Self-Management Superstars Script

Slide 1: Self-Management Superstars
Teacher Says:
“Good morning, Superstars! I am so excited you’re here today because we have a brand-new adventure ahead. Today, you will become ‘Self-Management Superstars!’ That means you’ll learn how to set clear goals, control your impulses, and organize your tasks so that each of you can take charge of your learning and your behavior. Are you ready to get started?”

(Pause for enthusiastic responses.)

“Fantastic! Let’s hop right in.”

Slide 2: Agenda
Teacher Says:
“On our journey today, here’s what we’ll do together:

1. Warm-Up Discussion (15 minutes)
2. Watch Video (20 minutes)
3. Reading & Guided Discussion (20 minutes)
4. Goal-Setting Activity (30 minutes)
5. Self-Control Game (15 minutes)
6. Break (10 minutes)
7. Organization Project (30 minutes)
8. Quiz (15 minutes)
9. Cool-Down & Reflection (15 minutes)

We’ll move step by step, and I’ll guide you every moment. Let’s jump into our warm-up!”

Slide 3: What Is Self-Management?
Teacher Says:
“First, what do you think self-management means? Turn to your partner and share one idea. I’ll give you about 30 seconds.”

(Pause 30 seconds.)

“Who’d like to share? [Call on 2–3 students.]

Great ideas! Here’s the official definition: ‘Self-management means taking charge of your own learning and behavior by setting clear goals, controlling impulses, and organizing your tasks.’ When we practice these three steps, we become more focused and successful. Ready to talk about what that looks like? Let’s go!”

Slide 4: Warm-Up Discussion
Teacher Says:
“I want to hear from you. Share with the class an example of when you used self-control. That means when you stopped yourself from doing something right away and thought first. Who wants to go?”

(Call on 2–3 volunteers.)

“Thank you! Now, share a time you organized something all by yourself—maybe your backpack or your room. How did you feel afterward?”

(Call on volunteers.)

“Wonderful. You are already doing self-management every day! Let’s keep that energy going.”

Slide 5: Three Key Skills
Teacher Says:
“Now we’ll look at our three superpowers for self-management:

1. Goal-Setting: Deciding what you want to achieve.
2. Impulse Control: Pausing before you act.
3. Organization: Planning steps and managing tasks.

I’ll share a quick example for each: setting a goal to finish homework by 6:00, raising your hand instead of shouting out, and packing your backpack neatly. Can you think of other examples? Turn to your neighbor and share one.”

(Pause, then call on a few students.)

“Excellent thoughts!”

Slide 6: Watch: Self-Management in Action
Teacher Says:
“Now, let’s see a short video showing these superpowers in the real world. As you watch, look for each key skill: goal-setting, impulse control, and organization. I will pause at two spots to ask you questions. Ready? Play video.”

(Play Video Lesson Resources.)

At first pause:
“Who saw a good example of goal-setting? What happened?”

(Allow responses.)

At second pause:
“Where did someone show impulse control? How did it help?”

(Allow responses.)

(Play until video ends.)

“Great observations!”

Slide 7: Reading & Guided Discussion
Teacher Says:
“I’m handing out a short reading passage about a character who uses self-management every day. Read silently for ten minutes, and circle any words or ideas you find interesting or confusing.”

(Distribute Reading Passage on Self-Management. Wait quietly.)

After 10 minutes:
“Now, in groups of four, discuss these questions:
• What steps did the character take to reach their goal?
• If you were in that situation, what would you do differently?
Use the Discussion Prompts to guide you. I’ll come around to listen.”

(After 8 minutes, bring class back.)

“Who can share one idea from your group?”

(Call on 2 groups.)

Slide 8: Goal-Setting Activity
Teacher Says:
“Next, we’re going to set our personal goals! Look at the steps on the screen and in your Project Guidelines:

1. Pick one goal you care about.
2. Break it down into small, clear steps.
3. Write those steps on your Goal-Setting Worksheet.

Write quietly for 15 minutes. Then, swap with a partner and use the Goal-Tracking Rubric to give helpful feedback.”

(After 15 minutes.)

“Okay, swap worksheets now. Use the rubric to check: Are the steps clear? Are they broken into small pieces?”

(After 10 minutes.)

“Thanks for caring and giving feedback. Let’s celebrate those super goals!”

