Lesson Plan
Monitor Your Mission!
Students will learn and practice using a checklist to self-monitor their progress and completion of independent work tasks, improving focus and task management.
Developing self-monitoring skills helps students with ADHD stay on track, manage their time effectively, and successfully complete assignments, fostering greater independence and academic success.
Audience
Elementary School Students (with ADHD support needs)
Time
15 minutes
Approach
Direct instruction, guided practice with a checklist, and a reflective activity.
Materials
Small whiteboards or paper for each student, Dry erase markers or pencils, Monitor Your Mission! Slide Deck, Task Completion Checklist Activity, and Self-Monitoring Rubric
Prep
Teacher Preparation
10 minutes
- Review the Monitor Your Mission! Slide Deck and discussion points.
* Print or prepare digital copies of the Task Completion Checklist Activity and the Self-Monitoring Rubric for each student.
* Gather small whiteboards/paper and markers/pencils for each student.
Step 1
Introduction: The Challenge!
2 minutes
- Hook: Start by asking students, "Have you ever started a task, gotten distracted, and then realized you forgot what you were doing?" (1 minute)
* Introduce Objective: Explain that today they will learn a super helpful strategy to stay focused and finish their work – a secret agent checklist! (1 minute)
Step 2
What's a Checklist?
3 minutes
- Slide Deck Presentation: Use the Monitor Your Mission! Slide Deck (slides 1-3) to explain what a checklist is and why it's useful for monitoring tasks, especially for important missions. (1.5 minutes)
* Discussion: Ask students where they've seen checklists before (grocery lists, game instructions, morning routines). Emphasize how it breaks big tasks into smaller, manageable steps. (1.5 minutes)
Step 3
Our Mission Checklist: Guided Practice
5 minutes
- Introduce Activity: Distribute the Task Completion Checklist Activity. Explain that they will practice using the checklist for a simple independent task, like drawing a picture with specific elements or writing a short paragraph about their favorite hobby. (1 minute)
* Model: Model how to use the checklist by demonstrating a task and checking off each step as you go. Think aloud about how the checklist helps you stay on track. (1.5 minutes)
* Guided Practice: Have students choose a short, simple independent task (e.g.,
Step 4
Reflection & Next Steps
5 minutes
- Group Share: Bring the group back together. Ask students: "How did using the checklist feel? Did it help you stay focused or remember steps?" (2 minutes)
* Introduce Rubric: Explain that the Self-Monitoring Rubric will help them understand how well they are using their self-monitoring skills. (1 minute)
* Cool Down/Exit Ticket: Ask students to write one way they can use a checklist in their schoolwork this week. (2 minutes)
use Lenny to create lessons.
No credit card needed
Slide Deck
Lost in Space? Or on Track?
Have you ever started a task and then... ZAP! You got distracted and forgot what you were doing? You're not alone!
Greet students and start with the hook question. Encourage a brief share from students about their experiences.
Your Brain's Superpower: Self-Monitoring!
Today, we're unlocking a superpower for your brain: Self-Monitoring!
This means keeping track of YOURSELF to make sure you're on the right path.
Our Mission: Learn how to use a checklist to stay focused and complete tasks, even when your brain wants to explore a million other things!
Introduce the concept of self-monitoring and the lesson's objective. Emphasize that this is a superpower for their brains.
What's a Checklist? Your Secret Agent Tool!
A checklist is like a treasure map for your work.
It breaks down a big task into smaller, easier-to-follow steps.
Why is it awesome?
- Helps you remember what to do next.
- Keeps you focused on one step at a time.
- Shows you how much progress you've made (WOOHOO!).
- Makes sure you don't miss anything important!
Explain what a checklist is and its benefits. Ask students for real-world examples. This can be a short discussion.
Mission Briefing: Practice Time!
Now it's YOUR turn to be a Self-Monitoring Secret Agent!
We're going to use our Task Completion Checklist Activity for a short independent task.
