Final Fccla SLC Lesson Plans

FCCLA & The Student Leadership Challenge
History
Family, Career and Community Leaders of America (FCCLA) is a dynamic and effective national student organization that helps young men and women become strong leaders in families, careers and communities through Family and Consumer Sciences (FACS) Education. FCCLA is one of the largest networks of youth representing more than 219,000 members in over 6,500 chapters active in 50 states, the District of Columbia, the Virgin Islands, and Puerto Rico. FCCLA empowers youth to address personal, work and societal issues through individual and chapter projects. Youth involvement in FCCLA offers members the opportunity to expand their leadership potential and develop skills for life necessary in the home and workplace. FCCLA has been influencing potential leaders since its inception in 1945, but it has never had a formal leadership program available to all members until now. Recently FCCLA has partnered with Wiley Publishing to bring chapter members and their advisers The Student Leadership Challenge (SLC) written by James M. Kouzes and Barry Z. Posner. Kouzes and Posner have dedicated almost 30 years to studying what makes leaders effective. They began in 1983 by asking hundreds of people of all ages, backgrounds, and experiences what they did when they were at their personal best in leading others. By asking ordinary people to describe extraordinary experiences, they found patterns in the attributes of effective leaders. These patterns shaped the formation of The Five Practices of Exemplary Leadership: Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart
1 Lesson: FCCLA & the Student Leadership Challenge
The five practices, according to Kouzes and Posner, are not about personality traits but about behaviors. Behaviors anyone has the potential to develop. The SLC provides a research-based foundation for students to learn how to grow as leaders. FCCLA promotes leadership and decision-making processes through FACS classes, chapter activities and project implementation. As a result, students learn to: accept responsibility develop leadership skills collaborate and build relationships develop an appreciation for diversity analyze and solve problems apply academic and interpersonal skills adapt to and positively effect change and establish positive work-related attitudes and habits.
By incorporating the SLC into FCCLA practices, projects, and activities, students have even greater opportunities to develop their leadership potential.
THE SLC IN THE CLASSROOM A series of lesson plans are available to assist FCCLA advisers in teaching the SLC and the Five Practices to their students and chapter members. Lessons can be taught consecutively as part of a unit, separately as it applied to course curriculum, or used as part of the curriculum in a leadership class. They are general enough to apply to any FACS related curriculum but can easily be adapted to be content specific as well. They can also be incorporated in the FCCLA national programs and STAR Events (Students Taking Action with Recognition) to guide students in project development, planning, and execution. It should not be seen as a separate project or program, but as a means for developing behaviors that will help students grow as leaders and be empowered to take an action in their chapters, schools, and communities.
RESOURCES AVAILABLE Teachers/advisers are encouraged to use the SLC as a textbook to support students understanding of the concepts imbedded in the lessons. The SLC is written for a college-aged audience but may be appropriate reading for juniors and seniors. Even if teachers/advisers do have the students read the book in its entirety, there are sections, anecdotes, and examples appropriate for all age groups. The end of each lesson plan will reference the chapter that corresponds with that particular lesson. At the end of each chapter in the SLC, there are additional exercises that teachers can use to help students build their understanding of each practice. The SLC also offers an online assessment (Student Leadership Practices Inventory (SLPI)) for chapter members to get a full assessment of how they rate in each of the Five Practices. This assessment is unique in that observers, family, friends and colleagues, also submit information and is part of the assessment. This allows students to analyze how they see themselves compared to how others see them in terms of their leadership ability and potential. By engaging in this process students will learn that leadership skills: are essential in todays world make them more competitive for college and the workplace help students think through their own roles in their own lives can be applied to any situation, including their roles and experiences in FCCLA.
If teachers/advisers elect to use the SLPI, it is recommended that they begin with the SLPI Module so that students results and planning for growth can be incorporated into each subsequent lesson. Teachers/advisers may also want to consider having students take a second inventory after they have completed the lessons and had the opportunity to put these behaviors into practice. FCCLA members, especially those in elected leadership positions, could take the inventory each year as a tool to support and encourage continued growth and leadership development.
Whether you are working with your chapter leadership team or helping members develop projects; the Student Leadership Challenge has something for everyone. The Student Leadership Challenge is about how student leaders mobilize others to want to get extraordinary things done in organizations. Its about the practices they use to transform values into actions, visions into realities, obstacles into innovations, separateness into solidarity, and risk into rewards (Kouzes & Posner, 2008, p. 1) The guide and lesson plans were prepared by Brooke Weekes, Carmel High School, Indiana.
Introduction to the Student Leadership Challenge

Grade Level: 6 12 Lesson Plan Timeframe:
2 45-minute classes
Overview & Purpose To provide an overview and introduction to The Student Leadership Challenge and The Five Practices and Ten Commitments of Exemplary Student Leadership. .
FCCLA National Program(s) All Programs that specifically address leadership development and can be integrated in other national programs include: Power of One Dynamic Leaders
The Student Leadership Challenge: The Five Practices of Exemplary Leadership All
National FACS Standards 1.2 Demonstrate transferable and employability skills in school, community and workplace settings. 13.5 Demonstrate teamwork and leadership skills in the family, workplace and community. Lesson Plan Goals & Objectives
Career Clusters and Pathways All
Identify and explore characteristics of effective leaders. Examine the five practices of exemplary leaders. Apply the five practices to personal experiences and real life situations.
Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes
1 Lesson: Introduction
Materials Needed
Supplies: Notebook paper Pen/pencil Post It notes (several per student) Chart paper or poster paper Markers Other poster making supplies The Student Leadership Challenge book Handouts: Five Practices & Ten Commitments of Exemplary Leadership overviews, one for each student PP slides or handouts of each practice, one for each group.
Introduction of Subject
Ask students to journal their responses to the following prompt: Think about someone in your life that you consider to be a leader. What makes this person a leader? Describe this person and his/her leadership attributes with as much detail as possible. Let students know ahead of time they will be sharing their journals with their classmates. After providing enough time for students to write a response, put them in groups of 3 5. Ask students to bring their journal entries and provide each group with a pad of Post-It notes. Students take turns reading their journals. Every time a leadership trait is mentioned, students will record the trait on a Post It. If the trait is mentioned more than once, a slash mark can be made next to the trait each time it is mentioned. Engage students in a whole class discussion asking each group to take turns sticking notes in a designated location and sharing their leadership attributes list. Possible questions for discussion: How did you decide on your leader to write about? What did you notice about the different attributes each of you shared? Are there others that came to mind after having some discussion that we should add or you wish you would have included in your journal? Which of these attributes do you possess? Can you give an example that shows this in your own life? Are their any attributes you would like to develop as a strength? Explain. What relationship do these leadership attributes have to your experiences with FCCLA (as a student leader, chapter member, in chapter activities/projects, preparing for STAR Events, etc.)?
Activity 1
Explain that you are going to spend some time looking at the five practices of exemplary leaders from the book The Student Leadership Challenge by James M. Kouzes and Barry Z. Posner. Show students the book if available. Key points to address: Leadership is learned and everyone has the potential to be a leader Its not about personality, its about behavior Not all leaders are the same, but exemplary leaders regularly engage in five common practices: 1) Model the way 2) Inspire a shared vision 3) Challenge the process 4) Enable others to act 5) Encourage the heart These five practices are the core of the student leadership challenge. Divide students into five different groups assigning each group a different practice (or 10 groups representing each practice twice). Provide each group with an overview of a different practice. Have students create a poster that includes: The practice and the two commitments What this means in students own words A picture/image that represents this practice and encompasses both commitments An example of this practice in action (may be an example from a personal experience or something the students create) After providing sufficient work time, display the posters around the room and have each group share. Variation: Instead of presenting, students complete a gallery walk (individually walk around the room and observe each poster) taking notes on each practice.
Activity 2
Redistribute Post-It notes from the beginning of the lesson so each student has at least one, though students may have more than one. Have students categorize attributes by sticking them next to the poster that best encompasses that attribute. Students should be prepared to justify their responses. If they feel the attribute fits in more than one category, have them select the best place for it. Since multiple groups created their own lists, traits will more than likely fit in more than one category. Where students placed traits and why will only lead to deeper discussion. Share and discuss where students placed each attribute and why.
Activity 3
Explain to students that With leadership, as with many things in life, experience can be the best teacher. We learn to do by trying it ourselves or by watching others. The problem is that not all of whats done or observed is effective or appropriate behavior. So its important to base our leadership practices on the best of what people do or see those times when people perform at their best as leaders or when we observe others at their best. (Kouzes and Posner, 2008, p. 23). Ask students to recall a time when they were at their very best as a leader. This experience could be something connected to school, their family, their community, or workplace. Provide time for students to describe the context of this situation or experience. Encourage them to consider the experience itself, when it occurred, who was involved, and challenges that were faced. Assign students a partner or a group of three. Have students share their personal best experiences and the actions and behaviors that they exhibited as leaders. Encourage students to share any actions they hear that their partner(s) may not have identified and add that to their list. You may want to also provide an opportunity for students to share their personal best with the whole class. Possible questions for discussion: What behaviors did you recognize in yourself that you already possess? What behaviors/traits do you think you could improve/build on? What did you learn from your peers personal best experience(s)? Why do you think its important to think about your personal best experience as a leader? How can you apply what you have learned in your daily experiences/activities? Give specific examples.
Summary/Evaluation
Explain to students that leadership is everyones business and it affects all of us. It is not about position or rank, but it is about a process that anyone can understand and learn. Just like any other skill or behavior, it can be strengthened through commitment and practice as long as we are interested in improving ourselves and developing our own leadership potential (Kouzes & Posner, p. 22). Ask students to think about how they feel about their leadership abilities and what they can do to grow as leaders as they learn more about SLC. Students may be evaluated on: Journal entry Teamwork/collaboration Poster activity Personal Best Writing
Other Resources
SLC Chapters 1 and 2
Additional Notes
The poster activity can be executed in several different ways, students could create using standard classroom resources, scrapbook materials, magazines and craft supplies could be provided, students could complete a computer generated poster or PowerPoint slide that could then be put into a master PP presentation, or other. Teachers/advisers should select a method that works best for their students and conducive to the resources available to them. The personal best activity can be assigned prior to the lesson as homework or conducted in class depending on how much time is available. Teachers/advisers may also find it helpful to write their own personal best leadership experience to use an example with the students. As teachers complete this activity, it is also useful to save copies of student examples to be used for future lessons. Students personal best accounts could also be displayed on a bulletin board or in the classroom and revisited as the class progresses through each lesson/practice.
Source
Kouzes, James and Posner, Barry. The Student Leadership Challenge. San Francisco: Jossey Bass, 2008.
WHATS THE CONNECTION?

