Lesson plan

What Makes an Awesome Leader?

What makes an excellent leader? In this lesson, students will discuss leadership and design a video that informs others of what it means to be a positive leader.
GradeSubjectView aligned standards

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

Students will be able to define "leader" and highlight people in their community or in history who are positive leaders.

(10 minutes)
  • Bring students together (outside, if possible) in a circle, sitting or standing.
  • Explain that they will participate in a blindfolding activity where one person will lead another who is blindfolded.
  • Split the class into partners of two.
  • Pass out blindfolds to each partnership.
  • Point out that the class will walk from one side of the field (or classroom) to the other.
  • Ask the class to decide who will go first.
  • Ask the students to begin.
  • After students have walked and completed their first journey, have them switch roles.
  • Explain that the other person will now walk back blindfolded, taking guidance from their partner.
  • After each partner has had a turn leading and being led, bring students back together in a circle.
  • Ask, "What was this like for you? What did the leader have to do or say to support the blindfolded person? What was it like to be blindfolded and led by someone else?
  • Ask, "What does it mean to be a leader? What does it mean to be an awesome leader?"
(10 minutes)
  • Play the video "Kid President Asks 'What Makes an Awesome Leader?'"
  • Ask students to think on their own about the video and to answer the following questions to themselves:
    • What stood out for you in the video?
    • What makes an awesome leader?
  • Ask students to turn and talk to their partners and answer the same questions.
  • Ask a volunteer to come up to the front of the room to write on the board.
  • Ask this volunteer to write "Leader" on the board.
  • Ask the class to share out their thoughts on this and what they discussed with their partner.
  • Ask the student volunteer to write down student ideas on the board under the word "Leader."
(5 minutes)
  • Explain that the class will now work in groups of 3–4 to answer questions and to work on a mini-project about leadership.
  • Pass out the Leadership Video worksheet, and review how students are to complete the worksheet and create their own videos. Provide demonstrations on how to create their videos if needed.
  • Break students into groups.
  • Dismiss students to work on their projects in groups.
(15 minutes)
  • Circle around the room and check in with as many groups as possible to answer any questions and provide support when needed.

Enrichment: Ask advanced students to come up with a board game that teaches others about leadership.

Support: Work one-on-one or in small groups with some students during group work time and provide support when needed.

(5 minutes)
  • Walk around the room and check student comprehension of the assignment and what it means to be a good leader.
  • Collect worksheets and review videos.
(10 minutes)
  • Bring students back together in a circle.
  • Have each group present their video.
  • Ask the class to share what they now know about leadership.
  • Take a few comments, building onto their answers and making connections.
  • Remind students that they all are leaders!

Add to collection

Create new collection

Create new collection

New Collection

0