Slide 9: Self-Control Game
Teacher Says:
“Time for a quick game to practice impulse control! Form teams of four. Each team gets a stack of scenario cards from the Self-Management Game. On my signal, one person reads the scenario, and your team discusses the best choice. Earn one point for each smart decision. Ready? Go!”

(Play 10 minutes, tally points.)

“Great job, teams! Our winning team is ________! Give them a round of applause.”

Slide 10: Break Time
Teacher Says:
“Take ten minutes to stretch, get water, or do a quick breathing exercise. Then we’ll jump into our organization project. See you back here in ten!”

(After 10 minutes.)

“Welcome back—let’s keep going!”

Slide 11: Organization Project
Teacher Says:
“Here’s a sample daily schedule and task list on the board. In your groups, use the steps from the Project Guidelines to reorder these tasks for the best flow. You have twenty minutes. I’ll walk around to answer questions.”

(After 20 minutes.)

“Let’s hear from Group 1. How did you organize your day and why?”

(2–3 presentations, each 1–2 minutes.)

“Excellent work! You’re really thinking like Self-Management Superstars.”

Slide 12: Quiz Time
Teacher Says:
“Now, it’s time to show what you’ve learned. Take out your pencils. I’m handing out the Self-Management Quiz. Work quietly and independently. You have fifteen minutes—begin now.”

(After 15 minutes.)

“Please close your papers. I’ll collect them and review your answers with the Quiz Answer Key. Great effort!”

Slide 13: Cool-Down & Reflection
Teacher Says:
“Finally, choose one Cool-Down Activity Card. On your card you’ll see a reflection prompt. Spend five minutes writing or talking with a partner about one self-management skill you want to practice this week, and set a small goal for yourself.”

(After 5 minutes.)

“Who’d like to share their reflection or goal? [Invite a few volunteers.]”

Slide 14: Great Job, Superstars!
Teacher Says:
“You did it! Today you practiced goal-setting, impulse control, and organization. Remember:
• Review your goal steps daily.
• Pause before you act.
• Plan and organize your tasks.
Keep using these skills every day, and you’ll watch yourself grow. I can’t wait to hear your stories next week. Have a wonderful rest of your day, Self-Management Superstars!”

End of Script

Reading Passage: Sara’s Science Fair Mission

Sara sat at her desk, pencil in hand, staring at her blank notebook. The school science fair was two weeks away, and she had dreamed of winning first prize. But every time she tried to write down her ideas, she felt distracted or frustrated. She tapped her pencil, glanced at her phone, and even doodled a little. Sara took a deep breath and remembered her goal: she wanted to build a working volcano model that would erupt with bright lava colors.

First, Sara broke her big goal into smaller steps. She listed tasks in her notebook:

1. Research volcano materials.
2. Gather supplies at the store.
3. Build the volcano base.
4. Mix and test the lava mixture.
5. Practice her presentation.

Each evening after dinner, Sara spent fifteen minutes on one step. When she felt the urge to scroll through her tablet, she paused, closed her eyes for three counts, and reminded herself why the science fair mattered to her. This small pause helped her resist distractions and stay calm when her lava mixture fizzled the first time.

Sara also used sticky notes to organize her workspace. She labeled containers “Baking Soda,” “Vinegar,” and “Food Coloring” and lined them up on her desk. Checking off each sticky note gave her a happy feeling of progress.

By the day of the science fair, Sara had a neat volcano, bright orange lava ready to flow, and a clear explanation of how volcanoes erupt. When judges asked questions, she spoke confidently because she had practiced each part. Sara didn’t win first place, but she earned a special award for her well-organized project and calm presentation.

Think and Respond

1. What was Sara’s goal and why was it important to her?
   
   
   
2. How did Sara control her impulses when she felt frustrated?
   
   
   
3. What organization strategy did Sara use to stay on track?
   
   
   

Use the Discussion Prompts to guide your small-group conversation.

Discussion Prompts

1. Warm-Up Conversation

• What do you already know about self-management?






• Can you share a moment when you set a goal for yourself? How did it feel when you reached it?

2. After Reading: Sara’s Science Fair Mission

1. What was Sara’s big goal, and why did it matter so much to her?
   
   
   
2. How did Sara pause and control her impulse when she felt distracted or frustrated?
   
   
   
3. What tools or tricks did Sara use to organize her materials and workspace?
   
   
   
4. Which of Sara’s strategies could you try when you feel stuck on a project?
   
   
   

3. Application & Extension

• Think of a goal you have for this week (homework, chores, a hobby). How can you break it into small steps like Sara did?






