WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Module 2: Lesson #2 Organizing Materials

How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
PA Standards and Other Appropriate
Professional Standards
(1c: Setting Instructional Outcomes)
Student Directed
Approximately 20-30 minute Duration
Students will be expected to practice the
provided strategies in order to determine the
most effective strategy for keeping
themselves organized. Students will be
introduced to the four C’s of organization.
They will practice the four C’s of
organization with their own personal
materials, and identify barriers to their
previous success in keeping their materials
organized.
Communication
15.3.12.F
15.3.12.J
15.3.12.N
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, 1.6, 2.1.3, 2.1.4, 2.2.3, 2.2.6

Objective(s)  Students will list and explain the four

(1c: Setting Instructional Outcomes) c’s introduced in regards to
organization
Taking into consideration the learning goal, what
is the objective(s)  Students will incorporate
of this lesson that will support the progress organizational strategies with their
toward the learning goal? own personal materials
 Students will participate in an
The statement should be directly observable (use
organizational game to practice their
verbs that can be measured).
learned skills
Academic Language Key Words
(1a: Demonstrating Knowledge of Content and Clean
Pedagogy) Customize
Categorize
Continue
Review Color-Coding

Students will be expected to list, recall,

describe and perform the various steps of

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)
Exploration (Model): How will students explore
the new concepts? How will you model or provide
explicit instruction?
Guided Practice: How will you provide support to
students as they apply the new concept? How will
you allow them to practice (with teacher
support)?
Independent practice: How will students review
and solidify these concepts to be able to use this
new knowledge? How will you monitor and
provide feedback?
Provide detailed steps.
Closure
(1e: Designing Coherent Instruction)
Differentiation
(1e: Designing Coherent Instruction)
organization.
Executive Functioning Website (teacher
created)
Google Slides (teacher created)
Organization Game
YouTube Video
EdPuzzle
Students will be asked to take their materials
out of their desk, bookbag…etc. The students
will be asked to locate their math homework.
The students will be asked to describe how
they knew where to find that exact piece of
paper, or material, and how they keep track of
their important papers, notes and assignments.
Students will be asked to answer guided
questions about the best practices in
organization, as well as some negative
experiences they may have had when
attempting to keep their materials organized.
The students will also be expected to think
about the specific challenges they individually
face when it comes to organization.
The students will be introduced to the four
different components of this organizational
strategy, and will be directed to complete each
step throughout the lesson, with explanations
and directives.
The students will be expected to rate their
experience and reflect on how easy or
difficult they found it to complete the four
steps provided. The students will complete an
independent practice with an online
organizational game to hewlp them
experience the benefits of organizing
materials.
Students will complete an EdPuzzle to
reinforce their previously taught strategies.
Student paced activity
Can be completed with staff support
Visuals provided
Read aloud extensions on Google
Google Translate available during activity

Accommodations
(1e: Designing Coherent Instruction)
Modifications
(1e: Designing Coherent Instruction)
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
Extension:
Common Accommodations Addressed:
Extended time as needed
Read aloud extension for Google
Breaks allowed
Varied activities
The executive functioning curriculum was
designed specifically to support students
utilizing the special education curriculum. All
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 use the provided EdPuzzle as a
Formative Assessment.