Lesson Plan
Check-In Reminder Lesson Plan
Students will learn to pause at set intervals to self-assess and log their on-task behavior using a structured checklist, fostering awareness and accountability.
Regular self-monitoring helps students recognize and sustain on-task behavior, improving focus and building lifelong self-regulation skills.
Audience
8th Grade Group (Tier 2)
Time
8 minutes
Approach
Brief guided reading, modeling, and timed practice.
Materials
Prep
Prepare Materials
2 minutes
- Review the Interval Check-In Guide.
- Print or project the Self-Monitoring Checklist Worksheet.
- Set a visible timer or digital reminder for 2-minute intervals.
Step 1
Introduction
1 minute
- Briefly explain that today’s focus is on pausing every few minutes to check if we’re on task.
- Emphasize how self-monitoring builds responsibility and helps us notice distractions early.
Step 2
Distribute Materials
1 minute
- Hand out or display the Interval Check-In Guide and the Self-Monitoring Checklist Worksheet.
Step 3
Review the Guide
2 minutes
- Read the Interval Check-In Guide aloud or have students read silently.
- Highlight the prompt questions: “Am I focused?” “What am I working on?” “Do I need a strategy adjustment?”
Step 4
Model the Check-In
1 minute
- Teacher runs a 2-minute timer sample and demonstrates filling out the checklist for a mock task.
- Think aloud to show how to answer each prompt honestly.
Step 5
Practice Activity
2 minutes
- Students start a brief silent work period with a 2-minute timer.
- At timer’s end, each student completes one row on their checklist.
- Repeat quickly if time allows to reinforce the process.
Step 6
Wrap-Up and Next Steps
1 minute
- Ask two volunteers to share one insight from their check-in.
- Remind students to use the checklist in upcoming classes and track their own progress.
Reading
Interval Check-In Guide
What Is an Interval Check-In?
An interval check-in is a quick pause every few minutes during a task to ask yourself simple questions about focus and progress. It helps you notice distractions early and stay on track.
Why Do Interval Check-Ins Matter?
- Boost Focus: You catch your mind wandering before it pulls you away.
- Build Awareness: You learn more about what distracts you and when.
- Strengthen Self-Control: Quick pauses train your brain to return to work faster.
How to Do an Interval Check-In
- Set Your Timer. Aim for every 2–3 minutes to start.
- Pause Your Work. When the timer rings, stop writing, reading, or solving.
- Ask Yourself the Prompts. Use the questions below to guide your thinking.
- Record Your Answers. Fill in one row of your Self-Monitoring Checklist.
- Choose a Quick Strategy (if needed). Stretch, refocus, or remove a distraction, then restart.
Check-In Prompts
- Am I focused on my current task? Yes / No
- What exactly am I working on right now? (Write a short phrase.)
- Do I need a strategy to refocus? (Name one: e.g., “turn away from phone,” “take three deep breaths.”)
Example Check-In
- Task: Writing a history summary.
- Focus? Yes
- Current Work: “Explaining causes of the Civil War.”
- Strategy? Not needed—keep writing!
Use this guide every time your timer rings. With practice, interval check-ins become a habit that keeps your work on track and your goals in sight.
Worksheet
Self-Monitoring Checklist Worksheet
Use this checklist every time your timer rings. Pause your work and complete the fields below to track your focus and progress.
Check-In 1
Time: __________________________
Am I focused on my current task? Yes / No (Circle one)
What exactly am I working on right now?
Do I need a strategy to refocus? If yes, name one:
Check-In 2
Time: __________________________
Am I focused on my current task? Yes / No (Circle one)
What exactly am I working on right now?
Do I need a strategy to refocus? If yes, name one:
Check-In 3
Time: __________________________
Am I focused on my current task? Yes / No (Circle one)
What exactly am I working on right now?
Do I need a strategy to refocus? If yes, name one:
Check-In 4
Time: __________________________
Am I focused on my current task? Yes / No (Circle one)
What exactly am I working on right now?
Do I need a strategy to refocus? If yes, name one:
Script
Check-In Reminder Script
Introduction (1 minute)
Teacher: "Hello, everyone! Today we’re learning a quick, powerful tool called an interval check-in. Every few minutes, we’ll pause, ask ourselves a few questions, and log our answers. This helps us notice distractions early and keep our minds on track. Ready to get started?"
Teacher: "Why might stopping every few minutes help us stay focused?" (Pause for student responses.)
Distribute Materials (1 minute)
Teacher: "I’m passing out two items: the Interval Check-In Guide and the Self-Monitoring Checklist Worksheet. Take one of each and follow along when prompted."
Review the Guide (2 minutes)
Teacher: "Let’s open the Interval Check-In Guide. I’ll read the first part: ‘An interval check-in is a quick pause...’ Someone want to read the next line?" (Choose a volunteer to read.)
Teacher: "Great! Notice the three benefits: boost focus, build awareness, and strengthen self-control. Now let’s look at the five steps in ‘How to Do an Interval Check-In.’ I’ll point them out: setting a timer, pausing work, asking prompts, recording answers, choosing a strategy if needed."
Teacher: "Let’s say the prompts together: ‘Am I focused on my current task?’ ‘What exactly am I working on right now?’ ‘Do I need a strategy to refocus?’"
Teacher: "What’s a strategy you might name if you need to refocus?" (Collect 2–3 student examples.)
Model the Check-In (1 minute)
Teacher: "I’m setting my timer for two minutes now." (Start timer.) "Imagine I’m writing a history summary. When it rings, we’ll all pause and I’ll walk you through how I fill out one row."
(Timer rings.)
Teacher: "Bing! My timer just went off. First question: ‘Am I focused?’ Yes. ‘What am I working on?’ ‘Explaining causes of the Civil War.’ ‘Do I need a strategy?’ No. And I jot that down quickly. See how fast that was?"
Practice Activity (2 minutes)
Teacher: "Now it’s your turn. I’m resetting the timer for two minutes. Begin your silent work on any task you choose. When you hear the beep, stop and complete Check-In 1 on your worksheet." (Pause for work; timer runs.)
(Timer rings.)
Teacher: "Stop and fill in your first check-in now." (Wait 15–20 seconds.)
Teacher: "If time allows, let’s do one more round—resetting timer now…" (Optional second round.)
Wrap-Up and Next Steps (1 minute)
Teacher: "Who can share one thing you noticed during your check-in?" (Select two volunteers; listen and respond.)
Teacher: "Thank you for sharing! Remember, use this checklist in our next classes. Tracking your focus helps you accomplish more and feel more in control. Great work today!"