Session 1 Discussion: Your Experiences

Time: 8 minutes
Objective: Students will reflect on personal experiences with planning (or lack thereof) to surface the real-world impact of organization on stress, performance, and free time.
Materials:

• Session 1 Slide Deck (Slides 4–5)
• Whiteboard or chart paper and markers

1. Introduction (1 minute)

• Remind students that planning is a skill everyone can improve.
• Explain that this discussion will help us identify challenges and set the stage for solutions.

2. Think-Pair-Share (5 minutes)

Prompt 1: When Planning Falls Short

• Think: Ask students to recall a time they missed a deadline, felt overwhelmed by tasks, or experienced last-minute stress.
  
  
  
  
  
  
  
  
  
  
  
  
• Pair: In pairs, share your story. Focus on:
  • What happened?
  • How did it affect you (stress, grades, free time)?
• Share: Invite 2–3 pairs to summarize their stories.

Prompt 2: Priority Puzzle

• Think: On your own, list two tasks you juggle right now (academic or personal).
  
  
  
  
  
  
  
  
  
  
  
  
• Pair: Discuss:
  • Which task feels most urgent or important—and why?
  • How did you decide that ranking?
• Share: Ask one volunteer to explain their prioritization process.

3. Whole-Group Debrief (2 minutes)

• Record key themes on the board under three columns:
  1. Stress Factors (e.g., competing deadlines)
  2. Consequences (e.g., lower grades, anxiety)
  3. Potential Fixes (e.g., blocking time, using a template)
• Highlight any surprises or common threads.

Facilitation Tips

• Wait time: After asking each question, count silently to 5 to give all students a chance to think.
• Equity of voice: Encourage quieter students by inviting their pair to share.
• Positive framing: Emphasize that everyone has planning challenges and that today’s skills will help.

Connection to Today’s Lesson

• Point out how the examples we collected illustrate the four benefits from Slide 4 of the Session 1 Slide Deck:
  1. Reduces stress
  2. Improves performance
  3. Frees up time
  4. Builds confidence
• Explain that next, students will practice tangible strategies to tackle these very issues through templates, a worksheet, and a fun relay game.

Session 1 Activity: Planner Templates

Time: 7 minutes
Objective: Practice mapping out a balanced week and blocking time for tasks
Materials: Session 1 Activity Planner Templates, markers

Instructions for Teachers and Students

1. Distribute one copy of each template (Weekly Overview and Daily Time-Block) to every student pair and give them markers.
2. Weekly Overview: In pairs, list major commitments (classes, extracurriculars, work, appointments) in the appropriate time-of-day row for each weekday and weekend day.
3. Daily Time-Block: Choose one particularly busy day from the week and break it into hourly blocks. Assign specific tasks, study sessions, or personal activities.
4. Encourage students to discuss why they scheduled each activity at that time, focusing on priority, deadlines, and energy levels.
5. After 5 minutes, invite 2–3 pairs to share highlights of their plans, explaining one strategy they used to balance tasks and free time.

Weekly Overview Template

Daily Time-Block Template

Tip for Teachers: Circulate during the activity to prompt students to consider realistic time estimates and build in short breaks. Highlight examples of effective time blocking when pairs share.

Session 1 Planning Worksheet

Name: ____________________________ Date: _______________________

1. Academic Tasks

List your top three academic tasks for this week. For each, include the deadline and the estimated time needed.

1. Task: _______________________________
   
   Deadline: ____________________________
   
   Estimated Time Needed: ________________
   
   
   
2. Task: _______________________________
   
   Deadline: ____________________________
   
   Estimated Time Needed: ________________
   
   
   
3. Task: _______________________________
   
   Deadline: ____________________________
   
   Estimated Time Needed: ________________
   
   
   

2. Personal Tasks

List your top three personal tasks for this week. For each, include the deadline and the estimated time needed.

1. Task: _______________________________
   
   Deadline: ____________________________
   
   Estimated Time Needed: ________________
   
   
   
2. Task: _______________________________
   
   Deadline: ____________________________
   
   Estimated Time Needed: ________________
   
   
   
3. Task: _______________________________
   
   Deadline: ____________________________
   
   Estimated Time Needed: ________________
   
   
   

3. Strategies for Organization

Choose two tasks from above (academic or personal) and write one strategy you will use to stay organized for each task.

