Lesson Plan
Executive Functioning: Your Brain's CEO
Students will learn and practice key executive functioning skills such as organization, planning, task initiation, self-control, and emotional regulation to improve academic success and social-emotional well-being.
Developing executive functioning skills is crucial for navigating middle school challenges, managing academic demands, and building healthy relationships. This lesson provides practical tools for students to become more independent and resilient learners.
Audience
6th Grade Students
Time
9 sessions, 30 minutes each
Approach
Interactive discussions, hands-on activities, and reflection exercises.
Materials
Whiteboard or projector, Markers or pens, Executive Functioning Slide Deck, Warm Up Activities, Session 1: Brain Basics Worksheet, Session 2: Planning Power Worksheet, Session 3: Organized Oasis Activity, Session 4: Task Start-Up Guide, Session 5: Focus Force Field Activity, Session 6: Stop & Think Scenario Cards, Session 7: Emotion Explorer Journal, Session 8: Problem-Solving Pathways Worksheet, Session 9: My EF Toolkit Project Guide, Cool Down Reflections, Student notebooks or paper, Pens/pencils, Index cards, Construction paper, Scissors, and Glue sticks
Prep
Review Materials and Set Up
30 minutes per session
- Review the entire Executive Functioning Lesson Plan and all associated materials: Executive Functioning Slide Deck, Warm Up Activities, Session 1: Brain Basics Worksheet, Session 2: Planning Power Worksheet, Session 3: Organized Oasis Activity, Session 4: Task Start-Up Guide, Session 5: Focus Force Field Activity, Session 6: Stop & Think Scenario Cards, Session 7: Emotion Explorer Journal, Session 8: Problem-Solving Pathways Worksheet, Session 9: My EF Toolkit Project Guide, and Cool Down Reflections to familiarize yourself with the content and flow.
- Gather all necessary physical materials for each session (e.g., pens, paper, index cards, construction paper, scissors, glue sticks).
- Ensure technology (projector/whiteboard) is functional for displaying the Executive Functioning Slide Deck.
- Print copies of all handouts and activity materials for each student group.
Step 1
Session 1: What's Your Brain's CEO?
30 minutes
- Begin with a Warm Up Activity focused on daily tasks.
- Introduce executive functioning using the Executive Functioning Slide Deck (Slides 1-3).
- Facilitate a discussion on why these skills are important.
- Students complete Session 1: Brain Basics Worksheet.
- Conclude with a Cool Down Reflection.
Step 2
Session 2: Planning Power!
30 minutes
- Start with a Warm Up Activity about planning.
- Discuss planning and prioritizing using the Executive Functioning Slide Deck (Slides 4-6).
- Students work on the Session 2: Planning Power Worksheet to create a plan for a hypothetical task.
- End with a Cool Down Reflection.
Step 3
Session 3: Organized Oasis
30 minutes
- Engage with a Warm Up Activity about staying organized.
- Explore organization strategies with the Executive Functioning Slide Deck (Slides 7-9).
- Facilitate the Session 3: Organized Oasis Activity where students design an organized space.
- Finish with a Cool Down Reflection.
Step 4
Session 4: Task Start-Up
30 minutes
- Begin with a Warm Up Activity on overcoming procrastination.
- Introduce task initiation and breaking down big tasks using the Executive Functioning Slide Deck (Slides 10-12).
- Students use the Session 4: Task Start-Up Guide to break down a real-life task.
- Complete with a Cool Down Reflection.
Step 5
Session 5: Focus Force Field
30 minutes
- Start with a Warm Up Activity on distractions.
- Discuss strategies for maintaining focus and minimizing distractions using the Executive Functioning Slide Deck (Slides 13-15).
- Engage in the Session 5: Focus Force Field Activity to identify and combat distractions.
- End with a [Cool Down Reflection](#cool-down-reflectio ns).
Step 6
Session 6: Stop & Think
30 minutes
- Introduce with a Warm Up Activity on making quick decisions.
- Explore self-control and impulse management using the Executive Functioning Slide Deck (Slides 16-18).
- Students participate in the Session 6: Stop & Think Scenario Cards activity.
- Conclude with a Cool Down Reflection.
Step 7
Session 7: Emotion Explorer
30 minutes
- Begin with a Warm Up Activity on feelings.
