WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE
Lesson Day Module 3: Lesson #2 Study Habits
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
PA Standards and Other Appropriate
Professional Standards
(1c: Setting Instructional Outcomes)
Objective(s)
(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).
Academic Language
(1a: Demonstrating Knowledge of Content and
Pedagogy)
Student Directed
Approximately 20-30 minute Duration
Students will explain the importance of good
study habits and how they can impact their
grades positively or negatively. Students will
identify different strategies that will help
them be successful. Students will describe
the difference between a habit and a skill.
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
Students will identify effective
strategies that help them recall
information during tests
 Students will explain the difference
between a skill and a habit
 Students will describe the importance
of strong study habits and the ben
beneficial outcomes they have
Habit vs. Skill
Mnemonic Device
Association
Students will decipher the difference between
a skill and a habit given new definitions for
understanding of those words. Students will
be introduced to the other terms throughout
the lesson on effective study strategies.
Executive Functioning Website (teacher
 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)
created)
Google Slides (teacher created)
YouTube Video
EdPuzzle
Students will review the different learning
styles from previous modules. The students
will be reminded that each learner has unique
and individual ways that they not only learn
but study. Students will be introduced to the
idea that using as many of our senses as
possible when trying to remember
information will increase the likelihood that it
will be stored in our brain. And this is made
easier through the strategies we will discuss
on the upcoming slides.
Students will be introduced to mnemonic
devices through them recalling what My Very
Eager Mother Just Served Us Nine Pizzas
stands for. The students will be told that this
is a study strategy that helps people remember
the order of the planes even though the
sentence has nothing to do with space! The
students will practice making up silly
sentences to help them remember given
information: watch video. The students will
be introduced to the idea of association and
how it may help with their memory of
different pieces of information. The students
will be presented with a memory chart that
lays out the importance of association, as well
as the percentages that coincide with the
effectiveness of their studying habits. The
students will review how to make an
appropriate flash card, and create an
interactive card based on information given.
Students will complete an EdPuzzle to
reinforce their previously taught study skills
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.
Students will follow the weekly flow chart for
studying and track their progress.