Task: _______________________________

Strategy: _____________________________

Task: _______________________________

Strategy: _____________________________

4. Reflection

Select one of the benefits of planning and organizing (reduces stress; improves performance; frees up time; builds confidence). Explain why you think this benefit is important to you.

5. Anticipated Challenges

What challenges might you face in following your plan this week? How will you address them?

Planning Relay Game Instructions

Time: 4 minutes
Objective: Reinforce sequencing, prioritization, and teamwork through a fun, fast-paced relay.
Materials:

• Index cards (about 6 per team)
• Markers or pens
• A start line and a sorting area (cones or tape to mark)

Setup (2 minutes)

1. Divide the class into two teams and have each team line up behind the start line.
2. Place a stack of blank index cards and markers at each start line.
3. Identify a “sorting area” a few steps away where cards will be placed in sequence.
4. Ask students to refer to their own top six tasks (from the Planning Worksheet) or provide a common set of six tasks (three academic, three personal).

Game Instructions (4 minutes)

1. On “Go,” the first student in each line takes one blank card and marker.
2. They write one task on the card, including its deadline or priority label (e.g., “Math Homework – Due Wed” or “High Priority”).
3. That student then runs to the sorting area and places their card in the sequence they believe is correct (earliest deadline/ highest priority first).
4. They run back and tag the next teammate, who repeats steps 2–3 with a new task/card.
5. Teams continue until all six cards are written and placed in their sequence order.
6. When a team finishes, they signal the teacher. The teacher quickly checks the order:
   • If correct, that team wins!
   • If not, the team must adjust any misplaced cards before signaling again.

Debrief (2 minutes)

• Ask each team: Which strategies helped you place cards quickly and accurately?
• Discuss how breaking tasks into cards and sequencing them can make large to-do lists more manageable.
• Tie back to today’s lesson: How does effective sequencing reduce stress and improve time management?

Facilitation Tips

• Emphasize “one-at-a-time” tagging to keep the relay orderly.
• Encourage clear writing on cards (task + deadline or priority).
• If time runs short, reduce the number of tasks per team.
• Use a shared list of tasks if students haven’t completed the worksheet yet.

Session 2 Activity: Draft Your SMART Goals

Time: 8 minutes
Objective: Students will apply the SMART framework to draft one clear academic goal and one clear personal goal.
Materials:

• This instruction sheet (Session 2 SMART Goals Activity Instructions)
• Session 2 Slide Deck (Slide 4)
• Paper or whiteboard and pens/markers

Instructions

1. Recap the SMART Criteria (1 minute)
   • Quickly review each component of SMART (Specific, Measurable, Achievable, Relevant, Time-Bound) on Slide 4 of the Session 2 Slide Deck.
2. Form Pairs (30 seconds)
   • Students find a partner to work with for this activity.
3. Draft Goals (4 minutes)
   • On your paper or whiteboard, each pair writes:
     a. One Academic Goal using SMART language (e.g., “I will increase my biology test average from 78% to 88% by the end of the quarter by completing two extra practice quizzes each week.”)
     b. One Personal Goal using SMART language (e.g., “I will read one new novel each month for the next three months by setting aside 20 minutes each evening.”)
   • For each goal, explicitly label how it meets each SMART component:
     • Specific: What exactly will you achieve?
     • Measurable: How will you track progress?
     • Achievable: Why is this realistic?
     • Relevant: How does it connect to your priorities?
     • Time-Bound: What is your deadline?
4. Peer Feedback (1 minute)
   • Exchange goals with another pair.
   • Quickly check:
     • Is each part of SMART clearly addressed?
     • Does the goal feel realistic and motivating?
   • Offer one suggestion for improvement.
5. Revise & Share (1.5 minutes)
   • Return feedback to the original pair and refine your goals.
   • Invite 2–3 pairs to share their finalized SMART goals with the class.

Facilitation Tips

• Circulate and prompt pairs: “How will you know when you’ve succeeded?” or “Is the timeline realistic?”
• Encourage concise, action-oriented language.
• If a pair finishes early, ask them to draft an additional strategy for tracking progress (e.g., calendar reminders, check-ins with a friend).

Connection to Next Steps

• Explain that these SMART goals will feed into the Long-Term Goal Setting Worksheet where each goal will be broken into action steps for the Goal Relay game and beyond.

