Leadership
Practicum in Interior Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and they will
determine the characteristics necessary of successful leaders.
Specific Objectives
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Students will demonstrate skills necessary for leadership.
Students will explain what people look for in a leader.
Students will evaluate leadership roles.
Students will determine the type of leader they want to be or want to follow.
Time
This lesson should take approximately six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Practicum in Interior Design
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130.45(c) Knowledge and skills.
o (10) The student exhibits employability skills that lead to job success in the housing,
furnishings, and equipment industries. The student is expected to:
(C) Demonstrate positive interpersonal skills, including conflict resolution,
negotiation, teamwork, and leadership;
(D) Evaluate the relationship of good physical and mental health to job success
and achievement;
(F) Demonstrate appropriate business and personal etiquette in the workplace;
and
(G) Exhibit productive work habits and attitudes.
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Interdisciplinary Correlations
Reading I, II, III
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110.47(b) Knowledge and skills.
o (2) The student acquires an extensive vocabulary through reading and systematic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing; and
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies.
o (4) The student comprehends texts using effective strategies. The student is expected to:
(D) Summarize main texts by identifying main ideas and relevant details.
o (7) The student reads with fluency and understanding in increasingly demanding and
varied texts. The student is expected to:
(A) Read silently or orally such as paired reading or literature circles for sustained
periods of time.
Public Speaking I, II, III
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110.57 (b) Knowledge and skills.
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
o (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The
student is expected to:
(A) Analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches.
o (6) Style. The student develops skills in using oral language in public speeches. The
student is expected to:
(D) Use informal, standard, and technical language appropriately.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(E) Interact with audiences appropriately.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Interior Designers
O*Net Number: 27-1025.00
Reported Job Titles: Certified Kitchen Designer, Color and Materials Designer, Commercial Interior
Designer, Decorating Consultant, Designer, Director of Interiors, Interior Design Consultant, Interior
Design Coordinator, Interior Design Director, Interior Designer
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Tasks
 Confer with client to determine factors affecting planning interior environments, such as budget,
architectural preferences, and purpose and function. See more occupations related to this task.
 Advise client on interior design factors such as space planning, layout and utilization of
furnishings or equipment, and color coordination. See more occupations related to this task.
 Coordinate with other professionals, such as contractors, architects, engineers, and plumbers, to
ensure job success. See more occupations related to this task.
 Review and detail shop drawings for construction plans. See more occupations related to this
task.
 Estimate material requirements and costs, and present design to client for approval.
Skills
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Active Listening
Speaking
Reading Comprehension
Service Orientation
Social Perceptiveness
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture.
Instructional Aids
 Student handouts.
 Multimedia presentations.
Materials Needed
 Copies of all activities in this unit.
 Incentives (individually packaged candies).
Equipment Needed
 Teacher computer.
 Projector for digital presentation.
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Introduction
The purposes of this lesson are to help students demonstrate skills necessary for leadership; and
evaluate leadership roles.
Learner Preparation
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Ask students what they look for in a leader?
Ask what positive skills and negative skills attract or sway them from others?
Ask students if they have held leadership positions and if so, which type?
Hand out Student Notes sheets.
Learner Tasks
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Students will complete all note sheets per the multimedia presentations.
Students will complete assigned activities.
Students will participate in group discussions and class activities.
Lesson Introduction
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Have students write a leader’s name that comes to mind on the top of their handout sheet.
Present multimedia, “How to be a Team Player,“ and lead class in discussion. (Takes about 15-20
min.)
Present multimedia, “Leadership Play Book,” and have students take notes. (About 15 min.)
Show “Leaders in the World.”
Go around the room and ask students to share the leader’s name they wrote down and explain
why they chose that person. How many students chose the same person?
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Outline
MI
Outline
I.
How to be a Team Player
II.
Are you sensitive when your friend has personal
problems?
III.
Are you on time when you are supposed to meet
friends?
