Introduction: Lesson Plan

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Introduction: Lesson Plan***Adapted from the National FCCLA Power of One Program GuideTotal Time: 60 MinutesHandouts: Introduction note-taking guide (one per member, begins pg. 3) Minnesota Power of One Handbook 3-5 or 28 & 29Materials to Help Guide You: Minnesota Power of One Handbook 24 & 25 (Planning Process help) 3-5 or 28 & 29(A Better You lists) Minnesota Power of One PowerPointSESSION OUTCOMESThe member will be able to describe the Power of One national program in their own words.The member will be able to correctly identify and apply the five steps of the FCCLA Planning Process.The member will be able to understand the relation between Power of One and growth mindset.The member will be able to reflect critically on their character and image and determine a personal traitthey would like to improve as a result.ASSESSMENTThe member will be able to understand the relation between Power of One and growth mindset.NATIONAL FCS STANDARDS13.5.5 Demonstrate ways to organize and delegate responsibilities.13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.Page 1 of 44

Introduction: Lesson PlanTIMEDESCRIPTION0-10What is the Power of One?Instruct members to find their digital or printed copy of the note takingguide. This section covers what information there is to be learned as wellas the significance of learning this information.10-20Process and ExpectationsExplain the process of Power of One and how members will execute theirprojects. Utilize the presentation slide to walk through this step-by-stepprocess. Explain that this process will repeat for each one of the five unitsand that a summative assessment will be given after the units are taught.If your chapter has any additions to this process, be sure to explain thoseas well. Conduct the Power of One in a tweet activity.20-30The FCCLA Planning ProcessUtilize the presentation slides to lead members in a discussion of what theFCCLA Planning Process is and is not. Members should follow along intheir note-taking guide. Emphasize that students should never includeanything in their project about this being an assignment. Refer to pages24-25 in the Minnesota Power of One handbook for examples or furtherinformation on the Planning Process.30-35Growth MindsetUtilize the presentation slide to explain the concept of growth mindset.Include in your discussion that growth mindset is known across the worldand has been proven by neuroscientists to be a powerful tool for healthycognitive functioning.35-40SummaryGo over the summary slide to help connect what students have learned sofar.40-50A Better YouUtilize the presentation slides to introduce the A Better You program.Facilitate small group discussions on student’s areas of improvement.50-60Assignment & QuestionsIntroduce and explain the assignment. Students will search through theCharlie Academy topic they choose and, using the resources on thatpage, Identify Concerns and Set a Goal before the next class period.Page 2 of 44

Introduction: Note-Taking GuideName:Date:What is Power of One? is an FCCLA National Program that helps you findand use your related to different areas of life. You will set to achieve related to the area of the unit. Your projects will relate to your own and . Projects cater to your , skills, interests, and .Why do Power of One?Write the reason that stands out to you most.Five Units of Power of One1. : Improve a personal trait2. : Serve as a more effective family member3. : Explore and prepare for careers4. : Develop leadership abilities5. : Promote the organization and its benefits to othersPage 3 of 44

Process and Expectations1. in lessons explaining a Power of One unit and a related real-world skill.2. Identify your biggest and one project to execute based on theconcern.3. Use the project sheet to , , and your project; this sheetshould include a “rough draft” of the FCCLA Planning Process.4. a “final draft” of the FCCLA Planning Process.5. with your adviser throughout the process to discuss your project and gainfeedback.6. all materials to your adviser for evaluation.Tweet Your TakeawayThe FCCLA Planning Process A decision-making that supports youth and growth. Can be used to determine group action or to plan individual . Includes steps.Page 4 of 44

1.2.3.4.5.Growth Mindset : Using dedication and hard work to develop one’s basic abilities. Everyone is not born with equal abilities, skill levels, and resources, but growthmindset focuses on taking responsibility and improving what you . Fosters a love of learning, motivation, and . Backed by neuroscience. “How can I from where I am?”Summary Power of One is an FCCLA national program that helps members find and use theirpersonal . In each of the five units, members will improve themselves through a project that isspecific to the members’ , skills, abilities, and time. The FCCLA Planning Process is a decision-making tool used to carry out eachproject. Power of One fosters a growth .A Better You A Better You is the unit in the FCCLA Power of One national program. This unit focuses on improving a trait. You have the power to change the world, but you must constantly work to be the bestof first.Page 5 of 44

