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Executive Edge Toolkit

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Lesson Plan

Executive Edge Session 1 - Planning & Prioritizing

Students will learn to deconstruct a task into manageable steps and rank them by urgency and importance using a personalized priority matrix, leveraging their interests to boost engagement.

Breaking tasks into clear steps and prioritizing helps students with autism organize thinking, reduce overwhelm, and apply hyperfocus to meaningful activities, reinforcing executive function skills linked to IEP goals.

Audience

12th Grade Autistic Student

Time

20 minutes

Approach

Step-by-step task breakdown followed by interest-driven prioritization.

Materials

Prep

Review Materials and Setup Tools

5 minutes

  • Print or load the Task Breakdown Worksheet and Priority Matrix Chart
  • Gather colored sticky notes or index cards for step writing
  • Have a timer ready to track each activity segment
  • Review the student’s current interests and upcoming tasks for examples

Step 1

Introduction & Engagement

3 minutes

  • Explain how planning and prioritizing helps manage assignments and reduce stress
  • Connect the concept to a favorite subject or hobby to pique interest
  • State today’s goal: break down a real task and decide what to do first

Step 2

Modeling Task Breakdown

5 minutes

  • Choose a simple, relatable example task (e.g., preparing a research topic on a preferred game)
  • Demonstrate listing the main steps on the Task Breakdown Worksheet
  • Write each step on its own sticky note and arrange in logical order

Step 3

Guided Student Breakdown

7 minutes

  • Prompt the student to select an actual upcoming task (e.g., homework, project)
  • Support them in identifying and writing each sub-step on individual sticky notes
  • Ask clarifying questions: “Is each step clear and actionable?” “What comes next?”

Step 4

Prioritizing with the Matrix

3 minutes

  • Introduce the Priority Matrix Chart: axes for urgency vs. importance
  • Guide the student to place each step in one of the four quadrants
  • Encourage linking steps in high-importance areas to their interests for extra motivation

Step 5

Reflection & Closure

2 minutes

  • Ask the student: “Which step will you start with, and why?”
  • Reinforce how this process can apply to future tasks
  • Save worksheets and notes for Session 2 to build on progress
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Slide Deck

Executive Edge Session 1

Planning & Prioritizing

20 minutes | 1:1 Lesson

Welcome! Introduce yourself and the session. Explain we’ll learn two key executive function skills today: breaking down tasks and prioritizing them. Keep the tone positive and encouraging.

Why Planning & Prioritizing?

• Organizes thoughts and steps to reduce overwhelm
• Helps you focus on what matters most
• Turns big tasks into manageable actions
• Leverages your interests for motivation

Explain why planning and prioritizing matter, especially for reducing stress and staying on track. Relate it to the student’s interests and hyperfocus strengths.

Today's Objective

• Break a real task into clear, actionable steps
• Rank those steps by urgency and importance using your personalized matrix

State the learning outcome clearly so the student knows the goal. Reinforce that it’s a skill they can use again and again.

Step 1: Task Breakdown

  1. Identify a specific task (homework, project, etc.)
  2. List all sub-steps on individual sticky notes or index cards
  3. Use the Task Breakdown Worksheet to capture each step

Introduce the Task Breakdown process. Show the worksheet and sticky notes. Model with a simple example while projecting or holding up the worksheet.

Your Turn: Break Down Your Task

• Choose an upcoming assignment or project
• Write each sub-task on its own note
• Place them in logical order on your surface

Now guide the student to pick a real task. Prompt them to write out each sub-step. Ask clarifying questions to ensure each step is clear.

Step 2: Priority Matrix

Use the Priority Matrix Chart:

• Top-Left: Urgent & Important
• Top-Right: Important, Not Urgent
• Bottom-Left: Urgent, Not Important
• Bottom-Right: Not Urgent, Not Important

Introduce the Priority Matrix concept. Draw or display the chart. Explain urgency vs. importance axes and how quadrants work.

Your Turn: Prioritize Your Steps

  1. Review each step you wrote down
  2. Place each note in the appropriate quadrant
  3. Highlight 1–2 steps you’ll start with based on urgency and interest

Have the student place their task steps into the matrix. Encourage linking high-importance steps to their interests for extra motivation.

Reflection & Next Steps

• Which step will you start with, and why?
• How can you use this method on future tasks?

Save your worksheets for Session 2

Wrap up by asking reflective questions. Preview that next session will build on progress. Celebrate their work and set them up for success.

