U2C6L5A0_Lesson Plan - Weebly



|CORE LET 4 |

|Unit 2: Leadership Theory and Application |

|Chapter 6: Leadership Principles |

|Lesson 5: Motivation |

|Time: (a) Two 45-minute blocks with Part 1 and 2 for Days 1 and 2 or (b) One 90-minute period with Part 1 and 2 |

|Administrator Lesson Guide: |

|Lesson Competency: Employ motivation strategies that inspire others to achieve goals |

|Linked ELA Common Core: RI.11-12. READING: INFORMATIONAL TEXT - RI.11-12.1., RI.11-12.3., RI.11-12.7., W.11-12. WRITING - W.11-12.1.a., W.11-12.2., |

|W.11-12.2.a., W.11-12.2.d., W.11-12.3., W.11-12.3.b., W.11-12.3.c., W.11-12.6., SL.11-12. SPEAKING AND LISTENING - SL.11-12.1., SL.11-12.1.c., |

|SL.11-12.4., L.11-12. LANGUAGE - L.11-12.4., L.11-12.6. |

|Linked NHES: H4., H4.12.1., H5., H5.12.6., H8., H8.12.1., H8.12.2., H8.12.3., H8.12.4. |

|Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce. Address |

|civic concerns that impact the community and society at large. Make decisions that promote positive social, emotional, and physical health. |

|Thinking Processes |Core Abilities |

|Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) |Build your capacity for life-long learning |

|Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) |Communicate using verbal, non-verbal, visual, and |

|Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) |written techniques |

|Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) |Take responsibility for your actions and choices |

|Part-Whole - Brace Map* (Alt. = Pie Chart) |Do your share as a good citizen in your school, |

|Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) |community, country, and the world |

|Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) |Treat self and others with respect |

|Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) |Apply critical thinking techniques |

|* Thinking Map( | |

|Multiple Intelligences |Bloom’s Taxonomy |Authentic Assessment |Learning Objectives |

|Bodily/Kinesthetic |Remember |Observation Checklist |Determine how individual performance within a group is|

|Visual/Spatial |Understand |Portfolio |influenced by expectations, ability, and motivation |

|Logical/Mathematical |Apply |Rubric |Explain the 14 Principles of Motivation |

|Verbal/Linguistic |Analyze |Test and Quizzes |Define key words: alleviate, complement, intangible, |

|Musical/Rhythmical |Evaluate |Thinking Map® |prejudicial |

|Naturalist |Create |Graphic Organizer | |

|Interpersonal |Structured Reflection |Notebook Entries | |

|Intrapersonal |Metacognition |Logs | |

| |What? |Performance | |

| |So What? |Project | |

| |Now What? | | |

| |Socratic Dialog | | |

| |E-I-A-G | | |

| | | |Legend: |

| | | |( Indicates item is not used in lesson |

| | | |( Indicates item is used in lesson |

|Lesson Preview: |

|Energizer: Arrange for space to demonstrate an activity with a Cadet volunteer so Cadets consider reactions to being pushed to determine preference of |

|being asked or being told to do something. |

|Inquire: Guide Cadets to the learning objectives in their Student Learning Plan to preview the lesson activities. Cadets follow instructions to complete|

|a task two different ways using Visual #1: Motivation and Expectation activity. Cadets contrast achievement using a motivational strategy. |

|Gather: Part 1: Present Principles of Motivation using Flash #1: Principles of Motivation or student textbooks. Cadets create class Double Bubble Map |

|of characteristics and examples of Motivational Principles. Part 2: Display Visual #2: The 11 Principles of Leadership. Cadets correlate how leadership |

|and motivation relate using a Flow Map to illustrate a motivational process toward achieving a team goal. |

|Process: Part 1: Distribute Exercise #1: Motivation and Leadership. Cadet partners work through how to lead through given motivational situations. |

|Cadets share responses with other teams. Part 2: Distribute Exercise #2: Motivational Scenarios. Cadet partners use activity to work through given |

|scenarios, responding as both a motivator and a leader. |

|Apply: Cadets create a Double T-Chart identifying Motivational Principles used, examples, and plan for improvement. Distribute and review the Motivation|

