Leadership
Practicum in Commercial Photography
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership trait, and will
determine the characteristics necessary for successful leaders.
Specific Objectives
 Students will demonstrate skills necessary for leadership.
 Students will explain what people look for in a leader.
 Students will evaluate leadership roles.
 Students will determine the type of leader they want to be or want to follow.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents;
and
(B) apply mathematics knowledge and skills in accordance with industry standards to
solve a problem.
(3) The student understands and examines problem-solving methods. The student is expected
to employ critical thinking and interpersonal skills independently and in teams to solve
problems.
(7) The student applies leadership characteristics to student leadership and professional development
activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the
various roles of leaders with organizations, exhibit problem-solving and management
traits, describe effective leadership styles, and participate in civic and community
leadership and teamwork opportunities; and
(B) employ teamwork and conflict-management skills to achieve collective goals;
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(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrate sensitivity to and value for diversity, and manage
stress and control emotions; and
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; prepare for and conduct meetings to achieve
objectives within scheduled time; produce meeting minutes, including decisions and
next steps; and use parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study.
The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will complete all note sheets per the multimedia presentations.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified
to accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go, prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during the lecture.
 Identify a personality test from the Internet, or another source, for students to take before
completing activities.
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.
 Ask what positive skills and negative skills attract or sway them from others.
 Ask students if they have held leadership positions, and if so, which type?
 Hand out Student Notes sheets.
Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout sheet.
 Present multimedia, “How to be a Team Player,” and lead class in discussion. (Take about 1520 min.)
 Present multimedia, “Leadership Play Book,” and have students take notes. (About 15 min.)
 Show “Leaders in the World.”
 Go around the room and ask students to share the leader’s name they wrote down and tell
why they chose that person. How many students chose the same person?
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Outline
MI
OUTLINE
NOTES TO TEACHER
How to be a Team Player
Are you sensitive when your friend
has personal problems?
Are you on time when you are
supposed to meet friends?
Do you offer support or offer to find
someone who can help?
Do you accept your friends as they
are?
Are you excited for your friends
when something good happens to
them?
Do you eagerly lend a helping hand?
If you answered, “yes” to the
questions, then you are on your way
to being a great teammate!
The purpose of this activity is to
demonstrate to students that
compassion is a necessary quality
of a great leader. Often, students
choose their school or team
leaders by how popular or smart
they are, without considering that
anyone with the qualities in this
presentation would make a good
leader.
Leadership Play Book
 Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
Every member within the group has
important information or skills to share.
This presentation explains
qualities of leaders. Students
should write down notes from the
slides to keep in their folders for
reference.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
This lesson is to give introspective
thought to each student, in order
to prepare him or her for the rest
of the activities in this unit.
b. Learning is a life-long process.
We grow as we learn
i. Cooperation
1. All team members
must work
together in
harmony.
Everyone has a job
to do to keep the
team operating
smoothly.
ii. Flexibility
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2. It is important for
all team members
to be able to
adjust their ideas
and to be able to
set their opinions
aside in order to
achieve the goal
the team is
pursuing.
Multiple Intelligences Guide
Existentialist
Intrapersonal
Kinesthetic/
Logical/
Bodily
Mathematical
Interpersonal
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead the class in discussion during each
one. Students will take the personality test and will self-grade to get the results. The teacher will
lead the class in a discussion.
There are numerous activities in this unit. Once this test has been done, the order in which the
activities are completed is up to the discretion of the teacher. It is suggested that they be broken up
so that they are all completed within the timeframe. Note: there are a couple of activities that may
be used as sponge activities. It is suggested these forms and the activities be kept in the students’
folders for testing and used in the event a student should decide to run for club office.
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Word Search
Who Did It?
Marooned
Take Me to Your Leader
Product in a Bag – Truth in Advertising
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Independent Practice
 Influential Leaders Report
Research a leader in photography and write a 500-word paper. Alternative: Research any
leader for the report.

Character Traits of a leader in photography
List the positive and negative character traits of a good graphic artist leader with a partner.
Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type of personality a person has, in order for them to work with
others on a team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
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Name: ____________________________ Date: ______________________ Class: ____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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Name:
DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may use a
letter more than once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
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__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
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__________________
___________________
____________________
__________________
___________________
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__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions,
by all means feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to
their current age. (Answers will vary, but here are a few to get you started: played a
team sport, played an individual sport, travelled to another country, planted a tree,
rode an elephant, rode on a hot air balloon, etc.) The number of opportunities should
match the number of students in your class. Give each student a copy of this list and
have him or her go around the room getting signatures on each activity, as it applies
to members of the class. Allow about 10 minutes, and then see if anyone was able to
get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is how
groups are established. Ask if anyone found out something about a classmate they
did not know before taking part in this activity. Also ask the group if they had trouble
getting their list filled out in 10 minutes. Discuss how this could be changed if a team
effort were to be used when getting signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper and pencil.
NOTES:
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2. “Marooned” Intended to be used after the multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.).
b. Students are marooned on a deserted island. Depending on how many students are
on each team, have team members list an item they would bring with them if they
knew there was a chance they would be stranded. They must then discuss the items
and select ONE ITEM per team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at
the ONE ITEM.
e. EXTENSION: Have students hypothesize how life would be different with only the
items the entire group brought with them to the island. Point out that the key to a
successful operation is COMMUNICATION! If all groups were allowed to
communicate with each other, the items could have been coordinated in a more
efficient manner.
f. MATERIALS NEEDED: Paper, pencil, whiteboard or poster board, and markers.
NOTES:
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm, and identify
various leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group
will need. (DO NOT disclose the objective of this lesson yet.) The leaders will
need to get the amount they think they will need and take the candies to their
groups. DO NOT LET THEM EAT THE CANDY! When all teams are ready, decide
how much time you want to allow, and then give them the Student directions.
b. MATERIALS NEEDED: Paper and pencil, Internet, assorted candy (miniature bars,
individual packages, etc.).
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as many
leaders in business and industry as possible. Your team will need to brainstorm
and identify one leader in business or industry for each piece of candy at your
table. You will need to list the company and leader associated with it. At the
end of the allotted time, your team will have to forfeit any candy that does not
correspond to a name on your list.
c. After the time allotted has expired (15-20 min.), have each team share their answers
with the class. Discuss. Then, eat the candy as a reward.
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still be
alive. (This makes it a little tougher.)
ii. Divide the requirements into categories, such as: retail, sports, technology,
entertainment, food, and transportation. (You may want to allow more time,
but it is your option.)
NOTES:
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4. “Product in a Bag – Truth in Advertising ” This product always allows for an interesting
discussion!
Truth in Advertising
All Business Dictionary of Marketing Terms for: Truth in Advertising requirement by the
Federal Trade Commission, as well as various state and local government agencies, that
advertisements not make misleading, false, or deceptive claims. An advertisement can be deceptive
without being an outright lie, depending upon the perception it creates in the mind of the consumer.
For example, a product that calls itself “light” may be nothing more than a slightly lower calorie
version of its regular formula but will be perceived to be a low-calorie product. Or a beverage called
an “orange juice drink” may contain primarily sugar and water with a minuscule juice content.
Deceptive advertising can be accomplished with pictures as well as with words. In one famous case, a
soup manufacturer placed marbles in the bottom of the bowl so that the contents of the soup rose to
the surface in a photograph taken for their advertisements. An advertisement can also be considered
deceptive if it makes a claim that is true but also leads the consumer to believe falsely that the same
claim could not be made by competitive brands. For example, using “fat free” claims on a bottle of
maple syrup might lead consumers to believe that other syrups contain fat.
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their paper
bag within the allotted time period. (This may take the better part of a class period,
but allow time to discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. Include in the bag an index card folded with the letter G or the letter B for good or
bad leadership skills. Tell the groups to keep this item a secret.
f. Students will photograph the product for potential advertising and for product design
on the box.
g. MATERIALS NEEDED: 11x17 Tabloid size paper (one per team). Paper bags (one per
team). The following items are suggestions, but are not limited to: small paper plates,
paper cups, balloons, pipe cleaners, Q Tips, paper clips, tape, sequins, cotton balls,
scissors, a couple of markers, string or yarn, drinking straws, construction paper,
paper strips, etc.
