Lesson Plan
Find Your Focus Lesson Plan
The student will identify personal motivators for school tasks and apply two chosen focus strategies during two timed intervals, achieving on-task behavior in at least 50% of opportunities.
Understanding personal “why” boosts engagement and self-regulation. By reflecting on motivation and practicing focus techniques, the student builds skills for sustained attention and academic success.
Audience
8th Grade
Time
30 minutes
Approach
Guided reflection paired with time-blocked practice.
Materials
- Reflective Motivation Worksheet, - Focus Strategies Tip Sheet, and - Timer or Digital Stopwatch
Prep
Prepare Materials
5 minutes
- Review the Reflective Motivation Worksheet and Focus Strategies Tip Sheet.
- Print physical copies or load digital versions.
- Test and set up a timer or digital stopwatch for practice intervals.
Step 1
Warm-Up Discussion
5 minutes
- Greet the student and establish a supportive, private setting.
- Explain today’s goal: exploring personal motivators and practicing focus skills.
- Ask an open-ended question such as, “What helps you stay motivated when working on school tasks?”
- Listen actively and validate any response, setting a positive tone.
Step 2
Motivation Reflection
10 minutes
- Introduce the Reflective Motivation Worksheet.
- Guide the student through prompts:
- “List three reasons you work hard in class.”
- “Describe one personal goal that matters to you.”
- “How do you feel when you complete a task successfully?”
- Encourage honest answers and offer support as needed.
Step 3
Strategy Selection
5 minutes
- Present the Focus Strategies Tip Sheet.
- Review each strategy briefly (e.g., setting short goals, self-rating focus, mini-breaks).
- Ask the student to choose two strategies they feel comfortable trying today.
- Record their selected strategies for reference during practice.
Step 4
Focused Practice
8 minutes
- Explain you’ll run two short work intervals using the chosen strategies.
- Set timer for 4 minutes.
- During Interval 1, prompt the student to apply Strategy #1; observe quietly.
- After Interval 1, pause and use a self-rating scale (1–5) to gauge focus.
- Reset timer for 4 minutes; practice using Strategy #2.
- Again, have the student self-rate focus at the end.
Step 5
Debrief & Next Steps
2 minutes
- Discuss which strategy felt most helpful and why.
- Celebrate any on-task success and normalize challenges.
- Agree on one action the student can try in the next class (e.g., using Strategy #1 for the first 5 minutes of independent work).
- Encourage continued reflection using the worksheet after future sessions.
Slide Deck
Find Your Focus
30-minute one-on-one session
Explore motivation • Build on-task skills
Introduce yourself and welcome the student. Explain that today’s session is about discovering what motivates them and practicing two focus strategies.
Session Overview
Objective:
• Identify personal motivators
• Apply two focus strategies
• Achieve on-task behavior ≥50%
Why:
Reflecting on motivation strengthens effort.
Approach:
Guided reflection + timed practice
Read aloud the objective and approach. Emphasize that identifying personal “why” boosts engagement.
Warm-Up Discussion
Ask:
“What helps you stay motivated when working on school tasks?”
• Listen and validate.
• Encourage honest sharing.
Ask the warm-up question and listen actively. Validate any response, even if brief, to set a positive tone.
Motivation Reflection
Complete the worksheet prompts:
- List three reasons you work hard in class.
- Describe one personal goal that matters to you.
- How do you feel when you complete a task successfully?
Hand the student the Reflective Motivation Worksheet (#reflective-motivation-worksheet). Guide them through each prompt, offering clarifying questions if needed.
Choose Your Strategies
Review strategies:
• Short Goals: Break tasks into small steps.
• Self-Rating: Check focus level (1–5).
• Mini-Breaks: Take short pauses.
• Visual Reminders: Use notes/timers.
Select two to try today.
Show the Focus Strategies Tip Sheet (#focus-strategies-tip-sheet). Briefly describe each strategy and answer any questions. Ask the student to pick two.
Focused Practice
Interval 1 (4 min):
• Apply Strategy #1
• Observe quietly
• Self-rate focus (1–5)
Interval 2 (4 min):
• Apply Strategy #2
• Self-rate focus (1–5)
Explain the two 4-minute practice intervals. Start the timer quietly and observe. After each, ask the student to rate their focus.
Self-Rating Scale
1 = Not focused at all
2 = Slightly focused
3 = Somewhat focused
4 = Mostly focused
5 = Fully focused
Display or draw the scale. Remind the student honest ratings help track progress, not judge performance.
Debrief & Next Steps
Discuss:
• Which strategy helped most and why?
• What felt challenging?
Agree on one action for next class:
Use Strategy #1 for the first 5 minutes of work.
Encourage continued reflection.
Guide a brief reflection on which strategy felt most helpful and plan an action step for the next class. Celebrate any success.
Worksheet
Reflective Motivation Worksheet
Take a few moments to think about what drives you and write your thoughts below.
- List three reasons you work hard in class.