|Performance Assessment Task. Review key words. |

|CORE LET 4 |

|Unit 2: Leadership Theory and Application |

|Chapter 6: Leadership Principles |

|Lesson 5: Motivation |

|Time: (a) Two 45-minute blocks with Part 1 and 2 for Days 1 and 2 or (b) One 90-minute period with Part 1 and 2 |

|Note: This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 5 - Light Search and Rescue Operations and materials for this lesson are found |

|in the TEEN CERT Resource Materials Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT |

|lessons can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. |

|Instructor Lesson Plan: |

|Why is this lesson important? |

|Leaders spend a great deal of time and effort studying the technical aspects of their jobs. To lead effectively, they must know what motivates others. |

|Leaders who care about their subordinates and are thoughtful of their needs are more able to influence them to meet unit goals. In this learning plan, |

|you will examine strategies that will help you influence others. |

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|Lesson Question |

|How do I know what will motivate my teammates? |

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|What will Cadets accomplish in this lesson? |

|Lesson Competency |

|Employ motivation strategies that inspire others to achieve goals |

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|What will Cadets learn in this lesson? |

|Learning Objectives |

|Identify how individual performance within a group is influenced by expectations, ability, and motivation |

|Explain the 14 Principles of Motivation |

|Define key words: alleviate, complement, intangible, prejudicial |

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|When will your Cadets have successfully met this lesson’s purpose? |

|Performance Standards |

|by preparing a Double T-Chart that describes how they would develop motivation skills |

|by analyzing their ability to influence others and reflecting on ways to improve those skills |

|when Cadets assess how they applied at least three of the 14 Principles of Motivation |

|when Cadets plan how they will improve on at least three of the 14 Principles of Motivation |

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|NOTES: |

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|Part 1: 45 minutes |

|Energizer: |

|Lesson Delivery Setup: |

|This is an optional motivational activity and should be used at your discretion, or as time permits. |

|Arrange for space to demonstrate an activity. |

|Select a Cadet volunteer to assist with the demonstration. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about which they would prefer: to be asked to do something or be told to do something. |

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|Instruct the Cadet volunteer to stand facing you so the class can see both of you. |

|Instruct the Cadet to extend one arm toward you with his/her palm open, facing up. Extend your arm and palm to exert pressure against the volunteer’s |

|palm until you feel him/her push back. Allow your arm to be pushed back. |

|Ask the volunteer: Why are you pushing my hand? After the Cadet states his answer, emphasize to the class: That’s the point of the demonstration. It’s |

|instinctive to push back when we feel we are being pushed physically – and mentally. |

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|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|How do you typically react when someone pushes you physically? Mentally? |

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|Total Time: 5 minutes (optional) |

|Phase 1 -- Inquire: |

|Lesson Delivery Setup: |

|Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. |

|Ensure that Cadets have access to the Student Learning Plan. |

|Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. |

|Prepare to display the Learning Objectives. |

|Ensure Cadets have their Cadet Notebooks for use throughout this lesson. |

|Bring a small prize for the “winner” of the activity. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about motivation. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already |

|know about this subject area. |

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|THINK ABOUT what you know about motivation. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this |

|lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. |

|Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion. |

|Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What|

|you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose. |

|Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. |

|Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that |

|they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. |

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|PARTICIPATE in a motivation and expectation activity. |

|Instruct Cadets to do exactly as they are told. Tell them that they are not to ask any questions and not to compare notes with other people. |

|Direct Cadets to the Visual #1: Motivation and Expectation activity. Add scores of each student to the board. |

|Lead a discussion to explore various ways in which the instructions were and might have been interpreted. Emphasize that performance can be influenced |

|dramatically by failure to agree on expectations. The discussion should include the following questions: |

|How did you feel about the instructions that you were given? |

|How did these feelings affect your performance? |

|How did your feelings affect your motivation to complete the task? |

|How motivated are you to do this again? |

|Inform Cadets that they will try this exercise again. Ask Cadets if they know what is expected this time. Also, tell the Cadets: This time your objective|

|is to exceed your last score. In addition, the person who exceeds his/her previous score by the greatest number of points will win something! Note: |

|Instructor decides what the student will win. It could be candy, a donut, a dollar, anything. |

|After answering any questions, begin this round by repeating the directions as before, posting examples as before. Set the prize in a prominent place and|

