WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Module 2 Lesson 1: Time-Management

Student Directed
Approximately 20-30 minutes
How will this lesson support the learning goal? Students will determine what their personal and academic priorities are,
(1c: Setting Instructional Outcomes) as well as how to effectively plan to manage their time. Students will
identify the importance of various activities that they may encounter on
a daily or weekly basis. Students will understand and adapt to the fact
that they must be flexible with their time. Students will reflect on their
ability to effectively schedule their activities over the course of a day or
week, while still allowing themselves to enjoy preferred activities and
free time.
PA Standards and Other Appropriate Professional Standards Communication
(1c: Setting Instructional Outcomes) 15.3.12.F
15.3.12.J
http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page? 15.3.12.N
pageId=11
Writing
CC.1.4.11-12.F
CC.1.5.11.A
CC.1.5.11.B

ASCA Mindset and Behaviors for Student Success

1.1, 1.5, 1.6, 2.1.3, 2.1.4, 2.2.3, 2.2.6, 2.3.8

ISTE (Technology) Standards (IF APPROPRIATE) NA

(1c: Setting Instructional Outcomes)
www.iste.org / ISTE Standards for Educators

Objective(s)  Students will identify assignments or activities that are a top

(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal, what is the objective(s)
of this lesson that will support the progress toward the learning goal?
The statement should be directly observable (use verbs that can be measured).
priority throughout the week
 Students will distinguish between the importance of activities
 Students will list personal activities that are obligations,
aspirations and negotiables
 Students will understand that not everything can be planned for
at that we must be flexible when we encounter an unexpected
event that may take up our time
Obligations
 Academic Language
(1a: Demonstrating Knowledge of Content and Pedagogy)
What language will students be expected to utilize by the end of the lesson?
Consider Language function and language demands (see Lesson Plan User
Guide).
What key terms are essential?
What key terms are essential to develop and extend students’ academic
language?
What opportunities will you provide for students to practice the new language
and develop fluency, both written and oral?
Materials/Resources
(1d: Demonstrating Knowledge of Resources)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Closure
Prioritize
Aspirations
Negotiables
Flexible
Students will complete an introductory activity using the academic
language provided. Students will be introduced to how these definitions
will be used in the context of our activity, as they are a little bit different
than their def8initions for every day use. Students will complete an
organization, labeling and planning activity using these words.
Executive Functioning Curriculum Website
Google Slides(teacher created)
YouTube Video
EdPuzzle
Printed Slides from Presentation, as needed
Students will be provided with three activities that a child or teen may
participate in or be expected to complete in any given week. The
students will be asked to determine of the three activities, which is the
top priority or most important to accomplish, the second most important
and what would not incur a negative outcome if it was not completed.
Students will then be introduced the words that we will be using to
classify activities during our lesson.
After being presented with the definitions and academic language,
students will be expected to use the three classifications of activities to
further categorize and prioritize the activities provided.
The students will be introduced to the idea of prioritizing their time, and
it will be explained that we do not always accomplish everything we
plan to, and occasionally miss out on things we really wanted to do,
because of our obligations.
Students will be provided with various activities and organize them
based on their personal importance of time.
Students will be expected to complete a daily planner, to include time-
frames, meals, school and free time based on the activities provided.
Students will list upcoming activities and events in their personal life.
Students will label the events based on their priority level. Students will
 (1e: Designing Coherent Instruction) complete the daily/weekly planner with their events, including
timeframes, meals, school and free time. Students will be asked to print
the planner and follow it for the upcoming days/weeks. The students
will be asked to track how much time they spent on each activity, if they
were able to accomplish everything they planned, etc.
The students will be expected to complete the EdPuzzle linked in the
Google Slides as a formative assessment of their understanding of time
management and prioritizing their time.
Student paced activity
Differentiation Can be completed with staff support
(1e: Designing Coherent Instruction) Visuals provided
Read aloud extensions on Google
Google Translate available during activity
Extension Activities
Common Accommodations Addressed:
Accommodations Extended time as needed
(1e: Designing Coherent Instruction) Read aloud extension for Google
Breaks allowed
Varied activities

The executive functioning curriculum was designed specifically to

Modifications support students utilizing the special education curriculum. All
(1e: Designing Coherent Instruction) activities, standards, and expectations are suited directly to meet the
needs of students receiving special education supports. The
independently paced modules provide an opportunity for various
accommodations to be made as the student and/or teacher see fit.
Students will track their progress with incorporating their planned
Assessment (Formal or Informal). activities throughout the week. Students will reflect on their ability to be
(1f: Assessing Student Learning) flexible with their time.
How will you and the students assess where the learning objectives, listed
above, were met? Formative Assessment: EdPuzzle
Each formal or informal assessment should describe how it is aligned to the
above objective(s).