Leadership Skills You Never Outgrow Literacy Series

Leadership Skills You Never Outgrow Literacy Series

By: Laura M. Brumbaugh, Tate County Extension Agent, II, FCS/4-H Youth Development

Resources: Leadership Skills You Never Outgrow, Grades 3-6, University of Illinois Extension, 2009;

busyteachers.com; Step Up To Leadership Mentor Guide for Grades K-5, National 4-H Curriculum, BU-

07903, 2008; Building Everyday Leadership in All Teens, MacGregor, ISBN-13 978-1-57542-213-8, 2007;

Silly Sports & Goofy Games, Kagan, ISBN: 978-1-879097-56-8, 2000; Public Speaking Game, www.write-

out-load.com, Dugdale; Lesson Plan, Magic Glasses, Maria Dismondy, 2008.

Educational Standards:

Reading Literature: RL.3.2

Writing: W.3.7; W.3.8; W.3.10

Speaking and Listening: SL.3.1; SL.3.2; SL.3.3; S.L. 3.4

Life Skills Addressed:

Understanding Self

Communicating

Getting Along with Others

Making Decisions

Managing

Working with Groups

Series Outline

Dates Topic Covered: Book Featured: Educational Standards:

January 11, 2016

Distribute Pre-Test & Explain Program

January 20, 2016

Understanding Self Spaghetti in a Hot Dog Bun: Having the Courage to Be Who You Are by Maria Dismondy

SL.3.3; RL.3.2; W.3.8; W.3.10

January 26, 2016

Communication Lunch Lady and the League of Librarians by Jarret Krosoczka

SL.3.2; SL.3.3; S.L. 3.4; RL.3.2; W.3.10

February 10, 2016

Getting Along with Others The Way Back Home by Oliver Jeffers

SL.3.3; SL.3.4; RL.3.2; W.3.10

February 16, 2016

Decision Making The Waffler by Gail Donovan

SL.3.1; SL3.3; RL.3.2; W.3.8; W.3.10

March 2, 2016 Managing The Day the Crayons Quit by Drew Daywalt

SL.3.3; SL.3.4; RL.3.2; W.3.10

March 15, 2016

Working with Groups Treasure Hunters-the Secrets of the Forbidden City by James Patterson

SL.3.3; RL.3.2; W.3.7; W.3.10

March 21, 2016

Celebration Distribute Post Test

http://www.write-out-load.com/

http://www.write-out-load.com/

Understanding Self

Goal: Learning about yourself and how to like yourself

Educational Standards: SL.3.3; RL.3.2; W.3.8; W.3.10

Featured Book: Spaghetti in a Hot Dog Bun: Having the Courage to Be Who You Are by Maria Dismondy

Activities:

1. Magic Glasses

2. A Coat of Arms

Communication

Goal: Youth will learn writing, listening, speaking, and nonverbal communication skills.

Educational Standards: SL.3.2; SL.3.3; S.L. 3.4; RL.3.2; W.3.10

Featured Book: Lunch Lady and the League of Librarians by Jarret Krosoczka

Activities:

1. Detective Game

2. Back-to-Back Activity

3. Tell Me a Story Activity

Getting Along with Others

Goal: Youth will increase knowledge of building relationships, including meeting and accepting people,

even those different from them.

Educational Standards: SL.3.3; SL.3.4; RL.3.2; W.3.10

Featured Book: The Way Back Home by Oliver Jeffers

Activities:

1. A Web of Respect. In this activity, youth will share feelings about respect with others and answer the

leadership link questions.

2. Peace Puppets. Youth will construct peace puppets to learn ways to prevent fights and arguments

with others.

Decision Making

Goal: Youth will look at a situation, think of possibilities, choose the best one, and understand to take

action.

Educational Standards: SL.3.1; SL3.3; RL.3.2; W.3.8; W.3.10

Featured Book: The Waffler by Gail Donovan

1. When I Make Decisions. Participants will record how quickly they make decisions and answer the

Leadership Link questions.

2. Writing Decision Stories. Working in groups, participants will practice the seven steps to decision

making by writing a decision story.

3. Penny for your Thoughts. Working in groups, participants will acknowledge consequential feelings

from the decisions they have made.

Managing

Goal: Youth will increase knowledge of planning and organizing resources, such as possessions, time,

skills, and money.


Featured Book: The Day the Crayons Quit by Drew Daywalt

Activities:

1. Artic Mission. Youth will develop group decision making skills by recognizing the strengths and

weaknesses they bring to the group and gain an understanding about individuality of group members’

personal perceptions and assumptions that are brought into a group when making decisions.

2. Group Juggle at Warp Speed. Participants will observe how to build a connection with others through

this activity.

Working with Groups

Goal: Youth will learn how groups work together to achieve their goals.


Featured Book: Treasure Hunters-the Secrets of the Forbidden City by James Patterson

Activities:

1. Pass the Hoop

2. Stepping Stones Relay. In this activity, youth will work in teams to have all team members cross

an imaginary river with three stepping stones.

Closing Celebration

Goal: Review knowledge gained from the leadership series.


Activities:

1. Leadership Bingo

2. Pass the Hoop

3. Stepping Stone Relay

Understanding Self Session Outline

Goal: Learning about yourself and how to like yourself


Featured Book: Spaghetti in a Hot Dog Bun: Having the Courage to be who you are By Maria Dismondy

Activities:

1. Magic Glasses

2. A Coat of Arms

Supply List:

Leadership Folder/Binder for each youth

Spaghetti in a Hot Dog Bun Book by Maria Dismondy

A Coat of Arms Handout (From: Leadership Skills You Never Outgrow, Page 13)

Drawing/Coloring Materials

Magic Glasses for each participant (party sunglasses with colored cellophane paper over the lenses)

Leadership Link Questions from “A Coat of Arms” Activity (From: Leadership Skills You Never Outgrow, Page 14) (goes in individual binders)

Leadership Newsletter (From Laura Brumbaugh)

OUTLINE Understanding Self SCRIPT & INSTRUCTIONS

Introduction

Say: Good morning! My name is ____________________. Today we will begin our Leadership Journey to Skills You will Never Outgrow. We will be reading a book at each session and discovering leaders in the stories. You will be learning about many things that make a leader. Today we will talk about understanding self. Say: What does that mean? An important part of being a good leader is understanding yourself. Everyone is born as a unique person-no one else is exactly like us. Which is awesome right? Say: We each have our own likes and dislikes; talents and abilities; opinions; personalities; and character traits. As we try to understand who we are and what makes us unique, we need to recognize and appreciate our special qualities and accept that we

may not have all the qualities we would like. We can’t all be the fastest runner, the best in math, and the greatest artist. No one person can be all those things. By understanding ourselves, we can be better leaders and friends. Let’s read a story about understanding and accepting differences.