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Worksheet

Task Breakdown Worksheet

1. Task Name

Provide the title of the task you want to break down:


2. Task Description

Describe what this task involves:





3. Why Is This Task Important?

Explain why completing this task matters to you or your goals:





4. Steps to Complete the Task

List each sub‐step needed to finish the task. Write each on a new line and leave space below for details:

  1. Step 1:





  2. Step 2:





  3. Step 3:





  4. Step 4 (if needed):





  5. Step 5 (if needed):





Keep this worksheet for Session 2. You will transfer these steps into the Priority Matrix Chart to decide which step to start first.

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Activity

Priority Matrix Chart

Instructions: Take the steps you listed in your Task Breakdown Worksheet and place each into the quadrant below that best matches its urgency and importance.

Axes:
→ Importance (Low → High →)
↓ Urgency (Low ↓ High ↓)

Urgent & Important
(Do First)		Important, Not Urgent
(Plan & Schedule)
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________		1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
Urgent, Not Important
(Quick or Delegate)		Not Urgent & Not Important
(Minimize or Eliminate)
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________		1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
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Lesson Plan

Async Executive Edge: Weekly Choices

Students will build executive function skills by choosing weekly interest-driven tasks from a combined list, planning and executing them, then self-monitoring in a logbook over four weeks, with a fifth week as reward.

Combining all task options on one sheet simplifies choice, builds planning routines around the student’s passions (animals, music, environment, social justice), and promotes autonomy through reflection.

Audience

12th Grade Autistic Student

Time

Flexible (30–45 minutes/week)

Approach

Weekly task choice + logbook reflection

Materials

Prep

Setup Combined Materials

15 minutes

  • Share the Weekly Logbook with the student
  • Provide the Task Choices – Weeks 1-4 Combined
  • Explain how to choose a task from the correct week’s section, schedule it, and log completion
  • Establish brief weekly check-ins via text or planned walks

Step 1

Week 1: Choose & Complete Task

Flexible (30–45 minutes)

Step 2

Week 2: Continue or Choose New

Flexible (30–45 minutes)

Step 3

Week 3: Continue or Choose New

Flexible (30–45 minutes)

Step 4

Week 4: Final Task Cycle

Flexible (30–45 minutes)

Step 5

Week 5: Reward Week

As desired

  • Celebrate a successful four weeks with a free/reward week
  • Review your Weekly Logbook to reflect on routines and achievements
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Worksheet

Weekly Logbook

Use this logbook each week to track your chosen task, plan when and how long you’ll work on it, then reflect on how it went.

Week 1

Task Chosen:



Planned Date & Time:



Planned Duration (minutes):



Actual Date & Time Completed:



Actual Duration (minutes):



Satisfaction Rating (emoji – how much it sucked): 🤢 😐 😊



Reflection – What went well?






Reflection – What was challenging?






Notes/Goals for Next Week:






Week 2

Task Chosen:



Planned Date & Time:



Planned Duration (minutes):



Actual Date & Time Completed:



Actual Duration (minutes):



Satisfaction Rating (emoji – how much it sucked): 🤢 😐 😊



Reflection – What went well?






Reflection – What was challenging?






Notes/Goals for Next Week:






Week 3

Task Chosen:



Planned Date & Time:



Planned Duration (minutes):



Actual Date & Time Completed:



Actual Duration (minutes):



Satisfaction Rating (emoji – how much it sucked): 🤢 😐 😊



Reflection – What went well?






Reflection – What was challenging?






Notes/Goals for Next Week:






Week 4

Task Chosen:



Planned Date & Time:



Planned Duration (minutes):



Actual Date & Time Completed:



Actual Duration (minutes):



Satisfaction Rating (emoji – how much it sucked): 🤢 😐 😊



Reflection – What went well?






Reflection – What was challenging?






Notes/Goals for Reward Week:






Week 5: Reward Week 🎉

You’ve completed four weeks of choosing, planning, and reflecting on tasks. Enjoy this free week!

Ideas for celebrating your success:

  • Take a special bird walk or insect hunt
  • Explore a new music playlist you’ve never heard
  • Spend time drawing or researching your favorite ecosystem

Feel free to add any notes or reflections here:






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Worksheet

Task Choices - Week 3

Choose one of the following tasks to complete this week. Check the box next to your choice and be prepared to log your work in the Weekly Logbook.

[ ] Task A: Simple Meal Prep
• Plan and prepare a no-oven meal (e.g., sandwich, salad, smoothie bowl).
• Gather ingredients, follow each step, and note any adjustments you make.

Your Meal Plan & Notes:





[ ] Task B: Grocery Planning & Shopping
• Create a shopping list for the week’s meals based on your interests (e.g., bird-themed picnic snacks).
• Go to a store (or order online) and purchase your items, tracking cost.