- Discuss emotional regulation and coping strategies using the Executive Functioning Slide Deck (Slides 19-21).
- Students engage in reflection through the Session 7: Emotion Explorer Journal.
- Finish with a Cool Down Reflection.
Step 8
Session 8: Problem-Solving Pathways
30 minutes
- Start with a Warm Up Activity on challenges.
- Introduce problem-solving and flexible thinking with the Executive Functioning Slide Deck (Slides 22-24).
- Students work through the Session 8: Problem-Solving Pathways Worksheet.
- End with a Cool Down Reflection.
Step 9
Session 9: My EF Toolkit
30 minutes
- Engage with a Warm Up Activity on personal growth.
- Review all executive functioning skills using the Executive Functioning Slide Deck (Slides 25-27).
- Students begin working on the Session 9: My EF Toolkit Project Guide, creating a personal toolkit of strategies.
- Conclude with a final Cool Down Reflection and celebration of learning.
Slide Deck
Welcome, Brain CEOs!
What is Executive Functioning?
- Your brain's 'control center'
- Helps you plan, organize, and get things done
- Skills we use every day!
Welcome students and introduce the concept of executive functioning as the brain's 'CEO.' Emphasize that these are skills everyone can improve. Ask students to share an example of a time they had to plan something or remember a task.
Why It Matters
The Power of EF
- Helps with schoolwork (projects, homework)
- Keeps you organized
- Helps you reach your goals
- Makes life smoother!
Explain why executive functions are important for school and life. Connect it to common student experiences like homework, projects, and managing their time. Ask: 'Why do you think these skills are important for being a good student or friend?'
Your EF Toolkit
Skills We'll Master
- Planning & Prioritizing
- Organization
- Task Initiation
- Focus & Attention
- Self-Control
- Emotional Regulation
- Problem-Solving
- Flexible Thinking
Briefly introduce the skills they will learn over the 9 sessions. This sets the stage for the entire curriculum. Explain that they will be like 'brain trainers' improving their own executive functions. Ask: 'Which of these sounds most challenging to you right now?'
Session 2: Planning Power!
What is Planning?
- Thinking ahead
- Deciding what steps to take
- Getting ready for what's next
Transition to Session 2: Planning Power. Ask students what 'planning' means to them. Share an example of a time you had to plan something important.
Break It Down!
Steps to Success
- Identify the main goal.
- List all the small steps needed.
- Put them in order.
- Estimate time for each step.
Explain how to break down big tasks into smaller, manageable steps. Use an example like a school project. Ask: 'What's a big task you've had that felt overwhelming? How could you break it down?'
Prioritize Like a Pro
What's Most Important?
- Urgent: Needs to be done now!
- Important: Matters a lot.
- Less Urgent/Important: Can wait a bit.
Discuss prioritizing tasks based on importance and deadlines. Introduce simple tools like a to-do list or calendar. Ask: 'How do you decide what to do first when you have many things to do?'
Session 3: Organized Oasis
Why Organize?
- Find things easily
- Reduce stress
- Save time
- Feel calm and ready to work!
Transition to Session 3: Organized Oasis. Ask students what an 'organized' person looks like. Discuss the benefits of having an organized space.
Organizing Strategies
Tips & Tricks
- Everything has a home: A designated spot for every item.
- Label everything: Helps you and others know where things go.
- Declutter regularly: Get rid of things you don't need.
Introduce different organizing strategies, focusing on what might work for them. Show examples of organized desks, binders, or digital files. Ask: 'What are some ways you keep your backpack or locker organized (or try to)?'
Building Habits
Small Steps, Big Impact
- Start with one area (your desk, your binder).
- Spend 5-10 minutes each day.
- Be patient with yourself!
Emphasize that organization is a habit. Encourage small, consistent efforts. Ask: 'What's one small thing you can organize today?'
Session 4: Task Start-Up
The Power of Starting
- Ever put off something important?
- Starting is often the hardest part!
- Once you start, it gets easier.
Transition to Session 4: Task Start-Up. Ask students about procrastination and why it's hard to start tasks. Validate their feelings.
Overcoming Procrastination
How to Get Going
- The 5-Minute Rule: Just work for 5 minutes.
- Smallest Step First: Do the easiest part first.
- Reward Yourself: Plan a small treat after starting.