Reading/Discussion

Ask: Look at the cover of the book. (Show the book to the class.) Ask: What is different about the way the girl is eating her spaghetti? What are the different ways in which we eat spaghetti? (Possible Answers: Some people cut up their spaghetti, others roll their spaghetti with a fork, and some people eat spaghetti in a bowl.) Say: We will be reading the book “Spaghetti in a Hot Dog Bun: Having the Courage to be Who You Are” by Maria Dismondy. Do: Read Book Ask: How did Ralph tease Lucy? What did Lucy do? Who did Lucy tell? What did Lucy do that finally “diffused” Ralph’s teasing? (allow for responses)

Application Exercise

Magic Glasses Say: Thanks. A part of understanding one’s self is understanding our feelings. As we go through a day, we experience many feelings. Our feelings can affect our actions. If we can identify our feelings and know that they are real, we have a better chance of managing them and not letting them cause inappropriate actions. Say: Today I have a pair of “Magic Glasses”. These magic glasses will be used to teach you how to see the world through someone else’s eyes. When you put on the glasses, you will be able to look at how others are feeling in certain situations. When you put your Magic Glasses on you will be able to see situations through someone else’s eyes. Do: Distribute “Magic Glasses” to each youth. Say: Okay, put your glasses on. (Allow youth to put glasses on.) Say: I am going to read a situation to you. Your magic glasses allows you to see the situation as if you were the person doing the teasing. I want you to think about how you are feeling. Say: You are in the lunchroom and someone calls you a mean name. (Do: Allow youth to tell you how they are feeling as the person teasing.)

Say: You are on the playground and you ask a classmate to play. They say no, they don’t like you. (Do: Allow youth to tell you how they are feeling as the person teasing.) Say: Now your magic glasses are going to allow you to see the situation as if you were the person being teased. Say: You are in the classroom and someone tells you if you don’t help them, they won’t be your friend anymore. (Do: Allow youth to tell you how they are feeling as the person being teased.) Say: You can take your magic glasses off. (Allow youth to take off glasses.) Say: This activity helped you to see situations through others eyes. Throughout your life, you will be in situations and adults may or may not be around to help you. Remember that we each walk around with a magic pair of glasses. We can use them to think about how others might be feeling. We can use them to think about what advice our family members or teachers might give us to help us solve this problem.

Activity

My Coat of Arms Say: Because we are each unique and no one else is exactly like us, it is helpful to recognize and respect the differences in other people, including our friends and those whom we lead. As leaders, we need to understand ourselves and learn to appreciate the unique differences in others. It is good for everyone when we recognize each person’s strengths and abilities. Say: To celebrate understanding yourself, you are going to design a Coat of Arms. A Coat of Arms is a design that represents a person, family, city, or country. You are now going to design a Coat of Arms that represents you-what you think and what you like. To make your Coat of Arms, you will draw a symbol or picture to answer each statement on the worksheet that I will give you. (Show Coat of Arms worksheet) Do: Distribute Coat of Arms worksheet to each student and drawing/coloring materials. Say: Remember, your Coat of Arms is a celebration of your uniqueness. Carefully read the statement in each section of the worksheet and think about your answers to each statement. Under

Created by Laura M. Brumbaugh, Extension Agent II, FCS/4-H, Tate County

January 11, 2016

Resources:

Leadership Skills You Never Outgrow, Grades 3-6, University of Illinois Extension, 2009

Social Studies Lesson Plan, Magic Glasses, Maria Dismondy, 2008

each statement, decide on a symbol or picture that tells about you. Design or draw one or more symbols or pictures for each section. Ask: Any questions? (allow for questions) Say: You will have about 4 minutes to work on your Coat of Arms. (allow 4 minutes to complete Coat of Arms) Say: Would anyone like to share their Coat of Arms with the group? (allow for individuals to share with class) Say: Thanks for sharing. Remember, as a leader, we need to understand ourselves and learn to appreciate the unique differences in others. It is good for everyone when we recognize each person’s strengths and abilities. Say: I now want you to answer the Leadership Link questions that I have for you. There are no right or wrong answers, so be honest. Do: Distribute Leadership Link questions and give 3 minutes to answer.

Wrap Up

Say: Good job today. Remember, being a leader requires many skills. One of those skills is to understand self. Because we are each unique and no one else is exactly like us, it is helpful to recognize and respect the differences in other people, including our friends and those whom we lead. Say: Thanks. Next time I visit we will be talking about communication and reading some of the book, The Elementia Chronicles.

Understanding Self Leadership Link Answer the questions below.

1. Did you enjoy designing your Coat of Arms? Why or why not?

2. What surprised you about your symbols/pictures?

3. What new fact might your best friend learn about you by looking at your Coat of Arms?

4. How could understanding yourself help you be a happier person?

Communication Session Outline

Goal: Youth will learn writing, listening, speaking, and nonverbal communication skills.

Educational Standards: SL.3.2; SL.3.3; S.L. 3.4; RL.3.2; W.3.10

Featured Book: Lunch Lady and the League of Librarians by Jarret Krosoczka

Activities:

1. Detective Game

2. Back-to-Back Activity

3. Tell Me a Story Activity

Supply List:


Lunch Lady and the League of Librarians by Jarrett J. Krosoczka

Leadership Link Questions from “Back-to-Back” Activity (From: Leadership Skills You Never Outgrow, Page 44) (goes in individual binders)


Conversation Starter Slips of Paper (www.allprodad.com/kid-conversation-starters/)

Bag with random items in it (enough for all participants, plus extras)

Pencils


Introduction

Say: Good morning! My name is ____________________. Today we will continue our Leadership Journey to Skills You will Never Outgrow. Today we will talk about communication. Ask: How do we communicate? (allow for answers-writing, listening, speaking, and nonverbal are ways we communicate) Say: To be effective leaders, we must communicate well with others! We can be leaders in our schools, clubs, families, and communities. In all these groups, good communication can lead to a better understanding of people, great teamwork, more fun, and tremendous success! We can also use communication in negative ways. We can use words, pictures, videos, posts, videos and music to put others down, be mean, or be a bully. Let’s read an example of negative communication from the book, “Lunch Lady and the League of Librarians” by Jarrett J. Krosoczka.

http://www.allprodad.com/kid-conversation-starters/

Do: Read the Football Player scene from the book-2.5 pages. Back-To-Back Activity Say: There are many aspects of communicating: verbal and nonverbal; reading and writing; talking and listening. All parts are important to good communication. Verbal communication happens when people use their voices and words to speak a message. Nonverbal communication happens when people use their body language to send a message instead of using their voices and words. Body language communicates messages through facial expressions, gestures, or movements made with one or more part of the body. (Do: Show picture examples of body language) Say: As leaders, we need to be good communicators and make sure that good communication happens. The next activity will help you learn what communicating is all about and how to be a better communicator. Say: We are used to watching people when they talk because in our culture it is polite to look at a person while he/she is talking. To get the complete message, it is helpful not only to listen to what the person is saying but to watch the speaker’s body language. In this activity, you will listen without watching the speaker and then listen again while you are watching. You will be asked to compare the experiences. Do: Separate youth into groups of 2-3, depending on number of youth. Say: Sit back to back, but make sure no parts of your bodies are touching. You should be able to talk easily without seeing each other. I will hand one person a conversation starter. Ask the question on the paper to your partner and both need to answer and discuss. You will have one minute. You can begin to talk now. (Do: Allow 1 minute for partners to discuss back to back.) Say: Good job. Now turn around so that you’re facing your partner. Now that you can both see and hear each other, I will give you a different question for the both of you to answer and discuss. (Do: Give new questions and allow 1 minute for partners to discuss face to face.) Say: Okay, now one partner should stand up while the other partner stays seated. Talk for another minute using a different answer that I give you. (Do: Give new questions and allow 1 minute for partners to discuss while one is standing and one is sitting.)

