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Brain Boss Bootcamp

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Lesson Plan

Session 1 Lesson Plan

Students will be introduced to the executive functions of planning and goal-setting, learn the SMART criteria, and set one meaningful academic goal using the SMART framework.

Strong planning and goal-setting skills boost student self-regulation, motivation, and academic success by providing clear direction and a roadmap for achieving targets.

Audience

8th Grade Students

Time

45 minutes

Approach

Model SMART goals, scaffold guided practice, and reflect collaboratively.

Materials

  • Whiteboard and Markers, - Sticky Notes, - Student Notebook or Planner, - Goal-Setting Worksheet, and - Timer

Prep

Teacher Preparation

10 minutes

Step 1

Hook & Objective Introduction

5 minutes

  • Ask students: “What does it mean to plan for something important?”
  • Record responses on the whiteboard.
  • Share today’s objective: Learning planning and SMART goal-setting to guide academic success.

Step 2

Mini-Lesson: Executive Functions Overview

10 minutes

  • Define executive functions and emphasize planning and goal-setting.
  • Introduce the SMART framework: Specific, Measurable, Achievable, Relevant, Time-Bound.
  • Display each element on the board with brief examples.

Step 3

Modeling SMART Goal Creation

10 minutes

  • Present a sample academic goal (e.g., improve math quiz scores).
  • Walk through each SMART criterion as you refine the sample goal.
  • Think aloud to demonstrate planning steps (resources, timeline, checkpoints).

Step 4

Guided Practice: Student Worksheet

10 minutes

  • Distribute the Goal-Setting Worksheet.
  • Students draft one SMART academic goal individually.
  • Circulate to support students in refining their statements and planning steps.

Step 5

Pair Share & Feedback

5 minutes

  • Students pair up and share their SMART goals.
  • Partners provide one supportive suggestion or question to strengthen planning.
  • Encourage positive feedback and actionable ideas.

Step 6

Closure & Reflection

5 minutes

  • Invite volunteers to share their goals and next steps.
  • Summarize key takeaways: importance of clarity, measurement, and timeline.
  • Remind students to keep their worksheets in their planners for ongoing self-monitoring.
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Slide Deck

Brain Boss Bootcamp: Session 1

Planning & SMART Goal-Setting

Welcome students to Brain Boss Bootcamp Session 1. Introduce yourself and explain that today’s focus is on planning and setting strong goals using SMART criteria. Aim to build motivation and clarity.

Learning Objectives

• Define executive functions with emphasis on planning and goal-setting
• Learn the SMART framework (Specific, Measurable, Achievable, Relevant, Time-Bound)
• Draft one academic goal using SMART criteria

Read each objective aloud, connect it to student success. Emphasize that by the end they’ll understand what good goals look like and why planning matters.

What Are Executive Functions?

Executive functions are brain skills that help us:
• Plan tasks and steps ahead
• Organize our materials and thoughts
• Manage time effectively
• Set meaningful goals
• Monitor our progress

Ask: “Who has heard of executive functions?” Clarify that these mental skills help us manage tasks and reach targets. Highlight planning and goal-setting as today’s focus.

Why Focus on Planning & Goals?

• Provides clear direction and roadmap
• Boosts motivation and confidence
• Improves self-regulation and task completion
• Leads to better academic outcomes

Connect planning and goal-setting to real life: studying for tests, organizing projects, balancing activities. Encourage students to share one example of planning they’ve done.

Introducing SMART Goals

SMART goals are:
S — Specific
M — Measurable
A — Achievable
R — Relevant
T — Time-Bound

Introduce SMART as a tool to make goals clear and actionable. Display each letter and ask students to guess its meaning before revealing.

SMART Criteria Explained

Specific: clearly defined outcome
Measurable: track progress with data
Achievable: realistic but challenging
Relevant: connects to your priorities
Time-Bound: has a deadline

Explain each SMART element with a quick example. For instance, “improve my reading by one level” is specific; “by the end of term” is time-bound.

Sample SMART Goal

“I will raise my math quiz average from 75% to 85% by the end of this semester by studying 30 minutes every school day after class and reviewing one chapter each weekend.”

