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My Awesome Actions Checklist

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Ginger Harper

Tier 2

Lesson Plan

Using My Daily Check-In

Students will learn what self-monitoring means and how to effectively use a self-monitoring checklist to track their positive actions throughout the day.

Learning to self-monitor helps students understand their own behavior, take responsibility for their choices, and work towards personal goals, leading to a more positive classroom experience and increased independence.

Audience

2nd Grade Students

Time

20 minutes

Approach

Direct instruction, modeling, guided practice, and collaborative role-playing.

Materials

  • Check It Off Slide Deck, - My Daily Behavior Tracker Worksheet, and - Role-Play My Checklist Activity

Prep

Review and Prepare

5 minutes

  • Review all generated materials: Check It Off Slide Deck, My Daily Behavior Tracker Worksheet, and Role-Play My Checklist Activity.
  • Print enough copies of the My Daily Behavior Tracker Worksheet for each student in the group.
  • Ensure you have a whiteboard or chart paper for modeling.

Step 1

Warm-Up: What Does 'Checking In' Mean?

3 minutes

  • Begin by asking students: "When your parents or teachers 'check in' with you, what does that mean?" Allow a few responses.
  • Explain that today, they will learn to 'check in' with themselves about their own awesome actions.

Step 2

Introduce Self-Monitoring and Checklist

7 minutes

  • Use the Check It Off Slide Deck to introduce the concept of self-monitoring.
  • Explain that self-monitoring is like being a detective of your own actions, especially the good ones!
  • Introduce the My Daily Behavior Tracker Worksheet as their personal 'Awesome Actions Checklist'. Go through each item on the worksheet, explaining what it means and how they can check it off. Model filling out a few items based on hypothetical positive behaviors (e.g., "I raised my hand quietly," "I helped a friend pick up a dropped pencil").

Step 3

Guided Practice and Role-Playing

8 minutes

  • Distribute the My Daily Behavior Tracker Worksheet to each student.
  • Lead the Role-Play My Checklist Activity. Assign different scenarios where students can practice identifying and checking off positive behaviors on their worksheets.
  • Encourage students to discuss why they checked off certain items and how it felt to notice their own good choices.

Step 4

Cool-Down: Share Your Superpowers

2 minutes

  • Ask students to share one item they are proud to have checked off during the role-play, or one awesome action they plan to look out for in themselves tomorrow.
  • Reiterate that this checklist is a tool to help them recognize their 'superpowers' (positive behaviors) and become even more amazing!
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Slide Deck

Check It Off: Your Awesome Actions!

Ready to be a detective of your own great choices?

Welcome students and introduce the exciting title of today's lesson. Explain that today we'll be talking about how to be aware of our own awesome actions!

What is Self-Monitoring?

It's noticing your own actions and choices.

Like being a detective for yourself!

Especially the good ones!

Explain self-monitoring in simple terms. Use an analogy like being a 'behavior detective' or 'your own coach'. Emphasize that it's about noticing the good things we do.

My Daily Behavior Tracker

This is your special tool!

Each time you do something on the list, you get to check it off!

Examples:

  • I used kind words.
  • I stayed in my seat.

Introduce the physical checklist (My Daily Behavior Tracker Worksheet). Show them how to mark off each item as they complete it. Give a couple of simple examples relevant to 2nd graders (e.g., 'I raised my hand,' 'I shared my crayons').

Time to Practice!

Let's try using our trackers together!

Transition to the next part of the lesson where they will get to practice using their new tool.

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Worksheet

My Daily Behavior Tracker

Name: ________________________ Date: ____________________

I am an awesome actions detective! Each time I do one of these things, I can color in a star or put a checkmark! ✨

My Awesome Actions Today:

  1. I used kind words.

    Did I say nice things to my friends and teachers?

    ✅

  2. I listened to instructions.

    Did I pay attention when the teacher was talking?

    ✅

  3. I kept my hands and feet to myself.

    Did I respect everyone's space?

    ✅

  4. I stayed in my seat when I was supposed to.

    Did I remember to sit still during lesson time?

    ✅

  5. I finished my work.

    Did I try my best to complete my tasks?

    ✅

Reflection Time!

I did great today because...












Tomorrow, I want to try to...












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Activity

Role-Play My Checklist: Practice Makes Perfect!

Objective:

Students will actively practice using the My Daily Behavior Tracker Worksheet through role-playing common classroom scenarios.

Materials:

  • My Daily Behavior Tracker Worksheet for each student
  • Pencils or crayons

Instructions:

  1. Introduce Role-Play (2 minutes)

    • Explain to students that they are going to act out some situations to practice using their behavior tracker.
    • Emphasize that there are no "wrong" answers, just practice recognizing and marking their positive actions.

  2. Scenario 1: Kind Words (5 minutes)

    • Prompt: "Imagine your friend accidentally knocks over your tower of blocks. Instead of getting mad, you say, 'It's okay, we can build it again!'"
    • Action: Ask students: "Which item on your behavior tracker did you use?" (I used kind words.) Have them mark it off.
    • Discussion: "How did using kind words make you and your friend feel?"

  3. Scenario 2: Listening to Instructions (5 minutes)

    • Prompt: "The teacher gives directions for a new art project, and it has many steps. You listen very carefully, and when it's your turn, you remember what to do!"
    • Action: Ask students: "Which item on your behavior tracker did you use?" (I listened to instructions.) Have them mark it off.
    • Discussion: "Why is it important to listen to instructions? What happens if we don't?"

  4. Scenario 3: Keeping Hands to Self (5 minutes)

    • Prompt: "During carpet time, the person next to you is wiggling a lot. You really want to poke them, but you remember to keep your hands in your own space."
    • Action: Ask students: "Which item on your behavior tracker did you use?" (I kept my hands and feet to myself.) Have them mark it off.
    • Discussion: "How does keeping hands and feet to yourself help everyone in the classroom?"

  5. Wrap-Up (3 minutes)

    • Ask students to look at their completed trackers. "How many awesome actions did you check off today?"
    • Reinforce that noticing these good choices helps them grow and become even better at managing their own actions.
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