A Better You BrainstormCategories that interest me:My priority:Page 6 of 44

A Better You: Lesson Plan***Adapted from the National FCCLA Power of One Program GuideTotal Time: 60 MinutesHandouts: A Better You note-taking guide (one per member, begins pg. 19) Power of One point sheet (one per member; optional) Minnesota Power of One Handbook Minnesota Power of One PowerPointSESSION OUTCOMESThe member will be able to explain the importance of setting SMART goals and revise a general goalinto a SMART goal.The member will be able to devise a project to improve on a personal trait based on a SMART goal forthe A Better You Power of One unit.ASSESSMENTSMART goal setting revision practice activity.NATIONAL FCS STANDARDS1.1.6 Develop a life plan including pathways to acquiring the knowledge and skills needed to achieveindividual, family, and career goals.2.1.1 Apply time management, organizational, and process skillets prioritize tasks and achieve goals.Page 7 of 44

A Better You: Lesson PlanTIMEDESCRIPTION0-40SMART GoalsUtilize the SMART goals slides to introduce SMART goals and explain howthey differ from general goals. With this base information, transition to theSMART goals writing practice to revise general goes into SMART ones.Allow some time for students to revise the general goal they developed asa part of their assignment into a SMART goal.40-60Formative AssessmentExplain the purpose of formative assessments as learning checksthroughout this process.Page 8 of 44

A Better You: Note-Taking GuideName:Date:SMART Goals Should Be: S M A R T SMART goals put an with a . By having a and steps to take, the goal setter is more to achieve. Clarifies exactly what a goal setter to .SMART Goal Writing Practice (Example) I will improve my physical health.“By January 25, I will run a 5K race in 30 minutes without stopping by completinga strengthening and conditioning workout three times a week and running onemile four times a week.” I will bring my grade up in English.Page 9 of 44

I will improve my presentational skills. I will improve my time management. I will start volunteering. I will improve my emotional intelligence.Page 10 of 44

Introduction and A Better You FormativeAssessment: Learning Check1. Power of One is a national program4. How many units are included in thethat helps members find and use theirPower of One? (1 point). (1 point)a. 3a. Personal powerb. 4b. Growth mindsetc. 6c. Given abilitiesd. 5d. FCCLA knowledge5. In 2-3 sentences, explain the2. Which of the following is NOT arelationship between Power of Onestatement of an individual with aand growth mindset.growth mindset? (1 point)a. “I am going to train myself toimprove.”b. “My skills are not the best forthis situation.”c. “I will try a different approach.”d. “This will take time.”6. A Better You encourages members3. Which of the following bestto set a goal to improve which area ofdescribes the FCCLA Planningtheir life? (1 point)Process? (1 point)a. Community involvementa. A list of steps to take to achieveb. Interpersonal relationshipsa goal.c. Personal traitsb. A decision making tool.d. FCCLA knowledgec. A critical thinking tool.d. A process for learning.Page 11 of 44

7. Which of the following is NOT an9. When setting a goal, why is it bestexample of A Better You project idea?to set a SMART goal? (1 point)(1 point)a. Unlike general goals, SMARTa. Learn about stress and reducegoals can only be used forthe stress I feel.personal goals.b. Create a budget to save forb. A SMART goal includes ancollege.action plan, which increases one’sc. Take responsibility for moremotivation to achieve the goal.chores at home.c. SMART goals allow for flexibilityd. Design a healthy eating plan.within an action plan, which allows8. What does SMART stand for inthe goal setter to work at their ownSMART goals? (1 point)pace.a. Specific, measurable,d. Using SMART goals requiresattainable, realistic, timely.more effort on the part of the goalb. Specific, measurable,setter.applicable, realistic, truthful.10. In the space provided below, revisec. Separate, measurable,the example of a general goal into aattainable, resolvable, timely.SMART goal/. (1 point)d. Separate, meaningful,applicable, realistic, truthful.“I will read more.”Page 12 of 44