1 2 45-min. class periods
Overview & Purpose This lesson helps students connect The SLC to FCCLA so that they may develop their leadership potential and apply the principals to chapter roles, projects and activities.
FCCLA National Program(s) All The Student Leadership Challenge: The Five Practices of Exemplary Leadership All
Education and National FACS Standards Addressed 1.1 1.2 7.3 13.5 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global). Demonstrate transferable and employability skills in school, community and work place settings. Demonstrate professional behaviors, skills and knowledge in providing family and community services. Demonstrate teamwork and leadership skills in the family, workplace and community.
1 Lesson: Define Leadership
Lesson Plan Goals & Objectives
Define leadership according to the Student Leadership Challenge and analyze its meaning. Connect the Five Practices of Exemplary Leadership to different FCCLA National Programs. Generate connections between FCCLA national programs and the Five Practices. Supplies 8 x 14 white paper 4 x 6 (or larger) note cards (2 per student) Computer and projector for leadership definition and The Five Practices of Exemplary Leadership Dictionaries or access to electronic dictionaries, 1 per group Newsprint Markers Handouts Leadership definition PP slide, duplicate 1 per student Five Practices of Exemplary Leadership (use slide to present the 5 practices, and print additional copies to cut into strips. Multiple copies of each practice may be needed.) FCCLA national program graphics
Materials Needed
Distribute 8 x 14 paper and markers to students in groups of three or four. Ask students to create a border around the paper that describes leadership any words, examples, actions, etc. than can be used. Students may also want to reference attributes that were used in lesson one. Once students have completed their border, share out some of the words/phrases that students recorded. Now ask students to consider their examples and create a definition of leadership. They should record this definition in the center of their paper. Ask groups to share their definitions with the class and post them around the room so they are visible throughout the remainder of the lesson. Questions for discussion: How did you determine the traits/examples to include? How easy/difficult was it for you to create your definition? What influenced you the most in writing your group definition? How did your definition compare to your peers? Emphasize that no definition is right or wrong but represents different perspectives of leadership. Where do you see yourself in terms of the definition your group wrote? Lets look at how Kouzes and Posner define leadership in the SLC.
Activity 1
Distribute index cards (4 x 6 or larger) to each student and present the following definition from The Leadership Challenge to the class: Leadership is the art of mobilizing others to want to struggle for shared aspirations. --Kouzes and Posner,The Leadership Challenge Ask students to write or draw for 1-2 minutes on the index card about what comes to mind when they read this definition. Encourage students to write whatever comes to mind they can define it, question it, give examples, etc. Whatever they are thinking should be on the index card. Students should not worry about grammar, spelling, etc. the purpose is just to get thoughts on paper. Pair and share: students share their note card with the person sitting next to them before having a whole class discussion. As a whole class, ask students to share their comments/illustrations and use as a springboard for discussion. Possible discussion questions: What were the first things you thought of when you heard/read this definition? How does this compare to other definitions of leadership you are familiar with? Are there any terms or parts of this that are confusing to you? At this point dont clarify any areas of confusion, just give students a chance to share. These may be clarified more as the lesson progresses. At the end of the lesson revisit and clarify as needed. What does this mean to you? Can you give some examples of what this might look like in every day life? Can you think of any relationships between this definition and your experience with FCCLA (or the specific FCS course students are working with)?
Activity 2
Distribute and display the leadership definition that is broken down in segments. To guide students towards a clearer understanding separate the terms/phrases into four groups: 1) leadership; 2) art of mobilizing others; 3) want to struggle; and 4) shared aspirations. Using dictionaries, segments of the SLC (chapter 1) and other resources, students define the term/phrase and give examples and non-examples of each. Example: leadership look up definition in the dictionary, put definition in own words, and give examples of what leadership is and what it is not. Ask students to connect examples to FCCLA and/or topic relevant to the course curriculum (example child development class might focus on parental leadership, a culinary class might focus on workplace leadership). Provide work time before sharing and discussion. Note: Teachers may want to divide students into small groups with each group taking a term/phrase and reporting out, have small groups work on all terms/phrases or have each student work individually on each term/phrase.
Activity 3
Now that we know more about The SLC and what it means to be a leader, lets connect this more closely to FCCLA. Review the FCCLA National programs using the FCCLA logo PowerPoint slide as a visual (may want to separate STAR events or just use as a large category) and the Five Practices. Divide students into groups of 3 or 4. Each group randomly draws an FCCLA program and one leadership practice (teachers may want to print these on different colored paper to ensure students draw one of each). Instruct students to brainstorm three to five project ideas and/or activities that connect their purpose to the SLC. Print these on newsprint, report out and share. These may be new ideas or existing chapter projects/activities. Share ideas with the class. Possible discussion questions: What relationships/patterns did you notice between the projects/activities you share and The 5 Practices? What conclusions or connections can be made from these relationships? Are there other connections that can be made? What is something you can take from todays discussion/activities and use as you continue to develop your own leadership potential?
Summary/Evaluation
Exit cards (students complete and turn in before exiting class) distribute blank index cards to students. On one side, have them complete the following sentence: I once believed ____________________ about leadership but now I know ______________________. OR I once believed ______________________________ about leadership and today that belief was reinforced. On the reverse side of the card, students write a paragraph describing the relationship between FCCLA and the SLC OR how they can use the SLC leadership definition and the Five Practices as an FCCLA member. Participation points Connections Exit cards
Other Resources Additional Notes
SLC Chapters 1 and 2 PowerPoint definition of leadership, purposes and FivePpractices can be printed in color and/or larger in size and serve as a classroom poster. It can also be duplicated for students to have their own copy.
Source
Leadership is the art of mobilizing others to want to struggle for shared aspirations. -- Kouzes and Posner
From The Leadership Challenge by James M. Kouzes and Barry Z. Posner. Copyright 2003. Published by Jossey-Bass, an Imprint of Wiley.
Leadership is the art of mobilizing others to want to struggle for shared aspirations. -- Kouzes and Posner
The Five Practices of Exemplary Leadership
Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart
MODEL THE WAY WITH FCCLA

1 45-min. class period
Overview & Purpose

In order for students to be a role model and effective leader, it is important for them to define what is important to them as individuals and to the FCCLA organization. This lesson helps students examine various values they feel are important and their relationship to FCCLA.
FCCLA National Program(s) All The Student Leadership Challenge: The Five Practices of Exemplary Leadership Model the Way
Education and National FACS Standards Addressed 1.2 Demonstrate transferable and employability skills in school, community and workplace settings. 7.2 Analyze factors relating to providing family and community services. 12.2 Analyze conditions that influence human growth and development. 13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships. 13.6 Demonstrate standards that guide behavior in interpersonal relationships.
Career Clusters and Pathways