Model a sample goal. Think aloud: how you chose numbers, timeline, resources, checkpoints. Show students how each part fits SMART.

Guided Practice

  1. Open your notebook or planner.
  2. Take out the Goal-Setting Worksheet.
  3. Write one academic goal using SMART criteria.
  4. List steps you’ll take and checkpoints to monitor progress.

Distribute the Goal-Setting Worksheet. Explain the instructions clearly. Circulate to support individual drafts. Remind students to refer to SMART criteria.

Pair Share & Feedback

• Pair up with a classmate.
• Read each other’s SMART goals aloud.
• Give one positive comment and one question or suggestion.
• Listen actively and be supportive.

After drafting, have students find a partner. Encourage them to ask clarifying questions and offer one suggestion to strengthen each other’s plan.

Closure & Reflection

• Key Takeaways: clarity, measurability, timeline
• Next Steps: follow your plan and track progress
• Keep your worksheet in your planner for review

Invite a few volunteers to share their goals and next steps. Reinforce key takeaways and remind students where to keep their worksheets for self-monitoring.

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Worksheet

Session 1: Goal-Setting Worksheet

Part 1: Write Your SMART Goal

Using the SMART framework, write one clear academic goal in one sentence.







Specific: What exactly will you accomplish?







Measurable: How will you know when you’ve reached this goal?







Achievable: Why is this goal realistic, and what resources will you use?







Relevant: How does this goal connect to your academic priorities or interests?







Time-Bound: By what date or deadline will you achieve this?




Part 2: Action Steps & Timeline

  1. List the steps you will take to reach your goal:























  2. For each step above, write the deadline or target date:















    • Step 1 by: ____________
    • Step 2 by: ____________
    • Step 3 by: ____________
    • Step 4 by: ____________

Part 3: Checkpoints & Self-Monitoring

Checkpoint 1: What is your first progress check? When will it occur?







Checkpoint 2: What is your second progress check? When will it occur?







Self-Monitoring Plan: Describe how you will track and record your progress at each checkpoint.







Part 4: Reflection & Next Steps

If you do not meet a checkpoint, what adjustments or supports will you pursue?







How will you celebrate or reward yourself once you achieve this goal?







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Lesson Plan

Session 2 Lesson Plan

Students will learn to organize their materials using a binder/folder system and to prioritize tasks using the Eisenhower Matrix, then practice categorizing their own assignments.

Effective organization and prioritization reduce overwhelm, boost productivity, and strengthen time-management by helping students manage their materials and focus on high-impact tasks.

Audience

8th Grade Students

Time

45 minutes

Approach

Demonstrate systems, guide setup, and practice sorting tasks.

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Hook & Discussion

5 minutes

  • Ask: “How do you keep track of your class materials and homework?”
  • Invite students to share challenges with organization or prioritization.
  • Introduce today’s objective: creating a binder system and using the Eisenhower Matrix.

Step 2

Mini-Lesson: Binder/Folder Setup

10 minutes

  • Show a sample binder/folder system with dividers and labels.
  • Explain how organizing materials by subject or type saves time.
  • Demonstrate labeling tabs and inserting dividers.

Step 3

Guided Practice: Student Binder Setup

10 minutes

  • Distribute binders/folders or have students use their own.
  • Students label dividers for subjects and sections (e.g., Notes, Homework, Handouts).
  • Circulate to assist with labels and organization.

Step 4

Mini-Lesson: Eisenhower Matrix

10 minutes

  • Draw the Eisenhower Matrix with four quadrants: Urgent & Important, Not Urgent & Important, Urgent & Not Important, Not Urgent & Not Important.
  • Define each quadrant with real-life examples.
  • Model sorting sample tasks (e.g., upcoming test vs. social media browsing).

Step 5

Guided Practice: Task Prioritization

5 minutes

  • Distribute the Organization & Prioritization Worksheet.
  • Students list their current assignments and place each into the appropriate quadrant.
  • Encourage discussion about why tasks belong in each category.