Family Ties: Lesson Plan***Adapted from the National FCCLA Power of One Program GuideTotal Time: 60 MinutesHandouts: Family Ties note-taking guide (one per member, begins pg. 15) Power of One point sheet (one per member; optional) Minnesota Power of One Handbook Minnesota Power of One PowerPointSESSION OUTCOMESThe member will be able to identify and demonstrate characteristics of effective communication infamily, work, and community settings.The member will be able to identify communication barriers and apply strategies to overcome themsuccessfully.The member will be able to devise a project to improve his or her family based on a SMART goal forthe Family Ties Power of One unit.ASSESSMENTAnalyzing Communication activityNATIONAL FCS STANDARDS1.2.3 Apply communication skills in school, community and workplace settings and with diversepopulations.13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effectivecommunication.13.3.3 Demonstrate effective listening and feedback techniques.13.3.4 Analyze strategies to overcome communication barriers in family, community, and worksettings.13.3.6 Analyze the effects of technology on communications in family, work, and community settings.13.3.7 Analyze the roles and functions of communications in family, work, and community settings.Page 13 of 44

A Better You: Lesson PlanTIMEDESCRIPTION0-5Family TiesUtilize the PowerPoint slide to introduce Family Ties.5-15Backwards CommunicationSplit members into teams or breakout groups. Within each team, askgroup members to find a volunteer. This member should turn around sothat they are not able to see the screen. Regroup while these volunteermembers are facing away and show the photos on the screen to the restof the group. Instruct the members facing the screen (teachers) todescribe the picture the member facing away (artist). The artist must useonly the teachers’ instructions to draw the picture. However, the teacherscannot explicitly name any items in the picture. Give partners two minutesto replicate the illustration to the best of their ability. When the twominutes have expired, allow the artists to compare their drawings to theone the teachers were describing. Have the groups select a new volunteer,advance the slide to the next drawing, and repeat the process. Thepurpose of this activity is for members to exercise their communicationand listening skills.Using the discussion questions in the presentation, debrief the activitywith the session participants. At your discretion, have participants discusstheir answers with each other, share their answers with the group, or both.Discuss the agenda and learning targets found in the presentation.15-25DiscussionContinuing the discussion on communication, ask members to followalong with their note-taking guide. Using the presentation, discuss thevarious aspects of effective communication. Incorporate personalexamples and ask the members to share as well.Ask members if they agree or disagree with the quote shown and why.Use the discussion to Segway into the following content.Page 14 of 44

25-40Effective CommunicationUtilize the presentation slides to introduce the components of effectivecommunication as well as the barriers to achieving effectivecommunication.40-50Transition the presentation by discussing the importance ofcommunication in a family. Would families be stronger if they had bettercommunication? Explain that Family Ties, the second unit of Power ofOne, guides members to develop a project to strengthen their family, andin turn, strengthen society. Stress that the project a member takes ondoes NOT have to revolve around improving communication within afamily, but good communication will be a factor in some capacity whenlooking to strengthen a family unit.Discuss potential project areas and projects with members. As with ABetter You, members should choose a few project areas that interestthem, determine which area is their top priority, and design a project tocarry out based on a SMART goal.50-60Page 15 of 44Quiz & Introduce Assignment

Family Ties: Note-Taking GuideName:Date:Family Ties Family Ties is the unit in the FCCLA Power of One national program. This unit focuses on strengthening one’s and life. The family is the basic unit of society. By making stronger , we havestronger .Four Forms of Communication Verbal- Nonverbal- Written- Visual-Page 16 of 44

Three Parts of Communication - Encodes a message verbally and nonverbally or in writing or graphics - What is actually communicated; May be effective or ineffective - Responsible for decoding the sender’s message; May interpret the messagedifferently than the sender intendedThe Seven C’s of Effective Communication. Make your objective clear by avoiding complex phrases andwords. Keep it to the point to avoid confusion. Use support for the message to validate what is said. Speak truthfully and use correct grammar. Messages should make sense and flow. All necessary information should be communicated. Consider the audience and deliver the message with a tact.Barriers of Effective Communication of attention/interest Distractions Differences in and viewpoint Expectations and Use of Speech difficulties, differences Technological barriers (Unable to see nonverbal communication)Page 17 of 44

