ALEX Lesson Plan

     

What Makes a Leader?

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  This lesson provided by:  
Author:Rebecca Sas-Winnicki
System: Huntsville City
School: Jones Valley Elementary School
  General Lesson Information  
Lesson Plan ID: 33458

Title:

What Makes a Leader?

Overview/Annotation:

In this lesson, students will learn about various leadership qualities and historical American leaders. Each student will research an American leader of their choice and create a presentation about their life and impact on our country using the iPad app Educreations. Students will then participate in a class discussion about their thoughts on the researched leaders and how they can show leadership in their everyday lives. 

 Associated Standards and Objectives 
Content Standard(s):
Character Education
CE (1995)
Grade: K-12
1 ) Courage

Character Education
CE (1995)
Grade: K-12
2 ) Patriotism

Character Education
CE (1995)
Grade: K-12
3 ) Citizenship

Counseling and Guidance
CG (2003)
Grade: K-12
33 ) A:C1.5 - understand that school success is the preparation to make the transition from student to community member

English Language Arts
ELA2015 (2015)
Grade: 2
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.27- Participate in research projects.


English Language Arts
ELA2015 (2015)
Grade: 2
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

English Language Arts
ELA2015 (2015)
Grade: 2
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.30- Ask and answer questions about a text read aloud or information presented orally through other media.


English Language Arts
ELA2015 (2015)
Grade: 2
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.31- Ask or answer questions about information presented orally.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
  • Describe national celebrations, including their significance and democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Teacher Vocabulary:
  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments
Knowledge:
Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument
Skills:
Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Understanding:
Students understand that:
  • There is an importance and impact of national historic figures and celebrations.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.2- Describe the significant national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will find and collect information about a specific topic using a digital tool.
  • will use key words in a search engine to find information out about a specific topic.
  • will use search techniques, such as using a + sign or quotations, to make the search more specific.
Teacher Vocabulary:
  • video
  • text
  • image
  • webpage
  • ebook
  • search engine
  • key words
  • phrases
Knowledge:
Students know:
  • search engines use key words and phrases to find specific information.
  • devices give access to many different forms of information.
Skills:
Students are able to:
  • choose and type key words and phrases into a search engine that results in specific information pertaining to a topic when given support and guidance from an adult.
  • use + symbol which combines to words/phrases and quotation marks which tell the search engine to look for an entire phrase.
  • find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video.
Understanding:
Students understand that:
  • a search engine will find specific resources and information for you based on key words.
  • answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
  • one can focus a search by using the + symbol and quotation marks around words or phrases one wishes to search for as a whole.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will create and edit multi-media projects with digital tools.
Teacher Vocabulary:
  • video
  • audio
  • record
  • text
  • digital
  • multi-media
Knowledge:
Students know:
  • devices can record pictures, drawings, videos, audio and text.
  • programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text.
Skills:
Students are able to:
  • type, record audio and video, and draw in a digital environment.
  • organize text, audio, video, and or drawings in a digital environment.
  • record their learning into a digital device using video, text, and/or pictures/drawings.
Understanding:
Students understand that:
  • they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
  • because the work has been done in a digital environment, it can be easier to edit.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
12) Conduct basic keyword searches to gather information.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will determine the right key words to use in a search about a topic.
  • will use the plus (+) sign in searches so that all my words are searched or the minus (-) sign to exclude words from my search.
  • will use quotation marks around words or a phrase so that that exact set of words is searched.
Teacher Vocabulary:
  • search engine
  • quotation marks
Knowledge:
Students know:
  • a search engine searches exactly what you type.
  • a search engine may only produce search results for one or some of your keywords.
  • using a plus (+) sign between words tells the search engine to search for all of the words and using a minus (-) sign before a word will exclude that word from your search.
  • putting quotation marks around a set of words or a phrase tells the search engine to keep those words together in a search.
Skills:
Students are able to:
  • state important key words that pertain to a topic
  • use the plus (+) sign to tell the search engine to search for both words in a resource and use a minus (-) sign before a word to remove it from your search.
  • use quotation marks around a phrase to communicate to the search engine that they want that phrase to be found with the words in that order.
Understanding:
Students understand that:
  • search engines have to be told exactly what to search.
  • a search engine will search each word separately unless it is told it to search for a phrase or multiple words or to exclude words.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
13) Create a research-based product using online digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will collect, organize, and show what was learned about a topic using a digital tool.
Teacher Vocabulary:
  • online
Knowledge:
Students know:
  • information can be gathered about a topic using a digital tool.
  • information can be organzied about a topic using a digital tool.
  • how to use an appropriate online digital tool to present information about a topic.
Skills:
Students are able to:
  • research about a topic.
  • collect information about a topic.
  • organize and display what they learned using an online digital tool.
Understanding:
Students understand that:
  • An online digital tool can be used to organize and display information and ideas.

