Lesson 2
Planning and Prioritizing
Teacher Resources
| Resource | Description |
| Teacher Resource 2.1 | Worksheet: Weekly Planner (separate Word file) |
| Teacher Resource 2.2 | Assessment Criteria: My Life So Far Visual |
| Teacher Resource 2.3 | Assessment Criteria: My Classmate’s Life So Far |
| Teacher Resource 2.4 | Key Vocabulary: Planning and Prioritizing |
| Teacher Resource 2.5 | Bibliography: Planning and Prioritizing |
Teacher Resource 2.2
Assessment Criteria: My Life So Far Visual
Student Name:_________________________________________________________________
Date:_________________________________________________________________________
Using the following criteria, assess whether the student met each one.
| Met | Partially Met | Didn’t Meet | ||
| The visual representation depicts key life experiences and events. | □ | □ | □ | |
| The visual representation illustrates important information from the student’s notes. | □ | □ | □ | |
| The visual representation is presented in the form of a timeline or other symbolic depiction. | □ | □ | □ | |
| The visual representation is neat, legible, and presentable. | □ | □ | □ |
Additional Comments:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher Resource 2.3
Assessment Criteria: My Classmate’s Life So Far
Student Name:_________________________________________________________________
Date:_________________________________________________________________________
Using the following criteria, assess whether the student met each one.
| Met | Partially Met | Didn’t Meet | ||
| The interview write-up is at least five sentences long. | □ | □ | □ | |
| The interview write-up accurately reflects the interviewee’s visual representation. | □ | □ | □ | |
| The interview write-up demonstrates the interviewer’s ability to listen carefully by presenting ideas or details not found in the interviewee’s visual representation or homework responses. | □ | □ | □ | |
| The interview write-up is neat and uses proper spelling and grammar. | □ | □ | □ |
Additional Comments:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Teacher Resource 2.4
Key Vocabulary: Planning and Prioritizing
These are terms to be introduced or reinforced in this lesson.
| Term | Definition |
| pitfall | A hidden or not easily recognized danger or difficulty. |
| planner | A daily, weekly, or monthly calendar that aids in planning and prioritizing, typically in the form of a booklet, with space at each date for listing appointments and activities. |
| prioritize | To arrange or deal with in order of importance. |
| priority | Something that comes first; an important or urgent activity or task. |
| time management | Using skills, tools, or techniques (e.g., a weekly planner) to accomplish specific tasks, projects, and goals in a timely fashion. |
Teacher Resource 2.5
Bibliography: Planning and Prioritizing
The following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful.
Covey, Sean. The 7 Habits of Highly Effective Teens. New York: Fireside, 1998.
Downing, Skip. On Course: Strategies for Creating Success in College and in Life, 5th ed. Boston: Houghton Mifflin, 2008.
Online
“Time Management: Make a Weekly Planner.” PBS Kids: It’s My Life, http://pbskids.org/itsmylife/school/time/article6.html (accessed July 12, 2013).
“Time management.” Wikipedia, http://en.wikipedia.org/wiki/Time_management (accessed July 12, 2013).
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