Leadership
Practicum in Information Technology
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits and
determine the characteristics necessary for 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.
• 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 or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Information Technology
130.280 (c)
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and demonstrate positive work behaviors that enhance employability and job
advancement such as regular attendance, promptness, attention to proper attire,
maintenance of a clean and safe work environment, appropriate voice, and pride in
work;
(B) identify and demonstrate positive personal qualities such as flexibility, openmindedness, initiative, listening attentively to speakers, and willingness to learn new
knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
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(F) demonstrate leadership skills and function effectively as a team member; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
(3) The student applies academic knowledge and skills to research and develop projects. The
student is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques
consistent with information technology industry standards.
(5) The student creates a technological solution for a problem in the field of information
technology. The student is expected to:
(A) apply critical-thinking strategies to develop a solution using appropriate technologies
and resources, information technology concepts, and industry standards;
(B) apply decision-making techniques to the selection of technological solutions; and
(C) explain how the proposed technological solution will resolve the problem.
(6) The student designs, creates, and implements a product or service that addresses a problem
in the field of information technology and incorporates the solution. The student is expected
to:
(B) develop a product or service that meets a specified need following a problem-solving
strategy;
(C) identify areas where quality, reliability, and safety can be designed into a product or
service;
(E) develop a sustainability plan for the product or service;
(F) develop an evaluation method for analyzing the effect of the product or service on
client satisfaction and problem resolution; and
(G) develop a project portfolio that documents the research and development process.
(7) The student creates a personal portfolio. The student is expected to:
(A) create a portfolio that documents all projects and accomplishments such as
academics, volunteer experience, employment experience, awards, and certifications;
(B) organize and prioritize information within the portfolio; and
(C) use written, verbal, and visual communication techniques consistent with information
technology industry standards.
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Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
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).
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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 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.
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 minutes).
• Present multimedia: “Leadership Play Book,” and have students take notes. (About 15
minutes).
• Show “Leaders in the World.”
• Go around the room and ask students to share the leader’s name they wrote down and
why they chose that person. How many students chose the same person?
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Outline
MI
OUTLINE
NOTES TO TEACHER
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!
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.
Leadership Play Book
1. Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
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Outline
MI
OUTLINE
Every member within the group has
important information or skills to share
Learning is a life-long process. We grow
as we learn
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.
NOTES TO TEACHER
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.
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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 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 time frame. Note: there are a couple of activities that
may be used as sponge activities. It is suggested that these forms and 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 current programming languages.
• Students will develop their own programming languages and create a multimedia
presentation for the class.
• 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.
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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
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
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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
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C
T
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A
B
Z
S
P
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T
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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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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, 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. 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 activity could be different 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, 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.
g. 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.
h. MATERIALS NEEDED: Paper, pencil, Internet, and 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!
i.
j.
After the time allotted has expired, (suggested time is 15-20 min.) have each
team share their answers with the class. Discuss. Eat the candy as a reward!
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. “Develop Your Own Programming Language”
k. Divide the class into teams, using your chosen method.
l. Team members will work together to create a new programming language. (This may
take the better part of a class period, but allow time to discuss the results.)
m. Each team will create a presentation for the class.
n. MATERIALS NEEDED: Computer with Internet access, printer, digital camera, craft
supplies, computer programming software
DIRECTIONS TO STUDENTS: Your team will research and design a new computer programming
language. A computer programming language is a synthetic language that gives instructions to
computers. This project challenges you to create your own language and develop a
presentation for your class. Within the presentation you should also address the following:
1. What basic qualities do all programming languages share?
2. What are the most common programming languages currently in use?
DISCUSSION: Have each team present their “language” and tell the class its purpose and name.
Ask students to relay what steps they took, problems encountered, etc.
NOTES:
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Influential Leaders Report
ASSIGNMENT: Research a leader in the IT 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, and 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 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 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
• 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 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 teams.
Have students enter the contest to guess the baby picture “match” up.
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