Annotated

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Table of
Contents
Introduction .............................................................................
...........
.............
iixiv
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Foundation ...............................................................................
............................
.... .......................
. 13
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Habit 1 .........................
............................
................... ...........................................................
.......
. 49

Habit 2.........................
2.........................
................. ..
......................................................... 1015
Habit
abit 3....
3...
.........................
..................
........
......................................................... 1621

The 7 Habits in Action (13)

((1 ........................................................... 2223

Habit 4
4....
..................................................................................
.. .........
.....
2429
........
....
Habitt 5....
5..................................................................................
3035
...
Habitt 6..................................................................................
3641

The 7 Habits in Action (46)........................................................... 4243

Habit 7.................................................................................. 4449
The 7 Habits in Action (17) ........................................................... 5051
Leadership Village ..................................................................... 5253
The Leader in Me ............. ........................................................... . . 54

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The Leader in Me 0IZIP  %GXMZMX] +YMHI

%RRSXEXIH 8IEGLIVW )HMXMSR

Welcome

Welcome
;IPGSQIXSXLI%RRSXEXIH8IEGLIVW)HMXMSRSJThe Leader in Me 0IZIP%GXMZMX]+YMHI
This activity guide was created to introduce young students to the principles in The 7
Habits of Happy Kids by Sean Covey.
The Leader in Me is designed to help your students succeed both in and out of the
classroom. These 10-minute activities will help students reect on
n their
heir lives, develop
leadership skills, and set goals that will inspire them to succeed.
eed. The activity
ctivity guide can
be a wonderful tool for any teacher and a powerful motivator
vator for any student.
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much of what happens in their lives and can be true leaders. Their choices ca
can affect
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youngest students to stop and think about
different outcomes that
outt their choices and the diffe
may come with those choices.
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rely on while on their journey
themselves and of others.
eyy to becoming leadersof th
Leadership is the umbrella
rella
a term to encompass the m
many character traits and basic life
competencies that parents, business leaders, aan
and educators are voicing as the desired
skills necessary to thrive in the 21st centu
century.
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home
me and at school. By de
develop
developing well-rounded children who know their strengths, we
help them to unleash their p
potential to lead their own lives and to inuence others.

Leadership
adership is communicating peoples worth and potential
so clearly that they are inspired to see it in themselves.
Dr. Stephen R. Covey

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Using the Annotated Teachers Edition

The Annotated Teachers Edition is designed to provide several ways to enhance

the learning experience for students. The annotations allow for optional classroom
discussions and variations to each activity, as classroom time permits.
Annotations include:

Discussion Questions
Baby Steps
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Key Concepts

The activities are aligned with Education Standards and

a with Skills for the 21st Century.
an
Literature Connections have
ve also been added.

The lessons in this

iss activity guide are exible. T
The activities do not have to be completed
daily; they can
n be assigned daily, semiwe
semiweek
semiweekly, or weekly according to the available time
in your classroom.
ssroom.
om.
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suggested
gested text you may wish
wis to send home with your students.

Finally, quality and leadership

leadershi tools have been integrated throughout the activity guide
leadersh
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Instructional Design

1%8 Instructional Design was used to develop The Leader in Me7XYHIRX%GXMZMX]+YMHI

1%8 is best known for acknowledging and honoring that people perceive and process
information in different ways. By offering activities that give all learners a way to connect,
a deeper understanding of the content is gained.

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Each of the foundational principles and habits in the activity guide spans
pans
ans ve activitie
activities
activities:
connects the concept to previous learning.

ACTIVITY 2

offers a creative outlet.

ACTIVITY 3

supplies new information.

ACTIVITY 4

asks the learner to apply the new information in his or her lilif
life.

ACTIVITY 5

asks for a commitmentt in using the information

information, allow
allowing for better retention.

ACTIVITY 1

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to deepen their understanding:
nding:
ding:
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h a neighbor.
learned with

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the back of the Student Edition.