Step 6

Closure & Reflection

5 minutes

  • Invite volunteers to share one task from Quadrant I and one from Quadrant II.
  • Emphasize focusing on Important tasks to maximize effectiveness.
  • Remind students to maintain their binder system and refer back to their matrix weekly.
lenny

Slide Deck

Brain Boss Bootcamp: Session 2

Organizing Materials & Prioritizing Tasks

Welcome students to Brain Boss Bootcamp Session 2. Explain that today’s focus is on organizing materials and prioritizing tasks to work smarter, not harder.

Learning Objectives

• Create a binder/folder system for class materials
• Learn to sort tasks using the Eisenhower Matrix
• Practice categorizing your own assignments

Read objectives aloud. Emphasize how organization and prioritization reduce stress and help them use their time more effectively.

Hook: Your Materials & Homework

• What systems do you use now?
• What problems do you run into?

Today we’ll build a simple system to stay on top of everything.

Ask: “How do you keep track of your class materials and homework?” Record a few student responses on the board. Highlight common challenges.

Binder & Folder Organization

• Divide subjects into sections (Notes, Homework, Handouts, Returned Work)
• Label tabs clearly
• Keep materials filed immediately after class

Show your sample binder or folder setup with labeled dividers. Explain why grouping notes, homework, handouts, and returned work saves time.

Guided Practice: Set Up Your Binder

  1. Label dividers for each subject and section.
  2. Insert dividers into your binder/folder.
  3. File one example page under each tab.

Distribute binders/folders or have students use their own. Circulate as they label dividers and organize one section at a time.

Introducing the Eisenhower Matrix

The matrix helps you prioritize tasks by urgency and importance:
• Urgent & Important
• Not Urgent & Important
• Urgent & Not Important
• Not Urgent & Not Important

Draw a large Eisenhower Matrix on the board: a 2×2 grid labeled by Urgent/Not Urgent and Important/Not Important.

Eisenhower Matrix Quadrants

Quadrant I: Urgent & Important (e.g., test tomorrow)
Quadrant II: Not Urgent & Important (e.g., long-term project)
Quadrant III: Urgent & Not Important (e.g., random interruptions)
Quadrant IV: Not Urgent & Not Important (e.g., mindless web browsing)

Explain each quadrant with student-friendly examples (e.g., upcoming test vs. social media scrolling).

Sample Task Sorting

• Study for math quiz (Q I)
• Plan book report outline (Q II)
• Chat with friends in class (Q III)
• Scroll social media after homework (Q IV)

Model with two or three real tasks, placing them into the matrix aloud so students see your reasoning.

Guided Practice: Eisenhower Matrix

  1. List your current assignments.
  2. Place each task into the correct quadrant on the worksheet.
  3. Discuss with a partner why you chose each quadrant.

Hand out the Organization & Prioritization Worksheet. Explain each step and encourage students to refer back to the matrix on the board.

Closure & Reflection

• Share one Q I and one Q II task
• Why focusing on Q II tasks builds long-term success
• Keep your binder and revisit your matrix weekly

Invite volunteers to share one task from Quadrant I and one from Quadrant II. Emphasize focusing on important tasks first and maintaining their binder and matrix weekly.

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Worksheet

Session 2: Organization & Prioritization Worksheet

Part 1: Binder & Folder Organization

1. Label Your Dividers:

  • Subject 1: ____________________________


  • Subject 2: ____________________________


  • Subject 3: ____________________________


  • Section Tabs (e.g., Notes, Homework, Handouts, Returned Work): ____________________________


2. Sketch Your Binder Layout
Draw or outline your divider order and tab labels below so you can refer to it when setting up your binder/folder.









Part 2: Eisenhower Matrix Task Prioritization

A. List Four Current Tasks or Assignments:









B. Sort Each Task into the Matrix Below

Quadrant I
(Urgent & Important)		Quadrant II
(Not Urgent & Important)
_______________________________________________________________________


Quadrant III
(Urgent & Not Important)		Quadrant IV
(Not Urgent & Not Important)
______________________________________________________________________________


Part 3: Reflection & Next Steps

  1. Which quadrant will you tackle first and why?






  1. How will your binder system help you stay on top of these tasks?






  1. What weekly habit can you build to maintain both organization and effective prioritization?






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Lesson Plan

Session 3 Lesson Plan

Students will learn effective time management techniques including time blocking and the Pomodoro method, then create a personalized study schedule applying these strategies.