Overcoming Barriers to Effective Communication1. Maintain eye contact Paraphrase a message to the sender to ensure understanding Ask questions Be present2. “Most people do not listen with the intent to understand; they listen with the intent toreply.” -Stephen R. Covey Stop thinking “I must defend my position,” “I don’t have time to listen to everythingyou say,” “I need an entrance into the conversation,” “I know what you are going tosay,” and “I already know what you should do.”3. How would the other person perceive your words, nonverbal communication, or textor graphic? What is your audience’s background?4. “I” messages allow a sender to express strong emotions without attacking thereceiver. “You constantly interrupt me!” vs. “It makes me upset when I am not allowed to finishmy sentence.”Importance of Family Ties Needed for healthy relationships, problem solving, and . Healthy families are proven to support employees. Good communication at home teaches good communication in the .Page 18 of 44

Family Ties FormativeAssessment: Learning Check1. Family Ties encourages members to4. What is the number one strategy forstrengthen what in their life? (1 point)overcoming ineffectivea. Family and home life.communication? (1 point)b. FCCLA Planning Process use.a. Practice active listeningc. FCCLA knowledge.b. Listen to respondd. Family communication.c. Speak and write with correct2. What are the three parts ofgrammarcommunication? (1 point)d. Respond with faciala. Giver, verbal, nonverbal.expressionsb. Giver, message, receiver(s).5. In the space provided below, give anc. Sender, message, receiver(s).example of a communication barrier.d. Sender, message, reciprocator.(1 point)3. Which of the following is Not a formof communication? (1 point)a. Verbalb. Nonverbalc. Visuald. KinestheticPage 19 of 44

Working on Working: Lesson Plan***Adapted from the National FCCLA Power of One Program GuideTotal Time: 60 MinutesHandouts: Working on Working note-taking guide Minnesota Power of One Handbook Minnesota Power of One PowerPointSESSION OUTCOMESThe member will be able to reflect on and identify his or her personal strengths and weaknesses anddemonstrate how he or she can best utilize these points to contribute to the success of a team.The member will be able to identify methods for successfully collaborating with others in theworkplace.The member will be able to devise a project to improve his or her real world skills based on a SMARTgoal for the Working on Working Power of One unit.ASSESSMENTColors collaboration activityNATIONAL FCS STANDARDS1.2.4 Demonstrate teamwork skills in school, community and workplace settings with diversepopulations.13.5.1 Create an environment that encourages and respects the ideas, perspectives, and contributionsof all group members.13.5.2 Demonstrate strategies to motivate, encourage, and build trust in group members.13.5.3 Demonstrate strategies that utilize the strengths and minimize the limitations of team members.13.5.4 Demonstrate techniques that develop team and community spirit.13.5.5 Demonstrate ways to organize and delegate responsibilities.13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.Page 20 of 44

Working on Working: Lesson PlanTIMEDESCRIPTION0-10True ColorsInstruct members that they will reflect on their “true colors” and use thepresentation slides to describe the validity of the exam. Provide a TrueColors quiz to each participant and emphasize the instructions on thesheet. Allow members five minutes to complete the quiz silently andindependently. As the collective group finishes their quizzes, allowmembers a few minutes, if necessary, to tabulate their results. Afterwards,split the class into breakout groups so that they may discuss and answerthe discussion question in the presentation. Repeat this process until allquestions have been answered.10-35Understanding Our True ColorsNow that members have determined their true color, instruct members toassemble with their like colors. Distribute the True Colors Explained sheetto each participant. Allow members a few minutes to read the sheetindependently, or call on participants to read a few ofthe points aloud. Distribute the Working on Working note-taking guide.Using the presentation slides, explain collaboration and its importance inachieving tasks. Then, give color groups a few minutes to discuss theirstrengths and weaknesses in a group setting when collaborating witheach other. They should record their answers on their note-taking guide.35-50Working on WorkingExplain that Working on Working, the third unit of Power of One, promptsmembers to develop a project to improve their real world skill sets to besuccessful in a future career. Emphasize that the project a member takeson does NOT have to revolve around collaboration, but collaboration andthe leveraging of individual differences is necessary for a successful workenvironment. Touch on the importance of collaboration again.50-60Page 21 of 44Quiz & Introduce Assignment