Say: Good job. You can have a seat. (Allow youth to have a seat) Ask: Did it seem strange talking back-to-back? Why or why not? (allow youth to answer) Ask: What part of communication is missing when you can’t see the person with whom you are speaking? (allow youth to answer) Ask: How did you feel when you were talking to your partner while you were standing and he/she was seated? (allow youth to answer) Ask: Are there times you don’t feel comfortable speaking to someone face-to-face? What situations might make talking face-to-face more difficult? (allow youth to answer) Say: I now want you to answer the Leadership Link questions that I have for you. There are no right or wrong answers, so be honest. Do: Distribute Leadership Link questions and give 3 minutes to answer.


Do: Read the “Getting all the Facts” excerpt from the Lunch Lady and the League of Librarians. (After school….7 pages) Tell Me a Story Say: Gathering facts is an important part of communication. Ask: Why should you use facts when communicating? (allow for answers) Say: Books are a form of communication that gives us all the facts that makes a story. If there were no books, how would your mother or father have read you a bedtime story? Before books, storytellers were the books-they carefully memorized stories and shared them with their children, and their children memorized them and told them to their children and so on. Some of our stories today, like “Cinderella”, may have originally been passed down from parent to child, parent to child, before they were finally written down. Ask: Have you ever told a story? (Allow for answers) Say: Today, you will practice telling a story with a little help from your friends. Do: Have youth sit in a circle.

Say: We will tell a story with each of you saying one sentence at a time to add to the story. You will draw an item out of this bag and must use its name when adding your sentence to the story. For example, if I pull out an apple, I would say, “She was eating an apple as she walked down the hallway.” The sentence added to the story must make sense. Do: Allow for youth to add a sentence to the story, using the item in their sentence that they draw from the bag. Ask: What did you learn about storytelling? (Allow for answers.) Ask: How did you feel when it was your turn to talk? (Allow for answers.) Ask: Share ways that a story can change. (Allow for answers.) Ask: Share how you felt when you had to talk in front of another group? Was it hard or easy? (Allow for answers.) Ask: How is storytelling the same as talking about you? (Allow for answers.) Say: Once you have put all the facts together, and you have a story to tell, it’s okay to share it with a trusted adult. Especially if you are being bullied or feel scared. Say: We will read another part of the book that is an example of telling an adult once you have the facts. Do: Read the “telling an adult” excerpt from the book.

Activity

Say: Good communication has many important parts. Maybe you have experienced a time when you or someone you know communicated one message with words and another with body language. For example, you might say “yes” to your mom about cleaning your bedroom, but you stomp your feet and roll your eyes. Or perhaps you misunderstood a text message or email because you didn’t hear the person’s tone of voice. A good leader is aware of the many parts to good communication. Detective Game Say: Let’s play a game called “Detective”. You have become the detective. Find the Instigator is you can! But she/she is sly, so you will have to be clever. You will sit in a circle (if space permits) facing in. Do: Have youth sit in a circle and give the rest of the instructions. Say: One player is the detective and stands in the center of the circle. The detective closes his/her eyes when instructed. The leader selects one youth to the instigator. The instigator begins a motion. The motion can be snapping one’s fingers (show), patting one’s head (show), clapping (show), twiddling thumbs (show), scratching behind an ear (show), or anything else the Instigator

dreams up. Everyone begins the same motion. Once this is all in place the Detective opens his/her eyes. When the instigator feels the detective is not looking, the instigator switches to a different motion, and all other players quickly switch to that new motion. The job of the detective is to discover the instigator. (Play 2-3 rounds, time permitting) Do: Choose a volunteer to be the detective. Tell them they will be the detective. Have them stand in the middle of the circle, with their eyes closed. Pick an instigator by pointing to someone and have them acknowledge that they understand they are the instigator. Say: Detective, open your eyes. Can you guess who the instigator is? Do: Play 2-3 rounds, time permitting. Hint: Allow a round to go on until the detective guesses the identity of the instigator. Hint: If after several motions the Instigator is sly enough to remain uncaught; the leader may drop some hints such as, “The instigator is not female.” Or “The instigator is not wearing tennis shoes.”) Do: Have all youth sit back in their desk/chairs. Ask: How were we communicating doing this game? (Allow for answers.) Ask: Do you have to use words to communicate? (No, you can communicate with nonverbal cues.) Say: Believe it or not, we spend most of our time communicating. We communicate in many ways such as talking with friends; listening to iPod, radio, and TV; surfing the internet; sending emails; making phone calls; leaving voice mails; sending text messages; posting messages on Facebook or Instagram; doing homework; and writing notes or reports. Say: Effective communication happens when information is given and received. For example, leaving a voice mail is never heard or sending an email that can’t be read isn’t communicating. Messages need to be heard, seen, or read in order for effective communication to happen.

Wrap Up

Say: We have heard different forms of communication and examples of positive and negative communication. Say: Let’s see what happens to the Lunch Lady and the League of Librarians. Do: Read the “resolve through communication” section-last few pages. Say: Good job today. Remember, what you say and how you say it has a major impact on your success as a leader. Verbal and Non-


January 25, 2016

Resources:


Conversation Starter Slips of Paper (www.allprodad.com/kid-conversation-starters/)

verbal communication are both extremely important. Whether your goal is making a positive first impression or building a connection with others you are leading, the specific communication skills you use affect how well your message gets across. Often it’s not so much about saying exactly “the right thing”, but ensuring that you identify potential misunderstandings by being aware of assumptions we make, being on the same page with other people, give feedback without hurting feelings, paying attention to how someone is feeling by how they are looking. All of these skills help us to be a great leader that people want to follow.

Communication Leadership Link Answer the questions below.

1. Did it seem strange talking back-to-back? Why or why not?

2. What part of communication is missing when you can’t see the person with whom you are speaking?

3. How did you feel when you were talking to your partner while you were standing and he/she was seated?

4. Are there times you don’t feel comfortable speaking to someone face-to-face? What situations might make talking face-to-face more difficult?

Getting Along with Others Session Outline

Goal: Youth will increase knowledge of building relationships, including meeting and accepting people,

even those different from them.