DIRECTIONS TO STUDENTS: Your team will take the contents of this paper
bag and will make a product that could be sold to customers. You will need
to use all of the materials in the bag and may not add anything that is not
supplied. You are responsible for naming the product and determining how it
would be used in the marketplace. Students will photograph the final
product for use in advertisements.
h. Have students give their product a name and a slogan, and create or draw an
advertisement for it. Extra credit: Have the students write a jingle about their product
or personalize the product to your school.
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Product in a Bag: Continued
DIRECTIONS: Students will demonstrate good leadership qualities not only by
teamwork, but in the way they work together to advertise their product. If
they received a G in their bag they will be honest and ethical in their
information. If they received a B in their bag, they can exaggerate, make false
claims, and leave out important information.
i.
DISCUSSION: Have each team present their “product.” Present the advertisement
and tell the name and purpose of the product. Ask students to explain what steps
they took, problems they encountered, etc.
j. Using the truth in advertising definition, have the class discuss whether the group
exhibited good leadership skills or whether any exaggeration or misleading
information was used, and if the ad was considerate of things, such as demographics
or diversity.
k. End the discussion with why it is important to be able to trust advertisements, and
why it may be necessary to question them when they make shocking claims. Follow
this discussion with how good leadership in advertising firms will ensure truth in
advertising, even when it may be difficult to do so.
l. Note the number of groups who use the bags as part of their product!
NOTES:
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Influential Leaders of Photography Report
ASSIGNMENT: Research a leader from the field of photography that you admire. Type a report with a
minimum of 500 words, and include or consider the following:
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Accomplishments this person has made
Major or well-known artistic works
Influence on society
Contributions he or she has made to society on the local, national or international level
Background
Personal triumphs
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Character Traits of a Good Graphic Arts Leader
DIRECTIONS: Brainstorm with your partner and develop a list of traits. Then, be ready to share with
the class. Graphic artists can influence entire societies. They can create new norms. All of this can be
accomplished by their approach or designs they create. Be sure and think about it from the point of
view of a leader in the graphics world. Consider things like ethics/unethical behavior,
persuasion/manipulation, exploiting/respecting, and diversity/stereotyping.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas.
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Organize an alumni chapter.
Show movies, films, videos, etc. during lunch.
Present awards to students who deserve recognition at an assembly on campus.
Be responsible for an entire assembly at school.
Set up a student ethics committee.
Work for improved school attendance.
Hold an Achievement Day.
Present a Teacher of the Month award.
Recognize teachers on their birthdays.
Build a student lounge out of unused space.
Improve the school library.
Paint the hall.
Serve on principal’s advisory committee.
Clean trophy cases and polish trophies.
Conduct tours of the school for incoming freshmen.
Plan activities for Crime Prevention Week.
Host an awards breakfast or luncheon each quarter/semester during the year.
Host a birthday breakfast for teachers once a month.
Plan an activity to welcome new teachers in the fall.
Plan a Yearbook Signing Party.
Host a father and daughter or mother and son lunch, tea, brunch, etc.
Host a senior breakfast.
Host a pizza party.
Plan a chili cooking contest.
Plan a Progressive Dinner.
Plan a scavenger hunt; include food for a local pantry on the list and donate what is
collected.
Sponsor a Career Day.
Invite a guest speaker each month to talk about careers during lunch.
Sponsor tours of local college campuses.
Arrange tours of major businesses in the area.
Plant a tree to honor a community leader, veteran, or distinguished citizen.
Participate in a Toys for Tots campaign.
Spend time with children at a shelter or orphanage.
Entertain children while parents vote.
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Entertain children during open house at your school.
Maintain a community bulletin board.
Visit senior citizens in their homes or nursing homes.
Clean up roadsides and parks.
Collect books, magazines, etc. for a senior citizens home.
Set up a clothing drive for the less fortunate.
Plan a food drive at Thanksgiving, Christmas, or Easter.
Walk dogs for the animal shelter.
Sponsor a baby picture contest at your school (great for football or basketball team). Have
students enter the contest to guess the baby picture match up.
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