Warm Up: The Mountain Ahead

Instructions: Imagine you have a huge, multi-week assignment coming up (like a big project, a long essay, or a major presentation). Take a few moments to answer the questions below.

1. Describe how you usually feel when you first hear about a really big assignment. (Circle one)

   • Excited
   • Overwhelmed
   • Confused
   • Motivated
   • Anxious
   • Other: ________________
     
     
     
     

2. What is the biggest challenge for you when starting a large assignment?
   
   
   
   
   
   
   

3. What is one strategy you currently use (or wish you used) to try and tackle big tasks?
   
   
   
   
   
   
   

Worksheet: My Assignment Chunks

Instructions: Choose one large assignment you currently have or anticipate having soon. Use the "Chunk It!" method to break it down into smaller, manageable parts.

Assignment I Chose:

Step 1: Identify the Goal

What is the main purpose of this assignment? What is the final product you need to deliver?

Step 2: Break it Down

List all the smaller actions or steps needed to complete this assignment. Think of everything, big and small!

Step 3: Estimate Time

Now, go back to your list from Step 2. Next to each chunk, estimate how much time (e.g., 30 minutes, 1 hour, 2 hours) you think it will realistically take to complete.

Example: 1. Choose Topic (30 min)

Step 4: Schedule It!

Look at your calendar or planner (mental or physical!). When will you work on each of your chunks? Try to assign specific days or blocks of time. (You don't need to write out an entire calendar, but show how you'd spread out 3-4 key chunks.)

Example: Monday evening: Choose Topic & Find 2 sources

Cool Down: One Small Step

Instructions: Please answer the following questions to reflect on today's lesson.

1. What is one main takeaway or strategy you learned today about tackling large assignments?
   
   
   
   
   
   
   

2. Think about an assignment you currently have. What is the very first small step you could take to start "chunking" it?
   
   
   
   
   
   
   

3. On a scale of 1 to 5 (1 being "not at all" and 5 being "very much"), how confident do you feel about using the "Chunk It!" method in the future?
   
   
   
   

Assignment Breakdown: Chunk It! Script

Introduction & Warm-Up (5 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're going to talk about something that I think almost everyone in this room can relate to: those big, intimidating assignments that sometimes feel like an impossible mountain to climb. You know the ones – the multi-page essays, the big research projects, or even just a particularly complex homework assignment."

"To get us thinking, I've handed out a quick warm-up called Warm Up: The Mountain Ahead. Please take about 2-3 minutes to quietly complete it. Just reflect on your honest feelings and experiences with large assignments."

(Allow 2-3 minutes for students to complete the warm-up.)

Teacher: "Alright, let's hear from a few of you. No need to share your whole paper, but who felt 'overwhelmed' or 'anxious' when you first heard about a big assignment? Raise your hand if that sounds familiar." (Pause for hands) "Yep, thought so! Why do you think we feel that way? What's the biggest challenge for you when starting one of these tasks?"

(Facilitate a brief discussion, drawing out common themes like not knowing where to start, feeling like it's too much, or procrastination.)

"Great points. It's totally normal to feel that way, but today, we're going to learn a powerful strategy to make those mountains feel a lot smaller and more manageable. It's called 'chunking'!

Introduce 'Chunk It!' Method (7 minutes)

Teacher: (Display Slide Deck: Chunk It! - Slide 1: Assignment Breakdown: Chunk It!)

"Our goal today is to learn how to break down any large assignment into smaller, easier-to-handle pieces. Think of it like a huge meal. You wouldn't try to eat the whole thing in one bite, right? You cut it into smaller, bite-sized pieces. We're going to do the same thing with our schoolwork."

(Display Slide 2: What is "Chunking"?)

"Chunking means taking that one big assignment and breaking it into a series of smaller, distinct tasks. When you do this, a few amazing things happen:

• It feels less overwhelming, so it's easier to start.
• You can manage your time better because you know exactly what you need to do and for how long.
• You build confidence as you complete each small 'chunk.'"

"We're going to use a simple 4-step 'Chunk It!' method. Let's look at Step 1."

(Display Slide 3: Step 1: Identify the Goal)

Teacher: "Before you start any work, you need to be crystal clear on the main goal of the assignment. What is the teacher actually asking you to do? What's the final product?"

"For example, if your assignment is a 'Research Paper on Climate Change,' your goal might be to 'Submit a 5-page research paper discussing the causes and effects of climate change by [Date].' Simple, right? Clearly define that end point."

(Display Slide 4: Step 2: Break it Down)

Teacher: "This is where the real chunking begins! Now that you know your goal, list every single smaller action you need to take to get there. Don't leave anything out, even the tiny steps like 'choose a topic' or 'create a bibliography.'"

"Think about a research paper again. What are some of the steps?" (Solicit a few ideas from students, then reveal the example on the slide). "You might have: choosing a topic, finding sources, reading and taking notes, creating an outline, writing different sections like the introduction, body paragraphs, and conclusion, then editing, proofreading, and finally, creating the bibliography. See how many little steps are hiding in one big assignment?"

(Display Slide 5: Step 3: Estimate Time)

Teacher: "This step is crucial for good time management. For each small chunk you just listed, estimate how long it will realistically take you to complete it. Be honest with yourselves! Don't say '10 minutes' if you know it's going to take an hour."

"For our research paper example, choosing a topic might be 30 minutes, finding sources 1 hour, but reading and taking notes for each source could be 2 hours. This helps you see the actual time commitment."

(Display Slide 6: Step 4: Schedule It!)

Teacher: "Once you have your chunks and estimated times, it's time to put them into your schedule. Look at your week – your classes, your extracurriculars, your family time. Where can you fit in these chunks? Be specific. Instead of 'work on essay,' you'd put 'Monday evening: Choose topic & find 2 sources.'"

"This makes it actionable. You know exactly what you're doing and when. It turns that scary mountain into a clear path with small steps."

Guided Practice: My Assignment Chunks (6 minutes)

Teacher: (Display Slide 7: Your Turn: Chunk It!)

"Now it's your turn to try this out! I'm handing out the Worksheet: My Assignment Chunks. I want you to choose one large assignment you currently have, or one you know is coming up, and apply the 'Chunk It!' method to it."

"Work through all four steps on the worksheet. If you don't have a specific assignment in mind, you can use the research paper example we just discussed, or a hypothetical project. I'll be walking around to help if you have questions or get stuck."

(Distribute worksheets and allow students to work for about 5-6 minutes. Circulate and provide individual support.)

Wrap-Up & Cool-Down (2 minutes)

Teacher: "Alright, let's bring it back together. I hope that exercise helped you see how powerful breaking down assignments can be. Remember, a huge assignment is just a series of small, manageable steps. You now have a concrete strategy to make any big task feel less daunting."

"As an exit ticket, please complete this Cool Down: One Small Step. Briefly tell me what you learned and what first step you might take for an assignment. Then, rate your confidence in using this method. Please turn these in as you leave."

(Collect cool-down tickets.)

Teacher: "Great job today, everyone! Keep practicing this 'Chunk It!' method, and you'll find those big assignments become much easier to handle. Have a great day!"