Featured Book: The Way Back Home by Oliver Jeffers

Activities:

1. A Web of Respect

2. Peace Puppets

Supply List:


“The Way Back Home” by Oliver Jeffers

Drawing/Coloring Materials

Brown Paper Bag for each participant

Scissors

Constructions Paper

Tape/Glue

Ribbon

Googly Eyes

Buttons

Yarn

Stickers (Variety)

Craft Sticks

Example of a Peace Puppet

A Web of Respect Handout (From Leadership Skills You Never Outgrow, Pages 81-82) (goes in individual binders)

Leadership Link Questions from “A Web of Respect” Activity (From: Leadership Skills You Never Outgrow, Page 80) (goes in individual binders)



Introduction

Say: Good morning! My name is ____________________. Today we will continue our Leadership Journey to Skills You will Never Outgrow. Today we will be reading the book “The Way Back Home” and talking about getting along with others, an important thing for a leader. Ask: Why is getting along with others important? (allow for responses) Ask: Is it hard to always get along with others? (allow for responses) Say: A good leader knows how to get along with others, even when it may be hard. It’s easy to get along with your friends because they usually have similar likes and dislikes. But a key of being a good leader is being able to get along with people you don’t know as well, or those who have different backgrounds, interests, opinions, or ideas.

Reading/Discussion

Ask: Look at the cover of the book. (Show the book to the class.) Say: We will be reading the book “The Way Back Home” by Oliver Jeffers. Do: Read Book Ask: Did the two characters in the book get along with each other? (Allow for responses.) Ask: Did they know each other? (Allow for responses.) Ask: How did they find their way back home? (Allow for responses.)


A Web of Respect Say: Thanks for listening. To get along with others, you need to show them respect. You show respect by listening and being polite. One way to know that you are being respectful is to follow the Golden Rule-Treat others the way you want to be treated. Stop and ask yourself, “Is this how I want to be treated?” If the answer is no, then change your behavior. But is the answer is yes, then more than likely you are being respectful. Respecting others lets them know they are important and their thoughts, feelings, and ideas are valued and worth sharing. Showing respect will help you get along with others.

Do: Pass out a “Web of Respect” Handout to each youth participant. Say: We will use the story, The Way Back Home, to complete an activity called, “A Web of Respect”. You will share your feelings about respect with others in this activity. Using the worksheet I gave you, write the main character’s name in the center. (“The Boy”) Then in the space spreading outward (point to the space on a blank worksheet), list all of the ways the main character showed respect to other characters in the book. Do: Allow youth to complete directions. If time is limited, you can do this activity verbally and do it on a whiteboard. Say: Can someone please share with me what you wrote on your handout? (Allow for responses.) Say: How do you show respect to yourself and others? (Allow for responses.) Ask: Was it difficult to find ways the main character showed respect? Why or why not? (Allow for responses.) Ask: Was it difficult to list ways you show respect? Why or why not? (Allow for responses.) Ask: Why is it always important to show respect to others? (Allow for responses.) Ask: How can showing respect help you get along with others? (Allow for responses.)

Activity

Peace Puppets Say: How well you get along with others will determine how strong your leadership skills are. Part of getting along with others is learning to understand and respect them. You may first need to learn about their background-where they come from and why they believe, dress, and act like they do. Ask: You can know a lot of facts about someone, but does that mean you really know him or her? (allow for responses) Say: There is a difference between knowing about someone and understanding him or her. It is important for leaders to know and understand people and get along with them.

Say: Disagreements can happen because we may feel differently about certain topics. Our opinions may be strong, and we are not willingly to consider other options. These differences over a topic can lead to conflict. Conflicts may occur on the playground or at home. They can start on social media sites, via text messages, or in the classroom. Solving conflict positively is less harmful to our families and friends and is an important thing to a leader. Say: We are going to make “Peace Puppets” and learn ways to keep our puppets out of fights and arguments. Think of a conflict that you had with someone else. Make a puppet to act out that conflict. Here is an example of a peace puppet (show example). Puppets can be made with paper bags and any of the supplies you have on your table. Remember, you must share the supplies with your classmates. Do: Allow youth to make their peace puppets. Give 5-10 minutes, as time permits. Say: Now using your peace puppets, I will put you in groups to act out a peaceful solution to the problem you are given. Everyone should have a part in the role play. Do: Split into groups and give a problem to each group. Allow youth to role play. Say: Can a team share with us their solution to the problem they were given? (allow teams to share) Say: Think about your team’s solution and this exercise. Raise your hand if: 1-I listened to both sides of the disagreement/problem. 2-I told my partners how I felt. 3-I asked questions if I didn’t understand what they said/meant. 4-I helped solve the disagreement by offering ideas on what to do. 5-My team came up with a peaceful solution to the disagreement. Say: I now want you to answer the Leadership Link questions that I have for you. There are no right or wrong answers, so be honest. Do: Distribute Leadership Link questions and give 3 minutes to answer.

Wrap Up

Say: Good job today. Remember, a good leader is able to work, cooperate, and share with others. Say: Thanks. Next time I visit we will be talking about making decisions and reading The Waffler.


January 28, 2016

Resources:


Step Up to Leadership Mentor Guide (pages 34-35)

Getting Along with Others Leadership Link Answer the questions below.

1. Was it difficult to find ways the main character showed respect? Why or why not?

2. Was it difficult to list ways you show respect? Why or why not?

3. Why is it important to show respect to others?

4. How can showing respect help you get along with others?

Decision Making Session Outline

Goal: Youth will look at a situation, think of possibilities, choose the best one, and understand to take

action.

Educational Standards: SL.3.1; SL3.3; RL.3.2; W.3.8; W.3.10

Featured Book: The Waffler by Gail Donovan

Activities:

1. When I Make Decisions. Participants will record how quickly they make decisions and answer the

Leadership Link questions.

2. Writing Decision Stories. Working in groups, participants will practice the seven steps to decision

making by writing a decision story.

3. Penny for your Thoughts. Working in groups, participants will acknowledge consequential feelings

from the decisions they have made.

Supply List:


The Waffler by Gail Donovan

When I Make Decisions Handout for each youth (From: Leadership Skills You Never Outgrow, Page 115)

Decision Making Trip Handout for each youth (From: 3rd grade Guidance Lessons)

Pencils for each youth

Penny For Your Thoughts Game board Handout for each group (From: 3rd grade Guidance Lessons)

Penny for each group

Leadership Link Questions from “When I Make A Decision” Activity (From: Leadership Skills You Never Outgrow, Page 114) (goes in individual binders)



Introduction

Say: Say: Good morning! My name is ____________________. Today we will continue our Leadership Journey to Skills You will Never Outgrow. Today we will talk about making decisions. Say: You make thousands of decisions each day. For example, you decide what time to get out bed, what to wear, what to eat, who your friends are, when to do your homework, what to say in class, or what to do after school. Some of these decisions do not require much thought-you make them quickly and almost automatically. But there are other decisions that require a lot of time and thought.