All
1 Lesson: Model the Way
Examine the role of values in leadership. Identify personal values and rank in order of importance. Interpret the values of the FCCLA organization.
Materials Needed
Supplies Paper Pen/pencil Overhead projector/computer Post-It notes several per student Handouts Values List (1 per student) Copies of the FCCLA Mission, Creed and Purposes projected on an overhead and/or posted around the room.
Post the following quote from the SLC, You cant do what you say if you dont know what you believe. And you cant do what you say if you dont believe what youre saying (Kouzes & Posner, 2008, p. 42). Give students several minutes to respond to the quote. What does it mean? Do they agree/disagree and why? Do they have an experience or example that supports their position? Share and discuss. Explain that this quote is talking about values and values, according to the SLC are enduring beliefs about how things should be accomplished (32). They are the moral compass of how we live our daily lives. Have some discussion about how values are shaped and what influences our values. Possible Discussion Questions: Where do values come from? What shapes/determines our values? How/why might values change over time? Are there times when we value something but our actions do not necessarily show it? Explain. Who do you think this happens? Lets examine values more closely in terms of our own lives and what it means in terms of leadership.
Activity 1
Distribute the list of values to each student. As them to review the list and clarify meanings of any that are unclear to students. They may also add any values that are not included. Have students complete the following tasks in order: put a check mark next to their top 25 values highlight their top ten (or underline if highlighters are not available) rank their top ten with 10 being the least important and 1 being the most important explain their top 5 values Do a quick share of some of the students top values. Possible discussion questions: Did anyone add any values to the list? If so, what? How easy/difficult was it to rank your values? Think back to your personal best leadership experience. What values were represented? Are there areas in oyur own leadership experiences that you feel your values are more apparent than in others? Explain.
Activity 2
Explain to students that leadership isnt just about what they believe, but about having shared values and putting those values into action. Review the FCCLA Mission Statement, Creed and Purposes and post a copy of each around the classroom. Distribute Post-It notes to students and ask them to write down 3 5 values from their values list that are represented in the FCCLA organization. Have students post their sticky notes next to the mission, creed and/or purposes and give students a chance to read the values others have posted. Possible discussion questions: What observations can you make about the values posted? What are the similarities between your top five/ten values and those posted? Differences? Are there any values that were posted that you disagree with either their placement or their role in FCCLA? Why? Are their values you notice have been forgotten or missed? How do these values influence what we do as FCCLA members? How would the organization be different if we did not have a mission, creed or purpose? Emphasize that these documents and principles represent the shared values of leaders involved in the FCCLA organization.
Activity 3
Leaders live and act by their values. They have clarity in what they believe and they align their actions with their values. Refer back to the connection that values are like a compass because they provide direction and focus. Ask students to write their own analogies and then share them with the class. Complete the following phrases: Values are like _________________________________ because _______________________________. Teachers/advisers may want to post these or create a bulletin board to display students work. For an additional challenge, students may create a reverse analogy; values are not like _______________________ because______________.
Summary/Evaluation
Ask students to summarize what it means to model the way in their own words and why it is important in leadership. Remind them that leadership is about doing, but ir is also about purposeful and consistent actions based on shared values and how we demonstrate those values through our actions. Its not just about us as individuals, but who/what we represent. Students may be evaluated on: Values handout Analogies Participation in discussion
Other Resources
The SLC Chapter 3
Source
Values List
1. Check 25 most important values __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ 2. Highlight top 10 from the list of 25 Achievement Autonomy Beauty Caring Caution Challenge Communication Competence Competition Cooperation Courage Creativity Curiosity Customer focus Decisiveness Dependability Determination Discipline Diversity Effectiveness Empathy Equality Fairness Family Family time Flexibility Freedom Friendship Fun Growth Happiness Harmony Health Honesty and Integrity Hope Human relationships Humor Independence Individualism Innovation Intelligence Involvement Learning Love and affection Loyalty Open-mindedness Organization Patience Power Productivity Profitability Prosperity and Wealth 3. Rank top 10, with 1 being the most important __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ 1
Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Model the Way
__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
Quality Quantity Recognition Respect Responsibility Risk-taking Security Service to others Simplicity Speed Spirituality and faith Strength Task focus Teamwork Trust Truth Uniqueness Variety Winning Wisdom
__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
Other Values that are not listed but are important to you
Provide an explanation for why you chose your top five values: 1.
2.
3.
4.
5.
Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Model the Way
Mission
To promote personal growth and leadership development through Family and Consunmer Sciences education. Focusing on the multiple roles of family member, wage earner, and community leader, members develop skills for life through:
l l l l l
FCCLA
character development creative and critical thinking interpersonal communications practical knowledge career preparation.
t h e h a n d b o o k t o u lt i m at e l e a d e r s h i p | Fa mily, Ca r e e r a n d C om m u n i t y l e a d e r s o F a m e r i Ca , i n C . | w w w. F C C l a i n C . o r g | r e p r o d u c i b l e
Creed
We are the Family, Career and Community Leaders of America. We face the future with warm courage and high hope. For we have the clear consciousness of seeking old and precious values. For we are the builders of homes, Homes for Americas future, Homes where living will be the expression of everything that is good and fair, Homes where truth and love and security and faith will be realities, not dreams. We are the Family, Career and Community Leaders of America. We face the future with warm courage and high hope.
FCCLA
Family, Career and Community Leaders of America, Inc.
www.fcclainc.org
RepRoducible
Purposes
1 2 3 4 5 6 7 8
To provide opportunities for personal development and preparation for adult life. To strengthen the function of the family as a basic unit of society. To encourage democracy through cooperative action in the home and community. To encourage individual and group involvement in helping achieve global cooperation and harmony. To promote greater understanding between youth and adults. To provide opportunities for making decisions and for assuming responsibilities. To prepare for the multiple roles of men and women in todays society. To promote Family and Consumer Sciences education and related occupations.
FCCLA
www.fcclainc.org
RepRoducible
DREAM BIG
(Ryan Shupe & The RubberBand) When you cry, be sure to dry your eyes, 'Cause better days are sure to come. And when you smile, be sure to smile wide, And don't let them know that they have won. And when you walk, walk with pride, And don't show the hurt inside, Because the pain will soon be gone. (Chorus) And when you dream, dream big, As big as the ocean, blue. 'Cause when you dream it might come true. But when you dream, dream big. And when you laugh, be sure to laugh out loud, 'Cause it will carry all your cares away. And when you see, see the beauty all around and in yourself, And it will help you feel okay. And when you pray, pray for strength to help to carry on, When the troubles come your way. (Chorus) And when you dream, dream big, As big as the ocean, blue. 'Cause when you dream it might come true. But when you dream, dream big. (Dream big.) (Dream big.) When you cry be sure to dry your eyes, cause better days are sure to come. And when you smile be sure to smile wide, and don't let them know that they have one. And when you laugh be sure to laugh out loud, 'Cause it will carry all your cares away. And when you see, see the beauty all around and in yourself, and it will help you feel okay. And when you pray, pray for strength to help to carry on when the troubles come your way. Chorus 2x
Lesson: Inspire a Shared Vision
MAPPING YOUR PATH

