Personhood Curriculum, 3rd Grade
Pick something interesting to do,
and write a plan to do it.
Definition of "term." (An amount of time.)
Definition of "mid term" goal. (A goal that takes more then 1 day.)
Definition of a plan. (A sequence of steps that if followed will reach the goal.)
How to make a plan. (Ask questions, find answers. Think it through as if you were doing
Why are plans important? What do they do for us? (Get us organized. Think through
what we will do and how to do it. Help get together the stuff we will need. Etc.)
Do adults make plans? Can you give some examples? (Yes. Plan a car trip. Plan how to
decorate for Christmas. Plan to get more education.)
1. Practice making plans to reach goals. Students pick something interesting to do, and write a
plan to do it.
2. Start to guide the children to inwardly understand how long a short period of time is. Do
this with a countdown of 5 minutes, in 1-minute intervals. This is the 5 minutes they will
have to pick a project for their assignment.
Before class write on the board a table of remaining time.
File: ph-g3-3.rtf Page 1 of 5
Documents that appear as links must be opened from the web site and the original Web
Page. They cannot be opened from this Rich Text Document.
Prepare Transparency #7 "Example - My Project Is" To build a kite and fly it.
phtran7.htm - - - phtran7.rtf
Prepare Transparency #7a. "Example - My Project Is" To build a kite and fly it. Rearranged
in proper sequence.
phtran7a.htm - - - phtran7a.rtf
Prepare Transparency #7b, A blank worksheet. - - - Make TWO copies for each student.
phtran7b.htm - - - phtran7b.rtf
Prepare Transparency, "Here are some Suggestions for Projects for which to Write a Plan."
phtran7c.htm - - - phtran7c.rtf
Today we will be reviewing that adult ability called planning. Then you will start making a
Making plans is really not hard to do, once you get used to it. When you become good at it,
you won't have to wait until you are an adult to use it. You can use it anytime you are ready,
and have a project to do.
If you have mastered planning when you are in higher grades, or grown up, you will have a big
advantage over other people who didn't learn to plan.
In a few minutes you will pick a project, and then write a plan to do it. You won't have to
actually do the project. You will be using worksheets. Here is an example to show you the
kind of thing you will be doing.
Transparency #7 "EXAMPLE: To build my own kite and fly it". Block off the left and
right columns, showing only the center column.
Discuss this slide.
What are some questions you don't have to answer right away? Take your time.
File: ph-g3-3.rtf Page 2 of 5
What question needs to be answered before you can answer some of the other questions? (Kit
or from scratch.)
What are some questions you would need to answer before deciding "Kit or from scratch?"
(How much money to spend. What kind of kite shall I build? How much work do I want to do?)
You might need to look at some web sites or in some toy stores.
Now we start on student project.
1. How many of you have been writing plans for many years? Hands?
2. How many of you have written a plan before, outside of this class? Hands?
3. How many of you honestly, HONESTLY, NOT just wishful thinking, believe you know
everything there is to know about writing plans? Hands?
4. Writing plans can be tricky. How many of you think you can write a perfect plan the first
time you try? Hands?
5. The reason I have asked these questions is to point out that as you are learning to write
plans, you will very likely leave things out, or make some other kinds of mistakes. You
shouldn't be ashamed if you do! You are learning!
6. As an engineer, I have written MANY plans. That doesn't mean I now never make
mistakes! Sometimes as I am doing the work my plan tells me to do, I realize I forgot
something. I just stop, and add it into my plan! No big deal! No one is perfect!
Hand out the forms to write on. (phtran7b)
During the rest of this lesson you will:
1. Pick a project and write a description of it.
2. Write a list of questions. After you answer them you will be able to write your plan.
3. Write your plan.
Number the steps in the order you should do them.
Try to not leave out any steps.
You may pick a project of your own. When you have done that, raise your hand to ask the teacher
if it is OK for this class exercise.
Project file phtran7c, "Here are some Suggestions for Projects for which to Write a Plan"
If you can't think of one, here are a few suggestions. Note that some are short-term goals,
while some are mid term goals. Which are short term and which are mid term, and why?
1. Build a bird house.
2. Paint your bicycle.
3. Write a story.
4. Plan your own birthday party (with your Mom or Dad).
5. Bake a cake.
6. Shine your own shoes.
File: ph-g3-3.rtf Page 3 of 5
7. Go shopping for a book to read.
8. Have a sleep-over with some friends.
9. Build a fort in the back yard.
We will now take 5 minutes to pick a project to write a plan for. If you pick one on this list, write
it on your paper. If you pick one of your own, raise your hand to get my OK to use it. Then
write it on your paper. To see how much time you have left, look up here. If you don't pick a
project, when time is up I will assign one to you.
Start a timer clock. When first 1 minute is passed, cross off the 5 minutes mark. Continue this
way until time is up.
Those who have a project, start writing down all the questions you can think of about your
OK, does anyone NOT have a project written down? Hands? (Assign projects to students, by
number from the slide that is still on the screen.)(phtran7c)
You will have 15 minutes from now (when the clock is at _______) to write your questions.
Now take 20 minutes to answer your questions. Don't take a lot of time. This is just a
practice! The main idea is for you to get the main ideas of how to do planning.
When you have answered them, start numbering the steps as you should do them to complete
To remind yourself of something, you can look up here at this slide. (Show phtran7)
Try not to leave out any steps, even if they are small.
Take 20 minutes. Get together in teams of two. Explain your papers to each other. Make
suggestions to each other, Ask questions about each other's plans. Correct them as needed.
"Your papers should look something like this.
Show Transparency 7 on screen. Notice the random numbering on the page. Rewriting to
place them in sequence on the page (if we have the time!) (Slide phtran7a.htm)
Students pass in their papers
Review the student's plan, to see if student understands the planning process. Write comments
and/or suggestions on them.
File: ph-g3-3.rtf Page 4 of 5
PERIODICALLY (Follow up)
When a new assignment is given (a simple-to-do one) have students write their plan for doing
it. Turn in the plan with the completed assignment. Review the student's plan, to see if student
understands the planning process.
File: ph-g3-3.rtf Page 5 of 5