Lesson Plan
Lesson Plan for “How to Time-Manage and Stay Organized”
School Counselor: Anna Pérez-Gómez
Target Audience: 6th Grade Students
Mindsets & Behaviors: B-LS.1: Use critical thinking skills to make informed decisions.
(limit of three)
B-SMS.8: Demonstrate the ability to balance school, home and other
activities.
Lesson 1 of 1
Learning Objective(s)/Competency
Students will: Students will identify the importance of time-management for academic
success and personal growth.
Students will: Students will be able to develop and demonstrate time-management and
organization skills.
Materials:
● Teacher laptop and projector
● 3 Large Super Sticky Easel Pads, 2 stacks of sticky notes
● Student chromebooks
● Pre/Post Survey
● Paper: 30 copies of Time-Management Schedule Template
● 30 pencils and highlighters
Procedure: Describe how you will:
Introduce: My middle school site has counselors deliver lessons during students'
(7 minutes) first period, which is homeroom. Teachers are aware and expect
counselors to provide weekly lessons on their designated day.
I will introduce myself and the topic of the counselor lesson to the
classroom, along with classroom norms and expectations. Then, I will
point to the agenda written beforehand on the board and explain to
students the outline of today's counselor lesson.
Then, have students go into their Google Classroom and access the
pre-test to complete it.
Communicate Slide three of the presentation will have the students' learning goals,
Learning Goals: where I addressed the goals and identified the lesson's purpose.
(2 minutes) 1. You will understand the key time management concepts for
academic success and personal growth.
2. You will develop the ability to prioritize tasks based on important
deadlines.
3. You will learn to create and follow a daily or weekly schedule for
various activities, such as studying, assignments, and
extracurriculars.
Teach Content: The presentation slides are intended for student engagement rather than
(9 minutes) for me, the counselor, to lecture the whole time. To encourage student
engagement, I will provide various opportunities for collaborative
discussion and move around to engage with students throughout the
classroom. Students who share will be given reinforcers such as our
school's Tier 1 (G-Dollars) for student store prizes.
I will point to the words "time-management" and "organize" on the side
of the board and ask students to think about what those words mean
and give examples. Next, students will pair share (slide 4).
After an attention-getter, students will pause their conversations. I will
then ask for two volunteers to share and thank them. Then, I will define
the primary concepts of time management and organization and give
examples related to school and students' lives.
On slide 5, I will have students think to themselves and use the image on
the slide to give them context clues about the definition of "priorities.
"Then, on slide 6, I will demonstrate different levels of priorities and
briefly define each level of priorities.
Classroom Activity: Following an activity where students have three sticky notes, each
(8 minutes) labeled Level A, Level B, and Level C priorities, then with their table
mates, they will work together to provide different examples of those
priorities they endure in their everyday lives at school and home. There
are three poster boards on different sides of the classroom; each poster
is labeled either Level A, B, or C. When students complete an example for
each of their three Post-it notes, they will quietly walk and post it on the
matching big posters.
Additional Content: After the activity, I will assign three volunteers to each poster board.
(8 minutes) They will read their classmates' anonymous responses aloud. Students
will use hand signals if they relate to that priority, such as basketball
practice.
Then, transitioning to slide 7, where I define "extracurriculars," students
can think, pair, and share with their tablemates what extracurriculars
they do for fun and whether they are priorities.
I will then use a scenario on slide 8 to check for understanding, using
hand signals to provide opportunities for all students to respond.
Following a brain break.
After the brain break, I will introduce key concepts and emotions
associated with procrastination. Students will then have a small-group
discussion with their tablemates to discuss slide 13. During their
small-group discussions, I will pass out each student's schedule sheet
templates and highlighters.
Practice Content: Students will create a time-management schedule on a printed sheet. I
(10 minutes) will provide students with highlighters to color-code the different levels
of priorities we learned into three color scales.
(red = high priority, yellow = priority but not urgent, green = leisure, not a
priority).
Summarize: If students finish their time-management schedules early, they can share
(5 minutes) them with their group table and compare their schedules.
To summarize and wrap up the lesson, I will ask volunteers to share what
they noticed about their time management sheets and how this relates
to what we learned.
Close: The last 5 minutes of class will be dedicated to the post-test. I will thank
(5 minutes) the students for their engagement and provide a space for questions.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number 25, 6th grade students
of students:
Planned length of 55 minutes
lesson(s):
