Lesson 2 Introduction to Goal, Why, Plan, Do, Check

PURPOSE

Students are introduced to the Goal, Why, Plan, Do, Check (GWPDC) structure and language. They will practice following and create a GWPDC of their own. There are two activities in this lesson.

Materials Required for All Activities

Not Included

• Whiteboard or chart paper
• 3 pieces of paper (each labeled with a number 1, 2, or 3)
• Tape
• Colored dry/wet erase markers
• Pencils
• Group Reinforcement Visual
• Each student’s UOT Notebook
• Lightning Round Questions
• Handout: Wacky GWPDC
• GWPDC for Lesson 2

Included

• Handout: Wacky GWPDC
• Classroom Practice 2
• Home Practice 2

INTRODUCTION Preview: GWPDC & Lightning Round

Materials

Not Included

• Whiteboard or chart paper and suitable markers
• Tape

Included

• GWPDC for Lesson 2
• Lightning Round Questions

Instructions

1. Post the GWPDC on the board before the lesson begins.
2. Review the GWPDC with the group.
3. Complete the Lightning Round activity.

At the beginning of each lesson, students will play a Lightning Round. There are several reasons for starting the lesson with this activity. By answering questions about the previous lesson’s material, you will be able to gauge what information students retained and what concepts are still unclear.

Reinforce…

Memory “Great job remembering that from our last group, I can tell you were really paying attention.”

Set-up: Write the 3 questions below on the board and cover each one up with a sheet of paper that has “1”, “2,” or “3” written on it. The numbers equate to the number of tallies the students will earn if they answer the question correctly. Students select a question, “I want the question for 3 tallies.” Read the question aloud. Students can answer the question or ask for a lifeline and call on a classmate for help. If the question is answered correctly, award the group that number of tallies in the Group Goal box.

Tips

• Before beginning the Lightning Round, direct the students to “Raise your hand if you showed the Home Practice to a grown-up at home.” Reward the group with a tally for each student who raised their hand.
• If you would like each student to answer a question each day, you can create additional questions.
• This should be a very quick activity and take no more than 5 minutes.

Lightning Round Questions

1. Name 1 item from our Code of Conduct.
2. Why do students earn tallies in our group?
3. What happens when group members follow the Code of Conduct?

Don’t forget to check off this step on the GWPDC!

Materials

Not Included

• Whiteboard or chart paper and suitable markers

Instructions

Attempts to identify whether the description is a GOAL, WHY, PLAN, DO, or CHECK

1. Write the words goal, why, plan, do, check on the board; use the same colors you used for the lesson Goal, Why, Plan, Do, Check (GWPDC).
2. Begin by telling students that there are different kinds of goals.
3. Tell students that during the day they set many goals for themselves and create lots of plans. Share an example of this process in action.

Reinforce!

Example: You are heading out to the playground and you are excited to have a good time—having fun is your goal. You think to yourself soccer is fun, my plan is to play soccer. When you get outside you realize there is already a game going on, and you realize your original plan is not going to work so you decide to go on the swings instead. On your way in from recess you check or think to yourself, that was fun, and you have accomplished your goal.

4. Read aloud these 5 definitions and ask your students to label aloud whether it defines Goal, Why, Plan, Do, or Check.

• What makes the goal important? (WHY)
• How will you do it? (PLAN)
• Try your plan. (DO)
• Stop and think. Did my plan work? Do I need a different plan? (CHECK)

5. Have students write a GWPDC to accomplish a goal of getting a drink of water.

Materials

Not Included

• Whiteboard or chart paper and suitable markers

Included

• Handout: Wacky Goal, Why, Plan, Do, Check

Reinforce!

1. Distribute the Wacky Goal, Why, Plan, Do, Check (GWPDC) handout to each student.
2. Let them know they need to write their plan to get to the water fountain. Set parameters for safety.

Example:

• GOAL: To get a drink of water from the water fountain.
• WHY: I am thirsty.

PLAN:

1. Find the water fountain.
2. Approach it in a safe way.
3. Use the fountain.

DO: Follow the plan.

CHECK: How did it go? Do I need a different plan?

LESSON 2 HANDOUT

TOPIC

Wacky GWPDC

GWPDC

GOAL WHY

PLAN(S)

DO

Did I accomplish my goal? How did it go? CHECK No, not so good Part, OK Yes, great

Unstuck and On Target! An Executive Function Curriculum to Improve Flexibility, Planning, and Organization, Second Edition, by Lynn Cannon, Lauren Kenworthy, Katie C. Alexander, Monica Adler Werner, & Laura Gutermuth Anthony. Copyright © 2021 Paul H. Brookes Publishing Co., Inc. All rights reserved.

CLOSING Review: Classroom & Home Practice

Instructions

Students will review the Home Practice and complete the check portion of the Goal, Why, Plan, Do, Check (GWPDC).

1. Hand out the Home Practice sheets. Read the goal aloud. Ask students to think about who they will work on their Home Practice (HP) with.

2. Guide students to file all worksheets in their UOT Notebook.

3. Read the goal from Lesson 2 aloud to the class. Ask students to identify what helped them accomplish the goal.

4. Review the plan. Ask students if they were able to accomplish the plan. Were there steps that we were not able to accomplish? Did we need to revise the plan?

Classroom Practice 2

Summary: Today the students learned about setting goals and making plans using the GWPDC.

What you can do to support your student’s learning and generalization:

1. Integrate GWPDC language into your lessons.

2. Use GWPDC in academic settings, with goals such as practicing math facts.

Home Practice 2

Summary: Your child was introduced to setting goals and making plans using GWPDC.

What you can do at home:

1. Help your child see what it is like to set goals by modeling.
2. Use GWPDC in family activities such as planning meals.