Managing time strategically reduces procrastination, enhances focus, and helps students balance workloads, leading to improved productivity and reduced stress.

Audience

8th Grade Students

Time

45 minutes

Approach

Introduce techniques, model examples, and guide students in hands-on scheduling practice.

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Hook & Discussion

5 minutes

  • Ask students: “What are your biggest challenges managing study time?”
  • Record responses on the whiteboard.
  • Introduce today’s focus: using time blocking and the Pomodoro technique to boost productivity.

Step 2

Mini-Lesson: Time Blocking

10 minutes

  • Define time blocking as allocating specific time slots for tasks.
  • Show a sample daily schedule divided into blocks (e.g., homework, review, breaks).
  • Explain benefits: dedicated focus, balanced workload, clear structure.
  • Model creating blocks for a sample student’s after-school tasks.

Step 3

Mini-Lesson: Pomodoro Technique

10 minutes

  • Explain the Pomodoro method: 25 minutes of focused work followed by a 5-minute break.
  • Discuss variations (e.g., 45/15 for longer tasks).
  • Demonstrate one Pomodoro cycle using the timer.
  • Highlight strategies for using breaks effectively (stretching, hydration).

Step 4

Guided Practice: Personal Schedule

10 minutes

  • Distribute the Time Management Techniques Worksheet.
  • Students draft a block schedule for their next study session, inserting Pomodoro intervals.
  • Circulate to support realistic time allocations and smooth transitions.

Step 5

Pair Share & Feedback

5 minutes

  • Students pair up and share their draft schedules.
  • Partners offer one suggestion to improve block sizes or break timing.
  • Encourage actionable feedback to enhance focus and feasibility.

Step 6

Closure & Reflection

5 minutes

  • Invite volunteers to share a key insight or adjustment made.
  • Emphasize the importance of reviewing and adjusting schedules weekly.
  • Remind students to use their worksheets and timers consistently for self-monitoring.
lenny

Slide Deck

Brain Boss Bootcamp: Session 3

Time Management Techniques

Welcome students to Brain Boss Bootcamp Session 3. Introduce today’s focus on time management strategies like time blocking and the Pomodoro technique to help them work efficiently and reduce stress.

Learning Objectives

• Understand time blocking to organize study sessions
• Learn the Pomodoro Technique for focused work intervals
• Create a personalized study schedule using both strategies

Read objectives aloud. Emphasize how mastering these strategies can help them structure their study time for better focus and balance.

Hook: Your Time Management Challenges

• What makes it hard to start studying?
• How do you decide what to study first?

Today we’ll tackle these questions with proven strategies.

Ask: “What are your biggest challenges managing study time?” Record student responses on the board and connect them to today’s lesson.

Introducing Time Blocking

Time Blocking = scheduling dedicated time slots for specific tasks:
• Assign 30–60 minute blocks for homework, review, breaks
• Helps maintain focus on one task at a time
• Balances workload throughout the day

Define time blocking and show how it allocates specific blocks of time for tasks. Highlight benefits such as clear structure and reduced multitasking.

Sample Time Block Schedule

3:30–4:00 PM | Homework: Math
4:00–4:05 PM | Break (stretch)
4:05–4:50 PM | Science Review
4:50–5:00 PM | Break (snack)
5:00–5:30 PM | English Reading
5:30–6:00 PM | Prep for Tomorrow

Display a sample daily schedule divided into blocks. Explain each block’s purpose and how transitions work.

Introducing the Pomodoro Technique

• Work for 25 minutes (Pomodoro)
• Take a 5-minute break
• After 4 Pomodoros, take a longer 15–30-minute break

Boosts focus and prevents burnout.

Introduce the Pomodoro Technique: focus for 25 minutes, then a short break. Emphasize consistent intervals and using a timer.