Your Task Options:
- Draw a picture with at least 3 specific elements (e.g., a house, a tree, a sun).
- Write a short paragraph (3-4 sentences) about your favorite hobby.
- Organize 5 items on your desk in a specific order.
Introduce the activity. Explain the independent task and demonstrate how to use the checklist with a simple example. Guide them through choosing their own task.
Mission Accomplished! (Almost!)
Time to Reflect!
- How did using the checklist feel? Easier or harder than you expected?
- Did it help you stay focused?
- Did it help you remember all the steps?
Understanding Your Progress:
The Self-Monitoring Rubric helps us see how well we're developing these important skills.
Facilitate the group share and reflection. Introduce the rubric as a tool to understand their growth.
Your Next Mission?
Think about your schoolwork this week. Where could you use a checklist to help you stay on track?
Write down one idea as your exit ticket!
Great job, Self-Monitoring Secret Agents!
End with the cool-down/exit ticket question. Collect responses to gauge understanding and application.
Activity
Task Completion Checklist Activity
Your Mission: Choose one of the following tasks to complete. Use the checklist below to help you stay focused and remember each step!
Task Options:
- Option A: Draw a picture with at least three specific elements (e.g., a house, a tree, a sun).
- Option B: Write a short paragraph (3-4 sentences) about your favorite hobby.
- Option C: Organize 5 items on your desk in a specific order.
My Secret Agent Checklist
Use this checklist to monitor your progress as you complete your chosen task. Check off each box as you finish the step!
Before I Start:
- I have read the instructions for my chosen task.
- I have gathered all the materials I need (pencil, paper, crayons, etc.).
- I have a clear idea of what my finished task will look like.
During My Mission:
- Step 1: I have started my task (e.g., drawn the first element, written the first sentence, moved the first item).
- Check-in 1: Am I still focused on my task? If my mind wandered, I gently brought it back.
- Step 2: I am working on the next part of my task.
- Check-in 2: Am I taking my time and doing my best work on this step?
- Step 3: I am continuing to make progress on my task.
- Check-in 3: Do I need a quick stretch or a 10-second brain break? (If yes, take one and then get right back to it!)
Mission Complete!
- I have finished all the requirements for my chosen task.
- I have reviewed my work to make sure it's complete and meets the requirements.
- I am proud of my effort and how I used my checklist!
My Reflection:
One thing I noticed about using the checklist was...
Rubric
Self-Monitoring Rubric: My Mission Success!
This rubric helps you see how well you're using self-monitoring strategies, like a checklist, to stay focused and complete your independent work.
Criteria for Success
| Skill/Behavior | 4 - Super Agent! | 3 - Agent-in-Training | 2 - Rookie Agent! | 1 - Mission Interrupted! |
|---|---|---|---|---|
| Used the Checklist | Consistently used the checklist to guide every step of the task, checking off each item. | Mostly used the checklist, occasionally forgetting to check off items. | Used the checklist sometimes, but frequently forgot or skipped steps. | Rarely or never used the checklist. |
| Stayed Focused | Maintained focus throughout the task; quickly redirected attention if it wandered. | Generally stayed focused, with occasional minor distractions quickly resolved. | Was easily distracted and needed reminders to refocus on the task. | Was frequently distracted and had difficulty returning to the task. |
| Task Completion | Completed all parts of the task accurately and on time, demonstrating thoroughness. | Completed most parts of the task accurately, with minor errors or incomplete sections. | Completed some parts of the task, but many sections were incomplete or inaccurate. | Had significant difficulty completing the task. |
| Effort & Perseverance | Showed strong effort and persistence, even when facing challenges. | Showed good effort, but sometimes gave up when faced with challenges. | Showed inconsistent effort and gave up easily when challenged. | Showed minimal effort and quickly gave up. |
| Reflection on Strategy | Clearly articulated how the checklist helped (or didn't help) them. | Could explain generally how the checklist helped them. | Had some difficulty explaining how the checklist impacted their work. | Could not explain how the checklist helped them. |