Your Shopping List & Receipt Notes:





[ ] Task C: Meal Budget & Eco Impact
• Choose one plant-based recipe and estimate its total cost.
• Reflect on how this choice supports the environment (e.g., lower carbon footprint).

Your Budget Calculation & Reflection:





Once you’ve chosen and completed a task, remember to fill out Week 3 in your Weekly Logbook.

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lenny

Worksheet

Task Choices - Week 4

Choose one of the following tasks to complete this week. Check the box next to your choice and be prepared to log your work in the Weekly Logbook.

[ ] Task A: Combined Bird & Insect Survey
• Go on a 20–30 minute nature walk.
• Identify and record at least two bird species and two insect species you encounter.
• Write a short comparison: How were birds’ behaviors or habitats different from the insects’?

Your Observations & Comparison:





[ ] Task B: Social Justice Advocacy Post
• Choose a local or global issue you care about (trees, pollution, wildlife protection, etc.).
• Draft a 3–5 sentence social media post or blog entry calling for action or raising awareness.
• Note who you might share this with (friend, family group, community page).

Your Draft Post & Audience:





[ ] Task C: Theme-Based Music Playlist
• Create a 10–minute playlist of 3–4 tracks from your favorite Japanese rhythm‐game music (e.g., Touhou, Lennen).
• Time how long it takes to assemble and organize the songs.
• Reflect on how this planning felt and whether it helped you stay focused.

Your Playlist & Reflection:





Once you’ve chosen and completed a task, remember to fill out Week 4 in your Weekly Logbook.

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lenny

Worksheet

Task Choices – Weeks 1–4 Combined

Choose one task each week. Check the box next to your choice, complete it, then record your work in the Weekly Logbook.

Week 1

[ ] Task A: Bird Survey
• Go on a 20–30 minute bird walk in your neighborhood or a local park.
• Record at least three bird species you see or hear (name or description).

Notes & Observations:






[ ] Task B: Insect Investigation
• Find and observe at least three different insects (snails, slugs, beetles, etc.) in a green space.
• Take a photo or draw each insect and write one interesting fact about one of them.

Your Drawings / Fact:






[ ] Task C: Music Exploration
• Watch 1–2 videos of Japanese rhythm-game music (e.g., Touhou, Lennen).
• Choose your favorite track and describe what you like about the melody, rhythm, or visuals.

Your Description:






Week 2

[ ] Task A: Invasive Plant Investigation
• Walk for 20–30 minutes in a park or neighborhood.
• Identify at least three non-native/invasive plant species (e.g., tree of heaven).
• For each, note why it might harm the local ecosystem.

Your Observations & Research:






[ ] Task B: Advocacy Letter
• Choose an environmental or social justice issue (e.g., pollution, park access).
• Draft a 3–5 sentence letter/email to a local official or group expressing concern and suggesting one action.

Your Draft Letter:






[ ] Task C: Media Summary – Environmental Justice
• Watch a short video or read an article (5–10 minutes) on an environmental justice topic.
• Summarize the main points and explain how it connects to your interests or community.

Your Summary & Reflection:






Week 3

[ ] Task A: Simple Meal Prep
• Plan and prepare a no-oven meal (sandwich, salad, smoothie bowl).
• Gather ingredients, follow each step, and note any adjustments.

Your Meal Plan & Notes:






[ ] Task B: Grocery Planning & Shopping
• Create a shopping list for the week’s meals (e.g., bird-themed picnic snacks).
• Go to a store or order online, then track costs.

Your Shopping List & Receipt Notes:






[ ] Task C: Meal Budget & Eco Impact
• Choose a plant-based recipe and estimate its total cost.
• Reflect on how this choice supports the environment (lower carbon footprint, etc.).

Your Budget Calculation & Reflection:






Week 4

[ ] Task A: Combined Bird & Insect Survey
• Go on a 20–30 minute nature walk.
• Record at least two bird species and two insect species.
• Compare: How did birds’ habitats or behaviors differ from the insects’?

Your Observations & Comparison:






[ ] Task B: Social Justice Advocacy Post
• Choose an issue you care about: trees, pollution, wildlife protection, etc.
• Draft a 3–5 sentence social media post or blog entry calling for action or awareness.
• Note who you’d share it with (friend, family group, community page).

Your Draft Post & Audience:






[ ] Task C: Theme-Based Music Playlist
• Create a 10-minute playlist of 3–4 tracks from your favorite Japanese rhythm-game music.
• Time how long it takes to assemble and organize the playlist.
• Reflect on how this planning felt and if it helped your focus.

Your Playlist & Reflection:






After completing your weekly choice, be sure to fill out the corresponding week in your Weekly Logbook.

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