• What might distract you, and what will you do instead of giving in to that distraction?






• How could you organize your supplies or schedule to help you stay on track?

Use these prompts to guide your small-group or partner discussions, and be ready to share one idea with the class!

Goal-Setting Worksheet

Use this worksheet to plan your personal goal. Follow each step and write your answers clearly. When you’re done, swap with a partner and use the Goal-Tracking Rubric to give feedback.

1. My Goal

What is one goal you want to achieve? Be specific and positive.

2. Why This Goal Matters

Why is this goal important to you? How will you feel when you reach it?

3. Steps to Reach My Goal

List at least three smaller steps you need to take. Break your goal into manageable pieces.

1. Step 1: _______________________________

1. Step 2: _______________________________

1. Step 3: _______________________________

4. Timeline

When will you complete each step? Write a target date or time.

• Step 1 by: __________________

• Step 2 by: __________________

• Step 3 by: __________________

5. Potential Obstacles & Solutions

What might distract you or get in the way? What will you do to stay on track?

6. Reward

How will you celebrate or reward yourself when you complete your goal?

Great work! Now exchange worksheets with a partner and use the Goal-Tracking Rubric to give helpful feedback on clarity, steps, and timeline.

Goal-Tracking Rubric

Use this rubric to give feedback on a partner’s Goal-Setting Worksheet. For each criterion, circle the score that best describes your partner’s work and write a suggestion for improvement.

Suggestions for Improvement

Write one thing your partner did well and one thing they could improve:

• Strength:
  
  
  
  
  
  
• Area for Growth:
  
  
  
  
  
  

Self-Management Game

This fast-paced, card-based game helps students practice impulse control and decision-making. Teams draw scenario cards, discuss choices, and earn points for selecting the most self-managed response.

Materials

• A deck of Scenario Cards (print and cut below)
• Score sheet or whiteboard to track team points
• Timer or stopwatch

Setup

1. Divide class into teams of 3–4 students.
2. Place the shuffled Scenario Cards face down in the center.
3. Assign one student per team as the scorekeeper.
4. Decide on a point goal (e.g., first team to 8 points wins) or play as many rounds as time allows.

How to Play

1. A team’s reader draws the top card and reads the scenario aloud.
2. Teams have 30 seconds to discuss and choose the best option (A, B, or C).
3. On the count of three, each team holds up their letter choice.
4. Reveal the correct answer and explanation. Teams that chose correctly earn 1 point.
5. Pass the deck to the next team. Repeat until a team reaches the point goal or time is up.

Scoring

• Correct choice: +1 point
• Incorrect choice: 0 points
• Tie-breaker (if needed): Teacher presents a quick “impulse-control challenge” (e.g., 10-second mindfulness pause) and awards 1 bonus point to the best performer.

Scenario Cards

1. You’re working on your goal worksheet and your friend invites you to play a video game now.
   A. Put away your worksheet and play now—you can finish later.
   B. Politely say, “I’d love to, but I’ll play after I finish my steps,” and keep working.
   C. Ignore them and keep working silently, hoping they’ll go away.
   Best Choice: B (You set a boundary, stay focused, and remain polite.)
2. You start to feel distracted by noise in the hallway while you’re writing steps for your goal.
   A. Yell at the classmates who are making noise.
   B. Pause, take three deep breaths, then refocus on your writing.
   C. Shut your eyes and hope the noise stops.
   Best Choice: B (Using a brief pause and breathing helps you control your impulse calmly.)
3. During the Self-Control Game, you realize your team is about to pick the wrong answer.
   A. Quickly shout the right answer over your teammates.
   B. Wait until the reveal, then remind them of the correct choice next round.
   C. Respectfully say, “I think answer C fits best because…,” and explain your reasoning.
   Best Choice: C (You practice impulse control and positive teamwork.)
4. Your timer for a 1-minute planning break goes off, but you want to finish another task first.
   A. Ignore the timer and keep working until you finish the task.
   B. Pause, do your breathing exercise, then get back to work when the next minute starts.
   C. Take a longer break since you deserve it.
   Best Choice: B (You stick to the schedule and practice self-control.)
5. You notice you forgot to write a timeline date on your worksheet.
   A. Skip it—your partner probably won’t notice.
   B. Pause your work, add the dates now, then continue.
   C. Ask someone else to fill in the dates for you.
   Best Choice: B (You take responsibility and keep your plan organized.)
6. A group member is going off-topic during the Organization Project discussion.
   A. Tell them, “Stop it!” in a firm tone.
   B. Politely remind the group, “Let’s focus on reordering the schedule now.”
   C. Continue working and hope they catch up.
   Best Choice: B (You control the impulse to snap and steer the team back on track.)
7. You’re anxious before the quiz and feel like chatting with a friend for reassurance.
   A. Whisper questions and distract classmates.
   B. Close your eyes, breathe deeply for five counts, and start the quiz.
   C. Skip the quiz and ask for a retake later.
   Best Choice: B (You manage stress and stay focused on the task.)
8. Your worksheet partner gives feedback you don’t agree with.
   A. Say, “You’re wrong—I know what I’m doing.”
   B. Listen respectfully, then explain your view calmly.
   C. Ignore their comments and swap back.
   Best Choice: B (You practice organization of ideas and respectful impulse control.)