Sample Pomodoro Cycle

  1. Set timer for 25 minutes
  2. Focus on one task
  3. When it rings, take a 5-minute break
  4. Repeat for 4 cycles, then take a 15-minute break

Demonstrate how to run one Pomodoro cycle with a timer. Suggest break activities like hydration or quick movement.

Guided Practice: Plan Your Study Session

  1. Open the Time Management Techniques Worksheet
  2. Block time slots for your tasks
  3. Insert Pomodoro intervals and break options
  4. Ensure realistic timing and transitions

Hand out the worksheet and explain how students will plan their next study session with blocks and Pomodoro intervals.

Pair Share & Feedback

• Find a partner
• Share your time-block plan with Pomodoros
• Give one suggestion to improve focus or timing
• Listen actively and adjust accordingly

Have students pair up and discuss their schedules. Encourage one suggestion for optimizing block length or break activities.

Closure & Reflection

• Key Takeaways: structure, focus, balance
• Next Steps: test your schedule and refine weekly
• Use your worksheet and timer consistently

Invite volunteers to share insights or changes they made. Reinforce reviewing and adjusting schedules regularly for continuous improvement.

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Worksheet

Session 3: Time Management Techniques Worksheet

Part 1: List Your Study Tasks & Time Estimates

List at least three tasks you need to complete and estimate how long each will take.

  1. Task: _________________________________
    Estimated Time: ____________ minutes






  1. Task: _________________________________
    Estimated Time: ____________ minutes






  1. Task: _________________________________
    Estimated Time: ____________ minutes






Part 2: Create Your Time-Blocking Plan

Using your estimated times, schedule a study session by dividing it into work blocks and breaks. Write at least four blocks.

Block 1: Start: ________ End: ________ Activity: ____________________________







Block 2: Start: ________ End: ________ Activity: ____________________________







Break 1: Start: ________ End: ________ Activity/Rest: ____________________







Block 3: Start: ________ End: ________ Activity: ____________________________







Block 4: Start: ________ End: ________ Activity: ____________________________







Break 2 (Optional): Start: ________ End: ________ Activity/Rest: ____________







Part 3: Design Your Pomodoro Cycle

Choose one task above and plan a Pomodoro sequence (25-minute work intervals + 5-minute breaks).

Task: _________________________________________________



  1. Pomodoro 1: Start: ________ End: ________
    Break 1 (5 min): ____________________________________



  1. Pomodoro 2: Start: ________ End: ________
    Break 2 (5 min): ____________________________________



  1. Pomodoro 3: Start: ________ End: ________
    Break 3 (5 min): ____________________________________



  1. Long Break (15–30 min): Start: ________ End: ________
    Activity/Rest: ____________________________________






Part 4: Reflection & Next Steps

  1. How did time blocking and Pomodoros affect your focus and productivity?






  1. What challenges did you encounter when sticking to your schedule or transitions?






  1. How will you adjust your blocks or breaks next time for better results?






Remember to test this plan during your next study session and review it weekly to make improvements.

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Lesson Plan

Session 4 Lesson Plan

Students will learn self-monitoring and reflection strategies to evaluate progress toward their SMART goals, identify challenges, and adapt their plans for improved outcomes.

Developing self-monitoring and reflective habits fosters accountability, helps students troubleshoot obstacles, and supports continuous improvement and long-term success.

Audience

8th Grade Students

Time

45 minutes

Approach

Model reflection, scaffold journaling, and practice plan adjustments.

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Hook & Recap

5 minutes

  • Briefly revisit the goals and strategies from Sessions 1–3.
  • Ask students: “How have your goals and plans been working so far?”
  • Record a few responses on the whiteboard.

Step 2

Mini-Lesson: Importance of Self-Monitoring

10 minutes

  • Define self-monitoring: tracking your actions and progress toward goals.
  • Discuss benefits: catch challenges early, celebrate successes, and stay on track.
  • Share a teacher example of tracking and adjusting a plan based on reflection.

Step 3

Demonstration: Reflection Journal Entry

10 minutes

  • Display a sample journal entry with sections: Date, Goal Review, Successes, Challenges, Adjustments.
  • Explain each section’s purpose and think aloud as you complete one entry.
  • Highlight how reflections lead to actionable next steps.