It is helpful to know what decisions can be made quickly and what decisions need more thought. In this activity, you will think about the decisions you make and record how quickly you make them. Do: Distribute the “When I Make Decisions” handout. Allow youth time to complete the handout. Ask: Did some of your answers surprise you? Were there some decisions you feel you need to spend more or less time making? (allow for responses) Ask: What did you learn about making decisions? (allow for responses) Ask: How do the decisions you make each day help you? How might they hinder you? (allow for responses) Ask: What will you do differently the next time you have to make a big decision? (allow for responses) Say: Let’s read a part of “The Waffler” and see how the main character makes a decision.

Reading/Discussion

Say: We will be reading from the book “The Waffler” by Gail Donovan. The main character, Monty, is a waffler—he can never make up his mind, which always gets him in trouble. Do: Read Book-1st chapter will be used for this lesson. Ask: How does Monty end up with a pet rat? Have you ever been in Monty’s situation? Was it fair for his dad to demand a decision from Monty? (allow for responses)

Activity

Decision Making Trip Say: Did you know there are seven steps involved in making a decision? Do you think Monty used this steps when making his decision? (allow for responses) Say: No matter what decision you need to make, the seven steps will guide you through the process. Maybe you need to decide if you will go to a movie this weekend or invite some friends over to watch a favorite television show. Practicing the seven steps while making your own decisions can help you feel more comfortable when working with a group to make a large decision. Leaders can help groups make good decisions by helping them work through the seven steps of decision making. Say: The 7 steps to decision making are:

1. Define the problem or decision 2. Gather information 3. List options

4. Weigh options 5. Decide on action 6. Take action 7. Evaluate

Do: Distribute “Decision Making Trip” handout and pencil to each youth. Say: Okay, we are going to practice the steps to decision making by planning a trip. But you will not decide by yourselves. We will work with each other to plan the trips. Say: I want each of you to write your name on your handout. Now, answer question 1 on your paper. (allow time to answer) Say: Now pass your paper to the right. Answer question 2. (allow time to answer) Say: Now pass your paper to the right. Answer question 3. (allow time to answer) Say: Now pass your paper to the right. Answer question 4. (allow time to answer) Say: Now pass your paper to the right. Answer question 5. (allow time to answer) Say: Now pass your paper to the right. Answer question 6. (allow time to answer) Say: Now get the paper with your name on it. You have helped each other make decisions about your trip. Read over the responses and when you have time answer question 7 to evaluate the trip that was created. Say: Making decisions is something everyone must learn to do. To make good decisions, think about what you want, set goals you can reach, discover what will help you reach your goals, and then enjoy reaching those goals. Leaders understand how to make good decisions and are able to help groups reach their goals.


Penny For Your Thoughts Say: In making big decisions, look at the situation, decide what you might do by considering the options, and then decide what you will do. Also realize that all decisions have consequences, some good and some bad. Leaders must try to minimize bad consequences when making decisions.


February 15, 2016

Resources:


3rd grade Guidance Lessons, Leslie Simpson,

www.bluevalleyk12.org/education/components/scrapbook/default.php?sectiondetailid=40263

Say: Some consequences include feelings of the leader and others in the group. You will work in groups of 3 or 4 to play a “Penny for your Thoughts” game. Each person will toss a penny onto the game board. Using the word in the square that the penny lands in, share a time that you had that feeling. Think about what decision made you feel that way. Do: Break into groups and distribute a game board and penny to each group. Allow them to play for 5 minutes (or longer if time permits) Say: Remember, it’s a good idea for a leader to evaluate the decisions that they make. Think about how the decision went. What were the consequences of the decision? What would you change if you did this again? Was it a good decision? Was it the best decision you could have made? Ask: Any questions? (allow for questions) Do: Distribute Leadership Link questions and give 3 minutes to answer.

Wrap Up

Say: Good job today. Remember, leaders can help groups make good decisions by helping them work through the seven steps of decision making. All decisions have consequences. By using the 7 steps, you can make a well informed decision. Say: Thanks. Next time I visit we will be talking about managing and reading some of the book, The Day the Crayons Quit.

Decision Making Leadership Link Answer the questions below.

1. Did some of your answers surprise you? Were there some decisions you feel you need to spend more or less time making?

2. What did you learn about making decisions?

3. How do the decisions you make each day help you? How might they hinder you?

4. What will you do differently the next time you have to make a big decision?

Managing Session Outline

Goal: Youth will increase knowledge of planning and organizing resources, such as possessions, time,

skills, and money.


Featured Book: The Day the Crayons Quit by Drew Daywalt

Activities:

1. Artic Mission. Youth will develop group decision making skills by recognizing the strengths and

weaknesses they bring to the group and gain an understanding about individuality of group members’

personal perceptions and assumptions that are brought into a group when making decisions.

2. Group Juggle at Warp Speed. Participants will observe how to build a connection with others through

this activity.

Supply List:


The Day the Crayons Quit by Drew Daywalt

Artic Mission Handout for each group

Pencils/Crayons (youth could write with crayons to go along with book theme)

Balls or Soft Objects for Group Juggle at Warp Speed

Leadership Link Handout found below (From: An Educator’s Guide to The Day the Crayons Quit and The Day the Crayons Came Home by Drew Daywalt, Grades K-5, PENGUIN YOUNG READERS GROUP, penguinclassroom.com) (goes in individual binders)



Introduction

Say: Say: Good morning! My name is ____________________. Today we will continue our Leadership Journey to Skills You will Never Outgrow. Today we will talk about managing. Say: Managing is a skill you will use every day for yourself and for others as a leader. For yourself, you have to manage your emotions, your time, your money, and your decisions. Say: When you are a leader of a group, you manage the group. That means you not only manage the groups’ time, money, decisions, activities, but individuals as well. Your job is to ensure success. Say: Good leaders manage by recognizing group members’ strengths, what they are good at. They give them jobs that they will be good at. They also recognize when people are tired, stressed, or need a break. Good leaders offer help or solutions to encourage others to do their best.

Say: When you are a manager you have to teach people to ask for help and not be afraid to do so. You have to be willing to offer group members help and realize that you might have made the wrong decision in giving them an assignment. Let’s read a story about managing.

Reading/Discussion

Ask: Look at the cover of the book. (Show the book to the class.) Ask: What do you think this book is about? (Possible Answers: Crayons quitting.) Say: We will be reading the book “The Day the Crayons Quit” by Drew Daywalt. Do: Read Book Ask: Which color has the strongest argument? Which color should paint the sun? Why? Are any of the arguments based on facts? (Allow for answers.)