1 3 45-min. periods
Overview & Purpose Inspire a shared vision can be difficult for any leader, especially a teenager. Teens are still developing the ability to set long term goals and envision what the end result might look like, and communicate a vision to empower others
FCCLA National Program(s) All The Student Leadership Challenge: The Five Practices of Exemplary Leadership Inspire a Shared Vision Career Clusters and Pathways All
Education and National FACS Standards Addressed 1.1 1.2 13.2 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global). Demonstrate transferable and employability skills in school, community and workplace settings. Analyze personal needs and characteristics and their effects on interpersonal relationships. Demonstrate communication skills that contribute to positive relationships. Demonstrate teamwork and leadership skills in the family, workplace and community.
13.3 13.5
1 Lesson: Inspire a Shared Vision
Clarify the meaning of inspire a shared vision. Identify characteristics of leaders who inspire action Analyze personal and group efforts in achieving a project goal. Supplies Writing Tool Paper Collage paper Magazines Glue Scissors Markers CD player/projector/computer CD or YouTube of Dream Big by Ryan Shupe and the RubberBand Handouts Mapping Your Path one per student Dream Big Lyrics one per student
Materials Needed
Ask students to think about people, past and present, who have inspired others to work toward a common goal. These might be activists, coaches, political figures, or people in their own lives such as family members, peers, religious figures, or coaches. Possible subjects could include: Martin Luther King Jr., Winston Churchill, President Barack Obama, Herb Brooks (hockey coach for the U.S. 1980 Olympic hockey team), Susan B. Anthony, Maya Angelou, Princess Diana, or others. Now ask students to generate a second list, but this time focus on people they see in their day-to-day lives in their families, school, and community. Think about people who have a vision of where they want to go or take people and how they have inspired others toward that vision. These could be peers/FCCLA members, school leaders, family member, religious figures, community members, etc After a list has been brainstormed, discuss qualities and traits that these charismatic leaders had/have in common. Possible discussion questions: What is/was their cause/purpose? How do/did they get others to believe in their cause? Why do/did these leaders have the impact they did? How do/did they communicate their aspirations? What were peoples reactions? Variation: break students into groups, and each group takes a person from the list. Students discuss in small groups and report back to the class. Record common themes and ideas on the board. Or split the class in half and one group generates the first list and the other group generates the second list. Share with students that the second practice of the Five Leadership Practices is Inspire a Shares Vision. According to SLC, leaders believe in the future and the possibilities it brings. They also inspire others to believe in a common goal and work toward accomplishing great things. Each of the leaders we have discussed today has done just that. They were passionate about a vision they had for the future and inspired others to take action.
Activity 1
Before they can inspire others, leaders need to have a clear, purposeful vision. We often consider our goals and think about our dreams, but we dont spend time in reality thinking about what they look and feel like. In order to bring clarity to ones vision, its not only important to consider the end result, but also what its going to take to get there. Professional athletes do this all the time. Before a game or a match, they often visualize what that competition is going to look like from the beginning to end, focusing on how to get the victory. They play the mental what if game, imagining all possibilities of what its going to take in order to reach their victory. The same exercise can be equally as effective in working toward accomplishing our own personal victories. Ask students to close their eyes and lead them through a visual imagery exercise. Use the following prompts to guide the students not to think about but visualize their goals, futures, and dreams. Be careful to pause between prompts in order to give time for students to create visual pictures and really imagine the possibilities. Think of a goal or dream you want to accomplish. This might be something you are currently working on or something for the future. Maybe something youve considered but havent really focused on lately. Imagine the day you accomplished your goal. Picture yourself in that environment. What do you look like? What are you saying and doing? Who else is there? Imagine the environment. What does it lok like? Smell like? Sound like? How do you feel? Now think back to what it took for you to get to this point. How long did it take you? What sacrifices did you have to make? What were the little victories you were able to celebrate along the way? What were the victories that you knew you were bringing you that much closer to your goal? What did that road look like? Was it smooth and uneventful or bumpy and turbulent? What obstacles did you encounter? How did you work through these obstacles? Consider the time it took to get through to each one. Now picture yourself today and thing about the route you are going to take to get from here to there. Ask students to open their eyes and take five minutes to journal what they envisioned (this could be writing, pictures, or a combination of both). Provide and opportunity for sharing.
Activity 2
Now that we have taken some time to visualize our goal/dream, lets take some time to bring even more clarity to this vision. Ask students to consider a dream or goal that they want to accomplish. This could be something personal like graduating high school or college, a dream job or career that they are working toward, or something that involves a group or organization they are working with such as winning a state championship or completing an FCCLA project. Now take a minute to identify a concrete object or activity that could serve as a metaphor for your goal. Some examples to help students generate ideas could include: _______ is like a marathon, climbing a mountain, or sailing a ship. Pass out the Mapping Your Path handout and review the guidelines and expectations. Students will create a collage representation of their goal. Note: Teachers/advisers may beed to adapt the college activity to mee the needs of students. If layering is too complicated or there are too many components, adjust so that it is meaningful to the level of the learner you are working with. Students could present their collages to the class and then post them as a reminder throughout the semester, trimester, or school year. Connect back to the introductory activity about charismatic leaders who inspired others through their passion and commitment to their cause. How might students inspire others to work toward a common goal? (If their collage represented a personal goal, how might they apply this process to a group setting/aspiration?) Possible discussion questions after presentations: What observations can be made about the peoples goals, dreams? Which goals were personal/individual goals and what goals were related to a group? As a leader in FCCLA, what happens if others do not see your vision or agree with your vision? Now that weve created vision, how can we take this one step further to inspire others? Explain that part of the process of inspiring a shared vision is listening. What did you learn about each other as you listened to students presentations? What themes/common ideas were shared among each other? *If we were to complete a class FCCLA project, what are some ideas we could take from listening to each other?
Activity 3
Play the song, Dream Big by Ryan Shupe and the RubberBand. If you have access to YouTube, there are also several videos available to show. Also distribute the lyrics so students can follow along. You may want to repeat the song a second time to all time for students to think about the song and what it means. Ask students to pick a line or phrase in the song that they can connect to their collage/goal and its relationship to inspiring others. Allow time for each student to share his/her connection.
Summary/Evaluation
Explain that it is important for leaders to be clear in their vision before they can expect others to follow. Whether its working on a group project or leading an organization like FCCLA, a shared vision needs to exist to give purpose and direction to the experience. As FCCLA chapter members and leaders, what is our vision? How can we make that vision more apparent and inspire others? Students can be evaluated on: Metaphor collage Participation
Other Resources
SLC Chapter 4 There are several websites that have copies and/or clips of speeches for reading, viewing, and listening. Some suggested sites are: Famous Speeches and Speech Topics: www.famous-speeches-and-speech-topics.info Time Magazine top 10 Speeches of all time: www.time.com/time/specials/packages/article/0,28804,1841228_1841749,00.html American Rhetoric: www.americanrhetoric.com/top100speechesall.html Famous Quotes & Speeches: www.famousqoutes.me.uk/speeches
Additional Notes
The lesson could be expanded and deepened through further analysis of historical leaders and their impacts through speech. Students could be assigned a leader/speech, research the speech, and present an analysis of the leader and his/her impacts. Students could also role play and present the analysis as if they were that leader. Help students build public speaking skills through participation in STAR Events and running for local, district, state, and national officer positions.
Source
(If Applicable then required to cite any published or copyrighted materials used in this lesson plan)
Mapping Your Path

Before they can inspire others, leaders need to have a clear, purposeful vision. We often consider our goals and think about our dreams, but we dont spend time really thinking about what they look and feel like. In order to bring clarity to ones vision, its not only important to consider the end result but also what its going to take to get there. Step 1: Take some time to consider a goal you are working to accomplish. This might be something short term such as competing in an event or completing a project, or it might be something more long term such as graduating from high school, going to college, or focusing on a certain career.
My goal is ______________________________________________________ Step 2: Identify a concrete object or activity that could serve as a metaphor for your goal. For example, accomplishing _______________ is like running a marathon, climbing a mountain, or sailing a ship (Kouzes and Posner, 2008, p. 70). Be creative! Create a three-layer metaphorical collage that serves as a visual representation of your goal. The first layer is your background. This should represent the scenery from your metaphor. Using the examples from step 2, a marathon might be represented by a map or street route, a mountain climb would be demonstrated by the terrain, and a sail would be represented by a body of water. The second layer illustrates the route you will take to achieve your goal. Is it a straight path, a hilly terrain, or a sea of waves? Also include three possible obstacles or set-backs you might encounter along your way and two strategies for overcoming each obstacle. The third and final layer includes words, phrases and/or quotes that are strategically placed on the route to inspire and encourage commitment. Include at least five. Write a one- to two-page description of your collage describing your path from start to finish, including the possible obstacles and strategies. Be sure to explain why you chose the words/phrases/quotes and why they were placed as they were.
Step 3:
Step 4:
Step 5: Present your collage.
1 Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Inspire a Shared Vision
Name_______________________________________________________ Date__________ Class_____ Mapping Your Path Grade Sheet Accomplished 4 Collage Goal is clear Layer 1: Background pictures fill all space of paper Layer 2: Route from start to finish is clearly visible Layer 2: 3 obstacles or set-backs are represented Layer 2: 2 relevant strategies for each obstacle is included Layer 3: at least 5 motivational words, phrases are quotes are included Layer 3: placement of motivational phrases are relevant and purposeful Collage is a true collage with overlapping words and pictures in the order assigned Collage is well thought out Metaphor is clear and consistent Written description 1 2 page paper Explanation is clear and specific Essay explains why you chose the images Essay describes how the images represent your goal and the steps to accomplish them Essay completely explains purpose and placement of motivational phrases/quotes Total __________________________ / _____60______ Comments: Not Quite 2 Developing/ Missing 0
2 Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Inspire a Shared Vision
Case Scenarios
Scenario 1: You just received your math mid-term and the grade on your paper was much lower than what you expected. You studied extremely hard for this exam and thought you were well prepared. You dont understand why you missed some of the problems you did or the final percentage. If you challenged the process, what would that look like?
What is the best that could happen?
What is the worst that could happen?
Should you challenge the process? Why or why not?
How would you go about it (what would you say, what would you do, how would you act)?
Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Challenge the Process
Scenario 2: Your school has just instituted a new policy on fundraising and your FCCLA chapter is only allowed one fundraiser a year. Your chapter counts on several fundraisers throughout the year to support chapter activities, the national outreach project and funding students attendance at state and national conference. You are worried this new policy is going to have a negative impact on your chapter. If you challenged the process, what would that look like?
Scenario 3: As a senior, you are starting to receive your admittance letters from colleges. You have been accepted to a couple local schools, but the college you have had your heart set on for the past four years at school has denied you. If you challenged the process, what would that look like?
Scenario 4: You have been dating your girlfriend/boyfriend for several months now and you really enjoy spending time with this person. It seems like lately, s/he has to know where you are at all hours of the day. If you are not with this person s/he is calling or texting asking where you are and what you are doing. If you challenged the process, what would that look like?
Scenario 5: You just learned your schools Family and Consumer Sciences department is in danger of being cut due to financial troubles in the district. The administrators agree that these classes are important, but they feel they have no other choice due to the current economical situation. If you challenged the process, what would that look like?
Scenario 6: You feel like your parents have been busier than ever recently, and even though you enjoy your independence, you miss spending time with them. You use to eat dinner together on a regular basis and now you feel lucky if you see each other in the mornings before you race out the door. If you challenged the process, what would that look like?
THINK OUTSIDE THE BOX