- 1- to make your family happy
- From 0-10 student rated himself being 7 as far at motivation goes.
- Describe one personal goal that matters to you.
- "To do good"
- How do you feel when you complete a task successfully?
- "Good"
fd dooG
Keep this worksheet handy and revisit your responses whenever you need a reminder of your personal motivators!
Worksheet
Focus Strategies Tip Sheet
Below are several strategies to help you stay focused and on-task. Choose two to practice during today’s session.
1. Short Goals
Break tasks into small, achievable steps.
Example: "Finish one paragraph, then take a quick breath break."
2. Self-Rating
Periodically check your focus level using a 1–5 scale.
Example: "I’m at a 3 right now; I’ll aim for a 4 before the next check."
3. Mini-Breaks
Schedule brief, timed breaks to recharge.
Example: "After 7 minutes of work, stand up and stretch for 30 seconds."
4. Visual Reminders
Use timers, sticky notes, or charts to track progress.
Example: "Place a star sticker after each task."
Try these out and notice which ones help you stay on track!
Rubric
Focus Skills Rubric
This rubric assesses the student’s ability to identify personal motivators, select and apply focus strategies, maintain on-task behavior, and reflect on performance. Each criterion is scored on a 1–4 scale (1 = Beginning, 2 = Developing, 3 = Proficient, 4 = Exemplary).
| Criterion | 1 – Beginning | 2 – Developing | 3 – Proficient | 4 – Exemplary |
|---|---|---|---|---|
| Identification of Personal Motivators | Can’t list personal motivators or responses are unclear. | Lists one motivator with little detail. | Identifies at least two motivators with some explanation. | Clearly identifies three motivators with detailed, meaningful explanations. |
| Strategy Selection | Does not select strategies or selections are inappropriate. | Selects one strategy; rationale is vague or incomplete. | Selects two relevant strategies with basic rationale. | Selects two well-suited strategies with clear, thoughtful rationale linked to personal goals. |
| Strategy Application | Rarely applies chosen strategies during practice intervals. | Applies strategies inconsistently or needs frequent prompts. | Applies both strategies during intervals with occasional support. | Independently applies both strategies effectively throughout both intervals. |
| On-Task Behavior | On-task <25% of monitored intervals. | On-task 25–49% of monitored intervals. | On-task 50–74% of monitored intervals (meets goal). | On-task 75–100% of monitored intervals (exceeds goal). |
| Self-Rating & Reflection | Unable to use self-rating scale; reflection missing. | Uses scale but ratings lack accuracy; reflection is superficial. | Uses scale accurately with a basic reflection on focus. | Provides accurate self-ratings and insightful reflection on performance and next steps. |
Use this rubric to guide feedback and set targets for improving on-task skills in future sessions.
Lesson Plan
Study Flow Lesson Plan
The student will set a clear, measurable study goal and use a self-monitoring checklist to track focus and progress during two timed study intervals.
Establishing specific goals and monitoring progress builds self-regulation, sustains effort during study tasks, and boosts confidence for independent learning.
Audience
8th Grade
Time
30 minutes
Approach
Guided goal-setting paired with monitored practice.
Materials
- Goal-Setting Worksheet, - Self-Monitoring Checklist, and - Timer or Digital Stopwatch
Prep
Prepare Materials
5 minutes
- Review the Goal-Setting Worksheet and Self-Monitoring Checklist.
- Print physical copies or open digital versions as needed.
- Have a timer or digital stopwatch ready for practice intervals.
Step 1
Warm-Up Discussion
5 minutes
- Welcome the student and explain today’s focus: setting study goals and tracking progress.
- Ask: “What is one thing you’d like to accomplish in your next study session?”
- Listen actively and validate their response to set a positive tone.
Step 2
Goal-Setting Activity
8 minutes
- Introduce the Goal-Setting Worksheet.
- Guide the student to define a clear, measurable study goal for this session (e.g., “Complete five algebra problems”).
- Ensure the goal is specific, achievable, and time-bound.
- Record the goal on the worksheet.
Step 3
Strategy Modeling
5 minutes
- Demonstrate how to use the Self-Monitoring Checklist to log focus and task steps.
- Explain each column: time, task step, focus rating (1–5), and notes.
- Complete one example entry together.
Step 4
Self-Monitoring Practice
8 minutes
- Set the timer for two 4-minute work intervals.
- During Interval 1, student works on their goal and makes a checklist entry every minute.
- After Interval 1, discuss focus ratings and observations.
- Run Interval 2 with the same process.
Step 5
Debrief & Transfer
4 minutes
- Review the completed checklist and highlight patterns (e.g., moments of strong focus or distraction).
- Ask: “What strategy or adjustment will you try next time to stay on track?”
- Encourage the student to use this goal-setting and self-monitoring approach in their next independent study session.
Slide Deck
Spark Your Study Flow
30-minute one-on-one session
Practice goal-setting & self-monitoring strategies
Welcome the student and introduce today’s session. Explain that they will learn to set study goals and monitor their focus to build confidence and independence.