Step 4

Guided Practice: Complete Worksheet

10 minutes

  • Distribute the Reflection & Self-Monitoring Worksheet.
  • Students reflect on one SMART goal they set: note what worked, what didn’t, and record next steps.
  • Circulate to support thoughtful reflections and realistic adjustments.

Step 5

Partner Share & Plan Adjustment

5 minutes

  • Students pair up and share their reflection entries.
  • Partners offer one strategy to overcome a noted challenge.
  • Encourage positive, concrete suggestions and note-taking.

Step 6

Closure & Next Steps

5 minutes

  • Invite volunteers to share an insight or planned adjustment from their reflection.
  • Emphasize the importance of weekly self-monitoring and journaling.
  • Remind students to keep their worksheets in their planners to track ongoing progress.
lenny

Slide Deck

Brain Boss Bootcamp: Session 4

Self-Monitoring & Reflection

Welcome students to Brain Boss Bootcamp Session 4. Introduce today’s focus on self-monitoring and reflection to evaluate their SMART goals and adjust plans for success.

Learning Objectives

• Understand self-monitoring and its benefits
• Learn how to reflect on goal progress through journaling
• Practice adjusting plans based on reflection insights

Read objectives aloud and connect each to the importance of evaluating and adapting their own plans.

Hook & Recap

• What goals did you set?
• How well have your plans worked?

Today we’ll learn to track progress and adapt our strategies for success.

Recap Sessions 1–3 quickly and ask students to share how their goals and strategies have been going so far.

Why Self-Monitoring Matters

• Keeps you accountable
• Helps identify challenges early
• Allows you to celebrate successes
• Guides you to adjust plans for improvement

Explain self-monitoring: tracking your actions and progress toward goals. Highlight how it helps catch issues early and celebrate wins.

Sample Reflection Journal Entry

Date: ____________
Goal Review: ______________________
Successes: ______________________
Challenges: ______________________
Adjustments / Next Steps: ______________________

Show a sample reflection journal entry. Walk through each section and think aloud how you review progress and decide next steps.

Guided Practice

  1. Open your planner or journal.
  2. Take out the Reflection & Self-Monitoring Worksheet.
  3. Reflect on your SMART goal: what worked, what didn’t.
  4. Record your next steps and adjustments.

Explain how students will complete the Reflection & Self-Monitoring Worksheet individually, reflecting on one SMART goal they set.

Partner Share & Plan Adjustment

• Pair up with a classmate
• Share your reflections and next steps
• Offer one specific strategy to tackle a challenge
• Listen actively and take notes

Have students pair up, share their reflections, and give one concrete suggestion for overcoming a challenge.

Closure & Next Steps

• Key Takeaway: Reflection fuels growth
• Next Step: Set a weekly check-in routine
• Keep your worksheet in your planner to review progress

Invite volunteers to share insights or planned adjustments. Emphasize building a weekly reflection habit for continuous progress.

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Worksheet

Session 4: Reflection & Self-Monitoring Worksheet

Part 1: Goal Review

  1. Which SMART goal are you reflecting on?






  1. When did you set this goal (date)?






Part 2: Self-Monitoring Data

Checkpoint 1

  • Date: ____________________
  • Progress update:






Checkpoint 2

  • Date: ____________________
  • Progress update:






Final Review

  • Target date: ____________________
  • Outcome/Result:






Part 3: Reflection

Successes: What strategies or actions helped you make progress?












Challenges: What obstacles or setbacks did you encounter?












Part 4: Plan Adjustments

  1. Based on your reflection, what adjustments will you make to your goal or action steps?











  1. What new resources, supports, or strategies will you use moving forward?











Part 5: Next Steps & Accountability

  1. Plan for your next checkpoint:
    • Date: ____________
    • Action steps:











  1. How will you hold yourself accountable (e.g., habit tracker, partner check-ins, calendar reminders)?











Keep this worksheet in your planner or journal and revisit it weekly to track your progress and stay on course.

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