1 - 2 45-min. class periods
Overview & Purpose In order to keep organizations moving and growing, change is necessary. This lesson helps youth recognize how to be proactive in a healthy, positive way in order to promote leadership growth and organizational development.
FCCLA National Program(s) All The Student Leadership Challenge: The Five Practices of Exemplary Leadership Challenge the Process Career Clusters and Pathways All
Education and National FACS Standards Addressed
1.1 1.2
12.1 13.1 13.2
Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global). Demonstrate transferable and employability skills in school, community and workplace settings.
Analyze conditions that influence human growth and development. Analyze functions and expectations of various types of relationships. Analyze personal needs and characteristics and their effects on interpersonal relationships. Demonstrate communication skills that contribute to positive relationships. Demonstrate teamwork and leadership skills in the family, workplace and community. Demonstrate standards that guide behavior in interpersonal relationships.
13.3 13.5
13.6
1 Lesson: Challenge the Process
Create meaningful strategies for effectively solving problems. Examine the role of consequences in problem-solving and decision-making. Differentiate between healthy and unhealthy risks. Supplies Paper Pen/pencil Different colored pens, pencils or markers Handouts Case scenarios (1 per group or 1 per student depending on how activity is executed) Exit slips (1 per student)
Materials Needed
Draw 9 dots in the shape of a box on the board. Instruct students to connect the dots with four straight lines without picking up the tip of their pencil. Go to http://www.brainstorming.co.uk/puzzles/ninedotsnj.html for a demonstration of the solution or see the solution below from www.permadi.com/fpcgi/9dots.solution.html . Provide time for students to work out the puzzle. If a students thinks theyve found a solution ask them to demonstrate. After several minutes, share the solution if no one has solved it. Ask students why this may have been challenging? Discuss the pros and cons of staying in the lines and how this applies to leadership. Explain that sometimes we have to look outside the norm to find a solution or address an issue. We might have to involve other perspectives and think outside the box and challenge what has traditionally been tried to find a more meaningful and workable solution. Challenge: Solution:
Activity 1
Ask students to write a journal response to the following: Describe a time in the past when you have learned a life lesson fro ma mistake you made. Examples may relate to friends/relationships with others, completing an FCCLA project, preparing/executing a school assignment, or others. Encourage students to think about meaningful experiences with lessons they still remember and think about today. How did you feel at the time? What were the consequences of that mistake? Looking back, what lessons did you learn from that mistake? If you had the opportunity to change the situation, would you? Why or why not? Ask for volunteers to share their journals. Emphasize that mistakes are a common part of our daily lives, but its the lessons we learn and the growth that occurs thats important to focus on. Introduce the third practice, Challenge the Process. Explain to students that leaders are always looking for ways to be innovative in order to change, grow and improve. They feel safe to experiment and take healthy risks and see mistakes/challenges as an opportunity to learn. They also provide opportunities for those around them to feel that same safety net. However, challenge the process doesnt mean take unhealthy risks or just challenge the process for the safe of the challenge. Leaders are able to critically analyze the situation and recognize what needs to be changed and what should stay the same.
Activity 2
Distribute case scenarios and have students analyze them in small groups, answering each question. Students should write responses directly on the papers. After providing time to work, have students exchange papers. They should read the new scenario, analyze the responses made by the group before them and then add their own comments. If students do not think anything different should be done, then they need to write why they agree with the previous group. Remind students that they are thinking outside the box and there is no one right answer. The more ideas, the better. Teachers may want students to designate their group with a number or different color ink. Put students in groups with each person in the group having a different scenario. Students respond to each scenario individually rather than as a group. When everyone has seen and responded to each scenario, bring the group back together. Possible discussion questions: What did you notice about the approaches to the different challenges? What did you learn from the different approaches/perspectives that were brought to the discussion? Were there any situations discussed today that you thought should not be challenged? Explain. How do you determine when a process should be challenged? What can you do if you know something is not working well, but you do not know what to do about it? How can you apply this to an FCCLA experience? Think about the nine dots activity at the beginning of class. What lesson(s) can we apply from that activity to the case scenario? What lessons can we begin to apply in our daily experiences?
Activity 3
Distribute exit slips and have students complete them as their ticket out the door.
Summary/Evaluation
As leaders, its important to continuously seek opportunities for change and growth. Leaders look at mistakes and failures as opportunities for growth and change rather than setbacks. Think about how you can grow and improve as a leader, and challenge yourself to take a positive risk. Be proactive in looking for chances to stretch others you are working with (Kouzes and Posner, 2008, p. 94). Students can be evaluated on: Journal entries Questions and interactions to the scenarios Exit slips
Other Resources
The SLC Chapter 5
Additional Notes
This would be a great introduction to Power of One. It could also be used to analyze STAR Events evaluations after district, state or national conferences and provide students with an opportunity to learn and grow. FCCLA members could also create a project that challenges the status quo to make a positive impact on a family, individual or community.
Source
Kouzes, James M. & Posner, Barry Z. (2001). The Student Leadership Challenge. Josses-Bass: San Francisco, CA.
EXIT SLIP Topic: Challenge the Process

1. In your own words, describe what it means to challenge the process.
Name Date:
2. What is something in your own life that you feel could be challenged? Why do you think change is needed?
3. What results would you like to see as a result?
4. How might you initiate this change?
EXIT SLIP Topic: Challenge the Process

1. In your own words, describe what it means to challenge the process.
Name Date:
2. What is something in your own life that you feel could be challenged? Why do you think change is needed?
3. What results would you like to see as a result?
4. How might you initiate this change?
Enabling Others Quotes

