How You Start

How You Start Influences How You Finish

Competency: Provide a concrete example of how a good start leads to successfully accomplishing an objective

Linked Core Abilities:

Take responsibility for your actions and choices

Do your share as a good citizen in your school, community, country and the world.

LESSON PLAN

1. PARTICIPATE in learning warm-up activities by asking the students to think one time when they participated in an activity with a bad or good start.

2. REVIEW Lesson Objectives

a. Describe the dimensions of a good start.

b. Evaluate the consequences of a poor start.

c. Explain why a leader must do advance planning to ensure a good start.

3. REVIEW Key Words.

Define key word: death march, momentum, and preparation.

4. COMPLETE exercises to assess understanding of Key Words.

Ask the class leader to write the key words for the day on the board. The class leader then calls upon students for the correct definitions. The class leader can also test for understanding by asking students to use key words in a sentence.

5. PARTICIPATE in a lecture/discussion of the lesson.

Students watch the case study New Liberia Orphanage. The instructor facilitates a discussion of the case study.

6. COMPLETE practice exercises to assess understanding lesson concepts.

The student class leader (previously selected by the instructor) divides the class into 4 person jigsaw groups.

The group leader selects one student in each group as the group leader.

Segment the lesson into 4 parts. Students explore: (1) Planning activities for a good start, (2) The need for clear roles and responsibilities, (3) The need for good communications, and (4) Why a leader increases the likelihood for success with a good start.

The group leader assigns students in the group to one of the 4 segments. The group leader also is responsible for a segment.

Students are given time to read their segment and outline key points.

Students leave their jigsaw group for 20 minutes to meet with other students sharing their same segment assignment. Students discuss the main points of their segment and prepare to report back to their jigsaw group.

Students return to their jigsaw groups.

Jigsaw group leaders facilitate having students present her or his segment to the group. The group leader also encourages group members to ask questions.

The class instructor observing each group, assists when group leaders need assistance.

7. PARTICIPATE in a summary of the lesson (Lesson Review)

1. What did the New Liberia Orphanage leader do to plan a good start?"

2. What were activities not mentioned that would have been good to help prepare?"

3. How can a leader learn what is needed for a good start?

4. What does a leader do when the objective is not attainable?

ADDITIONAL INFORMATION

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