Variation & Extension

• Speed Round: Teams have 15 seconds to answer.
• Reflection Round: After each correct answer, teams briefly explain why the best choice shows self-management.
• IEP/504 Accommodation: Provide simplified cards or read cards aloud for students who need language support.

Have fun and watch your self-management superpowers grow!

Quiz Answer Key

Use this answer key to grade the Self-Management Quiz. For multiple-choice questions, mark answers as correct or incorrect. For open-response questions (4–7), use the rubrics below to assign full credit, partial credit, or no credit.

1. Multiple-Choice Answers

1. Which of the following is NOT one of the three key skills of self-management?
   Answer: D. Cooperation
   
   Explanation: The three key skills are Goal-Setting, Impulse Control, and Organization.
2. In the reading passage, what was the first step Sara took toward her science fair goal?
   Answer: B. Research volcano materials
   
   Explanation: Sara’s first listed task was to research volcano materials.
3. You feel distracted by noise while working on a worksheet. Which impulse-control strategy should you use?
   Answer: B. Pause, take three deep breaths, then refocus
   
   Explanation: The pause-and-breathe strategy helps regain focus without lashing out.

Each correct multiple-choice answer = 1 point (Total = 3 points)

2. Open-Response Questions & Rubric

For questions 4–7, use the rubrics below to determine how many points each response earns. Encourage clear, specific answers that demonstrate understanding of self-management skills.

Question 4 (1 point)

List the three key skills that make up self-management.

• Full Credit (1 point): Names all three skills—Goal-Setting, Impulse Control, Organization.

• Partial Credit (0.5 points): Names two of the three skills correctly.

• No Credit (0 points): Names fewer than two or incorrect skills.

Question 5 (1 point)

Describe one organization strategy (other than sticky notes) you could use to keep track of your supplies or tasks.

• Full Credit (1 point): Describes a realistic strategy (e.g., using a color-coded folder, checklist, calendar, labeled bins) and explains how it helps stay organized.

• Partial Credit (0.5 points): Names a strategy but gives minimal or vague explanation.

• No Credit (0 points): Strategy is unclear, impractical, or missing.

Question 6 (2 points)

Think of a goal you have this week. Write that goal and break it into at least two smaller steps.

• Full Credit (2 points): States a clear, specific goal and provides at least two logical, manageable steps toward that goal.

• Partial Credit (1 point): Either the goal is vague or only one clear step is provided.

• No Credit (0 points): Goal and steps are unclear, unrealistic, or missing.

Question 7 (1 point)

When you feel the urge to give up on a task, what concrete action can you take to control that impulse?

• Full Credit (1 point): Describes a specific self-control action (e.g., take deep breaths, set a mini-timer, ask for help, take a short stretch break) and ties it to self-management.

• Partial Credit (0.5 points): Mentions a general idea without detail.

• No Credit (0 points): Gives no actionable strategy or response is unrelated.

Total Points Possible: 3 (MC) + 1 + 1 + 2 + 1 = 8 points

Be sure to leave written feedback for open-response answers, highlighting strengths and suggesting improvements (e.g., “Great goal breakdown—next time add a timeline to each step!”). This will help students refine their self-management strategies moving forward.

Test Answer Key

Use this answer key to grade the Self-Management Test (Self-Management Test). Follow the explanations and rubrics for each question to assign points.