Post these quotes on enabling others around the room prior to the start of class.
If I have seen farther than others, it is because I was standing on the shoulders of giants. -Isaac Newton The small, brave act of cooperating with another person, of choosing trust over cynicism, generosity over selfishness, makes the brain light up with joy. -Natalie Angier He that speaks, sows; he that hears, reaps. -Turkish proverb To say my fate is not tied to your fate is like saying, your end of the boat is sinking. -Hugh Downs Gettin good players is easy. Gettin em to play together is the hard part. -Casey Stengel In organizations, real power and energy is generated through relationships. The patterns of relationships and the capacities to form them are more important than tasks, functions, roles and positions. -Margaret Wheatley I must follow the people. Am I not their leader? -Benjamin Disraeli Confidence is going after Moby Dick in a rowboat and taking the tartar sauce with you. -Zig Ziglar Any human anywhere will blossom in a hundred unexpected talents and capacities simply by being given the opportunity to do so. -Doris Lessing
Lesson: Enable Others to Act
EMPOWERING OTHERS
3 or more 45-min. class periods
Overview & Purpose In order to enable others to act, it is important to understand what it takes to get there. By analyzing others actions and engaging in collaborative activities, leaders can strengthen networks and further encourage action. We are all motivated by different things, but something nonetheless. Seeing what motivates others can also give us insight to the leadership potential of our peers.
FCCLA National Programs All The Student Leadership Challenge: The Five Practices of Exemplary Leadership Enable Others to Act Career Clusters and Pathways All
Education and National FACS Standards Addressed 1.1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global). 12.1 13.2 13.3 13.5 13.6 Analyze conditions that influence human growth and development. Analyze personal needs and characteristics and their effects on interpersonal relationships. Demonstrate communication skills that contribute to positive relationships. Demonstrate teamwork and leadership skills in the family, workplace and community. Demonstrate standards that guide behavior in interpersonal relationships.
Define what it means to enable others and identify strategies to enable action. Engage in team-building exercises and examine the roles involved. Examine the relationship between motivation and leadership.
1 Lesson: Enable Others to Act
Materials Needed
Supplies Projector/computer Masking tape Misc. supplies for students to complete projects Handouts Post the quotes on enabling others around the room with a piece of chart paper posted next to each quote.
Ask students to take a few minutes and take a quote walk. Take time to read each quote, select one that connects with you, and stand by it. Suggestions for students to think about: something they find interesting, they agree/disagree with, something they are reminded of, etc. Once in groups, have students share with each other what they think it means and why they chose they quote they did. Choose one reporter from each group to summarize the discussion. Note: If there are too many students in a group, teacher/adviser may want to distribute students more evenly. Explain to students that the fourth practice in THE SLC is to enable others to act. Leaders enable action by involving others and recognizing the power of collaboration. Leaders need to provide choices and support the decisions of others; they are active listeners and foster cooperative and collaborative relationships in order to build leadership. Ask students to think more deeply about the quote they selected and answer the following questions on the chart paper. What does this quote mean in terms of leadership, specifically the fourth practice of enabling others to act? Give an example of what this might look like in our FCCLA chapter. Create a visual that further illustrates the example. Have students share out or circulate around the room to view each others response.
Activity 1
Read an excerpt (or have students read if books are available for each student) from THE SLC, p. 95 98 (Jaspreets experience, stop before the section begins on Foster Collaboration). Ask students to consider the following questions as you read: Give examples/situations where Jaspreet felt strong and confident. Give examples/situations where Jaspreet felt powerless or weak or where things did not go as anticipated. What was the turning point for Jaspreet when things started to move more smoothly and successfully? How did Jaspreet enable others to act? After reading the excerpt, have students share their responses with a partner and then report out as a large group. Continue the large-group discussion by asking students: Have you ever been in a situation similar to Jaspreets? Share. What does it meant to delegate? Give some examples when someone has delegated to you or you have delegated a task to someone else. What are some barriers to delegating/enabling others? In other words, why wouldnt someone delegate? What are some fears about sharing jobs/tasks/responsibilities? How can trust be built in an organization like FCCLA? How do you know when to delegate and who to delegate to? What does it mean to empower versus overpower? What lessons can be learned from Jaspreets experience? Discuss with students that delegating can be challenging for any leader but enabling others to act is about empowering others rather than taking control or overpowering. Its important to build trust in an organization in order for everyone involved to be an active contributor and feel valued in the organization.
Activity 2
One way leaders can learn more about leadership, delegating, and building trust is to learn from others experiences. Explain to students that they will be conducting a leadership interview. Brainstorm a list of potential leaders they might choose to interview. Some examples could include, but are not limited to: coach club/organization/student government president principal, teacher, or other school leader project manager, director, or business leader city council member school board member sports/performing arts team captain other Once a complete list has been generated, review the interview guidelines. Note: Teachers may want to have students partner up and/or sign up for a specific person so a variety of leaders are interviewed rather than one or two people. This is also a good opportunity to consider the previous practices of leaders and remind students to consider leaders that demonstrate these qualities. A list of questions is provided; however, you may want to generate a class list of questions or have students come up with all their own questions. After completing the interview have students share who they interviewed and what they learned from the interview. How can they apply what they learned to what they do as school leaders?
Activity 3
Explain to students that they are going to have an opportunity to put what they learned to action. Put students in groups of four or five and give each group a paper bag of supplies this could be a variety of materials (string, glue, paper clips, popsicle sticks, tape, paper, tin foil, pipe cleaners, etc.), but each group should have equal materials. Explain to students their team challenge: Groups will have twenty minutes to create a sculpture that defines leadership. They can only use the supplies provided to them. Prior to creating the sculpture, they will need to assign each group member a role and a title for that role (for example: time keeper keeps members on task, cheerleader motivates group, etc.). Students can define their own roles though each role must have a job description and each role must have an equal part in the challenge. When time is up, students will be asked to present their sculpture to the class and will need to justify why they chose the design/structure they did. Teachers/advisers should keep time and monitor the group. When time is up have each group present his/her sculpture. Possible discussion questions: Who emerged as the group leader? Explain. How were your roles determined and tasks delegated? What challenges did you encounter? How did you overcome them? How would your results be different if you were to do this on your own (considering all conditions stayed the same)? What worked really well for your group? What would you change if you repeated this process? How does this experience apply to experiences when you are working/leading an organization? How can you use what you learned to enable others to act?
Summary/Evaluation
(Assign Homework, or Reflect on the Outcomes)
Play the story of Rick and Dick Hoyt from YouTube (http://www.youtube.com/watch?v=64A_AJjj8M4 ). Note: there are several versions of this story that would be relevant for this lesson. If YouTube access is not available, the story is available in print at http://www.teamhoyt.com/. Ask for students reactions to the Hoyts story and explanations of how they represent the fourth practice? Explain that there is a clear partnership of trust between this father/son team. Rick uses his strengths to empower his son and vice versa. Bring students to the point that enabling others to act is about liberating people to use the power and skills they already have, expanding their opportunities to use themselves in service of a common and meaningful purpose (Kouzes and Posner 2008, p. 110). Students can be evaluated on: Participation in the quote walk Interview assignment Team challenge/reflection questions.
Other Resources
THE SLC Chapter 6
Source
ITS THE LITTLE THINGS THAT COUNT

Grade Level: 6 12 Lesson Plan Timeframe: 1 week plus 1-2 45 min. class periods FCCLA National Program(s) All This may also be something that could be applied to Membership Development and recognizing members for their contributions The Student Leadership Challenge: The Five Practices of Exemplary Leadership Encourage the Heart
Overview & Purpose Schools and society spend a lot of time recognizing individuals for outstanding accomplishments we have awards for state championships, beauty pageants, performing arts, and other activities that recognize the big things people accomplish. Through all this, we all too often forget its the little everyday feats that get us to that point. Many youth accomplish many great things without receiving any type of recognition or without recognizing others. This lesson brings the focus to looking at the little things.
Education and National FACS Standards Addressed 1.1 Demonstrate transferable and employability skills in school, community and workplace settings. 6.2 Evaluate the effects of diverse perspectives, needs and characteristics of individuals and families. 12.1 Analyze conditions that influence human growth and development.
13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships. 13.3 Demonstrate communication skills that contribute to positive relationships. 13.5 Demonstrate teamwork and leadership skills in the family, workplace and community. 13.6 Demonstrate standards that guide behavior in interpersonal relationships.
1 Lesson: Encourage the Heart
Indentify strategies to encourage and support others. Create unique ways to encourage and support individual differences, abilities and strengths. Examine the impact of recognition on others esteem and performance. Supplies Paper Pen/pencil Various supplies for students to complete projects Handouts Names of each student in the class for drawing Recognizing What Counts project description (one per student)
Materials Needed
The Charles Schultz Philosophy (note: this has been coined the Charles Schultz philosophy though there is no evidence to substantiate this) from http://www.rogerknapp.com/inspire/schultzphilosophy.htm Ask students to get out a blank sheet of paper and answer the following questions: 1. Name the five wealthiest people in the world. 2. Name the last five Heisman trophy winners. 3. Name the last five winners of the Miss America. 4. Name ten people who have won the Nobel or Pulitzer Prize. 5. Name the last half dozen Academy Award winners for best actor and actress. 6. Name the last decade's worth of World Series winners. Now, answer these questions: 1. List a few teachers who aided your journey through school. 2. Name three friends who have helped you through a difficult time. 3. Name five people who have taught you something worthwhile. 4. Think of a few people who have made you feel appreciated and special. 5. Think of five people you enjoy spending time with. How did you do? The point is, none of us remember the headliners of yesterday. These are no second-rate achievers. They are the best in their fields. But the applause dies. Awards tarnish. Achievements are forgotten. Accolades and certificates are buried with their owners. The lesson: The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They are the ones that care.
Activity 1
Explain to students that the fifth practice of the five practices is encourage the heart. Encouraging the heart is about recognizing and appreciating the contributions of those around us and celebrating each victory, no matter how big or small. Ask students if they have ever worked hard at something and been recognized for it. How did it make them feel? Have they ever worked hard or accomplished something they were proud but no one else noticed? How did that make them feel? Explain that we should not be motivated by reward, but as leaders we can encourage those around us by recognizing others the contributions and achievements.
Activity 2
As a class we are going to take some time getting to know each other and recognize each other. Distribute Recognizing What Counts to each student and review the project guidelines. Have students draw names. They are to observe this student for the next couple weeks (or designated amount of time) paying attention to their abilities, strengths and interests. Towards the end of the first week, students will conduct an interview of their partner. You may want to generate a class list of questions that would be appropriate to ask in the interview and provide time for students to conduct their interviews.
Activity 3
Have an awards ceremony and have students present their awards to each other. Debrief and reflect on the process. Possible discussion questions: How difficult/easy was it to create the award? What did you learn about yourself/your peers in this process? How did you feel about what your partner recognized you for? How can you use apply this to your work/role in FCCLA?
Summary/Evaluation
As leaders its important for us to recognize the day-to-day things that those around us contribute. While in this exercise, we created an award to acknowledge the little things, an award isnt always necessary or appropriate. How can we increase our awareness of the daily contributions and recognize these contributions sincerely? Think about how you can incorporate this as part of your daily leadership practices. Students can be evaluated on: Achievement award Reflection
Other Resources
The SLC Chapter 7
Additional Notes
Class time will depend on how much time is designated for students to work in class.
Source
Recognizing What Counts