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iv

(IEV4EVIRXWERH+YEVHMERW

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Our class is using The Leader in Me program as an introduction to personal leadership.

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by making positive choices. The Leader in Me provides students

dents with activities
tivities that will

help them learn practical character and life skills that will
choices.
illll lead to those positive cho
choi
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get them thinking.

Your child is about to embark on an exciting

that you will ask
ng journey and our hope is th

your child how he/she is doing along the

gives you an opportunity
he way. The activity guide giv
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deeper understanding and will give both of you an oppo

opportunity to learn together!

Additionally

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interactive
ractive way.
w

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%RRSXEXIH 8IEGLIVW )HMXMSR

LeadershipHabits
Tools

Leadership and quality

tools are integrated
throughout the activity
guide to help students
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of eeach
ach le
leadership and
quality ttool is on the
following page. Symbols
follo
follow
tthroughout the activity
th
guide indicate when a
leadership tool is being
used.

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Habits
Leadership
Tools
Prioritizer
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MQTSVXERXERHLEZIXSFIHSRI&MWJSVXLIXLMRKWXLEXEVIWSQI[LEX
MQTSVXERX'MWJSVXLMRKWXLEXEVIRSXVIEPP]MQTSVXERX%REPXIVREXMZI
approach is to number the tasks, beginning with the number 1, giving each
task a unique number based on its priority.
Lotus Diagram
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dene key concepts or parts of a whole. It is based on the concept that the
center of the diagram is the main idea or focus, and the eight surrounding
boxes are representative of the petals of a lotus ower. Each of the eight
ideas would be related to the central concept. Students can use this tool to
brainstorm around a particular topic or break down a bigger idea. For more
advanced students, an expanded lotus can be created. The expanded lotus
has nine large boxes as well, but each of the eight outer squares is divided
into nine sections.
Goal Planner
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achieve that goal. Students should rst write a clear and specic goal at the
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need to take in order to achieve that goal. This tool can be used together
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Gantt Chart
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hee start and
start and nish dates (or times) of the project, as well as the
nts can use this
nish dates of particular tasks within the project. Students
me frame for
tool to dene the time frame for a large job, as well as the time
pletion of the job. The
each smaller task that will be involved in the completion
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ntary
tary grades.
appropriate for students in the upper-elementary
pt to use this tool in their
Note: Lower-grade teachers may attempt
es thinking
g that is not developmentally
classrooms; however, the tool requires
de age.
typical until at least the third-grade
nk C
hart
Stop and Think
Chart
art
rt reinforces the principle that betwee
between stimulus
The Stop and Think chart
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To use the chart, rstt listt the stimulus (the situation, eve
event, etc. that happens
to you) in the box on the
e left. Then stop and think ab
about how you might
respond. Choose an appropriate
priate response
sponse and wr
wri
write it in the box on the
right. The emphasis is on students
dents
nts being aware of their ability to choose
rather than react to a given situation.
tion.
Plus/Delta
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feedback about a particular activity. In one column, students list the
positives or those things that went well, and in the other column, they list
areas needing improvement. This can be done as a class, as small groups,
or as individuals.
Line Chart
The line chart (or line graph) is used to compare sets of data. Typically, the
line chart is used to compare sets of data over time. Students can use this
tool to track progress in a particular area throughout the week, month, or
school year. More than one line can be used to track multiple sets of data
over the same time period.

