Title of Unit: The Basics of Politics Title of Lesson: Leadership Submitted By: Martha Rendon

A. Summary of the Lesson Plan: This lesson will be to introduce the students to what a leader is. Students will be able to identify good and bad qualities of a leader and give examples of national and local leaders. B. Target Population: Grade Level: 5th grade Skill Level: all skill levels Grouping: Whole group for step 1-3, table groups step 4, whole group step 5, table groups step 6, shoulder partners step 7, table groups steps 8 and 9, whole group closure C. Materials: Different colored markers (blue and red) Chart paper D. Objectives: o NV State Social Studies Standards o C15.5.1 explain the qualities of a leadership.

Student-Friendly Standards C.15.5.1 I can explain and discuss what leadership means and give examples of leadership.

E. Procedure: 1. TW prompt the question to students, How many of us have heard of leadership? 2. TW explain that leadership is a group/body of people that lead others. 3. TW ask students What are some qualities of a leader? Lets talk to our table groups and come up with some ideas. 4. TW allow each table group to share the ideas that they came up with (ex. Good communicator) and write it on chart paper. 5. TW ask students, What do we think a leader should not do? Lets come up with a list with our table groups. 6. TW allow each table group to share the ideas that they came up with (ex. A leader should not lie) and write it on the chart paper in a different color. 7. TW then pose the question (which should be obvious for most students) Who is the leader of our country? Talk to your shoulder partner and give reasons why you think

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: The Basics of Politics Title of Lesson: Leadership Submitted By: Martha Rendon

you are correct. (A teacher may hear Obama is our leader. He is the president and the president is the leader of the country.) 8. TW then have students talk in their groups about other leaders that the students can think of besides the leader of our country. (They may name the principal as the leader of the school.) 9. SW then share with the teacher the examples they came up with as a group. 10. CLOSURE: Today, we learned about leaders, along with good and bad qualities that they could possess. I want you to share with someone, not in your table group, what you learned today. (Stand up, hand up, pair up!) F. Assessment: What will you use to measure student understanding? I will be using student discussions and class participation to measure student understanding. Explain how you will know students understand the concepts from the lesson. I will be walking around the room during discussions and during the paired activity for the closure to listen in to discussions. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part about this lesson will be to get the students thinking about the word leadership and working with their groups to come up with ideas. 2. Which part will be most challenging for you to teach? I dont think I would run into a challenging component for this lesson. 3. How will you follow up or extend this lesson? I would want to have R.A.F.T. as the Role being a leader (can be one of the leaders used that were shared in step 8, Audience being the leaders followers, Format can be a letter and the Topic can be a natural disaster or national emergency. 4. What will you do for students who dont grasp the concepts? I would provide additional probing for the students who may be struggling with grasping the concept. I will be walking around asking additional questions to each group of students and allowing for one-on-on help for those students who may need it. 5. Which part of the lesson, if any, do you think might need to change?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The Basics of Politics Title of Lesson: Leadership Submitted By: Martha Rendon

I would like to add more teamwork to allow students to bounce ideas off of each other, which would lead to further learning. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan was starting the lesson plan. Once I got a general direction of where I wanted the lesson to go, it became easier.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3