Recognition is about acknowledging good results and reinforcing positive performance, shaping an environment in which everyones contributions are noticed and appreciated (Kouzes & Posner, 2008). It is not uncommon for people to receive recognition for outstanding accomplishments such as winning a state championship or a contest, but we fail to recognize the smaller, everyday accomplishments that are equally important; those things that contribute to the larger events and accomplishments. In an effort to focus on the little things, each person will get a partner. Spend some time getting to know your partner through interactions and observation. After some time is spent getting to know your partner, you will create and design an award for this person. The focus on this award could be related to a personality trait, an accomplishment such as something that was difficult or took great effort to achieve, an event that was overcome, etc. The award should be for a personal accomplishment that would not typically be recognized by society or the school. Create a name for the award that represents what the award stands for. Design a shape for the award that signifies something about the award. Design and create the award to represent this person and their achievement. Include the persons first name visibly on the award. Place the title or name of the award in a prominent place on (or above/below) the award. Present the award in class at our Awards Ceremony by explaining the accomplishment, the name, chosen shape, and significance of the items, traits represented.
Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Encourage the Heart
Recognizing What Counts Score Sheet
Award: Appropriate achievement event. Name of award visible, creative, and suitable to achievement. Shape suitable, creative, and representative of achievement. Design includes visual representation of items/traits helpful to and/or resulting from or involved in your achievement. Your first name visible on front of award. Neatness smooth/even edges, clean/no smudges, etc.
Score: 5 5 10
Your Score: ______ ______ ______
5 5 5
______ ______ ______
Presentation: Identifies/explains achievement. Identifies/explains name of award. Identifies/explains shape of award. Explains visuals in relation to traits represented. 10 5 5 10 ______ ______ ______ ______
TOTAL:
65
__________
Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Encourage the Heart
FCCLA Planning Process & The Five Practices of the Student Leadership Challenge
Directions: Referencing a completed planning process worksheet, identify how the Five Practices are connected. For each practice identified, give an example of what it might look like in implementing this practice. More than one practice may be used and each practice may be used multiple times. The Five Practices are: 1) Model the Way 2) Inspire a Shared Vision 3) Challenge the Process 4) Enable Others to Act 5) Encourage the Heart
IDENTIFY CONCERNS
SET A GOAL
FORM A PLAN
ACT
FOLLOW UP
www.fcclainc.org
REPRODUCIBLE
THE FIVE PRACTICES & THE PLANNING PROCESS

1-2 45 min. class periods
Overview & Purpose The Planning Process is integrated in everything we do in FCCLA. The 5 Practices are also imbedded in our actions, which also influence how we plan, implement and evaluate a program/project. Knowing how and where the 5 practices fit with the planning process and project implementation can only strengthen FCCLA members ability to carry out a project as well as the impact that project will have.
FCCLA National Program(s) All
The Student Leadership Challenge: The Five Practices of Exemplary Leadership All Career Clusters and Pathways All
Education and National FACS Standards Addressed
1.1 1.2 1.3
Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global). Demonstrate transferable and employability skills in school, community and workplace settings. Evaluate the reciprocal effects of individual and family participation in community activities.
6.2 Evaluate the effects of diverse perspectives, needs and characteristics of individuals and families. 7.3 Demonstrate professional behaviors, skills, and knowledge in providing family and community services. 12.1 Analyze conditions that influence human growth and development.
13.1 Analyze functions and expectations of various types of relationships. 13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships. 13.3 Demonstrate communication skills that contribute to positive relationships. 13.5 Demonstrate teamwork and leadership skills in the family, workplace and community. 13.6 Demonstrate standards that guide behavior in interpersonal relationships.
1 Lesson: Planning Process
Identify five steps of the FCCLA Planning Process and the Five Practices of Exemplary Leadership. Apple the Five Practices to each step in the planning process. Explore project ideas that connect FCCLA and the SLC. Supplies Paper Pen/pencil Index cards Handouts Planning Process samples for each national program (a different sample per student or group of students) FCCLA Planning Process/Five Practices handout (one per student) Planning Process overview (to post and/or for teacher reference)
Materials Needed
Review the five steps of the FCCLA Planning Process what each symbol stands for and the purpose of each step. Also review the five Practices of the Student Leadership Challenge. Ask students to give an example for each practice. 1) Model the way 2) Inspire a shared vision 3) Challenge the process 4) Enable others to act 5) Encourage the heart
Activity 1
Distribute the planning process samples for each of the national FCCLA programs and the Planning Process/5 Practices worksheet. Students may work individually or in small groups. More experienced students could create their own planning process worksheet these could be hypothetical but include one for each national program. For each step of the planning process, students should identify one or more of the 5 leadership practices and how it would apply. For example: if students are working on a membership project and the concern is to increase membership, students might need to model the way by paying their dues and showing they are an active member. For the set a goal, they might inspire a shared vision as they consider the possibilities and strategies for recruiting members. As they develop a plan, maybe they challenge the process and revamp the actual membership campaign because lately theyve notice a drop in membership rather than an increase. They might also have to inspire a shared vision in the development of the plan so that everyone is on board with the steps for accomplishing the goal.
Activity 2
Ask students to share their program/planning process and the connections that were made. Use presentations as a springboard for discussions and ask students to share other ideas that come up with as each group presents. Possible discussion questions: What is the relationship between the SLC and the FCCLA Planning Process? Are there certain places where the SLC was more prevalent? Where? Why, do you think? How can you as an FCCLA leader continue to develop using the SLC? Ask students to summarize the relationship between the Planning Process and Five Practices of the SLC by sharing the gist of it. Distribute index cards to students and explain that each student should write a logical summary (in sentence format) with no more than and no less than twenty words. Share out. The SLC is about practicing leadership behaviors. There are several connections that can be made between the FCCLA Planning Process and the Five Practices. The SLC empowers students to be successful in their project planning and implementation, creating even greater opportunities for growth and success. Students can be evaluated on: Participation Connections between FCCLA Planning Process and Five Practices handout.
Activity 3
Summary/Evaluation
Other Resources
Source
FCCLA Planning Process

Overview
IdentIfy ConCerns
n n n
Brainstorm concerns Evaluate listed concerns Narrow to one workable idea or concern
set A GoAl
n n n
Get a clear mental picture of what you want to accomplish Write it down Evaluate it
form A PlAn
n n
Plan how to achieve goal Decide who, what, where, when, why, and how
ACt
n
Carry out project
follow UP
n n n
Evaluate project Thank people involved Recognize participants
t h e h a n d b o o k t o u lt i m at e l e a d e r s h i p | Fa mily, Ca r e e r a n d C om m u n i t y l e a d e r s o F a m e r i Ca , i n C . | w w w. F C C l a i n C . o r g | r e p r o d u c i b l e
FCCLA Planning Process Worksheet

IdentIFy ConCerns
We have an active FCCLA chapter, but we dont feel that everyone in our school knows what FCCLA is all about. We need new members to help increase our visibility in the school and community.
set A goAL
To recruit 20 NEW affiliated FCCLA members with a Be Part of It! membership campaign which will include posters, signs, classroom presentations, and a Beach Party at the next chapter meeting.
Form A PLAn
Who: Membership committee and returning FCCLA members

who what where when why how
What: Create 10 posters about FCCLA and remind students of the Beach Party by utilizing the school morning announcements and handing out invitations to students who are eligible to join. Chapter members will also present FCCLA information and show the Be Part of It! video to Family and Consumer Sciences classes. Where: The posters will be placed in the halls and the announcements will reach all of the high school. The Beach Party will be in the Family and Consumer Sciences department. The FCCLA presentations will take place in the Family and Consumer Sciences classes. When: The membership committee will create posters within seven days. The posters will be placed during the first week of school. Announcements and classroom presentations will begin one week prior to the meeting. The membership committee and FCCLA adviser will purchase food and decorations for the beach party the night prior to the meeting. The meeting will be held three weeks after school starts. Why: We believe that Family, Career and Community Leaders of America is the Ultimate Leadership Experience! We want more members to join so that we can plan and carry out more community service projects this year and so that the school and community members are aware of what FCCLA is. How: The posters will be created on a computer to make them look professional. The membership committee will meet after school to plan the classroom presentations, school announcements, and Beach Party activities, food, and decorations. The committee will meet two times after school with their FCCLA adviser to ensure organization of the event.
ACt
The posters were created and placed throughout the school on time. Announcements were made and invitations were given to non-members about the Beach Party. FCCLA presentations took place in eight Family and Consumer Sciences classes. The membership committee bought and prepared the food and activities for the Beach Party. Forty non-members attended the Beach Party and FCCLA meeting.
FoLLoW uP
After the meeting, the membership committee spoke directly with the 40 interested non-members and asked them to join FCCLA. Twenty-six new FCCLA members affiliated within one week of our meeting and 10 are still undecided and will join us at our next meeting to learn more about FCCLA.
What could have gone better/what did you learn?
Our first presentation to the Family and Consumer Sciences class was too scripted. We learned that we needed to practice more so that we sounded more professional. We also felt that handouts about FCCLA with the Beach Party invitations would have helped. Next year we will plan on handing out a reminder note to the Family and Consumer Sciences classes the day before our meeting.
www.fcclainc.org
RepRoducible
FCCLA Planning Process Worksheet

IDENTIFY CONCERNS
SET A GOAL
FORM A PLAN

who what where when why how
ACT
FOLLOW UP
What could have gone better/what did you learn?

