Introduce the series and today’s focus. Say: “Welcome to Session 1 of Be Your Own CEO. Today we’ll learn how planning helps you tackle tasks with confidence.” Briefly review the series goal: build executive functioning skills.

Prompt students to share words or images that come to mind when they hear “plan.” Record responses on the board. Encourage everyone to contribute one idea.

Point to the definition and read it aloud. Emphasize each part: breaking goals into steps, sequencing, and efficiency. Say: “This process makes big tasks manageable, helps you meet deadlines, and cuts stress.”

Display the book report example. Walk through each step on the template, thinking aloud as you choose the order and timeline. Invite quick clarifying questions before moving on.

Divide class into groups of 4. Hand out the group prompt and planning template. Say: “Work together to define your goal, list 4–5 steps, and assign a simple timeline. I’ll circulate to help.”

Ask students to think individually. Read each question aloud, then give them quiet time to write. Encourage honest reflection on what was challenging.

Explain the exit ticket process: “Use the worksheet to plan one personal task for tonight. List at least 3 steps. I’ll collect them as you leave.” Distribute exit tickets.

Introduce Session 2 and today’s focus. Say: “Welcome back to Be Your Own CEO. Today we’ll audit our time, learn how to prioritize tasks, and build a weekly schedule that works.” Briefly review why time management is an executive functioning skill.

Distribute the [Time Audit Worksheet](#time-audit-worksheet). Explain you’ll track how you spent the last hour in 5–10 minute blocks. Set the timer.

After the timer, invite 2–3 students to share surprising or eye-opening findings. Record key patterns on the board.

Introduce ABC prioritization. Explain each category and model with an example. Invite a student to classify one of their own tasks.

Hand out the [Weekly Schedule Template](#weekly-schedule-template). Encourage students to fill in fixed commitments first, then insert A, B, and C tasks, and block time for self-care.

Explain the exit ticket: each student picks one A-task and outlines when they’ll do it this week in three steps. Distribute the [Master Your Minutes Exit Ticket](#exit-ticket-session2).

Introduce Session 3 and today’s focus. Say: “Welcome to Session 3 of Be Your Own CEO. Today we’ll explore how improving your working memory can help you learn and recall information more effectively.” Briefly review why working memory is an executive functioning skill.

Display this list for 10 seconds, then hide it. Ask students to write down as many items as they can recall. After recall, reveal the list and discuss.

Define working memory and connect to everyday tasks. Emphasize its role in holding and manipulating information in your mind.

Explain chunking and model with a sample phone number or word list. Refer to the worksheet example.

Demonstrate rehearsal by repeating a short list aloud and silently. Encourage students to try quietly repeating to themselves.

Illustrate visualization by creating a vivid mental image linking items. Use a simple example on the slide.

Explain the memory challenge: form pairs, choose one strategy, and use it to memorize your prompt list. Give 5 minutes to study, then take turns recalling. Circulate and prompt pairs to reflect on strategy effectiveness.

Distribute the exit ticket. Guide students to pick one strategy, plan how they’ll apply it this week, and outline two specific steps.

Introduce Session 4 and today’s focus. Say: “Welcome to Session 4 of Be Your Own CEO. Today we’ll learn how to monitor our work to stay on track, catch mistakes early, and adjust as needed.” Briefly review why self-monitoring is an executive functioning skill.

Distribute the checklist and explain: “Rate your recent assignment on clarity, progress, and confidence. Note where you feel strongest and where you need support.”

Hand out the sample work and worksheet. Say: “Identify at least three errors, categorize them, and suggest a corrective step for each.”

Pair students and provide guidelines. Explain: “Use Praise-Question-Suggest to give balanced feedback on each other’s monitoring insights and correction plans.”

Distribute the exit ticket. Prompt: “Decide what you will monitor next, list specific checks, and plan when you’ll ask for feedback if needed.”