Lesson Plan
Blueprint for Success
Equip 6th graders with personalized trackers and reflection tools over five 30-minute sessions to self-monitor target behaviors and set actionable goals.
Teaching self-monitoring builds student self-awareness, fosters responsibility, and provides data-driven feedback that supports behavior growth and academic engagement.
Audience
6th Grade Small Group
Time
Five 30-minute sessions
Approach
Hands-on tracking, goal-setting, and reflection exercises
Prep
Teacher Preparation
15 minutes
- Review the Tracking Our Actions Slide Deck
- Print enough copies of My Behavior Log Worksheet for each student
- Prepare individual Weekly Reflection Journal booklets
- Familiarize yourself with the Self-Monitoring Checklist Rubric
- Create a visible behavior-tracking chart or digital board for group reference
Step 1
Session 1: Introduction to Self-Monitoring
30 minutes
- Present the concept and benefits of self-monitoring using the Tracking Our Actions Slide Deck
- Define target behaviors (e.g., staying on task, raising hand) and model how to use the Self-Monitoring Checklist Rubric
- Guide students to choose one behavior to track this week
- Differentiate: provide visual behavior examples and partner students who need extra support
Step 2
Session 2: Setting Behavior Goals
30 minutes
- Review last week’s chosen behaviors and checklist data
- Introduce SMART goal framework and co-create a class example
- Students write individual SMART behavior goals in their My Behavior Log Worksheet
- Differentiate: offer sentence starters for students needing writing support; challenge advanced students to set two-tiered goals
Step 3
Session 3: Using the Behavior Log
30 minutes
- Model how to record observations and self-ratings in the My Behavior Log Worksheet
- Students practice logging three intervals of behavior monitoring in class
- Use the Self-Monitoring Checklist Rubric for peer feedback
- Differentiate: provide timers or cues for students needing reminders; allow verbal check-ins for those with writing difficulties
Step 4
Session 4: Reflection and Adjustment
30 minutes
- Distribute Weekly Reflection Journal
- Guide students through reflection prompts: What went well? What can improve? Next steps?
- Discuss common challenges and brainstorm strategies as a group
- Differentiate: offer graphic-organizer templates for structuring reflections; invite advanced writers to journal additional insights
Step 5
Session 5: Review, Celebrate, and Next Steps
30 minutes
- Collect and review each student’s data tracker and reflection journal
- Facilitate a share-out of successes and learning using the Slide Deck summary slide
- Celebrate progress with certificates or positive notes
- Co-create a plan for maintaining or updating goals next cycle
- Differentiate: assign peer mentors for ongoing support; provide extension goal-setting for students who’ve met targets
Slide Deck
Tracking Our Actions
Self-Monitoring for Classroom Success
Learn to notice, record, and reflect on your behaviors to grow and achieve your goals.
Welcome students! Introduce the purpose of our time together. Build excitement about learning to monitor your own behaviors to reach goals.
What Is Self-Monitoring?
• Observing your own behavior in real time
• Recording how often you meet a target behavior
• Using data to make choices and set goals
Define self-monitoring and relate it to things students already do, like checking homework completion or tracking sports stats.
Why Self-Monitor?
• Builds self-awareness and responsibility
• Provides clear feedback on progress
• Helps you set and reach your own goals
• Improves focus and classroom engagement
Highlight key benefits. Ask students why knowing their own data might help them do better.
Set SMART Goals
A good goal is:
• Specific: What exactly will you do?
• Measurable: How will you track it?
• Achievable: Can you do it right now?
• Relevant: Does it matter to your success?
• Time-Bound: When will you review it?
Walk through each SMART component with examples. Invite students to suggest a behavior goal and check if it’s SMART.
How to Track Behaviors
- Choose a target behavior (e.g., raising your hand before speaking)
- Use your checklist at set intervals (every 10 minutes)
- Rate yourself: ✔ (met) or ✘ (missed)
- Record data in your Behavior Log Worksheet
Demonstrate how to use the behavior log. Show a sample checklist, explain timing, and how to rate yourself.
Reflect & Adjust
Each week, answer:
• What went well?
• What challenges did I face?
• What strategies will I try next week?
Introduce reflection as a way to learn from data. Encourage honesty and growth mindset.
Next Steps
• Begin tracking in Session 1
• Set your first SMART goal
• Use data to guide your success
Let’s start building our behavior blueprint!
Wrap up. Explain that we’ll practice this process during our sessions. Encourage questions and enthusiasm.
Worksheet
My Behavior Log
Name: _________________________ Date: _________________________
My SMART Behavior Goal for Today:
Use your Self-Monitoring Checklist Rubric to help you rate each interval below.
| Time Interval | I met my behavior goal? (✔ / ✘) | Notes (What happened?) |
|---|---|---|
| Interval 1 | ||
| Interval 2 | ||
| Interval 3 |
Daily Reflection
- What went well today?
- What challenges did I face?
- What strategies will I try next time?
Journal
Weekly Reflection Journal
Name: _________________________ Date: _________________________ Week #: _______
1. Review Your SMART Goal
My behavior goal for this week was:
2. Data Summary
- Total intervals met: __________
- Total intervals observed: __________
What patterns did you notice in your behavior data?
3. Reflection Questions
- What successes am I proud of?
- What challenges did I face?
- How did I respond to those challenges?
4. Goal Adjustment
Based on this week’s data and reflections, I will:
- Continue doing:
- Change or improve:
- New strategies to try next week:
5. Motivational Note to Myself
Write an encouraging message to keep yourself motivated:
Rubric
Self-Monitoring Checklist Rubric
Use this rubric to guide your self-monitoring process each day. Rate yourself on each criterion from 1 to 4 and refer to the descriptors to improve your tracking and reflection.
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Consistency of Monitoring | Recorded data at all intervals independently and on time. | Recorded data at most intervals (2 of 3) with minimal prompts. | Recorded data at some intervals (1 of 3) with teacher prompts. | Rarely recorded data; missed majority of intervals. |
| Accuracy of Ratings | Ratings perfectly reflect observed behavior and rubric criteria. | Ratings mostly accurate; 1 minor error in interpretation. | Ratings somewhat accurate; several errors in matching behavior. | Ratings often incorrect or inconsistent with observed behavior. |
| Completeness of Data Entries | Notes are detailed, specific, and clearly describe each interval. | Notes are complete and clear but lack some detail. | Notes are minimal; some intervals lack any notes. | Notes missing or very brief for most intervals. |
| Reflection & Goal Adjustment | Reflection shows deep insight; adjustments are SMART, realistic, and actionable. | Reflection is thoughtful; next steps are clear but could be more specific. | Reflection is general; adjustments are vague or partly unclear. | Little to no reflection; no clear adjustments or goals. |