Artic Mission Say: Thanks. The crayons deserved a voice. When managing others, they deserve a voice too. A leader does not control others. Managing others is noticing what they are good at, and giving them jobs that they will be good at to accomplish a goal. That is called delegation. Today we will pretend to go on an artic mission and practice managing resources in a crisis. Say: I will break you into groups after I give you directions for this activity. Please listen closely. You are a group of explorers on an artic mission. While traveling to the artic, your plane crashes. You all escape. No one was hurt. However, you are 100 miles from safety. The following 15 items have survived the crash. Your group must choose 5 items to bring with you on the journey to safety. Your decision must be unanimous among your group. Unanimous means everyone must agree on the 5 items. Say: Remember, part of managing is planning and organizing. Think about your goal-surviving 100 miles to get to safety. You are in the artic-it is cold. Also, a leader encourages their team to do its best. Managing is a skill you will use every day for yourself and for others. You can only bring 5 supplies with you and the decision must be unanimous. Remember, managing also means discovering what people are good at. Do people in your group have special talents or knowledge that could help you on your journey?

Say: Write down the 5 supplies on the handout I will give you. I will break you up into groups now. You will have 5-8 minutes to complete this activity. Do: Break into groups of 3-4 youth. Distribute the artic mission handout. Give them 5-8 minutes to discuss and complete activity. Say: The time will begin now. Remember, you can only take 5 supplies with you and your decisions have to be unanimous. Do: Give 5-8 minutes (as time permits) to do the activity. When the time is up direct youth in a discussion about their decisions. Say: You are in the lunchroom and someone calls you a mean name. (Do: Allow youth to tell you how they are feeling as the person teasing.) Say: Can I have a group share which five items they chose? (allow for groups to share as time permits) Ask: How did the decision process work? What did your team do to make a decision? (allow for answers) Ask: Did anyone go unheard? Why? (allow for answers) Ask: Was it hard for everyone to agree on a decision? (allow for answers) Ask: Do you ever have to make group decisions at home or school? How do you make those decisions? Do you use your voice? (allow for answers)

Activity

Group Juggle At Warp Speed Say: Managing others also involves building connections with others to complete a task or plan an event. Building connections helps you to find out others strengths and talents, which will help them. Let’s look at building connections through a game called Group Juggle at Warp Speed. Say: I am going to hand a ball (or other item) to one of you to be the Starter. The Starter will toss it to someone in the circle who is not directly next to him or her. Before tossing the ball, state the name of the person you’re tossing it to. Say: The next person will do the same, tossing it to someone who hasn’t yet received the ball, and so on, until everyone has tossed and received the ball once. Say: The last person will toss it to the Starter. This will establish your pattern. Say: The ball must remain in the air. If you bounce it toward a person or drop it, the group must restart. Do: Ask the Starter to begin, and after two rounds to set the pattern, time around, telling participants how fast they were. Have


February 26, 2016

Resources:


Youth Engaged in Learning about Leadership Curriculum, University of Wisconsin-Extension, 2008

Building Everyday Leadership in All Teens by Marium G. MacGregor, 2007, (pages 38-39), ISBN -13 978-

1-57542-213-8

An Educator’s Guide to The Day the Crayons Quit and The Day the Crayons Came Home by Drew

Daywalt, Grades K-5, PENGUIN YOUNG READERS GROUP, penguinclassroom.com

the group set a goal for themselves for how quickly they can get the ball around and time them a few more times to see if they can do it faster. Do: Next, challenge the group to do the same pattern with more balls, and let the group choose how many more. Once they’ve tossed around several balls a few more times, conduct at least one timed pattern with the multiple balls. Then subtly add a few more balls up to the amount of people there are in the group to reach “warp speed!” Keep timing to see how well they can do before the game turns into hilarious chaos! Facilitate this game for about 10 minutes before taking 5 minutes to talk about it. Collect the balls or other items when done. Ask: What was necessary for the group to succeed? (allow for answers) Ask: Was the success of the activity dependent on every person in the group? (allow for answers) Ask: Could you have done this activity by yourself? (allow for answers) Ask: How long did it take for everyone to realize what you needed to do as individuals so the group could success, given no one was designated as a leader? (allow for answers) Ask: How did you feel if you had difficulty tossing or catching the ball, or dropped it? How did the group react? (allow for answers) Ask: How important is it to have connections with people when working in a group? (allow for answers)

Wrap Up

Say: Good job today. Remember, being a leader requires many skills. One of those skills is to manage. Most importantly, when a leader is managing a group, they must identify the strengths of people and have them use their strengths and talents. Also, leaders must know when to step in and help others. Managing is a skill you will use every day for yourself and for others. Say: Thanks. Next time I visit we will be talking about working with groups and reading some of the book, Treasure Hunters: Secret of the Forbidden City.

Managing Leadership Link Do the activity below about the book, “The Day the Crayons Quit” by Drew Daywalt.

In this story, a boy named Duncan gets a series of letters from his crayons who are not too happy

with him. They are trying to persuade him to use them differently.

There are four key parts to a persuasive text. What are they? We can use the word OREO to help

us remember!

Opinion-How should he use it differently

Reasons-Why should he use it differently

Examples-How has he been using the red crayon

Opinion Restated-How should he use it differently

The crayons used persuasive language. We know from the ending that the crayons were

convincing and Duncan learned a lesson. Think back to the Red Crayon’s letter written in the

story. Red Crayon’s letter is on the back of this handout. Your job will be to break up the Red

Crayon’s letter in search of the OREO. Use the box template to record what you’ve found. If

there is an element missing from the letter, make up your own and add it to the template.

Opinion:

Reasons:

Examples:

Opinion Restated:

Managing Leadership Link

Artic Mission You are a group of explorers on an artic mission. While traveling to the artic, your plane crashes.

You all escape. No one was hurt. However, you are 100 miles from safety. The following 15

items have survived the crash. Your group must choose 5 items to bring with you on the journey

to safety. Your decision must be unanimous among your group. Unanimous means everyone

must agree on the 5 items.

1. Flashlight (with batteries) 2. Sunglasses for everyone 3. 4 wool blankets 4. A rubber raft 5. A book of matches 6. A cell phone 7. A metal coffee pot 8. A box of cereal 9. A rifle 10. 6 chocolate bars 11. An axe 12. A map of the area 13. A pair of skis 14. 3 pair of boots 15. A compass

5 items chosen:

Item: Why did you choose this item? 1.

2.

3.

4.

5.

Working with Groups Session Outline

Goal: Youth will learn how groups work together to achieve their goals.


Featured Book: Treasure Hunters Secret of the Forbidden City by James Patterson

Activities:

1. Pass the Hoop

2. Stepping Stone Relay

Supply List:


Treasure Hunters Secrete of the Forbidden City by James Patterson

Pencils/Crayons (youth could write with crayons to go along with book theme)

Leadership Link Handout found below (From: ) (goes in individual binders)


2 Blue Plastic Tablecloths

10 paper plates

4 hula hoops

4 jump ropes

Supreme Stepping Stone Sovereigns Certificate for winning team members


Introduction

Say: Say: Good morning! My name is ____________________. Today is our last session of our Leadership Journey to Skills You will Never Outgrow series. Today we will talk about working with groups. Say: Groups, groups, they’re everywhere! Every day you are part of a group. When you are at home with your family, you are part of a group. At school in the classroom, during recess or at lunch, you are part of a group. You are part of a group right now in the library. (or where ever you are) Say: Because groups are part of your life, it is important to learn how to work effectively within a group. The keys to success? Knowing how to work together and cooperate with group members.