Total Points Possible: 16
• Questions 1–6 (Multiple Choice/Matching): 6 points
• Question 7 (Definitions): 3 points
• Question 8 (Strategy Explanation): 2 points
• Question 9 (Scenario Application): 5 points

1. Multiple-Choice Questions (1 point each)

1. Which of the following best describes the impulse control skill?
   Answer: B. Pausing before reacting to distractions
   Explanation: Impulse control means taking a moment to stop and think rather than immediately reacting.
2. Breaking a big goal into smaller, actionable steps is an example of:
   Answer: B. Goal-Setting
   Explanation: Goal-setting involves deciding on an objective and breaking it into manageable parts.
3. Sara using sticky notes to label her containers is demonstrating:
   Answer: B. Organization
   Explanation: Organization includes planning steps and arranging materials so you can find and use them easily.
4. Which action shows good organization?
   Answer: B. Lining up labeled folders by due date
   Explanation: Ordering tasks or materials in a logical sequence is an organizational strategy.
5. You feel distracted by a noisy hallway. The best impulse-control strategy is to:
   Answer: C. Pause, take three deep breaths, then refocus
   Explanation: Using a brief pause and breathing helps you manage emotions and return focus.
6. Match each self-management skill in Column A with its description in Column B.
   Answer: 1–B, 2–C, 3–A
   • Goal-Setting → B
   • Impulse Control → C
   • Organization → A

2. Question 7: Definitions (3 points total)

List the three key self-management skills and give a one-sentence definition for each.

Rubric:
• 3 points (Full Credit): Names all three skills correctly and provides a clear, accurate one-sentence definition for each.
• 2 points (Partial Credit): Names all three skills but at least one definition is vague or incomplete, or names two skills with full definitions.
• 1 point (Minimal Credit): Names two skills with definitions, or names three skills without definitions.
• 0 points (No Credit): Names fewer than two skills or definitions are incorrect/missing.

Example of Full Credit Response:

• Goal-Setting: Deciding on a clear objective and breaking it into smaller steps.
• Impulse Control: Pausing to think before you react to distractions or emotions.
• Organization: Planning and arranging tasks or materials so they are orderly and easy to use.

3. Question 8: Strategy Explanation (2 points total)

Describe one specific strategy you could use to avoid distractions while working on a project. Explain how it helps you stay on task.

Rubric:
• 2 points (Full Credit): Describes a concrete, realistic strategy (e.g., using a timer, wearing noise-canceling headphones, creating a checklist) and explains clearly how it supports focus and productivity.
• 1 point (Partial Credit): Mentions a strategy but explanation is brief or lacks clarity on how it helps.
• 0 points (No Credit): Strategy is unclear, impractical, or explanation is missing.

Example of Full Credit Response:
“I set a 10-minute timer and work in short, focused bursts; knowing I only have to focus for a limited time helps me ignore distractions and feel motivated to finish before the timer goes off.”

4. Question 9: Scenario Application (5 points total)

Scenario: Maria has a big art project due next week, but her friends keep inviting her to play outside, and she feels tempted to join them instead of working. She also sometimes forgets where she put her art supplies.

a. Identify which self-management skill Maria needs to practice most to keep working on her project. Explain your choice. (2 points)

Rubric (Part a):
• 2 points (Full Credit): Correctly identifies “Impulse Control” (or “Organization” if clearly justified) and explains how that skill addresses the temptation or forgetfulness.
• 1 point (Partial Credit): Identifies the correct skill but explanation is incomplete or lacks connection to the scenario.
• 0 points (No Credit): Incorrect skill or no explanation.

b. Outline a step-by-step plan Maria could use to manage her time and materials for this project. Include at least three steps. (3 points)

Rubric (Part b):
• 3 points (Full Credit): Provides at least three logical, actionable steps (e.g., setting specific work times, using a checklist, labeling supplies) that show clear organization and time management.
• 2 points (Partial Credit): Includes two clear steps or three steps with some vagueness.
• 1 point (Minimal Credit): Outlines one or two steps that are very general.
• 0 points (No Credit): Steps are missing or do not address time/material management.

Example of Full Credit Response:
a. Maria needs to practice impulse control because she must resist the urge to stop working and go play.
b. Step 1: Create a daily schedule that blocks 30 minutes for art work after school; Step 2: Label and arrange art supplies in a clear bin so she can find them easily; Step 3: Use a checklist to mark off each completed art task before taking a break to play.

Scoring Summary:

• Questions 1–6: ____ / 6
• Question 7: ____ / 3
• Question 8: ____ / 2
• Question 9a: ____ / 2
• Question 9b: ____ / 3

Final Score: ____ / 16

Provide encouraging comments and specific feedback to help students deepen their understanding of self-management strategies.