Flowchart
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by-step plan for projects in all subject areas, or to keep a record of
daily procedures.
Circle of Control Diagram
This chart helps students focus on the things
they can control. For a
ngs
gs th
rol
ol within tthe inner circle of the
given situation, list things you can control
diagram (Circle of Control). List thingss you may be cco
concerned about,
trol,
rol, in the outer circ
circle (Circle of No
but which are outside of your control,
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Venn Diagram
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tool to compare and contrast
objects or concepts. Students can use this too
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more can be used if d
desired.
Brain
Brainstormer
Brai
B
nstorming
torming is use
used in cr
Brainstorming
creative thinking and planning. It allows students
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brainstormer,
brai
nstormer, write tth
the central concept in the middle of the page and write
related concepts o
on lines or bubbles anywhere around the central concept.
Multiple idea
ideas may branch off any concept. Brainstorming may be done
individually or as a group. It is best not to critique or eliminate ideas while
brain
brainstor
brainstorming. Just go for quantity of ideas and encourage creativity.
Fishbone Diagram
The shbone diagram (or Ishikawa diagram) is used to display the causes
for a specic effect, event, or problem. It is also known as the cause-andIJJIGXHMEKVEQ;VMXIXLIIJJIGXSVSYXGSQIEXXLILIEHSJXLIHMEKVEQ
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that lead to the desired effect. They can also use it to dene the causes of
a certain problem.
Synergizer
This tool is used when students or groups have different approaches to a
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better solution in the top box.
Bar Chart
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It is a chart with rectangular bars of length that represent different values.
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vertical). It allows students to compare two different groups of data or
data over time.

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Introduction to Leadership

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Education Correlations

Education Correlations/Skills for the 21st Century

Habit 1: Be Proactive

Literature Suggestions:
Inch by Inch, Leo Lionni
Amazing Grace, 1EV],SJJQER

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In this section, students will:

 Develop motivation; take pride in work.
 %GXVIWTSRWMFP]XS[EVHWIPJJEQMP]WGLSSPGSQQYRMX]REXMSRERHXLI[SVPH
I[
 Show initiative and entrepreneurialism.
 9WIYRMUYIXEPIRXWERHEFMPMXMIWXSXLIMVJYPPTSXIRXMEP
 Think about choices; be accountable and responsible for actions
ons and results,
and understand that choices affect others.

Habit 2: Begin With the End in Mind

In this section, students will:

 9WIGVMXMGEPXLMROMRKXSSVKERM^IMRJSVQEXMSR
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elf-condence and self-ma
 Develop the intrapersonal skills of self-condence
self-management.
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oals and follow through.
 Develop the ability to set goals
 Develop strong oral and written
ten communication skills
skills.

Literature Suggestions:
ns:
s:
The Carrot Seed, Ruth
uth Krauss
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PH 1G'Y
1G'
Mirette on the High Wire, )QMP]
)QMP]%VRSPH1G'YPP]

Habit 3: Put
utt First Things Firstt

In this section,
on, students will:
 Demonstrate
emonstrate
ate time-managemen
time-management skills.
 Cultivate a strong work ethic
ethic, exibility, and adaptability.
 Develop intrapersona
intrapersonal ski
skills of self-management.
 Be accountable and res
responsible for actions and results.
 Begin to cultivate aan
analytical skills.
Literature Sug
Suggestions:
Sugge
Pancakes
ancakes for Breakfast, Eric Carle
Froggy Ge
Gets Dressed, Jonathan London

Habit 4: Think Win-Win

In this section, students will:
 9WIYRMUYIXEPIRXWERHEFMPMXMIWXSXLIJYPPIWXZEPYISXLIVWXEPIRXWERHEFMPMXMIW
 Develop exibility and adaptability.
 Be open-minded and nonjudgmental when considering the views of others.
 Demonstrate attentive listening skills.
 Cultivate a spirit of cooperation to live in an interdependent community and world.
Literature Suggestions:
Smoky Night, Eve Bunting
Alexander and the Wind-Up Mouse, Leo Lionni
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Education Correlations

Habit 5: Seek First to Understand, Then to Be Understood

In this section, students will:
 Demonstrate attentive listening skills to build and maintain healthy relationships.
 Cultivate good social and communication skills.
 Show compassion toward others, share, and put others rst.
 %TTVIGMEXIHMJJIVIRXVIPEXMSRWLMTW
 Learn to relate to people who are alike as well as different, and work
ork
rk effect
effective
effectively
in group settings.
Literature Suggestions:
The True Story of the Three Little Pigs, .SR7GMIW^OE
Alejandros Gift, 6)%PFIVX