IV.
Do you offer support or offer to find someone who can
help?
V.
Do you accept your friends as they are?
VI.
Are you excited for your friends when something good
happens to them?
VII.
Do you eagerly lend a helping hand?
VIII.
If you answered, “Yes” to the questions then you are on
your way to being a great teammate!
I.
Leadership Play Book
II.
Together Everyone Achieves More
A. What makes a good team?
1. Knowledge
2. Cooperation
3. Flexibility
4. Common Goals
5. Dedication
6. Planning
7. Effort by All
8. Effective Leaders
B. Team Players Become Leaders
C. Summary
Instructor Notes
Show How to be a Team
Player presentation.
The purpose of this
activity is to
demonstrate to
students that
compassion is a
necessary quality of a
great leader. Often,
students choose their
school or team leaders
by how popular or
smart they are, without
considering that anyone
with the qualities in this
presentation would
make a good leader.
This lesson is to give
introspective thought
to each student in order
to prepare them for the
rest of the activities in
this unit.
Show Leadership Play
Book presentation.
This presentation
explains qualities of
leaders. Students
should write down the
notes from the slides to
keep in their folders for
reference.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead the class in discussion during each one.
Students will take the personality test and will self-grade to get the results. The teacher will lead the
class in a discussion. There are numerous activities in this unit. Once this test has been done, the order
in which the activities are done is up to the discretion of the teacher. It is suggested that they be broken
up so that they are all completed within the time frame. Note: there are a couple of activities that may
be used as sponge activities. The teacher will then hand out all other handouts and the class will discuss
them. It is suggested these forms and the activities be kept in the students’ folders for testing and use in
the event a student should decide to run for club office.
Summary
Review
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There are different personality categories and everyone fits into at least one of them.
It is helpful to know what type a personality a person has in order for them to work with others
on a team.
Personality surveys are helpful for use in clubs and other organizations.
Leaders play a dual role when faced with responsibility.
Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
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Teacher monitors during activities to check for understanding.
Formal Assessment
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Daily grade on desk assignments; grade on essay; test grade over material
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Name____________________________ Date______________________ Class____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Chief
Manager
Character
Boss
Mentor
Officer
Guide
Guru
Advisor
Direct
Head
Organizer
Punctual
Control
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DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may use a
letter more than once ONLY IF it appears more than once.
LEADERSHIP
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INCLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions,
feel free to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their
current age. (Answers will vary, but here are a few to get you started: played a team
sport; played an individual sport; travelled to another country; planted a tree; rode an
elephant; rode on a hot air balloon; etc.) The number of opportunities should match the
number of students in your class. Give each student a copy of this list and have them go
about the room, getting signatures on each activity as it applies to members of the class.
Allow about 10 minutes, and then see if anyone was able to get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is how
groups are established. Ask if anyone found out something about a classmate they did
not know before taking part in this activity. Also ask the group if they had trouble
getting their list filled out in 10 minutes. Discuss how this could be changed if a team
effort were to be used when getting signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper, and pencil.
NOTES:
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2. “Marooned” Intended to be used after the multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many students are on
each team, have each team member list an item they would bring with them if they
knew there was a chance they would be stranded. They must then discuss the items and
select ONE ITEM per team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the
ONE ITEM.
e. EXTENSION: have students hypothesize how life would be different with only the items
the entire group brought with them to the island. Point out that the key to a successful
operation is COMMUNICATION! If all groups were allowed to communicate with each
other, the items could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: paper, pencil, and whiteboard or poster board and markers.
NOTES:
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm, and identify various
leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group
will need. (DO NOT disclose the objective of this lesson yet!) The leaders will need
to get the amount they think they will need and take the candies to their groups.
DO NOT LET THEM EAT THE CANDY! When all teams are ready, decide how much
time you want to allow, and then give them the student directions.
b. MATERIALS NEEDED: Paper/pencil, Internet, assorted candy (miniature bars, individual
packages, etc.)