Introduce strategies to overcome procrastination, focusing on the 'just start' principle. Use examples like setting a timer for 5 minutes. Ask: 'What tricks do you use to get yourself to start something you don't want to do?'
Building Momentum
From Zero to Hero!
- Starting builds momentum.
- The more you start, the less scary it becomes.
- You'll feel more accomplished and less stressed.
Connect task initiation to feeling more in control and less stressed. Reiterate that practice makes it easier. Ask: 'How might starting tasks sooner help you feel better about school?'
Session 5: Focus Force Field
Where's Your Focus?
- What pulls your attention away?
- Phones, friends, daydreams, other tasks?
- Focus is a skill we can strengthen!
Transition to Session 5: Focus Force Field. Ask students what makes it hard for them to focus. Acknowledge common distractions.
Taming Distractions
Create Your Bubble
- External: Noise, phone, other people.
- Find a quiet spot.
- Turn off notifications.
- Tell others when you need to focus.
- Internal: Worries, hunger, boredom.
- Take a quick break.
- Address basic needs (snack, water).
- Mindfulness exercises.
Discuss external and internal distractions. Offer practical tips for minimizing them. Ask: 'What are some things you can do to make your study space less distracting?'
Staying On Track
Sharpen Your Attention
- Short Bursts: Work for 15-20 minutes, then take a short break.
- Set Mini-Goals: 'I'll finish this page, then I'll stretch.'
- Self-Monitor: Check in with yourself: 'Am I focused right now?'
Introduce techniques for staying on task, like the Pomodoro Technique or setting mini-goals. Ask: 'How can you remind yourself to get back on track if your mind wanders?'
Session 6: Stop & Think
Impulse Control
- What happens when you act without thinking?
- Sometimes we react too quickly.
- Learning to 'Stop & Think' helps us make better choices.
Transition to Session 6: Stop & Think. Ask students to describe a time they acted without thinking and what happened.
The Stop & Think Strategy
Your Brain's Pause Button
- STOP: Literally pause for a moment.
- THINK:
- What are my options?
- What are the consequences of each option?
- What's the best choice here?
- ACT: Make your thoughtful choice.
Explain the 'Stop & Think' process. Use a simple, relatable scenario like wanting to interrupt someone. Ask: 'Imagine you really want to say something funny in class, but someone else is talking. What's the 'Stop' and what's the 'Think' in that situation?'
Mastering Self-Control
Benefits of Thinking First
- Better decisions
- Stronger relationships
- Achieve goals
- Less regret!
Discuss how self-control helps them in various situations, from managing emotions to making healthy choices. Ask: 'How can 'Stop & Think' help you in an argument with a friend?'
Session 7: Emotion Explorer
Feeling Your Feelings
- Emotions are normal!
- Sometimes they can feel big and overwhelming.
- We can learn to understand and manage them.
Transition to Session 7: Emotion Explorer. Ask students what emotions they feel most often and if they always know how to handle them.
What Are Emotions?
Acknowledge & Identify
- Happy, Sad, Angry, Scared, Surprised, Disgusted.
- Emotions show up in our bodies.
- Learning to name them is the first step.
Introduce different emotions and their physical signs. Emphasize that all emotions are valid. Ask: 'How does your body feel when you're angry? How about when you're excited?'
Coping Strategies
Healthy Ways to Respond
- Deep Breaths: Slow, steady breaths.
- Talk it Out: Share with a trusted adult or friend.
- Move Your Body: Go for a walk, jump, stretch.
- Creative Outlet: Draw, write, listen to music.
Teach simple coping strategies for big emotions. Focus on healthy ways to respond. Ask: 'When you feel really frustrated, what's a healthy way you can calm yourself down?'
Session 8: Problem-Solving Pathways
Facing Challenges
- Problems are a part of life.
- We all encounter them.
- Learning how to solve them makes us stronger!
Transition to Session 8: Problem-Solving Pathways. Present a simple problem and ask students how they would solve it. This introduces the idea of different approaches.
Steps to Solving Problems
Your Problem-Solving Map
- State the problem clearly.
- Think of solutions (brainstorm!)
- Outcome: What are the pros and cons of each solution?
- Pick the best solution and try it!
