Leadership

Week 1 - Course Introduction & Self-Introduction

  • Discuss the 40-Week Course.
  • Discuss Planner Grade (See Related Files).
  • Review Course Outline/Syllabus (See Related Files)
  • Assignment - Using the Introduction Assignment sheet, 5 students per class will talk about themselves in front of the class for a grade out of 100. If the assignment is completed, a 100% will be given (See Related Files).

Week 2 - Introduction to Leadership

  • Present Introductions.
  • Discuss Marketing Work/Study Program (See Related Files).
  • Light and Lively #1 - Students working in groups of 5 - 6 will create a poster (poster board and crayons are provided)that defines what "Leadership" is to them using the coloring rules: 1. No white is allowed to be present on the poster (unless it is found naturally, such as clouds). 2. Everything MUST have a border. 3. Coloring MUST be done in the same direction. 4. Each group will present their final product.

Week 3 - Introduction to Leadership

  • Present Introductions.
  • Continue to work on Leadership Poster and Develop Script for presentation.

Week 4 - Introduction to Leadership

  • Present Introduction Assignments.
  • Finish and Present Leadership Posters.
  • Create a list of seminar topics to be considered for the 2016-2017 STAR Leadership Program (See Related Files).
  • Generate the speaker list for the four STAR Leadership Seminars along with the sub-topic ideas.

Week 5 - Introduction to Leadership - Leadership Laws

  • Finish Leadership Poster presentations.
  • Read and discuss "Workplace Coach: Obama Offers Leadership Lessons" (See Related Links)
  • Assignment - Leaders Laws (See Related Files). This assignment is to be completed individually and entails creating 5 Leadership Laws that all leaders should follow with descriptions and examples of that law.
  • Assignment - Leaders #1 - This assignment is to be completed individually and involves researching a leader in society in order to realize the traits they possess and to understand that it involves similar traits to be involved with different activities at CNS.

Week 6 - Introduction to Leadership

  • Assignment - focusing on who the students know in the entire district, students will complete the "CNS 101" activity sheet (See Related Files). The purpose of the assignment is to make the students realize who they need to talk to and what is the chain of command in order to implement positive change at CNS and district wide. Once the students complete as much of the assignment as they can, the student planner can be used to "fill in the blanks". Finally, there will be a class discussion to make sure everyone has the correct information/names of district personnel and to create awareness on the proper avenues in which to implement positive change school and district-wide.
  • Assignment - Complete an event evaluation (See Related Files). The purpose of this assignment is to provide positive feedback and methods to improve community and school-wide events such as Starburst, StarStruck, and the Junior Prom. The evaluation sheets will be given to the event leader/advisor/coach so the event can be run better the following week, month, or year. The class is to be used as a method to gain feedback immediately after an event while it is fresh in the participants minds. These evaluations will be done throughout the year.
  • Group Demo - The class will work together to create a list of mental and physical skills someone needs to be an effective member of the yearbook staff and the swim team in order to demonstrate how to properly complete Part II of the Leaders #1 assignment.
  • Finish Leaders #1 Assignment.
  • Define and Discuss "Action Steps" (See Related Links).
  • Assignment - Leaders #2 - This assignment is to be completed individually and involves improving oneself with actions steps and researching technology that can help a leader improve their organizational skills (See Related Files).

Week 7 - Introduction to Leadership

  • Tour the "Green Closet".
  • Finish Leaders #2 Assignment.
  • Take a Leadership questionnaire (See Related Links) and plot the lines to see if you have the ability to get along with people and to get a task done. There are no wrong answers, just answer the questions honestly.
  • There were 1 impoverished leaders, 1 authoritarian leaders, 3 socialite leaders, and 14 team leaders in the 2015 class.
  • Discuss different Leadership Styles (See Related Links).
  • Complete the Leadership Style Survey (See Related Links) that allows the class to discover if their style has more authoritarian, participative, or delegative features in it.
  • After the survey, there were 5 authoritarian leaders, 14 participative leaders, and 3 delegative leaders in the 2016 class.
  • Assignment - Leadership styles activity (See Related Files) working in groups of 2 - 4 people, complete the activity which allows students to explore when the three leadership styles should be used. Part II allows students to discover when in their lives the different leadership styles worked and when they did not work well.

Week 8 - Introduction to Leadership

Week 9 - Introduction to Leadership

  • Complete the Attitude Rx Matrix for display in the class (Hand-Out).
  • Assignment - Planner Grade. Each student planner will be collected and assigned a time management grade for marking period #1 (See Related Files).

Week 10 - Introduction to Leadership

  • Light & Lively #7 - The ABC's of Me. Each student will be given an 11 x 17 piece of white paper and they are to spell out their name vertically along the left hand side. After the letters of their first names, they will place an adjective that best describes them. After the letters of their last name, they will do the same. Each student will present 3 adjectives about themselves that they did not discuss in our opening presentations in Week #1 (See Related Files).
  • Vote on Speakers for Seminars #1 and #2 of the STAR Leadership Program.