|start the task again, score, and post scores as before. |

|After awarding the prize to the winner, lead a discussion emphasizing that performance is improved by motivation and that there are many different ways |

|to motivate. |

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|REFLECT on what motivates people. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|What did you notice about how your behavior changed during the second round? |

|What do you think caused a change in your results? |

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|Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about how to |

|motivate others. |

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|Total Time: 15 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as|

|necessary for your Cadet. |

|Phase 2 -- Gather Part 1: |

|Lesson Delivery Setup: |

|Prepare to show all Gather Phase Part 1 slides from the Lesson PowerPoint presentation. |

|Provide access to a student text: Unit 2: Citizenship in Action and Leadership: Theory and Application (hardbound); LET 4 (softbound); the e-text version|

|found in the U2C6L5 resource folder on the Curriculum Manager. |

|Provide chart paper and markers for partner or team use. |

|Place Cadets in 14 teams. NOTE: Adjust the team arrangement in relation to the number of Cadets in class. |

|Prepare to display a sample Double Bubble Map. |

|Be prepared to launch Reinforcing Questions. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about how they are motivated to complete a task or goal and how to motivate others to join them in that task or |

|goal. |

|The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to |

|build on any previous knowledge or experiences. |

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|VIEW the animation on Principles of Motivation. CREATE a Bubble Map of an assigned Motivational Principle learned in the class presentation and from the |

|Motivation section of the student text. |

|Display Flash #1: Principles of Motivation. |

|Divide Cadets into 14 teams, assigning each team a particular ‘principle’. Ask Cadets to come up with descriptors, such as characteristics and examples |

|of the ‘principle’, using a Bubble Map to illustrate. Guide Cadets to use their text to gather information about their “principle.” |

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|ADD your Bubble Map to the class map, creating a class Double Bubble Map of the 14 Principles of Motivation. |

|Allow each of the 14 teams to add to the class Double Bubble Map. Discuss the importance and complexity of motivation in meeting goals – personal or |

|team. |

|Display the Reinforcing Question(s). |

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|REFLECT on the 14 Principles of Motivation. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|How many of the 14 Principles of Motivation do you find challenging for you? Why? |

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|Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new |

|information or skill they were introduced to. |

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|Total Time: 15 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as|

|necessary for your Cadet. |

|Phase 3 -- Process Part 1: |

|Lesson Delivery Setup: |

|Prepare to show all Process Phase Part 1 slides from the Lesson PowerPoint Presentation. |

|Distribute Exercise #1: Motivation and Leadership. |

|Divide Cadets into pairs. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about how they would motivate people to do something if they are the leader of a team project. |

|This phase of the lesson allows Cadets to practice using the new skill or knowledge. |

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|COMPLETE an exercise about a Motivational Principle and GIVE an example of how you would use it in a leadership situation. |

|Divide Cadets into pairs. Instruct Cadets to answer assigned questions on Exercise #1: Motivation and Leadership. |

|Allow time for all questions to be answered by the partner-teams. |

|Lead discussion on the principle and provided situation. |

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|REFLECT on the 14 Principles. ANSWER the reflection questions presented by your instructor. |

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|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|What did you learn about how you use the 14 Principles of Motivation that you can use immediately to help motivate others? |

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|Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill |

|through the assignment or activity outlined in the performance assessment task. |

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|Total Time: 10 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities |

|as necessary for your Cadet. |

|Part 2: 45 minutes |

|Phase 2 -- Gather Part 2: |

|Lesson Delivery Setup: |

|Prepare to show all Gather Phase Part 2 slides from the Lesson PowerPoint presentation. |

|Provide chart paper and markers for partner or team use. |

|Prepare to display a sample Flow Map. |

|Divide Cadets into pairs. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about how motivation relates to leading others. |

|The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to |

|build on any previous knowledge or experiences. |

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|REVIEW the 11 Principles of Leadership (U2C1L4) in your student text. |

|Display Visual #2: The 11 Principles of Leadership, Cadets review in their student text. |

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|CREATE a Flow Map of the Motivational Principles you would use to guide a team toward achieving a goal. CONSIDER the Leadership Principles and HIGHLIGHT |

|where they fit into the Flow Map. |

|Direct teams to create a Flow Map of the Motivational Principles they’d use to guide a team toward achieving a goal. |

|Direct teams to consider the Leadership Principles and highlight where they fit into the Flow Map. |

|Instruct teams to share their Flow Maps with the class and encourage discussions about the similarities and differences of what each team chooses to use.|

