Leadership
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits and
will determine the characteristics necessary to be successful leaders.
Specific Objectives
 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 or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.95. Practicum in Fashion Design
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrate skills related to seeking and applying for employment to find and
obtain a desired job, including identifying job opportunities, developing a resumé and
letter of application, completing a job application, and demonstrating effective
interview skills;
(D) maintain a career portfolio to document work experiences, licenses, certifications,
and work samples; and
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(E) demonstrate skills in evaluating and comparing employment opportunities.
(3) The student implements advanced professional communications strategies. The student
is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations; and
(F) communicate with diverse individuals.
(4) The student implements advanced problem-solving methods. The student is expected to
employ advanced critical thinking and interpersonal skills independently and in groups.
(8) The student implements leadership characteristics in classroom and professional
settings. The student is expected to:
(A) employ leadership skills to accomplish collective goals;
(B) employ practices for effective working relationships, such as providing constructive
praise and criticism, demonstrating sensitivity to and value for diversity, managing
stress and controlling emotions; and
(C) conduct and participate in meetings using parliamentary procedure; and
(D) employ mentoring skills to inspire others.
Interdisciplinary Correlations
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.
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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.
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 a 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 the 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 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 leader’s name that comes to mind on the top of their handout
sheet.
 Present multimedia, “How to be a Team Player,” and lead the class in discussion. (Take
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
tell 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!
Leadership Play Book
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.
i. Together Everyone Achieves
More
1. What makes a good team?
2. Knowledge
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Every member within the group has
important information or skills to share.
Learning is a life-long process. We grow
as we learn.
i. Cooperation
1. All team members must work
together in harmony. Everyone
has a job to do to keep the
team operating smoothly.
ii. 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.
This lesson gives
introspective thought to
each student in order to
prepare him or her for the
rest of the activities in this
unit.
This presentation explains
qualities of leaders.
Students should write
down the notes from the
slides to keep in their
folders for reference.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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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 to talk about what students discovered 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 research an influential leader and write a 500 word essay on this person.
Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type 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
 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
Chief
Manager
Character
Boss
Mentor
Officer
Guide
Guru
Advisor
Direct
Head
Organizer
Punctual
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
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. MATERIALS NEEDED: Predetermined list designed by teacher, paper, and pencil.
c. 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. 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
was used when getting signatures.
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 him or her
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 ,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 the industry as possible. Your team will need to brainstorm and identify
one leader in business or the industry for each piece of candy at your table. You will
need to list the company and the 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!
a. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and 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, but it is
your option.)
NOTES:
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Influential Leaders Report
ASSIGNMENT: Research a leader in the fashion industry that 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 society on the local, national or international level
Background
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.
 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 school assembly
 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 the 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.
 Organize a senior breakfast
 Host a pizza party
 Organize a chili cooking contest
 Plan a progressive dinner
 Plan a 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.
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