Lesson Plan
Your Own GPS: Check In & Reroute
Students will be able to use a checklist or rubric to self-monitor their progress on an assignment and identify one necessary adjustment.
Self-monitoring and self-assessment are essential skills for academic success and lifelong learning. This lesson helps students develop these capabilities, empowering them to take ownership of their education and improve their work independently.
Audience
8th Grade Students
Time
45 minutes
Approach
Through analogy, guided practice, and hands-on activities, students will learn to self-monitor.
Materials
Are We There Yet? Slide Deck, Project Progress Checklist Template, 'Rate My Work' Rubric Activity, and Weekly Goal Tracker Journal
Prep
Teacher Preparation
15 minutes
- Review the Lesson Plan and all generated materials.
- Print copies of the Project Progress Checklist Template for each student.
- Print copies of the 'Rate My Work' Rubric Activity for each student.
- Ensure access to a projector or interactive whiteboard for the Are We There Yet? Slide Deck.
Step 1
Introduction: The GPS Analogy
10 minutes
- Begin with a hook using the Are We There Yet? Slide Deck (Slides 1-3).
- Introduce the concept of a 'Personal GPS' for academic work. Explain how just like a car's GPS, students can 'check in' on their progress and 'reroute' if they're off track.
- Lead a brief discussion: "How do you know if you're on the right path with your assignments?"
Step 2
The Importance of Self-Monitoring
5 minutes
- Use the Are We There Yet? Slide Deck (Slides 4-5) to explain why self-monitoring is important.
- Discuss key concepts: Self-Monitoring, Self-Assessment, Reflection, Goal Tracking, and Adaptability.
- Emphasize that it's not about being perfect, but about being aware and making improvements.
Step 3
Guided Practice: Using a Checklist/Rubric to Self-Assess
15 minutes
- Distribute the Project Progress Checklist Template.
- Go through the checklist together as a class, applying it to a recent or ongoing assignment (e.g., a homework assignment, a paragraph they wrote). Model how to honestly assess each item.
- Introduce the idea of a rubric for more detailed self-assessment. Briefly show an example (without distributing the 'Rate My Work' Rubric Activity yet).
Step 4
Activity: 'Rate My Work' before submission
10 minutes
- Distribute the 'Rate My Work' Rubric Activity.
- Instruct students to choose a current assignment they are working on (or a recent one they completed).
- Have them use the rubric to self-assess their chosen assignment. Encourage them to be honest and thoughtful.
- Ask them to identify one specific area where they could 'reroute' or make an adjustment based on their self-assessment.
Step 5
Closing Discussion: Making Adjustments
5 minutes
- Bring the class back together.
- Ask students to share one insight or one adjustment they identified during the 'Rate My Work' activity (voluntarily).
- Introduce the Weekly Goal Tracker Journal as a tool for ongoing self-monitoring and goal setting. Explain it will be used for future assignments.
- Conclude by reiterating the power of having their 'own GPS' for academic success.
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Slide Deck
Are We There Yet?
Ever asked this on a long trip?
It's all about knowing your destination and tracking your progress!
Welcome students and immediately grab their attention with a relatable question. This sets the stage for the GPS analogy.
Your Academic GPS
What if you had a GPS for your schoolwork?
- Destination: Your assignment goal
- Current Location: Where you are right now
- Route: Your plan to get there
- Reroute: Making adjustments when needed
Introduce the core metaphor: a Personal GPS for schoolwork. Explain how it helps them know where they are and where they need to go.
Checking Your Compass
How do you currently know if you're on the right track with your assignments?
(Think-Pair-Share or quick class discussion)
Prompt students to think about how they currently monitor their work. This activates prior knowledge and sets up the need for better strategies.
Why Self-Monitor?
Why is it important to know where you are before you reach the 'destination'?
- Catch mistakes early
- Improve quality
- Learn more effectively
- Feel more in control!
Transition to the importance of self-monitoring. Use an engaging question to highlight the benefits.
Key GPS Concepts
Your academic journey needs these tools:
- Self-Monitoring: Regularly checking your progress.
- Self-Assessment: Evaluating your own work against criteria.
- Reflection: Thinking about what worked and what didn't.
- Goal Tracking: Keeping an eye on your targets.
- Adaptability: Being ready to change your approach.
Define the key concepts for students, ensuring they understand the vocabulary related to self-monitoring.
Checklist: Your Turn-by-Turn Directions
Checklists help you keep track of tasks.
- Break down big assignments.
- Ensure all requirements are met.
- Provide a clear path forward.
(We'll be using a Project Progress Checklist Template shortly!)
Explain how checklists are a practical tool for self-monitoring. Mention the handout they'll be using.
Rubric: Your Quality Meter
Rubrics help you measure the quality of your work.
- Understand expectations.
- Identify strengths and areas for improvement.
- Guide revisions.
(Soon, you'll use a "Rate My Work" Rubric Activity to assess your own project!)
Introduce rubrics as a more detailed self-assessment tool, providing a deeper level of insight into their work quality.
It's time to be your own judge!
- Choose a current or recent assignment.
- Use the provided rubric to assess your work.
