What is Leadership?

OBJECTIVE: Students digest what the word leadership means in relationship to male and female leadership while making a connection between these and African American and Latino/a leadership definitions. Students will define for each of these types of leadership in one word what each mean to them, paving way for the beginning of a class debrief where share outs are encouraged and RESPECT AND DIALOGUE THROUGH THE FACILATION OF THE TEACHER WILL CONTINUE TO OCCUR.

ASLA ESLR’S TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:

1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning

ESSENTIAL QUESTIONS:
What is leadership? What is Latina leadership? What is Latino leadership? What is African-American Leadership? What is Female African – American Leadership? What is Male African – American leadership?

MATERIALS REQUIRED:
1) POST ITS or PIECES OF PAPER THAT ARE POST IT SIZE WITH 6 PIECES OF SCOTCH TAPE PER STUDENT
2) 6 – 2X3 FT POSTER SIZE PAPER FOR THE QUESTIONS
3) 6 -2X3 FOR GROUP WORK
4) YOUR STOP WATCH, TIMER OR A TIME KEEPER

TODAY’S SET UP:
EACH 2X3 POSTER WILL HAVE POSTED ON IT THE SIX ESSENTIAL QUESTIONS, A TOTAL OF 6 POSTERS. See sample below:
What is leadership?
What is Latina Leadership?
What is Latino Leadership?
What is African American Leadership?
What is Female African American Leadership?
What is Male African American Male leadership










PLACE EA. POSTER ON A WALL UNCOVERED UNTIL YOU POSE THE QUESTION TO THE ENTIRE CLASS. PERHAPS YOU CAN PIN THE POSTER WITH THE QUESTIONS ON THEM HALF WAYS SO THAT STUDENTS SEE IT WHEN YOU ACTUALLY PRESENT IT TO THEM.
ONCE YOU POSE THE QUESTION REVEAL THE POSTER ON WHICH ALL STUDENTS WILL PLACE THEIR ONE WORD RESPONSE ON IT.
THIS ACTIVITY IS DESIGNED TO HAVE THE STUDENT BE LEAD UP TO THINK ABOUT THE TYPES OF LEADERSHIP THAT EXIST WITHIN OUR COMMUNITIES AND HOW THEIR OWN LEADERSHIP FITS THIS LARGER CONCEPT OF IT
ALLOW 3 MINUTES PER QUESTION TO TAKE PLACE.
USE THE SCRIPT BELOW TO HELP FACILITATE STUDENT ANSWERS TO THE QUESTIONS.
REPEAT THE QUESTION SEVERAL TIMES IN A RELAXED TONE DURING THE THREE MINUTES
THEY MAY RESPOND IN A VERY SHORT PHRASE BUT A ONE WORD ANSWER IS PREFERED.
STUDENTS WILL COMPLETE A GALLERY WALK WORKSHEET THAT WILL ENTAIL ANSWERING SPECIFIC QUESTIONS RELATED TO THEIR EXPERIENTIAL (SEE ATTACHED WRITING ACTIVITY).
END OF DAY 1 (ONE)




BEGINNING OF DAY 2
PLACE STUDENTS IN THEIR GROUPS.
PERHAPS A TOTAL OF 5 GROUPS WITH 6 MEMBER TO EA. GROUP
REMIND THEM ABOUT DIALOGUE
REMIND THEM ABOUT RESPECT
HAVE THEM PRACTICE THIS AS THEY DECIDE WHAT THEIR DEFINITION OF LEADERSHIP IS.
STUDENTS CONSTRUCT THEIR OWN DEFINITIONS OF LEADERSHIP AS THEY RELATE TO RACE AND GENDER IN HETEROGENEOUS GROUPS THAT INCLUDE STUDENTS OF BOTH GENDER AND RACE . TEACHERS YOU MUST DEVELOP THE LIST PRIOR TO THE STUDENTS ENGAGING IN THE ACTIVITY AS THEY WILL NEED TO KNOW IN ORDER TO FLOW WITH THE PROCESS OF THE LESSON.
You can suggest to them the following approaches for a group consensus:
i. Students deliberate the top three or four descriptive words used for each definition of leadership tallying the total use of each word.
ii. As a group students construct complete and cohesive sentences that will lead them up to their group definition of leadership.
END OF DAY 2
SCRIPT FOR PROCEDURES for STUDENT ANSWERS
TIME
STEP #
ACTION
3 minutes
Step 1
: Facilitator lets the group know that we are now going to explore leadership and our personal understanding of it. S/he passes out 1 sheet of the post-it notes to each group member. Group will write down a one-word response (not phrases) to the following question: “What is Leadership?”
Arrange post it notes on an individual sheet of paper. Mark sheet: “A” put aside.
3 minutes
Step 2:
Facilitator passes out 1 sheet of post-it notes to each group member. Group will write down a one-word response to the following question: “What is Latino Leadership?”

Arrange post-it notes on an individual sheet of paper sheet, mark sheet “B”
3 minutes
Step 3:

Facilitator passes out 1 sheet of post-it notes to each group member. Group will write down one-word response to the following question: “What is Latina Leadership?” Arrange
post-it notes on an individual sheet of paper.
3 minutes
Step 4:
Facilitator passes out 1 sheet of post it notes to each group member. Group will write down one word response to the following question: “What is African American Female Leadership?” Arrange post it notes on an individual sheet of paper.
3 minutes
Step 5:
Facilitator passes out 1 sheet of post it notes to each group member. Group will write down one word response to the following question: “What is African American Male Leadership?” Arrange post it notes on an individual sheet of paper.
15 to 25 minutes
Step 6:.
Go to all posted questions one at a time. Read over the different words that students chose to describe those particular questions as students fill out their POST ACTIVITY SHEET. Then move to a SHORT debrief IF YOU CAN
END OF DAY 1
10 minutes
Step 7:

BEGINNING OF DAY 2
Have students review column Questions 1-6 and select 1 word that defines leadership for them.
On a separate sheet of paper, students use these words to create a sentence that defines leadership for their GROUP. (Everyone’s word should be used at least once). This sentence/definition will be shared in comunidad.
10 minutes
Step 8:


STUDENTS SHARE OUT THEIR DEFINITIONS IN A CLASS DEBRIEF.
END OF DAY 2
Transition them into focusing on themselves…How are they leaders or how do you want to they see themselves being leaders? Let them know that they will be looking at themselves EVEN MORE AS LEADERS AS THEY CONTINUE WITH ADVISORY CLASS