True Colors Personality QuizDescribe YourselfIn the boxes below are groups of word clusters printed horizontally in rows. Look at allthe choices in the first box (A,B,C,D). Read the words and decide which of the fourletter choices is most like you. Give that a “4”. Then rank order the next three letterchoices from 3-1 in descending preference. You will end up with a box of four letterchoices, ranked from “4” (most like you) to “1” (least like you). Continue this processwith the remaining four boxes until each have a 4, 3, 2, and 1.Box inedComplexComposedBox TwoBox ThreeBox FourPage 22 of 44

Box ulOrderlyConventionalCaringA, H, K, N, S (orange) B, G, I, M, T (gold) C, F, J, O, R (blue) D, E, L, P, Q (green) Page 23 of 44

BLUE:I need to feel unique and authenticEnthusiastic, Sympathetic, PersonalI look for meaning and significance in lifeWarm, Communicative, CompassionateI need to contribute, to encourage, and to careIdealistic, Spiritual, SincereI value integrity and unity in relationshipsPeaceful, Flexible, ImaginativeIn childhood. I was extremely imaginative and found it difficult to fit into the structure of school life. I reacted with great sensitivity to discordance or rejection and sought recognition. I responded to encouragement rather than competition.In relationships I seek harmonious relationships. I am a true romantic and believe in drama, warmth, and empathy to all relationships.At work. I have a strong desire to influence others so they may lead more significant lives. I often work in the arts, communication, education, and helping professions. I am adept at motivating and interacting with others.Leadership Style. Expects others to express views Assumes “family spirit” Works to develop others’ potential Individual oriented Democratic, unstructured approach Expects people to develop their potentialSymptoms of a Bad Day. Attention-getting misbehaving Lying to save face Day-dreaming Crying and depression Passive resistance and possible withdrawalPage 24 of 44

GOLD:I need to follow rules and respect authorityLoyal, Dependable, PreparedI have a strong sense of what is right and wrong in lifeThorough, Sensible, PunctualI need to be useful and belongFaithful, Stable, OrganizedI value home, family, and traditionCaring, Concerned, ConcreteIn childhood. I wanted to follow the rules and regulations of the school. I understood and respected authority and was comfortable with academic routine. I was the easiest of all types of children to adapt to the education system.In relationships I enjoy others who can work along with me, building secure, predictable relationshipstogether. I demonstrate admiration through the practical things I do for the ones I love.At work. I provide stability and can maintain organization. My ability to handle details and to work hard makes me the backbone of manyorganizations. I believe that work comes before play, even if I must work overtime to complete thetask.Leadership Style. Expects punctuality, order, loyalty Assumes “right” way to do things Seldom questions tradition & rules Detailed/thorough approach Expects people to “play” their rolesSymptoms of a Bad Day. Complaining and self-pity Anxiety and worry Depression and fatigue Malicious judgments about yourself or others Herd mentality exhibited in blind following of leadersPage 25 of 44

ORANGE:I act on a moment’s noticeWitty, Charming, SpontaneousI consider life a game, here and nowImpulsive, Generous, ImpactfulI need fun, variety, stimulation, and excitementOptimistic, Eager, BoldI value skill, resourcefulness, and couragePhysical, Immediate, FraternalIn childhood. I had the most difficult time fitting into academic routine. I learned by doing and experiencing rather than by listening and reading. I needed physical involvement in the learning process and was motivated by my ownnatural competitive nature and sense of fun.In relationships I seek a relationship with shared activities and interests. I like to explore new ways to energize the relationship. I enjoy giving extravagant gifts that bring obvious pleasure to special people in mylife.At work. I am bored and restless with jobs that are routine and structured. I am satisfied in careers that allow me independence and freedom, while utilizing myphysical coordination and my love of tools. I am a natural performer.Leadership Style Expects quick action Works in the here and now Performance oriented Welcomes change and flexibility Expects people to “make it fun”Symptoms of a Bad Day. Rudeness and defiance Breaking the rules intentionally Running away and dropping out Use of stimulants Acting out boisterouslyPage 26 of 44