Local/National Standards:

 

Primary Learning Objective(s):

  • Students will define the term leader.
  • Students will identify several leadership qualities.
  • Students will choose an American leader to research through books and technology.
  • Students will collect facts and information about their leader in order to create a presentation on Educreations.
  • In a class discussion, students will relate the leadership qualities to their own lives and explain how they can model these behaviors in order to cultivate positive character traits in themselves and those around them.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

  • If students do not each have a device, tablets, laptops or other types of devices need to be checked out.
  • Make sure to have the necessary tables or counter space available for research centers.

Technology Resources Needed:

  • iPads are necessary for this lesson. If each student does not have their own iPad, make sure to reserve some from your school in advance. If there are not enough iPads for each student to have their own, create research centers for students to use. Laptops can also be used to supplement the number of devices in the research centers.
  • Educreations app

Background/Preparation:

  • Students must be familiar with the Internet.
  • Teacher should have pictures and information of famous American leaders to present to the class during the opening phase of the lesson so the students can better recognize the leaders being discussed. 
  • Each iPad should have Educreations downloaded on it.
  • The teacher should be familiar with Educreations in case students have questions or need help.
  • The books and laptops for the research centers need to be checked out from the school prior to the lesson.
  Procedures/Activities: 

Introduction:

  • Open the lesson by asking the students the following questions, scaffolding, redirecting, and supplementing when necessary. Write their answers on the chalk or dry erase board. Treat this as a class brain-storming session.

What is a leader?

What does it mean to be a leader?

What are some leadership qualities?

Why are these qualities so important to have?

  • After thoroughly discussing leadership qualities (such as honesty, vision, charisma, intelligence, creativity, passion, loyalty, persistence, driven, ability to inspire, courageous, confident, ability to inspire, etc.), locate pictures of a few well-known American leaders, such as Martin Luther King, Jr., Ben Franklin, Rosa Parks, and John F. Kennedy. Discuss their accomplishments, the impact they had on our country, and the leadership qualities that they possess.
  • Ask students if they can name any American leaders. Create a list of their answers.
  • Ask students to compare the leadership qualities with the names of leaders they listed. Ask students if each of the leaders possess those qualities.

Middle:

  • Hand out a rubric to the students and explain that they will pick an American leader to research, learn, and gather information about. Give them between five and ten minutes to decide which leader to choose.
  • Let the students spend around 35 minutes doing research on their leader.
  • Let the students spend around 60 minutes creating their Educreations presentation.
  • After the students have finished their presentation, have them share it to the class Edmodo website.

Closing:

  • Have students move to a rug and sit in a circle. Discuss what the research portion of the project was like.
  • Ask students why leadership at all levels is so important (local community, state, and nation).
  • Go around the circle and have each student tell the class the name of the leader they researched and something interesting they learned about them.
  • Discuss how everyone can be a leader and practice leadership qualities in their day to day life.
  • Ask the students how they can model behavior like the leaders they researched. What can they do to encourage others to act as leaders also?

  Assessment  

Assessment Strategies

This lesson can be assessed through a rubric or checklist.

Acceleration:

 

Intervention:

If you feel that some of your students will need extra preparation before or extra assistance after the lesson, you can spend one-on-one time with the students, as well as place them in a small group to further discuss the American leaders and leadership qualities in depth.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.