Introduce a structured problem-solving model (e.g., STOP method, 5-step process). Emphasize generating multiple solutions. Ask: 'What's the difference between trying to solve a problem quickly and taking time to think about it?'
Flexible Thinking
Adapt & Adjust
- Sometimes our first idea doesn't work.
- It's okay to try a different approach.
- Being flexible helps us bounce back!
Discuss flexible thinking – the ability to adapt when things don't go as planned. Use a scenario where their first solution doesn't work. Ask: 'What if your first plan for a project doesn't work out? What do you do?'
Session 9: My EF Toolkit
All Your Amazing Skills!
- Planning & Prioritizing
- Organization
- Task Initiation
- Focus & Attention
- Self-Control
- Emotional Regulation
- Problem-Solving
- Flexible Thinking
Transition to Session 9: My EF Toolkit. Remind students of all the skills they've learned and how they fit together.
Build Your Personal Toolkit
My Go-To Strategies
- What strategies work best for YOU?
- How will you remember to use them?
- This is YOUR personalized guide to success!
Explain the final project: creating a personal EF Toolkit. This allows them to consolidate their learning and personalize strategies. Encourage creativity. Ask: 'What's one skill you feel most confident about using now, and why?'
You're a Brain CEO!
Keep Growing!
- These skills get stronger with practice.
- You have the power to manage your brain.
- Keep using your EF Toolkit!
Celebrate their growth and empower them to continue practicing these skills. Emphasize that this is an ongoing journey. Thank them for their hard work. Ask: 'What's one thing you'll take away from our time together?'
Warm Up
Warm Up Activities
Choose one of the following warm-up activities for each session to get students thinking about executive functioning concepts.
Session 1: Daily Task Challenge (5 minutes)
Instructions: Ask students to quickly list three things they need to do before the end of the school day. Then, ask them to identify which one they think is most important.
Session 2: The Best Plan (5 minutes)
Instructions: Present a simple scenario, e.g., "You need to bake cookies for a class party tomorrow." Ask students to briefly outline the steps they would take to make sure the cookies are ready on time.
Cool Down
Cool Down Reflections
Use these prompts as exit tickets or quick reflections at the end of each session.
Session 1: One New Idea (3 minutes)
Prompt: What is one new thing you learned about your brain's 'CEO' today?
Session 2: Planning Practice (3 minutes)
Prompt: Describe one thing you will try to plan better this week. It can be small!
Session 3: Organize This! (3 minutes)
Prompt: What is one small area you will try to organize before our next session?
Session 4: Start Small (3 minutes)
Prompt: What is the smallest step you can take on a task you've been putting off?
Session 5: Distraction Detective (3 minutes)
Prompt: What is one distraction you will try to minimize in your study or homework space?
Session 6: My Pause Button (3 minutes)
Prompt: Think of a situation where you might use the 'Stop & Think' strategy this week. What is it?
Session 7: Emotion Check-in (3 minutes)
Prompt: What is one healthy way you can respond when you feel a strong emotion?
Session 8: A New Path (3 minutes)
Prompt: What is one new idea you have for solving a problem you're currently facing?
Session 9: My Top EF Skill (3 minutes)
Prompt: Of all the executive functioning skills we discussed, which one do you feel has improved the most for you, and why?
Worksheet
Session 1: Brain Basics Worksheet
Understanding Your Brain's CEO
Instructions: Based on our discussion, answer the following questions to help you understand your brain's amazing executive functions.
-
What does the term "Executive Functioning" mean in your own words? Why is it like your brain's CEO?
-
List three executive functioning skills we talked about today. (Hint: Think about what your brain's CEO helps you do!)
a.
b.
c. -
Why do you think developing strong executive functioning skills is important for you as a 6th grader? Give one example of how these skills can help you in school or at home.
-
On a scale of 1 to 5 (1 = not at all, 5 = very much), how much do you feel like your brain's CEO is in charge right now? Why?
Worksheet
Session 2: Planning Power Worksheet
Plan Like a Pro!
Instructions: Think of a task you need to complete soon (e.g., a homework assignment, cleaning your room, preparing for a family event). Use the steps below to create a plan for getting it done.
My Task:
Step 1: Identify the Main Goal
What exactly do you want to achieve?
Step 2: List All the Small Steps
Break your main goal into all the individual actions you need to take. Don't worry about order yet.