Week 11 - Vision & SMART Goals

  • Discuss vision and why it is important for any leader to have vision (hand-out). Two steps to vision 1. See it in your mind and believe in it. 2. Make it reality.
  • Assignment - Vision activity. Individually on the worksheet provided to you create the following visions: 1. Where will the school district be in 5 years if there continues to be a population boom and full-day kindergarten??? 2. Where will you be in regards to education in 5 years??? 3. Where will you be in regards to your career in 10 years??? 4. Where will you be living in 10 years??? 5. What will your family status be in 10 years (married, single, children, care taker, etc.)??? 6. What are you grades going to be in the 1st, 2nd, 3rd, and 4th quarters??? 7. What is one vision/goal you have for work, a club, and activity, or a sport you are involved with??? 8. What is one goal you have for this school year??? 9. 11th graders, what is one goal you have before graduation??? 10. Make a list of 10 personal goals (in school, out of school) and rank them 1 - 10 with 1 being the most important (See Related Files).
  • Distribute completed work from Marking Period #1.

Week 12 - Are You a Leader & Teambuilding

  • Assignment - Are You a Leader? (See Related Files). This assignment is to be done individually and once you answer the first three questions, complete the case studies in bullet or paragraph form.

Week 13 - Teambuilding

  • Working with a random group of 5 - 6 students, you will begin to complete Light & Lively #3. You are to assemble a Rollercoaster made of pipe insulators that contains two loops and the marble must come to a "natural" stop as close to 5 seconds as possible.
  • Have a Great Thanksgiving!!!

Week 14 - Teambuilding

  • Finish and Test Light & Lively #3. The groups will get three test runs and the three times the marble stopped completely written down to see who stopped the marble closest to 5 seconds and to see who created the "best" rollercoaster. Check out the picture of the winning coasters (See Related Files). Congratulations to Michael Centolella, Kyle Tracy, Ciara Mitchell, Courtney Comenale, and Beth Bonin for building the winning Rollercoaster.
  • Using the textbook, the class will discuss the different roles that are developed within a team. These roles include the Team Leader, the Worker Bee, the Nurturer, the Analyzer, the Challenger, and the Mediator.
  • Assignment - Role ID. Once the rollercoaster activity is completed, this is to be done individually and it allows discovery of different roles in a team and what makes an effective and ineffective team (See Related Files).
  • Light & Lively #4 - Working in groups of 4 - 6, each group will create two boats made out of aluminum foil that will float on water and attempt to support the most amount of weight inside the boat. Once the group members create two boats, the group then has to decide which of the two designs they will use for a final test. The goal is the same for the group boat: to hold the most amount of weight. Each group boat will be tested in front of the class to see who created the most buoyant boat. The rules are below in the related files section (See Related Files).
  • Congratulations to for winning the team challenge (See Related Files).

Week 15 - Teambuilding & STAR Leadership

  • Congratulations to Mike Centolella, Garrett Coleman, Angela Rice, Ciara Mitchell, Julia Cody, and Michael Morabito for creating the winning boat (Boat #4) which held 66 rocks for first place!
  • Light & Lively #5 - Straw Structures. Working in teams of 4 - 6 members, the group using plastic straws and three feet of tape will construct the tallest straw structure they can with the materials given to them. The groups will be graded both on height and their role identification sheets (See Related Files).
  • Congratulations to the "Overachievers" - Angela Rice, Sydney Millard, Francisco Ruiz, Myles Ealey, David Ciciarelli, and Tyler Scarano who created a structure that was 107" high!!!

Week 16 - Teambuilding

  • Recommendations for next year's courses.
  • Assignment - After the boats are tested, each individual will complete the role identification for each group member with supporting evidence (See Related Files).
  • Complete the Straw Structure role identification sheet (See Related Files).
  • Have a Great December Break!!!

Week 17 - Communication

  • Discuss communication and what communication means in order to create a list of key words/phrases that describes communication (See Related Files).
  • Assignment - Using the list created in class, create a poster of what communication is and be ready for each member of the group to present a portion of the poster.
  • Finish & Present Communication Posters.

Week 18 - Communication Process

  • Finish Presenting Communication Posters.

  • Create Posters for the first two STAR Leadership Seminars.
  • Organize the first STAR Leadership seminar with assigning jobs and speaking to the sophomore English classes.

Week 19 - Communication Process

  • Finish Presenting Communication Posters.
  • Collect Planners (See Related Files)
  • Finish English Class Presentations for the STAR Leadership Program.

Week 20 - Regents Week

  • Good luck on any mid-terms and finals.

Week 21 - Communication Process

  • Assignment - Working individually, students will complete the "Communication Breakdown" assignment which involves identifying and improving real-life examples of communication breakdowns (See related files).

Week 22 - Communication Process

  • Discuss the difference between hearing and listening.
  • Assignment - Individually, students will brainstorm what the difference between listening and hearing is to them as a part of the communication process. This is to be done on a separate piece of 11x17 piece of paper. On the back of the paper, the students are to draw what listening is using the list they created on the front of their paper.
  • Finish Listening Poster and Present.
  • Enjoy Your Break!

Week 23 - Mid-Winter Break

  • Enjoy your Break!

