Leadership
Practicum in Animation
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and will
determine the characteristics necessary of successful leaders.
Specific Objectives
• 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.
This lesson should take 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.
130.111. Practicum in Animation.
(c) Knowledge and Skills
(2) The student applies academic knowledge and skills in production projects. The student is
expected to:
(A) apply English language arts knowledge and skills by consistently demonstrating use of
content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and
edit documents; and composing and editing copy for a variety
of written documents such as scripts, captions, schedules, reports, manuals, proposals, and
other client-based documents; and
(B) apply mathematics knowledge and skills in invoicing and time based mathematics by
consistently demonstrating knowledge of arithmetic operations and applying measurement
to solve problems.
(3) The student implements advanced professional communications strategies. The student is
expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and style;
(B) formulate, analyze, and organize oral and written information;
(C) formulate, analyze, interpret, and communicate information, data, and observations;
(D) create and present formal and informal presentations;
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(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
(4) The student implements advanced problem-solving methods. The student is expected to:
(A) employ critical-thinking skills, including data gathering and interpretation independently
and in teams; and
(B) employ interpersonal skills in teams to solve problems and make decisions.
(5) The student implements advanced technology applications and processes. The student is
expected to:
(A) use technology applications such as social media, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for animation projects; and
(B) use processes such as personal information management, file management and file
sharing.
(8) The student implements leadership characteristics to student organizations and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles
of leaders within organizations, exhibit problem-solving and management traits, describe
effective leadership styles, and participate in civic and community leadership and teamwork
opportunities to enhance skills;
(B) employ teamwork and conflict management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive praise
and criticism; demonstrate sensitivity to and value for diversity; and manage stress and
control emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; prepare for and conduct meetings to achieve objectives
within scheduled time; produce meeting minutes, including decisions and next steps; and
use parliamentary
procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
(9) The student implements ethical decision-making and complies with laws regarding use of
technology. The student is expected to:
(A) exhibit ethical conduct related to providing proper credit for ideas and privacy of
sensitive content;
(B) discuss and apply copyright laws in relation to fair use and acquisition, trademark laws,
personal privacy laws, and use of digital information by citing sources by using established
methods;
(C) model respect of intellectual property when manipulating, morphing, and editing
graphics, video, text, and sound;
(D) demonstrate proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet; and
(E) analyze the impact of the animation industry on society, including concepts related to
persuasiveness, marketing, and point of view.
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(11) The student employs effective planning and time management skills to enhance productivity.
The student is expected to:
(A) employ effective planning and time management skills to complete work tasks; and
(B) use technology to enhance productivity.
(18) The student develops an understanding of appropriate interview strategies in professional
contexts. The student is expected to:
(A) employ appropriate verbal, nonverbal, and listening skills;
(B) use clear and appropriate communications to convey skill set to others;
(C) understand and apply federal laws regarding lawful employment interviews; and
(D) identify and use appropriate strategies for dealing with differences such as gender,
ethnicity, and age.
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
• Students will complete all note sheets per the multimedia presentations.
• Students will complete assigned activities.
• Students will participate in group discussions and class activities.
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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 famous leaders handy to refer to during lecture.
• Identify a personality test from the Internet, or another source, for students to take before
completing activities.
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)
Introduction
Learner Preparation
•
•
•
•
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
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Lesson Introduction
•
•
•
•
•
•
Have students write a technology or animation 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. (Take about 1520 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 tell
why they chose that person. How many students chose the same person?
Ask the students why an animator would need to be a team player. Ask them what the
leadership role would be when producing an animated film.
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Outline
MI
Outline
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
How to be a Team Player
Are you sensitive when your friend
has personal problems?
Are you on time when you are
supposed to meet friends?
Do you offer support or offer to find
someone who can help?
Do you accept your friends as they
are?
Are you excited for your friends
when something good happens to
them?
Do you eagerly lend a helping hand?
If you answered, “yes” to the
questions then you are on your way
to being a great teammate!
NOTES TO TEACHER
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 him or her for the rest
of the activities in this unit.
Leadership Play Book
1.
Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
Every member within the group
has important information or
skills to share.
This presentation explains
qualities of leaders. Students
should write down the notes from
the slides to keep in their folders
for reference.
Learning is a life-long process.
We grow as we learn.
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ii. Cooperation
1. All team members
must work
together in
harmony.
Everyone has a job
to do to keep the
team operating
smoothly.
iii. Flexibility
1. It is important for
all team members
to be able to
adjust their ideas
and to be able to
set their opinions
aside in order to
achieve the goal
the team is
pursuing.
Multiple Intelligence Guide
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
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Application
Guided Practice
The teacher will present the multimedia presentations and lead a class 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 debriefing exercise to discuss what students learned about themselves.
There are numerous activities in this unit. The order in which the activities are completed is up to
the discretion of the teacher. It is suggested that the activities be broken up so that they are all
completed within the recommended timeframe. Note: there are a couple of activities that may be
used as sponge activities. It is suggested these forms and the activities be kept in the students’
folders for later evaluation and to be used in the event a student should decide to run for club
office.
Independent Practice
• Students will work as a group to complete each activity.
• All work is to be done in class, so the teacher can check for understanding.
• Students are strongly encouraged to take ownership of this activity and establish time
management skills for completing activities on time.
• Students should strive to produce the highest quality product.
• Students may be required to present any of the following activities to the class: "Marooned,"
"Who Did It,” "Take Me To Your Leader," "Characters in a Bag," “Influential Leaders,” and
“Character Traits.”
Summary
Review
• There are different personality categories and everyone fits into at least one of them.
• It is helpful to know what type of 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.
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Evaluation
Informal Assessment
• Teacher monitors during activities to check for understanding.
__________________________________________
Formal Assessment
• Daily grades on class participation, completed activities, presentation, and essay.
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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
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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Name:
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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__________________
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IN-CLASS 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,
by all means feel free to add your own “spin” 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 students 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: Predetermined 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. The group is marooned in a snowbound cabin for a weekend with only enough
battery power to play one DVD on their computer. Depending on how many
students are on each team, have team members list an animation they would bring
with them if they knew there was a chance they would be stranded. They must then
discuss the films and select ONE FILM 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 FILM.
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 final film 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 the animation field or in computer
technology 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,fFood, and transportation. (You may want to allow more time,
but it is your option.)
NOTES:
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4. “Character 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 stop-motion character 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, Q Tips, 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 stop-motion character that could be used in animation.
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 character and
determining how it would be used in a film. The character must be a living
being with a body, head and legs.
f.
DISCUSSION: Have each team present their “character” and tell the class its
backstory 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 character 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 in animation you admire. Type a report with a minimum of 500
words and include the following:
•
•
•
•
•
•
•
Accomplishments this person has made
Contributions he or she has made to the animation industry on the local, national or
international level
Background
Innovations, inventions and discoveries
Personal triumphs and awards
List of films
Education
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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 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
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Maintain a community bulletin board
Visit senior citizens in their homes or nursing homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior citizens’ home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school. Great for football or basketball team.
Have students enter the contest to guess the baby picture “match” up.
Video Game night after school
Anime Night
Class meets up at the local theater for opening nights of new movies
Enter Texas State UIL animation contest
Enter other animation contests
Create animations for the school scoreboards
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