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|REFLECT on the Leadership Principles and the Motivation Principles. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|Where do the Leadership Principles and Motivational Principles overlap and gap in your Flow Map? Why? |

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|Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new |

|information or skill they were introduced to. |

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|Total Time: 20 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as|

|necessary for your Cadet. |

|Phase 3 – Process Part 2: |

|Lesson Delivery Setup: |

|Prepare to show all Process Phase Part 2 slides from the Lesson PowerPoint Presentation. |

|Distribute Exercise #2: Motivational Scenarios. |

|Keep Cadets in pairs. |

|Be prepared to launch Reinforcing Questions. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about how they would lead and motivate others on their team in given scenarios and situations. |

|This phase of the lesson allows Cadets to practice using the new skill or knowledge. |

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|RESPOND to provided scenarios and IDENTIFY the Motivational Principle(s) involved. SUGGEST a solution that will improve motivation or advancement into |

|motivational levels. |

|Cadets work with a partner using Exercise #2: Motivational Scenarios by reading each scenario provided and identifying the Motivational Principle(s) |

|involved. Instruct Cadets to suggest a solution that will improve motivation or advancement into motivational levels. |

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|SHARE responses to scenarios with other teams in the class. |

|Allow time for Cadet partners to share their responses to the scenarios with other teams in the class. |

|Lead a discussion on motivating others. |

|Display the Reinforcing Question(s). |

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|REFLECT on the situations you and your partner just reviewed. ANSWER the reflection questions presented by your instructor. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|What differences in responding to the motivational scenarios did you and your partner encounter? |

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|Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill |

|through the assignment or activity outlined in the performance assessment task. |

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|Total Time: 15 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities |

|as necessary for your Cadet. |

|Phase 4 -- Apply: |

|Lesson Delivery Setup: |

|Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. |

|Distribute the Motivation Performance Assessment Task. |

|Keep Cadets in pairs. |

|Prepare to display a sample Double T-Chart. |

|Determine how you will review the key words from this lesson. |

|Prepare to use the Digital Timer application in your Curriculum Manager. |

|Prepare to assign the performance assessment task as homework as time necessitates. |

|Student Learning Activity |

|Teaching Notes |

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|Direct Cadet Focus: Ask Cadets to think about how they have used any of the 14 Principles of Motivation and how they might improve on that use. |

|This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. |

|Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. |

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|CREATE a Double T-Chart in your notebook identifying at least three Motivation Principles you have not used well, an example of how you used each, and |

|how you plan to improve them for future situations. SHARE your T-Chart with a partner. |

|Instruct Cadets to create a Double T-Chart in their notebooks identifying at least three of the 14 Principles of Motivation that they have used, the |

|example of how they used them, and how they plan to improve using them in future situations. |

|Direct Cadets to share their Double T-Chart with their partner. |

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|COMPLETE the Motivation Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade. |

|Distribute the Motivation Performance Assessment Task and collect if completed. NOTE: The performance assessment task may be completed in class or |

|assigned as homework, depending on the available time. |

|Refer Cadets to the scoring guide for a list of criteria that should be included in their Double T-Chart. This same criteria on the scoring guide can be |

|used as a grading checklist, too. |

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|REVIEW the key words of this lesson. |

|Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to |

|complete a quick check on each word and define it properly. |

|Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. |

|Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several |

|animated games. |

|Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. |

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|REFLECT on what you have learned in this lesson and how you might use it in the future. |

|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |

|population. |

|What have you learned about yourself in this lesson? |

|How will you use what you have learned to keep yourself motivated to accomplish your goals? |

|How will you use what you have learned to keep the unit motivated to accomplish their goals? |

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|Can Cadets answer the Lesson Question(s) now: How do I know what will motivate my teammates? |

|Allow some time for discussion. |

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|Total Time: 10 minutes |

|Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as |

|necessary for your Cadet. |

|Homework: |

|Additional time may be necessary for Cadets to complete their Motivation Performance Assessment Task. |

|Note on Cadet Portfolios: |

|As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic,|

|chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on |

|setting up and evaluating Cadet Portfolios. |

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