Leadership
Printing and Imaging Practicum
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
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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.
Students will demonstrate skills necessary for leadership by working in groups to develop a
new programming language.
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.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(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.
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
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(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management
traits, describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals; and
(E) employ mentoring skills to inspire and teach 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) The student uses 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
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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.
Students will determine the type of leader they want to be or want to follow.
Accommodations for Learning Differences
Lessons must 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).
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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.
 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 presentations)
Introduction
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.
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 class in discussion. (Take about 1520 min.)
 Present multi-media, “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
NOTES TO TEACHER
How to be a Team Player
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. “Yes” to the questions? Then you’re on
your way to being a great teammate!
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. Learning is a lifelong process. We grow as we learn.
ii. Cooperation
1. All team members must work
together in harmony.
iii. Flexibility
1. Team members must be able to
adjust their ideas and set their
opinions aside in order to achieve
the goal the team is pursuing.
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.
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 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 completed 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. It is suggested these forms and the activities be kept in the students’
folders for testing and used in the event a student should decide to run for club office.
Independent Practice
 Students will research an influential leader or innovator in printing and imaging (past or
present), then 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 a person’s personality type 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
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M
D
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R
E
C
T
U
A
B
Z
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P
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A
L
D
W
E
L
B
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N
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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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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 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. MATERIALS NEEDED
Pre-determined 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. 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.
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 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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4. “1000 Words”
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a story using only images. The story must
have a beginning, middle and an end. (This may take a week to gather images, add
typesetting, and create completed PDF file.)
c. Have each team present their story via computer or projector to the class.
d. MATERIALS NEEDED: Cameras or camera phones, computers with industry standard
photo editing and desktop publishing software, teacher’s computer and projector.
DIRECTIONS TO STUDENTS: “A picture is worth a thousand words,” so the saying goes.
Your team will take original photographs and create a short story. Of course the story will
need to have a beginning, middle and an end. You will need to create a PDF file with all the
images in their proper order as well as a title page. Every team member will also present
the story to the rest of the class.
e. REQUIREMENTS:
i. Title page (with photo authors listed)
ii. Credits page (with list of which team member did what job, team leader, etc…)
iii. 48 images (at least) ALL IMAGES MUST BE THE STUDENTS’ ORIGINALS!
iv. Each student must contribute at least 10 original images to the story.
v. Each image should have the photographer’s name listed, as well as the time and
date the image was taken.
vi. 4 images (at least) must be enhanced or edited with photo editing software.
vii. The story should have 3 acts; beginning, middle and end. (Optional) These can
be designated by a special page showing the name of the act and any subtitle it
may have.
viii. A PDF file must be created for the story with the images in the proper order.
NOTES:
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Influential Leaders Report
ASSIGNMENT
Research a leader or innovator in the Printing and Imaging 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
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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 our 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 and daughter or mother and 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
Maintain a community bulletin board
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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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