Step 3: Put Them in Order & Estimate Time
Now, number your steps in the order you'll do them. For each step, estimate how long it will take.<n
Step 4: Prioritize (if needed)
If you have other tasks, where does this task fit in terms of importance and urgency? Why?
Reflection:
How does breaking down this task into smaller steps make it feel different? Do you feel more or less overwhelmed?
Activity
Session 3: Organized Oasis Activity
Design Your Perfect Organized Space!
Instructions: Imagine you have the chance to completely organize one space in your life (e.g., your desk, locker, backpack, a folder on your computer). On the blank space below, design your ideal organized version of that space. Think about:
- What items are in this space?
- Where does each item belong (its "home")?
- What organizing tools could you use (labels, folders, bins, digital categories)?
- How would this organization make you feel?
Draw your organized space or describe it in detail! Use labels and arrows to show where things go.
Reflection:
What was the most challenging part of designing your organized space? What makes an organized space feel like an "oasis" to you?
Worksheet
Session 4: Task Start-Up Guide
Get That Task Started!
Instructions: Think of one task you need to do but have been putting off. It could be homework, cleaning, preparing for something, etc. Let's use our task initiation strategies to get you started!
My Challenging Task:
Why Have I Been Avoiding It? (Be honest!)
Strategy 1: The 5-Minute Rule
If you only worked on this task for 5 minutes, what would you do? Write down that small, easy-to-start action.
Strategy 2: Smallest Step First
What is the absolute easiest, quickest, most painless part of this task? Even if it's just opening a book or finding a pencil. Write it down.
Strategy 3: Plan a Small Reward
If you commit to starting (even just for 5 minutes or the smallest step), what small, immediate reward will you give yourself afterward? (e.g., listen to one song, stretch, get a drink of water).
My Plan to Start:
Choose ONE strategy above (or combine them!) and write down exactly how you will get started on your challenging task.
Reflection:
How do these strategies make starting feel less daunting?
Activity
Session 5: Focus Force Field Activity
Build Your Personal Focus Force Field!
Instructions: Let's identify the distractions that pull your attention away and brainstorm ways to create a "force field" around your focus. Use the chart below to list common distractions and your strategies to combat them.
Part 1: My Distraction Detectives
List 3-5 common distractions you face when trying to focus on schoolwork or a task:
Part 2: Building My Force Field
For each distraction you listed above, brainstorm a specific strategy or tool you can use to minimize its impact. Think about both external (things around you) and internal (thoughts/feelings) distractions.
| Distraction | My Focus Force Field Strategy |
|---|---|
| 1. (e.g., Phone Notifications) | (e.g., Turn off notifications, put phone in another room) |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
Reflection:
Which strategy are you most excited to try this week to boost your focus? Why?
Activity
Session 6: Stop & Think Scenario Cards
Practice Your Pause Button!
Instructions: Read each scenario below. For each one, imagine you are the person in the situation. Use the "STOP & THINK" strategy to decide how you would respond. Discuss your answers with your group.
Scenario 1: The Frustrating Game
You are playing a video game with a friend, and they keep beating you. You're starting to get really angry and want to yell at them or throw your controller.
STOP: What do you do physically or mentally to pause?
THINK: What are your options? What are the consequences of yelling/throwing the controller? What are the consequences of a different response?
ACT: What is the best choice you can make in this moment?
Scenario 2: The Tempting Treat
You're at a party, and there's a big bowl of candy. Your parents told you not to eat too much sugar, but no one is watching, and you really want another piece (or five!).
STOP: What do you do physically or mentally to pause?
THINK: What are your options? What are the consequences of eating more candy? What are the consequences of following your parents' rule?
ACT: What is the best choice you can make in this moment?
Scenario 3: The Annoying Sibling
Your younger sibling keeps bugging you while you're trying to do homework. You've asked them to stop a few times, but they won't, and you're about to snap.
STOP: What do you do physically or mentally to pause?
THINK: What are your options? What are the consequences of snapping at your sibling? What are the consequences of a different response?
ACT: What is the best choice you can make in this moment?
Scenario 4: The Impulsive Purchase
You see a new toy/item that all your friends have, and you really, really want it. You have some money saved up, but you were saving it for something bigger and more important. You feel a strong urge to buy it right now.