Week 24 - Listening & STAR Leadership Program

  • Assignment - Listening Light & Lively #7 - This assignment involves creating a story that is appropriate for school involving any two key words. These key words are to be used frequently in the written story and they are used as commands to pass a popsicle stick to the left or right as the class is in a circle (See Related Files).
  • Complete Listening Activity based on the short stories created last week
  • Vote on Speaker Choices for Seminars #3 and #4 for the STAR Leadership Program.

Week 25 - Partner Presentation

  • Public Speaking will be introduced and an introductory packet (See Related Files) will be distributed. The cover page of the packet will be completed before the packet is discussed.
  • Create topics for the partner speech that will be 4 - 6 minutes in length. Once a topic is created, the class will vote on whether or not to speak on the topic. The topics will then immediately be assigned. The class will form random partnerships. List of topics can be found in the Related Files below.
  • Watch the Jim Valvano (former NC State men's basketball coach) speech he gave at the 1993 ESPY's and create a list of the positive presentation skills he displayed during the speech.
  • Assignment - working with your partner, review the partner presentation requirements and create an outline with the introduction, main body with 3 - 4 sub-topics, and a conclusion in outline form (See Related Files).

Week 26 - Communication Process & STAR Leadership

  • Present Speech #1 (Partner Speech) based on the rubric used by New York DECA for Public Speaking - Prepared (See Related Links).
  • Discuss website (See Related Links) regarding the stressors of public speaking and methods to overcome the stressors listed.
  • Discuss grading rubric that will be used for the 3rd marking period presentations (See Related Links). This is also the same grading method used by New York DECA for Public Speaking Prepared.
  • Create topics for the extemporaneous speeches that will be given in class. If the topic is approved, the creator of the topic will type it up on Word and print it for presentation (See Related Files).

Week 27 - Communication Process & STAR Leadership

  • Present Speech #1 (Partner Speech) based on the rubric used by New York DECA for Public Speaking - Prepared (See Related Links).
  • Using the worksheet (See Related Files), students will prep 10-minutes for their 2 - 3 minutes extemporaneous speech.
  • Present the extemporaneous speeches. The same rating sheet that was used for the first two rounds of speaking will be used for the extemporaneous speech. Once a topic is chosen at random, 10 minutes will be given as a prep period to generate a 2 - 3 minute speech.

Week 28 - Communication Process

  • Finish presenting extemporaneous speeches.
  • Begin work on Job Interview Project - General job interview questions (hand-out and see related link) will be distributed and groups of two will determine what role each will have and what job will they be interviewing for. In addition, answers will be reviewed for the following four questions that every interviewee will be asked: Tell me about yourself. What do you know about the company and/or job??? How to handle a difficult situation at work. Do you have any questions for me???

Week 29 - Communication Process

  • Discuss the "Ten Rules about Interview" (hand-out and see related link).
  • Practice the questions from the bank of 50 with your partner.
  • Enjoy Your Spring Break!

Week 30 - Communication Process

  • Based on the Job Interview Rubric (See Related Files), the class will begin conducting their Interviews in class.
  • Collect Planners (See Related Files).

Week 31 - Communication Process

  • Finish Job Interview Presentations.

Week 32 - Communication Process

  • Present the ABC's of Me Poster.

Week 33 - Communication Process

  • Assignment - Sales Demo Project. Students in teams of two will choose a product in which they want to attempt to sell to their partner using their persuasive skills (See Related Files).

Week 34 - Communication Process

  • Begin Presenting Sales Demo

Week 35 - Interviews

  • Present Interviews.

Week 36 - Final Project & Interviews

  • Watch "The Last Lecture" to discuss the final project for the course.
  • Begin work on final project (see related files).
  • Present Interviews.

Week 37 - How to Run a Meeting & Final Project

  • Introduce Meeting Project (See Related Files) and determine roles along with creating an adenda.
  • Write call to order, treasurer's report, old business, and one motion.
  • Continue to work on script; type and print.
  • Continue to work on Final Project.

Week 38 - How to Run a Meeting & Final Project

  • Final organization needs to be completed for the Meeting Project.
  • Present Meeting Projects.
  • Grade Planners for Final.
  • Continue Work on the Final Project.

Week 39 - Final Project & Senior Picnic

  • Last day to submit the Final Project.
  • Enjoy the Senor Picnic & Thank You for your effort in class this year!!!

Week 40 - Regents Weeks

  • Good Luck on any finals and enjoy your summer!!!

Additional Activities

  • Assignment - Individually, students will create their Speech #1. This speech is an Informational Speech designed to inform the class of something they did not know prior to this assignment (See Related Files).
  • Begin work on Persuasive Speech (See Related Files).
  • Create a survey for the class to take for the Persuasive Speech (See Related Files). The goal is to choose a "debatable" topic such as "Lowering the Drinking Age to 18" and persuade the class to agree with your viewpoint. A pre- and post-survey will be given to determine whether or not you changed any of the class' beliefs.
  • Using the Persuasive Speech packet, create an outline to be used for your topic.
  • Research the topic and time your speech in the library using your outline and survey as guides.