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as many
leaders in business and industry as possible. Your team will need to brainstorm
and identify one leader in business or industry for each piece of candy at your
table. You will need to list the company and leader associated with it. At the end
of the allotted time, your team will have to forfeit any candy that does not
correspond to a name on your list!
c. After the time allotted has expired, (suggested: 15-20 min.) have each team share their
answers with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and/or he or she must still be
alive. (This makes it a little tougher)
ii. Divide the requirements into categories, such as: retail, sports, technology,
entertainment, food, and transportation. (You may want to allow more time.)
NOTES:
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4. “Product in a Bag” This product always allows for an interesting discussion!
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their paper bag
within the allotted time period. (This may take the better part of a class period, but
allow time to discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. MATERIALS NEEDED: Paper bags (one per team); the following items are suggestions,
but are not limited to: small paper plates, paper cups, balloons, pipe cleaners, cotton
swabs, paper clips, tape, sequins, cotton balls, scissors, a couple of markers, string or
yarn, drinking straws, construction paper, paper strips, etc.
DIRECTIONS TO STUDENTS: Your team will take the contents of this paper bag
and will make a product that could be sold to customers. You will need to use
all of the materials in the bag and may not add anything that is not supplied.
You are responsible for naming the product and determining how it would be
used in the marketplace.
f.
DISCUSSION: Have each team present their “product,” and tell the class its purpose and
name. Ask students to relay what steps they took, problems encountered, etc.
g. ALTERNATIVE DIRECTIONS: Have students write a jingle about their product or
personalize the product to your school.
h. Note the number of groups who use the bags as part of their product!
NOTES:
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Influential Leaders Report
ASSIGNMENT: Research a leader you admire. Type a report with a minimum of 500 words, and include
the following:
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Accomplishments this person has made;
Contributions he or she has made to society on the local, national or international level;
Background; and
Personal triumphs.
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CHARACTER TRAITS OF A GOOD LEADER
DIRECTIONS: Brainstorm with your partner and develop a list of traits. Then be ready to share with the
class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas.
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Organize an alumni chapter.
Show movies, films, videos, etc. during lunch.
Present awards to students who deserve recognition at an assembly on campus.
Be responsible for an entire assembly at school.
Set up a student ethics committee.
Work for improved school attendance.
Hold an Achievement Day.
Present a Teacher of the Month award.
Recognize teachers on their birthdays.
Build a student lounge out of unused space.
Improve the school library.
Paint the hall.
Serve on principal’s advisory committee.
Clean trophy cases and polish trophies.
Conduct tours of the school for incoming freshmen.
Plan activities for Crime Prevention Week.
Host an awards breakfast or luncheon each quarter/semester during the year.
Host a birthday breakfast for teachers once a month.
Plan an activity to welcome new teachers in the fall.
Plan a Yearbook Signing Party.
Host a father/daughter or mother/son lunch, tea, brunch, etc.
Senior breakfast.
Pizza party.
Chili cooking contest.
Progressive dinner.
Scavenger hunt; include food for a local pantry on the list and donate what is collected.
Sponsor a Career Day.
Invite a guest speaker each month to talk about careers during lunch.
Sponsor tours of local college campuses.
Arrange tours of major businesses in the area.
Plant a tree to honor a community leader, veterans, or a distinguished citizen.
Participate in a Toys for Tots campaign.
Spend time with children at a shelter or orphanage.
Entertain children while parents vote.
Entertain children during open house at your school.
Maintain a community bulletin board.
Visit senior citizens in their homes or nursing homes.
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Clean up roadsides and parks.
Collect books, magazines, etc. for a senior citizens’ home.
Set up a clothing drive.
Plan a food drive at Thanksgiving, Christmas, or Easter.
Walk dogs for the animal shelter.
Sponsor a baby picture contest at your school. Have students enter the contest to guess the
baby picture “match” up.
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