Session Overview
Objective:
• Set a clear, measurable study goal
• Use a self-monitoring checklist
• Track focus during two timed intervals
Why:
Establishing goals and tracking progress builds self-regulation and confidence.
Approach:
Guided goal-setting + monitored practice
Review the session’s objective, why it matters, and the overall approach.
Warm-Up Discussion
Ask:
“What is one thing you’d like to accomplish in your next study session?”
• Listen actively
• Validate their response
Ask the warm-up question and listen actively. Validate any response to set a positive tone.
Goal-Setting Activity
Use the Goal-Setting Worksheet
• Define a clear, measurable goal (e.g., “Complete 5 algebra problems”)
• Ensure it’s specific, achievable, and time-bound
• Record the goal on your worksheet
Hand out the Goal-Setting Worksheet and guide the student through defining a SMART goal.
Strategy Modeling
Introduce the Self-Monitoring Checklist
Columns:
• Time
• Task Step
• Focus Rating (1–5)
• Notes
Fill out one example entry together
Show the Self-Monitoring Checklist and explain each column. Complete one example entry together.
Self-Monitoring Practice
Interval 1 (4 min):
• Work on your goal
• Log entries each minute
• Rate your focus (1–5)
Interval 2 (4 min):
• Continue working
• Log entries and rate focus each minute
Explain the two practice intervals, set the timer quietly, and prompt logging and rating each minute.
Debrief & Transfer
Review your checklist:
• Note moments of strong focus or distraction
Discuss:
“What strategy or adjustment will you try next time to stay on track?”
Encourage using this goal-setting and monitoring approach in future study sessions.
Guide the student to reflect on their checklist and plan an adjustment for next time. Celebrate any progress.
Worksheet
Goal-Setting Worksheet
Use this worksheet to create a SMART study goal for today’s session. Answer each prompt below and then combine your responses into one clear goal statement.
S – Specific
What exactly will you do? Describe the task in detail.
I will ____________________________________________________________
M – Measurable
How will you track or measure your success? What indicates you’ve completed the goal?
I will know I’m done when __________________________________________
A – Achievable
Is this goal realistic given your current skills and resources? What support or materials will you use?
This goal is achievable because ____________________________________
I will use/ask for _________________________________________________
R – Relevant
Why is this goal important to your learning or long-term objectives?
This matters because ______________________________________________
T – Time-Bound
By when will you complete this goal? Set a clear deadline or timeframe.
I will complete this by _____________________________________________ on _______________
My SMART Goal Statement
Combine your answers above into one concise sentence. For example: “By 4:00 PM today, I will complete five algebra problems using my class notes and calculator.”
My goal: ____________________________________________________________________
Keep this worksheet visible during your study intervals and revisit it to stay focused on your goal!
Worksheet
Self-Monitoring Checklist
Use this checklist to track your study progress and focus level every minute during each 4-minute interval. Complete one row per minute.
| Time | Task Step | Focus Rating (1–5) | Notes |
|---|---|---|---|
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
| : | ________________________________________________________________ | ___ | ______________________________________________ |
Keep this checklist visible during both practice intervals. Use your timer and fill out one line each minute to monitor how you’re staying on track!
Rubric
Study Flow Rubric
This rubric assesses the student’s ability to set a clear SMART goal, accurately use the self-monitoring checklist, maintain on-task focus during timed intervals, and reflect on performance with actionable next steps. Each criterion is scored on a 1–4 scale (1 = Beginning, 2 = Developing, 3 = Proficient, 4 = Exemplary).
| Criterion | 1 – Beginning | 2 – Developing | 3 – Proficient | 4 – Exemplary |
|---|---|---|---|---|
| Goal Clarity & Specificity | Goal is vague or missing; not time-bound or measurable. | Goal includes one SMART element but lacks full clarity. | Goal is specific and measurable but may lack relevance or deadline. | Goal is fully SMART: specific, measurable, achievable, relevant, and time-bound. |
| Measurable Criteria | No indicators identified for success. | Identifies some measurable aspect but completion criteria unclear. | Defines clear, observable indicators for goal completion. | Sets precise, quantifiable success measures directly tied to the goal. |
| Use of Self-Monitoring Checklist | Does not use the checklist or entries are inaccurate. | Uses checklist inconsistently; entries incomplete or brief. | Completes checklist each minute with accurate ratings and basic notes. | Independently and thoroughly logs detailed entries and observations. |
| On-Task Behavior | On-task <25% of intervals; frequent off-task behavior. | On-task 25–49% of intervals; needs frequent prompts. | On-task 50–74% of intervals (meets basic goal) with occasional support. | On-task 75–100% of intervals independently, exceeding expectations. |
| Reflection & Next Steps | Reflection missing or superficial; no next steps. | Provides limited reflection; next steps are vague. | Offers clear reflection and identifies a realistic next strategy. | Delivers insightful analysis and a detailed, actionable plan for future sessions. |