Let’s read a story about working with groups.

Reading/Discussion

Ask: Look at the cover of the book. (Show the book to the class.) Ask: What do you think this book is about? (Possible Answers: Treasure Hunter, Dragons, Fear, etc.) Say: We will be reading a few chapters from the book “Treasure Hunters: Secret of the Forbidden City” by James Patterson. Some

background of the book: The Kidds—treasure hunting family extraordinaire—are heading to China, on a journey that will lead them beyond the Great Wall and into the underbelly of Berlin. Bick and Beck Kidd are desperately trying to secure the ancient Chinese artifact that will buy their mother's freedom from renegade pirates. But when the kidnappers force them to locate an even greater treasure—priceless paintings stolen by Nazis, the Kidds must rely on their own cunning and experience to outwit the criminals, all while their mom's life is on the line. Do: Read Book (pages 276-294) Ask: How did the Kidds work together? Did they cooperate with each other? How? (Allow for answers.)


Pass the Hoop Say: Thanks. Just like the Kidds worked together to devise a plan, when you work in a group, you must have a plan to work together. Working together and cooperating with others help you succeed in what you want to accomplish. Group members have different experiences, backgrounds, interests, ideas, and skills. Each person brings something unique to the group, and that makes the group stronger. A good leader respects each member’s difference, appreciates what each member brings to the group, and helps members work together as a team. Say: In this team-building activity, team members will work together to accomplish a group activity. We will play “pass the hoop”. Say: We will break into two groups. Each group will form a circle and hold hands. I will place the hula hoop in the circle between two people’s hands. You are to pass the hoop from person to person without letting go of hands and without using your hands. The hoop is to make it completely around the circle. After the group has successfully passed the hoop around the circle, we will try it again-but in a different way. Do you have any questions? (Allow for answers.)

Say: I will break you into groups now. Please form a circle and join hands before we begin. Do: Break into 2 equal groups (as possible) and do not begin until they have formed a circle and joined hands. May have to do this activity outside if space inside does not permit. Say: Okay, on your mark, get set, GO! Do: After each group has successfully passed the hoop around the circle, have the members pass the hoop again, in the opposite direction. Say: We are going to pass the hoop around the circle again, but this time in the opposite direction. Remember, you cannot use your hands or let go of each other’s hands. Do: Have the group pass the hoop. The next challenge is to add a second hoop to the circle and have the group pass one hoop one direction and the other hoop the other direction. Say: This time we are going to pass two hoops. One hoop is going to go in one direction while the other hoop is being passed in the other direction. Again, you cannot use your hands or let go of each other’s hands. Do: When the group has successfully passed both hoops, ask these questions: Ask: Was it difficult to pass the hoop? Why or why not? Ask: Did anyone have difficulty passing the hoop? Ask: Did adding a second hoop make it more difficult? Why or why not? Ask: Why is it important to help our teammates? Ask: How did the team work together to successfully pass the hoop? Say: Everyone can have a seat.

Activity

Stepping Stone Relay Say: Many of the things we do each day are done as part of a group, where cooperation is important; the projects the group wants to accomplish will be reached quickly if all members work together. But is a group doesn’t cooperate their effort may fail. As a team, we can accomplish more than when we work alone. We also have more fun.

Say: We are going to play a game called Stepping Stone Relay. It is a relay race with a few twists. Remember that this is a team activity. Also, remember that a good leader respects each member’s differences, appreciates what each member brings to the group, and helps members work together as a team. Do prior to activity: 2 imaginary rivers are set up with a start and finish line (jump rope). In between the start and finish line, place a blue plastic table clothes as the “water”. Five Stepping Stones (paper plates) are given to each team. Say: We will break into two teams. Players need to stand at one “bank” of the river (behind a jump rope) behind the next. The first player in each line is going to be given five Stepping Stones (give stepping stones to players at the front of each line) Say: In a traditional relay race, the players each must race out, cross the goal line and return to the starting line to tag the next player who does the same. In this Stepping Stone Relay-players must cross the river and come back to tag the next player to cross the river. There is one catch. Players cannot touch the ground! They can step only on their stepping-stones! Say: Players of the first team to complete the relay are pronounced the “Supreme Stepping-Stone Sovereigns”. Do you have any questions? (Allow for questions.) Say: Let’s get into two teams (choose players for each team). Players need to stand at one bank of the river, one player behind the next. (allow teams to line up at one bank of the river) Do: Warning: Don’t give hints! Let the players devise their own strategy. One possible strategy: set the Stepping-Stones out in a line of three, stand on the Stepping-Stones, reach down and pick up the last Stepping-Stone, and place in front of the other two to advance forward. Other creative strategies will be discovered. Do: Allow teams to play Stepping Stone Relay. When game is finished, gather group to process activity. Ask: What made this activity hard to do? Ask: What did it feel like to be part of the team? Ask: Did all members of the team cooperate? Ask: How did the team work together to reach its goal? Ask: In the last week, have you been in a group that worked together to accomplish a task? Ask: Why would it be important to cooperate with others?


March 14, 2016

Resources:


Step Up to Leadership Mentor Guide for Grades K-5, National 4-H Curriculum, BU-07903, Page 58

Silly Sports and Goofy Games, Dr. Spencer Kagan, Kagan, KCL: BKSS, ISBN: 978-1-879097-56-8, Page 197

Say: Great job to the winning team. Here are certificates for the winning teams. Please have a seat.

Wrap Up

Say: Good job today. Remember, groups are a part of life. It is important to learn how to work effectively within a group. Working together and cooperating with others helps you succeed in what you want to accomplish. A good leader respects each member’s differences, appreciated what each member brings to the group, and helps members work together as a team. Say: Thanks. Next week we will finish our leadership journey with a celebration party. I will see you next week!

Working in Groups Leadership Link Think about the Pass the Hoop activity. Answer the questions below.

1. How did the team work together to accomplish the activity?

2. Did anyone in the group have difficulty passing the hoop? If yes, how did other team members help?

3. Did teams work more quickly so they would win?

4. What happens when group members don’t follow the instructions or don’t try to help the group accomplish their goals?

Closing Celebration Session Outline

Goal: Review knowledge gained from the leadership series.


Activities:

1. Leadership Bingo 2. Pass the Hoop 3. Stepping Stone Relay

Supply List:


2 Blue Plastic Tablecloths

10 paper plates

4 hula hoops

4 jump ropes

Leadership Bingo Cards

Leadership Bingo Calling Cards

Bingo Markers

Prizes for Bingo Winners

“Graduation” certificates for each child


Introduction

Say: Say: Good morning! My name is ____________________. Today is our last session of our Leadership Journey to Skills You will Never Outgrow series. Today we will review what we learned and celebrate you completing the leadership series! Say: Leadership is being able to influence and support others to achieve a common goal. Leaders are everywhere. You can find leaders in your city, your neighborhood, at your school, at the police station, in your classroom, and at your home. Ask: What makes a good leader? (allow for responses) Say: Practice makes a good leader. Each time I visited with you, you were able to practice something that makes a good leader. We practiced understanding yourself, communication, getting along with others, making decisions, managing, and working in groups. Today we will practice all of these with two games.