Session 2 Goal Setting Worksheet

Name: ____________________________ Date: _______________________

1. Select Your SMART Goal

Write one of the SMART goals you drafted in the activity (academic or personal). Be sure it’s Specific, Measurable, Achievable, Relevant, and Time-Bound.

Goal: ________________________________________________________________________________

2. Break Your Goal into Action Steps

For your SMART goal above, list 3–4 concrete steps you will take. For each step, include a deadline and any resources or support you’ll need.

1. Step #1: ________________________________________________________________________
   
   Deadline: _______________________
   
   Resources/Support Needed: _______________________________________________
   
   
   
2. Step #2: ________________________________________________________________________
   
   Deadline: _______________________
   
   Resources/Support Needed: _______________________________________________
   
   
   
3. Step #3: ________________________________________________________________________
   
   Deadline: _______________________
   
   Resources/Support Needed: _______________________________________________
   
   
   
4. Step #4 (optional): _______________________________________________________________
   
   Deadline: _______________________
   
   Resources/Support Needed: _______________________________________________
   
   
   

3. Organize Your Action Plan

Transfer the steps above into the Action Plan Templates to visualize timing and responsibilities. Use the template’s columns to track due dates, priority, and progress checkpoints.

(See the linked template for structure and table format.)

4. Monitoring & Reflection

Choose two dates to check in on your progress. Write what you expect to have completed by then, and later record what you actually did.

Check-In Date 1: ________________

Expected Progress: ___________________________________________________________

Check-In Date 2: ________________

Expected Progress: ___________________________________________________________

5. Anticipating Challenges

What obstacles might come up as you work toward your goal? For each challenge, write one strategy you will use to stay on track.

Challenge #1: ________________________________________________________________________

Strategy to Address It: _____________________________________________________________

Challenge #2: ________________________________________________________________________

Strategy to Address It: _____________________________________________________________

Tip: Keep this worksheet visible—pin it to your planner or take a photo—to remind yourself of your steps, deadlines, and strategies as you move forward.

Session 2 Activity: Action Plan Templates

Time: 6 minutes
Objective: Organize your SMART goal’s action steps in a clear, trackable format.
Materials: This template (Session 2 Action Plan Templates), pens/markers.

Instructions

1. Transfer each action step from your Long-Term Goal Setting Worksheet into the table below.
2. Fill in the deadline, resources/support needed, and give each step a priority level.
3. Decide on a midway progress checkpoint for each step (a mini-deadline or milestone).
4. Use the “Completed” column to mark when each step is finished.

Tip for Students: Keep this template visible—attach it to your planner or take a photo—so you can quickly check deadlines, track your progress checkpoints, and mark off completed steps.

Tip for Teachers: Encourage students to set realistic milestones for each action step and to revisit this plan at weekly check-ins.

Session 2 Goal Relay Game Instructions

Time: 6 minutes
Objective: Reinforce sequencing of action steps and teamwork by racing to order tasks that lead toward a SMART goal.
Materials:

• Index cards (one per action step)
• Markers or pens
• A start line and a sorting area (cones or tape to mark)
• Each team’s action steps from the Long-Term Goal Setting Worksheet

Setup (2 minutes)

1. Divide the class into two teams and have each team line up behind the start line.
2. Give each team a stack of blank index cards and markers.
3. Ask teams to write each of their 3–4 action steps (from the Action Plan Templates) on separate cards—one step per card.
4. Place a sorting area a few steps away where cards will be placed in sequence.

Game Instructions (4 minutes)

1. On “Go,” the first student in each line picks up a written card, runs to the sorting area, and places their card in the order they believe is correct (earliest milestone or first action step first).
2. They run back and tag the next teammate, who places another card.
3. Continue until all cards are placed.
4. When a team finishes sequencing, they signal the teacher.
5. The teacher quickly checks the order:
   • If correct, that team wins!
   • If not, the team must adjust misplaced cards before signaling again.

Debrief (2 minutes)

• Ask winning and second-place teams: Which strategies helped you remember the right order?
• Discuss how ordering action steps clarifies the path toward a goal and builds momentum.
• Connect to today’s lesson: How does sequencing tasks support steady progress and reduce overwhelm?

Facilitation Tips

• Encourage teams to verbalize step order before placing cards (“Step 1, then Step 2…”).
• If time is tight, have teams sequence only three key steps.
• Support teams by asking guiding questions: “Which milestone comes first? Why?”
• Celebrate accurate sequencing to reinforce the value of planning ahead.