Habit 6: Synergize
In this section, students will:
 Express and present information and ideas
as clearly in oral, visual, and written forms.
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 Cultivate the ability to inspire, motivate,
vate,
ate, and draw out the best iin others.
m in a multicultural and inter
 Communicate and work as a team
interdependent world.
 Show initiative and entrepreneurialism.
eurialism
eurialism.
Literature Suggestions:
Ox-Cart Man, (SREPH,EPP
EPP
Frederick, Leo Lionnii

Habit 7: Sharpen
en the Saw
In this section, students will:
 Demonstrate
nstrate
rate healthy ways to expre
express needs, wants, and feelings.
velop strong
rong intrapersonal sk
ski
 Develop
skills, self-reliance, self-condence, and self-discipline.
 Demonstrate
emonstrate characteristics o
of a responsible friend and family member.

 6IGSKRM^I
6IGSKRM^IVIPEXMSRWLMTFIX[IIRTIVWSREPFILEZMSVERHMRHMZMHYEP[IPPFIMRK
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 Strive to be healthy fo
for life.
Literature Suggestio
Suggestions:
Owl Moon, Jan
Jane Y
Yolen
Henry Hikes tto Fitchburg, D. B. Johnson

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The 7 Habits Overview

The 7 Habits
Habit 1: Be Proactive
I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not
blame others for my wrong actions. I do the right thing without being asked, even when no one
is looking.

Habit 2: Begin With the End in Mind

Habit 3: Put First Things First

/(

I plan ahead and set goals. I do things that have meaning and make a difference.
erence. I am an
MQTSVXERXTEVXSJQ]GPEWWVSSQERHGSRXVMFYXIXSQ]WGLSSPWQMWWMSRERHZMWMSR-PSSOJSV
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I spend my time on things that are most important. This

his
is means I say no to things I kn
know I should
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Habit 4: Think Win-Win

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arise, I look for a win-win solution.

Habit 5: Seek First to Understand,

tand,
and, Then to Be Understood

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I listen to others without interrupting.
terrupting. I listen with my ea
ear
ears, my eyes, and my heart. I am condent
voicing my ideas.

Habit 6: Synergize
gize

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that byy teaming
eaming with others, we can cr
create better solutions than any one of us alone. I look for
8LMVH%PXIVREXMZIW
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Habit 7: Sharpen the Saw

I take care of my body by eating right, exercising, and getting sleep. I learn in lots of ways
and
nd lots of places, no
not just at school. I spend time with family and friends. I take time to nd
meaningful
aningful
gful ways to help people. I balance all four parts of myself.

FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

xii

The Leader in Me 0IZIP  %GXMZMX] +YMHI

%RRSXEXIH 8IEGLIVW )HMXMSR

Online Resources

Online Resources
The Leader in Me %GXMZMX]+YMHITVSZMHIWE[E]XSMRGSVTSVEXIXLI,EFMXWMRXSXLI
GPEWWVSSQ&YXMXWNYWXXLIFIKMRRMRK
The website www.TheLeaderInMe.org provides many resources to teachers
ers
rs and sscho
schools

In the Teachers Lounge, you will nd:

/(

implementing The Leader in Me process.

s Downloadable lesson plans, including video of actual classrooms.

t.
s Literature suggestions for continued reinforcement.
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s :MHISWMPPYWXVEXMRKXLILEFMXW

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s %HMWGYWWMSREVIE[MXLZEV]MRKXSTMGW

scriptions.
s Leadership and quality-tool descriptions.
ols.
ls.
s Case studies of other schools.

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ts.
of the habits.

Take some time to explore this wo

wonderful resource; youll be glad you did!

FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

xiv

The Leader in Me 0IZIP  %GXMZMX] +YMHI

%RRSXEXIH 8IEGLIVW )HMXMSR

Habit 1

%'8-:-8=  4%+)

Key Concept
Focus on the things you
have control over.

Key Principle
Circle of Control.

