Lesson Plan
Lesson Plan Student Taking Action To Succeed (STATS) “Putting First Things
for small group First”
Target Audience: 7th and 8th grade students identified for tier 2 support
Mindsets & M 1. Belief in development of whole self, including a healthy
Behaviors:
balance of mental, social/emotional and physical well-being
(limit of three)
B-SMS 8. Demonstrate the ability to balance school, home and
community activities
B-LS 3. Use time-management, organizational and study skills
Lesson 2 Of 9
Learning Objective(s)/Competency
Students will: Students learn and discuss the importance of prioritization
through the analogy of a “Time Jar”.
Students will: Students access their current time management skills, brain
storm to identify a list of priorities, & then identify three small
tasks, 2 big tasks, and 1 fun thing to prioritize for the week.
Materials:
One large jar
Rocks/sand or puff balls in three various sizes.
“How Do you Spend Your Time?” and “What Are Your Priorities?” worksheets
(Kruger, 2013)
Lesson Evaluation “Exit Slip”
Evidence Base:
⬜ Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based
Procedure: Describe how you will:
Introduce: Ask/discuss what is a priority; provide definition after
discussion.
Communicate To establish the importance of prioritizing tasks and finding a
Lesson Objective: balance for school, hobbies, and leisure activities. Establish
the difference between rock, pebble, and grains of sand
priorities.
Teach Content: Time Jar activity: Jar represents 24 hours in a day. Add large
stones or puffs in jar and have students list big priorities, then
continue with “pebbles” and “sand”. Conclude with re-starting
activity by adding the sand or smallest puffs to jar; show
students you can’t fit everything in the jar; meaning it is hard
to find balance if you do not prioritize the things that have to
get done first.
Practice Content: 1. Group share: Students assess & discuss how they currently
spend time by writing down activities/responsibilities and
the amount of hours spent each week; write down things
they would like to do more and the desired # of hours to
spend
2. Students use previous worksheet to determine which
activities/responsibilities are rock, pebble, or sand priorities
and if the align with how long the spend on each/which they
do first
Summarize: Group concludes with students identifying their top priorities
for the week. Close group with exit slip.
Close: Wrap-up discussion of putting first things first. Group leader
ties in student priorities with the next lesson of establishing
goals.
Data Collection Plan – Pre/Post at beginning and end of unit