Say: Leaders are not made overnight. And a leader is never perfect. They practice every day and learn from their mistakes and their successes. It’s all about three things :

1. Working with Others 2. Cooperation 3. Communication

Let’s play leadership bingo as a review of all the things we learned during the Leadership series.

Activity

Do: Prior to the lesson, print out different BINGO cards for each child plus a call sheet. Cut out the call sheet and put the squares into a hat or bowl. Do: Hand out one Bingo card to each child (each card should be different). The caller (can be the teacher, mentor, or a youth) should pull out one image, describe it and show it to the youth. The youth will then place a marker on the called image if it is on their card. Announce to the youth the predetermined patterns for winning bingo (Straight Lines that make a horizontal, diagonal OR vertical line to get a BINGO or 4 Corners to get a BINGO). Say: We will play Leadership bingo. Each of you will get a card and some bingo markers. I will pull a word. If the word is on your card, put a marker on that word. You will get bingo when you have a straight line on your card that goes horizontal, diagonal, or vertical (show card as you read these descriptions). Say: We will play about 2-3 rounds, as time permits. Do: Play as many rounds as you can to get winners. There may be multiple winners. If youth are serving as callers, part of the prize for winning can be to serve as caller. Optional: To make the game a little more interactive-if a youth gets BINGO they have to do certain motions-like jump up and down, move it like Bernie, Do a pretend sneeze and say A-CHOO, etc. Get creative and allow youth to come up with motions as you play.


Pass the Hoop Say: Thanks. Now that we have reviewed leadership, we will do two games that we played last week. We will play the pass the hoop game and the stepping stone games. Listen to instructions. Say: Remember, working together, cooperating and communicating with others help you succeed in what you want to accomplish. That makes a good leader. Group members have different experiences, backgrounds, interests, ideas, and skills. Each person brings something unique to the group, and that makes the group stronger. A good leader respects each member’s difference, appreciates what

each member brings to the group, and helps members work together as a team. Say: In this team-building activity, team members will work together to accomplish a group activity. We will play “pass the hoop”. Say: We will break into two groups. Each group will form a circle and hold hands. I will place the hula hoop in the circle between two people’s hands. You are to pass the hoop from person to person without letting go of hands and without using your hands. The hoop is to make it completely around the circle. After the group has successfully passed the hoop around the circle, we will try it again-but in a different way. Do you have any questions? (Allow for answers.) Say: I will break you into groups now. Please form a circle and join hands before we begin. Do: Break into 2 equal groups (as possible) and do not begin until they have formed a circle and joined hands. May have to do this activity outside if space inside does not permit. Say: Okay, on your mark, get set, GO! Do: After each group has successfully passed the hoop around the circle, have the members pass the hoop again, in the opposite direction. Say: We are going to pass the hoop around the circle again, but this time in the opposite direction. Remember, you cannot use your hands or let go of each other’s hands. Do: Have the group pass the hoop. The next challenge is to add a second hoop to the circle and have the group pass one hoop one direction and the other hoop the other direction. Say: This time we are going to pass two hoops. One hoop is going to go in one direction while the other hoop is being passed in the other direction. Again, you cannot use your hands or let go of each other’s hands. Do: When the group has successfully passed both hoops, ask these questions: Ask: Was it difficult to pass the hoop? Why or why not? Ask: Did anyone have difficulty passing the hoop?

Ask: Did adding a second hoop make it more difficult? Why or why not? Ask: Why is it important to help our teammates? Ask: How did the team work together to successfully pass the hoop? Say: Everyone can have a seat.

Activity

Stepping Stone Relay Say: Many of the things we do each day are done as part of a group, where cooperation is important; the projects the group wants to accomplish will be reached quickly if all members work together. But is a group doesn’t cooperate their effort may fail. As a team, we can accomplish more than when we work alone. We also have more fun. Say: We are going to play a game called Stepping Stone Relay. It is a relay race with a few twists. Remember that this is a team activity. Also, remember that a good leader respects each member’s differences, appreciates what each member brings to the group, and helps members work together as a team. Do prior to activity: 2 imaginary rivers are set up with a start and finish line (jump rope). In between the start and finish line, place a blue plastic table clothes as the “water”. Five Stepping Stones (paper plates) are given to each team. Say: We will break into two teams. Players need to stand at one “bank” of the river (behind a jump rope) behind the next. The first player in each line is going to be given five Stepping Stones (give stepping stones to players at the front of each line) Say: In a traditional relay race, the players each must race out, cross the goal line and return to the starting line to tag the next player who does the same. In this Stepping Stone Relay-players must cross the river and come back to tag the next player to cross the river. There is one catch. Players cannot touch the ground! They can step only on their stepping-stones! Say: Players of the first team to complete the relay are pronounced the “Supreme Stepping-Stone Sovereigns”. Do you have any questions? (Allow for questions.) Say: Let’s get into two teams (choose players for each team). Players need to stand at one bank of the river, one player behind the next. (allow teams to line up at one bank of the river)


March 17, 2016

Resources:


Step Up to Leadership Mentor Guide for Grades K-5, National 4-H Curriculum, BU-07903, Page 58

Silly Sports and Goofy Games, Dr. Spencer Kagan, Kagan, KCL: BKSS, ISBN: 978-1-879097-56-8, Page 197

Do: Warning: Don’t give hints! Let the players devise their own strategy. One possible strategy: set the Stepping-Stones out in a line of three, stand on the Stepping-Stones, reach down and pick up the last Stepping-Stone, and place in front of the other two to advance forward. Other creative strategies will be discovered. Do: Allow teams to play Stepping Stone Relay. When game is finished, gather group to process activity. Ask: What made this activity hard to do? Ask: What did it feel like to be part of the team? Ask: Did all members of the team cooperate? Ask: How did the team work together to reach its goal? Ask: In the last week, have you been in a group that worked together to accomplish a task? Ask: Why would it be important to cooperate with others? Say: Great job to the winning team. Here are certificates for the winning teams. Please have a seat.

Wrap Up

Say: Good job today. Remember, Leadership is being able to influence and support others to achieve a common goal. It takes working together, cooperation, and communication to be a good leader. Ask: What was your favorite thing about the leadership series? Ask: What did you learn from the leadership series? Ask: What was your favorite book/character from the leadership series? Ask: Name one way you can be a better person at school? At home? (allow for answers) Say: I have enjoyed visiting with you and I hope that you practice leadership at school, at home, and wherever you play.

Documents

Leadership Skills You Never Outgrow Literacy Series