Across the
Curriculum

In small groups, have

students prepare and
perform skits about
someone who had
enough sleep and
someone who did
not, incorporating
proactive and not
proactive into their
skits. Their main
objective is to show how
important sleep is.

Web
Connection

Watch the Stone video

(8:03). You can findd
it in the Teachers
Lounge at www.
TheLeaderInMe.org.
Discuss how Stone was
proactive. Discuss how
the boys were proactive.
Ask, Do you think it
was easy?

FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

The Leader in Me 0IZIP  %GXMZMX] +YMHI

%RRSXEXIH 8IEGLIVW )HMXMSR

Habit 1

%'8-:-8=  4%+)

Key Concept
Focus on the things you
have control over.

Key Principle

Circle of Control.

Kine
Kinesthetic
Activity
A
Partner-finding game:
Pair students and
assign one of the 7
Habits. The object for
partners is to find each
other by calling out
their half of the habit.
Example: Students
say part of the habit:
Be/Proactive; Begin
With the/End in Mind;
Put First/Things First;
Think/Win-Win; Seek
First to Understand/
Then to Be Understood;
Syner-/gize; and
Sharpen/the Saw.
Separate the pairs to
opposite parts of the
playing field. Students
are either blindfolded
or they close their eyes.
Players begin yelling
their half of the habit.
The other partner will
yell their half. Point
out that each student
needs to Be Proactive
to be successful. Once
they find each other,
they may take off the
blindfold and watch the
rest of the game.

FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

Safety note: Remind

students to move slowly
and keep their hands at
shoulder level to act as a
bumper if they get close
to another student.


The Leader in Me 0IZIP  %GXMZMX] +YMHI

%RRSXEXIH 8IEGLIVW )HMXMSR

Habit 1

%'8-:-8=  4%+)

Key Concept
Your choices are yours.

Key Principle
Stop and think.

Discussion
Question
Ask what this means:
If at first you dont
succeed, try, try again.
- T. H. Palmer

Across the
Curriculum

Students list five to

seven words to describe
the characteristics of a
motivated student. In
small groups, discuss
and present the top
three to the class. See
ee
more cross-curricular
lar
ideas in the Teachers
hers
Lounge at www.
TheLeaderInMe.org.

FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

The Leader in Me 0IZIP  %GXMZMX] +YMHI

%RRSXEXIH 8IEGLIVW )HMXMSR

Habit 1

%'8-:-8=  4%+)

Key Concept
You are the product of
your choices.

Key Principle
K

Be Proa
Proactive.

Discussion
Questions
Ask, What are other
things that are within
your Circle of Control?
Circle of No Control?
Lead students to realize
the difference. Use
classroom situations to
further the point.

Baby Steps
Ask students what time
they wake up for a
school day. Help them
to count backward to
know what time they
need to go to bed to
get 10 hours of sleep.
Check tomorrow to see
who was proactive in
following through.

H
Home-School
Link
Want to see more lesson plans? Go to the Teachers Lounge at www.TheLeaderInMe.org.

Have students teach

Habit 1 to someone at
home.

FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

Also Available From

FranklinCovey Education Solutions
The Leader in Me

$
0
3
/(

by Stephen R. Covey
www.TheLeaderInMe.org

The Habits of Happy Kids

by Sean Covey
www.seancovey.com

The Leader in Me Poster Set

9WIThe Leader in Me poster set to

o create a positive learning environment that encourages
personal leadership in your students!
content of The 7 Habits of Happy Kids
ents! Based on the conte
by Sean Covey, these posters were created with your ele
elementary school students in mind.
8LIWIXMRGPYHIWWIZIR\JYPPGSPSVTSWXIVW
YPPGSPSV TSWXIVWW
W

7 5 8 2 8
The Leader in Me
Level 2 Activity Guide

To learn more about the new and exciting ideas always transpiring at FranklinCoveys Education Solutions,
call toll-free 1-800-272-6839.
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Made in U.S.A.
2008 FranklinCovey

www.franklincovey.com, www.seancovey.com, or www.TheLeaderInMe.org.

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