Warm-Up Survey

Instructions: Read each statement below and circle how often you do it in your daily work or learning. Be honest—there are no right or wrong answers. After you finish, you’ll share one thing you learned about your habits with a partner.

Reflection

1. Which statement did you circle “Always”? Why do you think you do that well?
   
   
   
   
   
   
2. Which statement did you circle “Never” or “Sometimes”? What could you try this week to improve in that area?
   
   
   
   
   
   
3. Share one habit you want to work on today.
   
   
   
   
   
   

— Use your responses to guide our class discussion about self-management skills!

Cool-Down Activity Cards

Cut these cards apart and distribute one to each student. Students read their prompt, reflect or write for a few minutes, then share with a partner or the class.

Card 1: Choose Your Skill

Pick one self-management skill (Goal-Setting, Impulse Control, or Organization) that you practiced today.
How will you practice it again this week?

Card 2: Overcoming Obstacles

Think of a challenge you faced during today’s activities.
What strategy will you use next time to overcome that obstacle?

Card 3: Celebrating Progress

Name one moment today when you felt proud of your self-management.
Why was that moment important?

Card 4: Next-Step Plan

What is one small step you will take tomorrow to stay organized or focused?
Write your plan and a target time.

Card 5: Mindful Break

Describe a quick breathing or mindfulness exercise you can use when you feel distracted.
How long will it take?

Card 6: Goal Reminder

Write down your personal goal for this week.
Set one deadline or checkpoint to check your progress.

Card 7: Peer Advice

Think of a friend who struggles with self-management.
What advice would you give them?

Card 8: Reflection Question

Which self-management skill do you want to improve most?
What is one action you will commit to right now?

Self-Management Project Guidelines

Use these guidelines during both the Goal-Setting Activity and the Organization Project. Follow each step carefully to practice setting clear goals, controlling impulses, and organizing tasks.

Goal-Setting Activity Guidelines

1. Choose a Meaningful Goal
   • Think of something you really want to accomplish this week (e.g., read two books, finish a math packet, clean your desk).
   • Write your goal clearly at the top of your Goal-Setting Worksheet.
2. Break It into Steps
   • List at least three smaller steps you need to complete.
   • Make each step short and specific (for example, “Read 10 pages,” not just “Read”).
3. Set a Timeline
   • Assign a target date or time for each step (e.g., “Read 10 pages by Wednesday”).
   • Be realistic—choose dates you can meet with effort.
4. Identify Obstacles & Solutions
   • Write down anything that might distract you or get in the way (e.g., video games, noisy siblings).
   • Next to each obstacle, list a quick strategy to handle it (e.g., “Use headphones,” “Set a 5-minute stretch break”).
5. Share & Refine
   • Swap your worksheet with a partner and use the Goal-Tracking Rubric to give feedback on:
   • Clarity of goal
   • Detail of steps
   • Realism of timeline
   • Effectiveness of solutions
6. Revise Your Plan
   • Based on your partner’s feedback, make any needed changes to your steps or dates.
   • Celebrate! You now have a clear, organized path to reach your goal.

Organization Project Guidelines

1. Examine the Sample Schedule
   • Review the teacher’s sample daily schedule and task list.
   • Identify any tasks that are out of order or missing details.
2. Plan as a Team
   • In your small group, decide on an order that makes sense (e.g., high-focus tasks in the morning, fun activities after work).
   • Discuss how long each task should take and any breaks needed.
3. Apply Self-Management Strategies
   • Use clear headings, bullet points, or color coding to show your plan.
   • Label each time block (e.g., “8:00–8:30 Reading,” “8:30–8:40 Mindful Break”).
4. Document Your Schedule
   • Write or draw your reorganized plan on poster paper or a digital slide.
   • Include at least three self-management notes (e.g., “Pause for deep breaths,” “Check off tasks when done”).
5. Present & Reflect
   • Share your group’s schedule with the class.
   • Explain your choices: Why did you order tasks this way? How did you plan for breaks and obstacles?
6. Self-Assessment
   • After all presentations, return to your work and use the Goal-Tracking Rubric to rate:• Write one sentence on how you will use this plan in your own day-to-day work.
   • Logical flow of tasks
   • Clarity of labels and times
   • Use of self-management strategies

Remember: Clear goals, thoughtful planning, and regular pauses to check your progress are the hallmarks of a Self-Management Superstar. Good luck and have fun!