W I will model a task as a group leader as a group leader at the beginning of the

unit. Afterward, students will be given the rubric and we will discuss my performance and
give me a grade. Students will complete a pre-unit self-assessment on their perceived
leadership skills and set goals for where they would like to be by the end of it.

H I will lead discussions on other leaders and their contributions to include celebrities,
political figures, civil rights activists, and other school staff. I will provide them with new
tasks to complete each day so that they need to continue to think and uncover new
solutions. Technology can be used by recording and reviewing the teams performance.

E In order to properly equip my students I will not only give verbal instruction and
demonstrations, but I will also use my bulletin board in the gym to create some visual
leadership cues. I will use words and images that show the different ways to motivate
and effectively communicate. By using these techniques, I will have included elements of
representation, action and expression, and engagement.

R Students will be given the opportunity to lead a discussion with peers after completing
their task. During this discussion, the student will identify highlights, potential
improvements, and/or alternative methods to complete the task or lead the team.

E Students will complete a self-reflection card that will be reviewed with the teachers as the
teacher goes over the rubric with the student.

T Learning will be tailored to students in many ways. Students will be able to lead different
sized groups (ranging from one person to the whole class) and the tasks themselves will
have varying levels of complexity allowing students with fewer communication skills to
effectively convey their message. Students could also choose to give directions in a
written format rather than verbal. Students in need could use an iPod for
communication. For accurate evaluation and revision, the student leaders could be
recorded and viewed during the closing.

O Students will be given a leadership handout that has procedures and information
regarding the expectations and tips for being a successful leader. It will give definitions
and examples of different motivational strategies and ideas on how to communicate
effectively.
 Leadership Handout
Provide purpose Does the team know what the task is and why it needs to be completed?

Provide direction.... Do all members of the team know what their role is?

Provide motivation. Do team members want to complete the task?

Motivational Strategies
AcknowledgementWow, Sarah, thats a great idea!
Encouragement Come on, John, you can do it!
Personal Effort Motivation is contagious! Show that you are motivated and others will follow

Effective communication Communication is clear and concise. Team members know

what is expected of them. For example Susie is over there working on that thing so if you
want to, you can go help her with that. OR Please go help Susie finish hanging the banner
over the door.