- Identify ONE specific
Explain the upcoming activity where students will apply what they've learned to their own work.
Rubric: Your Quality Meter
Rubrics help you measure the quality of your work.
- Understand expectations.
- Identify strengths and areas for improvement.
- Guide revisions.
(Soon, you'll use a "Rate My Work" Rubric Activity to assess your own project!)
Introduce the idea of a rubric for more detailed self-assessment. Briefly show an example (without distributing the "Rate My Work" Rubric Activity yet).
Activity: Rate Your Own Route
It's time to be your own judge!
- Choose a current or recent assignment.
- Use the provided rubric to assess your work.
- Identify ONE specific area where you need to 'reroute' or make an adjustment.
Explain the upcoming activity where students will apply what they've learned to their own work.
Your Own GPS: Always On!
You're now equipped with your own academic GPS!
- Check in: Use checklists and rubrics.
- Reroute: Make adjustments based on your self-assessment.
- Track your journey: Keep an eye on your goals.
(Your Weekly Goal Tracker Journal will help you with this!)
Conclude the lesson by emphasizing the power of self-monitoring and introducing the journal for ongoing practice.
Worksheet
Project Progress Checklist: Is Your GPS Working?
Assignment Name:
Due Date:
Directions:
Use this checklist to monitor your progress on your assignment. For each item, check "Yes" if completed, "No" if not, and note any actions you need to take.
| Task | Yes/No | Action Needed / Notes |
|---|---|---|
| Planning Phase | ||
| Understand the assignment prompt and requirements. | ||
| Broke the assignment into smaller, manageable steps. | ||
| Created a timeline or schedule for completing the steps. | ||
| Identified necessary resources (e.g., books, websites, tools). | ||
| Working Phase | ||
| Started working on the first step of the assignment. | ||
| Collected all necessary information/research. | ||
| Drafted the main sections/parts of the assignment. | ||
| Took breaks as needed to stay focused. | ||
| Review & Refine Phase | ||
| Reviewed the assignment against the prompt/requirements. | ||
| Checked for clarity, completeness, and accuracy. | ||
| Edited for grammar, spelling, and punctuation. | ||
| Ensured all parts of the assignment are present and organized. | ||
| Final Check | ||
| Is the assignment ready for submission? |
My Reroute Plan:
Based on my checklist, one specific adjustment I need to make to improve my assignment is:
Target Completion Date for Reroute:
Rubric
'Rate My Work' Rubric Activity: How's Your Project Driving?
Assignment Name:
Your Name:
Directions:
Read each criterion and circle the score (4, 3, 2, or 1) that best describes your current work. Then, in the "Notes for Rerouting" section, explain why you gave yourself that score and what specific action you will take to improve.
| Criteria | 4 - Excellent | 3 - Good | 2 - Developing | 1 - Needs Improvement | Notes for Rerouting |
|---|---|---|---|---|---|
| Completeness & Requirements | All aspects of the assignment are present and meet all requirements. Clearly exceeds expectations. | Most aspects are present and meet requirements. A few minor details might be missing or could be improved. | Several aspects are missing or do not fully meet requirements. Significant gaps in fulfilling the assignment. | Many parts of the assignment are missing or do not meet requirements. Shows minimal effort to address the prompt. | |
| Clarity & Organization | Ideas are exceptionally clear, logical, and well-organized. Easy to understand and follow. | Ideas are generally clear and organized, with a logical flow. Minor improvements could enhance clarity. | Ideas are somewhat unclear or disorganized, making it difficult to follow at times. Structure needs improvement. | Ideas are confusing, disjointed, or lack any clear organization. Very difficult to understand the main points. | |
| Effort & Quality of Work | Demonstrates outstanding effort and attention to detail. Work is polished and reflects deep understanding. | Shows good effort and attention to detail. Work is solid and demonstrates a good understanding. | Effort is inconsistent, or attention to detail is lacking. Work shows some understanding but needs more refinement. | Little effort is evident, and quality is poor. Work demonstrates minimal understanding or care. | |
| Evidence/Support (if applicable) | All claims are strongly supported by relevant and credible evidence/examples. | Most claims are supported by relevant evidence/examples. Some areas could use stronger support. | Some claims lack sufficient or relevant evidence/examples. Support is weak or missing in key areas. | Claims are not supported by evidence, or the evidence is irrelevant/inaccurate. |
My Main Reroute Strategy:
Based on my self-assessment, the single most important adjustment I need to make to improve this assignment is (be specific!):
How will I make this adjustment?
When will I complete this adjustment?
Journal
Weekly Goal Tracker Journal: Charting Your Academic Course
Week Of:
Monday: Setting My Compass
What is one academic goal you want to focus on this week (e.g., improve a specific skill, complete an assignment, study for a test)? How will you know if you've achieved it?
Wednesday: Mid-Week Check-In
Where are you with your goal? What progress have you made? Have you used a checklist or rubric to check your work? What's going well?
Friday: Reroute or Stay the Course?
Did you achieve your goal for the week? Why or why not? What adjustments (reroutes) did you make or do you need to make for next week? What did you learn about yourself as a learner this week?