have times when it’s hard to manage our impulses but we can also develop tools and strategies
for managing our impulses.
DETERMINING METHODS

1. OPENING (5 min.) MATERIALS.
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest? 
-Drawing
Hand out plain drawing paper and colored pencils or crayons to each student. Paper

Say any word out loud. Instruct the students to think of the first thing that comes to mind after
you say the word, but to NOT say it out loud. Instead, instruct them to draw a picture of what
they are thinking about and not show anyone until everyone is done drawing.

As the students complete their pictures, remind them to turn their drawing over and wait
patiently for the rest of the students.

When all students are done drawing, allow them to share their drawings with a partner.
Congratulate them for managing impulsivity by not showing anyone what they drew until the
end.

2. INTRODUCTION OF NEW MATERIAL (20 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will students
interact with the material? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Five-Step Lesson Plan Template

T: What are some of the different situations in which people may have trouble managing their
impulses?

Some examples to share if students are stuck: when you really want something like a cookie or
a piece of candy, sitting still and quiet on the carpet when you really want to share your
answer, getting distracted by another teammate

T: Think of a time when you or someone you know had trouble managing their impulses. How
did they react? How did it affect others?

T: Now think of a time when you were able to manage your impulses. What did it feel like?

T: What should you do if you forget to manage their impulses.

T: Why is it important to manage impulsivity?

Write the answers on the board. Keep this list posted throughout the rest of this class.

2. GUIDED PRACTICE (20 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
-Worksheet
Pass out worksheet.

T: This is a list of our “buttons.” We all have them! When our buttons are pushed, we act in
ways we may later regret. Is there anything else to add to this list?

Ask students first to list, in the first column, all the actions they do impulsively. Examples might
be yelling, punching someone, etc. Then for each action listed in the first column, ask them to
fill out the second and third columns.

After about 15 minutes, ask for volunteers to share one or two of examples.

3. INDEPENDENT PRACTICE (10 min.)
How will students independently practice the knowledge and skills required of the objective, such that they solidify their
internalization of the key points prior to the lesson assessment? 
When and how would you intervene to support this practice? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
-Exit Ticket
T: Draw or write about a situation you often find yourself acting impulsively in. Draw or write
your impulsive reaction. Now draw or write a different way of acting that follows the steps you
outlined in the worksheet.

Lesson Assessment: Once students have had an opportunity to practice independently, how will they attempt
to demonstrate mastery of the knowledge/skills required of the objective? 

Students will complete the exit ticket question above.

5. CLOSING (7 min.)
How will students summarize and state the significance of what they learned? 
Why will students be engaged? 
Five-Step Lesson Plan Template
-One
For debrief, T chooses student’s work to share and places on doc camera. Student’s
Work
T: Vermont, show love to ________’s work! Who can remind us of our task? -Doc Cam

T: ___________, please read what you wrote to the class!

Walk students through evaluating the work. S will discuss what they noticed and how it
connected to our criteria for success for this assignment. Also talk through what could be
improved next time and give the student a cheer.

T: Great job Vermont! At the end of the week you’ll reflect and for those who practice using this
habit of mind will get their award!
Five-Step Lesson Plan Template

Name: ____________________________________________