GREEN:I seek knowledge and understandingAnalytical, Global, ConceptualI live by my own standardsCool, Calm, CollectedI need explanation and answersInventive, Logical, PerfectionistI value intelligence, insight, fairness, and justiceAbstract, Hypothetical, InvestigativeIn childhood. I appeared to be older than my years and focused on my greater interests, achievingin subjects that were mentally stimulating. I was impatient with drill and routine, questioned authority, and found it necessary torespect teachers before I could learn from them.In relationships. I prefer to let my head rule my heart. I believe that once feelings are stated, they are obvious to others. I want to establish a relationship, leave it to maintain itself, and turn my energies tomy studies, work or other interests.At work. I am conceptual and an independent thinker. For me, work is play. I like to develop models, explore ideas, or build systems. Once I have perfected an idea, I prefer to move on, leaving the project to bemaintained and supported by others.Leadership Style Expects intelligence, competence, and follow through Seeks ways to improve systems Visionary Analytical Encourages change for improvementSymptoms of a Bad Day. Indecisiveness Refusal to comply or cooperate; the silent treatment Extreme withdrawal Snobbish, put-down remarks, and sarcasm Perfectionism due to severe performance anxiety Highly critical attitudes toward yourself or othersPage 27 of 44

Working on Working: Note-TakingGuideName:Date:Collaboration Collaboration in my own words When working with a group, are inevitable. Others will have differentthoughts, , and methods. Differences are a ! By understanding , differences can be leveraged within a group and canmake a team stronger. Before you can understand others, you must first know what you bring to the. What are your and ? Think of examples where you saw these inaction.Collaboration in the Workplace self-examination problem solving Employees can learn from Increased More likely to have an evenPage 28 of 44

Working on Working Working on Working is the unit in the FCCLA Power of One nationalprogram. This unit focuses on developing one’s real world skills as a future holder. The real-world skills this unit focuses on are to becoming a successfulwage earner.Page 29 of 44

Working on Working FormativeAssessment: Learning Check1. Working on Working focuses on3. Which of the following is NOT awhat? (1 point)benefit of collaboration? (1 point)a. Improving a member’s worka. Employees learn from oneethicanotherb. Improving a member’s realb. Less accountabilityworld skillsc. Increased efficiencyc. Improving a member’sd. Promotion of brainstormingcollaboration4. What is the third step of the FCCLAd. Improving a member’s socialPlanning Process? (1 point)skillsa. Act2. What is the first step to effectiveb. Follow Upcollaboration? (1 point)c. Identify Concernsa. Understanding the strengthsd. Form a Planand weaknesses of those you’reIdentify your True Color and, in 4-5working withsentences, describe a time you wereb. Understanding the strengthscollaborating with others and youand weaknesses of the task atdisplayed one of your Color’shandstrengths. Be specific. (1 point)c. Understanding the strengthsand weaknesses of yourselfd. Understanding the strengthsand weaknesses of idea sharingPage 30 of 44

Take the Lead: Lesson Plan***Adapted from the National FCCLA Power of One Program GuideTotal Time: 60 MinutesHandouts: Working on Working note-taking guide Minnesota Power of One Handbook Minnesota Power of One PowerPointSESSION OUTCOMESThe member will be able to define servant leadership and recognize its characteristics.The member will be able to apply the concept of servant leadership to various contexts andconceptualize its outcomes in each.The member will be able to devise a project to improve his or her leadership skills based on a SMARTgoal for the Take the Lead Power of One unit.ASSESSMENTServant leadership discussion.NATIONAL FCS STANDARDS1.2.6 Demonstrate leadership skills and abilities in school, workplace, and community settings.Page 31 of

30-35 Growth Mindset Utilize the presentation slide to explain the concept of growth mindset. Include in your discussion that growth mindset is known across the world and has been proven by neuroscientists to be a powerful tool for healthy cognitive functioning. 35-40 Summary Go over the sum

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