Family, Career and Community Leaders of America, Inc. www.fcclainc.org
REPRODUCIBLE
INTERPRETING MY SLPI
1 45-min. class period
Overview & Purpose

Once students take the Student LPI and review their scores, they may not be clear on what they mean or how they can use this information to grow in their own leadership development. This lesson walks students through the analysis process in order to understand their scores and its implications.
FCCLA National Program(s) All The Student Leadership Challenge: The Five Practices of Exemplary Leadership All Career Clusters and Pathways All
Education and National FACS Standards Addressed 1.1 Demonstrate transferable and employability skills in school, community and workplace settings. 12.1 13.2 Analyze conditions that influence human growth and development. Analyze personal needs and characteristics and their effects on interpersonal relationships. Demonstrate communication skills that contribute to positive relationships. Demonstrate teamwork and leadership skills in the family, workplace and community. Demonstrate standards that guide behavior in interpersonal relationships.
13.3 13.5
13.6
Analyze and evaluate the Student LPI score report. Determine strategies for developing leadership potential. Connect individual Student LPI scores to roles and responsibilities as an FCCLA member.
1 Lesson: Interpreting the SLPI
Materials Needed
Supplies Pen/pencil Handouts Poem Pretty Good (one per student or just one for the teacher/adviser) Student LPI report (each students individual report) Student LPI analysis (one per student) Suggestions for Meeting the Leadership Challenge (one per student)
Read the poem Pretty Good by Charles Osgood. Ask for students thoughts and reactions. How do they think this connects with the SLC? After students share responses, explain that the Student LPI is a tool to help students get a picture of their leadership attributes where their strengths are and where areas for improvement are. It is a tool for students to use so they can continue to grow and develop to their full potential and go beyond pretty good.
Activity 1
After students have taken the Student LPI, distribute their score reports. Teachers/advisers may want to have a sample to project for students to follow along with. Walk students through their score reports. Key points to highlight: There is a summary page and then each practice is broken down individually. For each practice there is another summary page and a bar graph. The self column shows how the student scored him/herself. The average column shows the averages of students scores combined with the average observers scores, and then each observer score is broken down. After the summary page, the statements are also provided in case students want to go back and look at a particular score. Students do not have to show their scores to anyone else. This is private. It is OK to disagree with an observers rating and normal to feel bad, upset, or even mad about a score(s). Take some time to review your profile and consider how you can use this information to grow and develop. Provide time for students to ask questions.
Activity 2
Distribute the analysis worksheet and have students complete the form individually. Ask for volunteers to share. Teachers/advisers should be cognizant of students who choose not to share as this is personal and students should have the option. Provide a brief explanation of these Frequently Asked Questions: 1. How reliable and valid is the Student LPI? This is time tested and proven reliable and valid. Research supports that the more frequently leaders engage in each practice, the more effective they are as leaders. 2. What are the right answers? There are no right answers, but there are some answers that result in a higher score than others. The more frequently these behaviors/actions are practiced, the more they are observed. 3. Should my perceptions be consistent with the ratings other people give me? You may not be perceived the same way by the same people all the time, and peoples expectations may differ depending on your roles and relationships. Different ratings from different observers will naturally result in a variation of scores. Students tend to see themselves more positively than others do. How consistent or inconsistent your scores are can give you an indication to how you are perceived. 4. Can I change my leadership behavior? Receiving feedback and learning how to use that feedback for growth can contribute to change. But change will only occur if there is a strong, genuine interest to change and make a difference.
Activity 3
Distribute the handout Suggestions for Meeting the Leadership Challenge. As a class or in small groups, brainstorm additional ways students may meet the leadership challenge. Students may want to reference the questions from the inventory to brainstorm ideas. The Student LPI can be a powerful tool in helping students recognize what their strengths are as leaders and their potential for growth. It not only allows us to view our perceptions but also how others perceive us as leaders. Students can be evaluated on: Student LPI Analysis
Summary/Evaluation
(Assign homework, or reflect on the outcomes)
Other Resources
The Student LPI Student Workbook The Student Leadership Planner
Source
Pretty Good
by Charles Osgood
There was once a pretty good student, Who sat in a pretty good class And was taught by a pretty good teacher, Who always let pretty good pass.
The pretty good school that he went to Was right there in a pretty good town. And nobody there ever noticed He could not tell a verb from a noun.
He wasn't terrific at reading; He wasn't a whiz-bang at math; But for him education was leading Straight down a pretty good path.
The pretty good student, in fact, was A part of a pretty good mob. And the first time he knew what he lacked was When he looked for a pretty good job.
He didn't find school too exciting, But he wanted to do pretty well, And he did have some trouble with writing, And nobody had taught him to spell.
It was then, when he sought a position, He discovered that life can be tough, And he soon had a sneaky suspicion Pretty good might not be good enough.
When doing arithmetic problems, Pretty good was regarded as fine; Five and five needn't always add to be 10, A pretty good answer was nine.
The pretty good town in our story Was part of a pretty good state Which had pretty good aspirations And prayed for a pretty good fate.
The pretty good student was happy With the standards that were in effect, And nobody thought it was sappy If his answers were not quite correct.
There once was a pretty good nation, Pretty proud of the greatness it had, But which learned much too late, If you want to be great, ... Pretty good is, in fact, pretty bad.
The pretty good class that he sat in Was part of a pretty good school, And the student was not an exception; On the contrary, he was the rule.
Lesson: Interpreting the SLPI
SLPI Analysis
Directions: Answer the following questions based on your Student Leadership Practice Inventory score report. Practice Model the way Inspire a shared vision Challenge the process Enable others to act Encourage the heart Your Score __________ __________ __________ __________ __________ Observers Average __________ __________ __________ __________ __________
What is your initial reaction to your scores report? Explain specifically.
How do your scores compare to your observers scores? Why do you think that is?
Which area(s) are you strongest in? Were you surprised by this? Why or why not?
Which area(s) are you weakest in? Were you surprised by this? Why or why not?
How can you use this as an FCCLA leader?
Is there a practice you would like to develop? Why is this important to you?
What can you do to develop this action? What will you do, who will you involve and what date do you want to work towards?
How will you know if youve improved in this skill (without re-taking the inventory)?
What is the most significant thing you learned from this process?
Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Interpreting the SLPI
Find your voice by clarifying your personal values. Set the example by aligning actions with shared values.
Envision the future by imagining exciting an ennobling possibilities. Enlist others in a common vision by appealing to shared aspirations.
Search for opportunities by seeking innovative ways to change, grow, and improve. Experiment and take risks by constantly generating small wins and learning from mistakes
Foster collaboration by promoting cooperative goals and building trust. Strengthen others by sharing power and discretion.
Recognize contributions by showing appreciation for individual excellence. Celebrate the values and victories by creating a spirit of community.
1. Find your voice by clarifying your personal values. 2. Set the example by aligning actions with shared values. 3. Envision the future by imagining exciting and ennobling possibilities. 4. Enlist others in a common vision by appealing to shared aspirations. 5. Search for opportunities by seeking innovative ways to change, grow, and improve.
6. Experiment and take risks by constantly generating small wins and learning from mistakes. 7. Foster collaboration by promoting cooperative goals and building trust. 8. Strengthen others by sharing power and discretion. 9. Recognize contributions by showing appreciation for individual excellence. 10. Celebrate the values and victories by creating a spirit of community.

Final Fccla SLC Lesson Plans

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FCCLA & The Student Leadership Challenge

1 Lesson: FCCLA & the Student Leadership Challenge

2 Lesson: FCCLA & the Student Leadership Challenge

3 Lesson: FCCLA & the Student Leadership Challenge

4 Lesson: FCCLA & the Student Leadership Challenge

Introduction to the Student Leadership Challenge

Career Clusters and Pathways All

SLC Chapters 1 and 2

WHATS THE CONNECTION?

Career Clusters and Pathways All

1 Lesson: Define Leadership

Lesson Plan Goals & Objectives

2 Lesson: Define Leadership

3 Lesson: Define Leadership

Other Resources Additional Notes

4 Lesson: Define Leadership

The Five Practices of Exemplary Leadership

MODEL THE WAY WITH FCCLA

Overview & Purpose

Career Clusters and Pathways

1 Lesson: Model the Way

Lesson Plan Goals & Objectives

2 Lesson: Model the Way

3 Lesson: Model the Way

The SLC Chapter 3

4 Lesson: Model the Way

Family, Career and Community Leaders of America, Inc.

Family, Career and Community Leaders of America, Inc.

Lesson: Inspire a Shared Vision

MAPPING YOUR PATH

1 Lesson: Inspire a Shared Vision

Lesson Plan Goals & Objectives

2 Lesson: Inspire a Shared Vision

3 Lesson: Inspire a Shared Vision

4 Lesson: Inspire a Shared Vision

5 Lesson: Inspire a Shared Vision

6 Lesson: Inspire a Shared Vision

Mapping Your Path

Step 5: Present your collage.

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

THINK OUTSIDE THE BOX

Education and National FACS Standards Addressed

1 Lesson: Challenge the Process

Lesson Plan Goals & Objectives

2 Lesson: Challenge the Process

Your Score: __

__