STOP: What do you do physically or mentally to pause?
THINK: What are your options? What are the consequences of buying it now? What are the consequences of waiting or sticking to your original savings plan?
ACT: What is the best choice you can make in this moment?
Journal
Session 7: Emotion Explorer Journal
Understanding Your Feelings
Instructions: Use this journal to reflect on your emotions and how you manage them. Be honest with yourself – there are no right or wrong feelings!
1. What emotion have you felt most strongly recently? (e.g., happiness, frustration, sadness, excitement, anger, anxiety)
2. Where did you feel this emotion in your body? (e.g., knot in stomach, racing heart, tense shoulders, light feeling)
3. What do you think caused you to feel this emotion?
4. How did you react or respond when you felt this emotion? (e.g., talked to someone, kept it to yourself, got quiet, got louder, walked away)
5. Looking back, was your response helpful or unhelpful in managing the situation and your feelings? Why?
6. What is one healthy coping strategy you can try next time you feel a strong emotion? (e.g., deep breaths, talking to an adult, listening to music, drawing, going for a walk)
Worksheet
Session 8: Problem-Solving Pathways Worksheet
Navigate Your Way Through Challenges!
Instructions: Think of a problem you are currently facing, either at school, home, or with friends. Use the STOP problem-solving method to find a solution.
My Problem:
Step 1: State the Problem Clearly
Describe the problem in one or two sentences. What exactly is going on?
Step 2: Think of Solutions
Brainstorm at least 3-5 different ways you could try to solve this problem. Don't judge them yet, just list them!
Step 3: Outcome - Pros and Cons
For each solution you listed above, think about the possible positive outcomes (pros) and negative outcomes (cons).
Solution 1:
Pros:
Cons:
Solution 2:
Pros:
Cons:
Solution 3:
Pros:
Cons:
Step 4: Pick the Best Solution & Plan Your Action
Based on the pros and cons, which solution do you think is the best to try first? Why? What is the very first step you will take to implement this solution?
Reflection:
How did using this step-by-step approach change how you feel about solving this problem?
Project Guide
Session 9: My EF Toolkit Project Guide
Design Your Personal Executive Functioning Toolkit!
Objective: To consolidate your learning and create a personalized resource that you can use to apply executive functioning skills in your daily life.
Project Description: You will create a "My EF Toolkit" – a physical or digital collection of your favorite executive functioning strategies, tips, and reminders from our sessions. This toolkit should be a quick reference guide that helps you with planning, organization, focus, self-control, and emotional regulation.
Deliverables:
-
Toolkit Format: Choose one of the following:
- Physical Mini-Book/Binder: Create a small booklet or a section in a binder with separate pages for each skill.
- Digital Presentation/Document: Use slides (e.g., Google Slides) or a document (e.g., Google Doc) to organize your toolkit.
- Index Card Ring: Write strategies on individual index cards and put them on a ring.
-
Toolkit Content: For at least five different executive functioning skills we learned, include the following:
- Skill Name: (e.g., Planning, Organization, Self-Control)
- Why it's important: A brief sentence explaining why this skill helps you.
- My Top 1-2 Strategies: List 1-2 specific strategies you learned that work best for you for this skill (e.g., "Use a planner," "The 5-minute rule," "Stop & Think").
- Visual/Symbol: Draw a small picture, symbol, or emoji that reminds you of this skill or strategy.
-
Introduction Page: A short page at the beginning of your toolkit that explains what executive functioning is and why this toolkit is helpful for you.
-
Reflection: A final section or page where you answer:
- Which executive functioning skill do you feel you've improved on the most during this curriculum?
- How do you plan to use your EF Toolkit in your daily life?
Example Ideas for Visuals/Symbols:
- Planning: A calendar or a checklist
- Organization: A tidy desk or a labeled bin
- Task Initiation: A starting line or a 'GO' button
- Focus: A magnifying glass or an ear listening
- Self-Control: A stop sign or a hand holding back
- Emotional Regulation: A deep breath symbol or a calm face
- Problem-Solving: A maze with an exit or a lightbulb
- Flexible Thinking: A bending arrow or a winding path
Assessment: Your EF Toolkit will be assessed on:
- Completeness (all required sections included)
- Clarity of strategies and explanations
- Creativity and personalization
- Thoughtful reflection