Name:____Erin Allen___________________________________________ Date:____June 29__________
Learning Goal (goal for week) 15 points: The 10th-12th grade student will demonstrate qualities and styles of effective leadership in business
management.
Lesson 1: Tuesday
TEKS 130.121 (c) (5) The student
(copy & paste all) demonstrates the qualities of
5 points each
leadership. The student is expected
to:
(A) define motivation;
(B) distinguish between extrinsic
and intrinsic rewards;
(E) explain how rewards and
goals affect motivation;
Objective The students will be able to define
(What will students be able to motivation, understand how this
do as a result of this lesson?)
5 points each relates to business productivity,
and distinguish characteristics
between intrinsic and extrinsic
rewards.
I Do Focus/Hook/Bellringer: What is
(teacher input) motivation? How can we use
10 points each
motivation in the workplace?
Stand Up Hand Up Pair Up (2-
3 turns)
Lesson: Having the students
return to their teams, well write
Lesson 2: Wednesday
130.121 (c) (5) The student
demonstrates the qualities of
leadership. The student is expected
to:
(C) explain how to address real or
perceived inequities in the
workplace;
(D) define the Expectancy
Theory;
The students will be able to define
Expectancy Theory, identify the
difference between real or
perceived reported inequity, and
how to address the issue.
Focus/Hook/Bellringer; What is
Expectancy Theory? How would
you address a perceived inequity
in the workplace?
One Stray (1.5 minutes at each
group x 3)
Lesson 3: Thursday
130.121 (c) (5) The student
demonstrates the qualities of
leadership. The student is expected
to:
(F) compare a leader to a
manager;
(G) explain the roles and
functions of a leader;
(H) explain the traits of an
effective leader;
(I) define the different types and
styles of leadership and explain
when each is appropriate,
including autocratic, Democratic,
free rein, etc.
The students will be able to
explain the roles and traits of an
effective leader, compare its
similarities to those of an effective
manager, and differentiate/define
leadership styles.
Focus/Hook/Bellringer: Talking
Chips
Spend the first 5-10 minutes
answering to class on leadership
chip.
Lesson: Teacher relates the traits
of an effective (or ineffective)
 Name:____Erin Allen___________________________________________ Date:____June 29__________

down a class definition of
motivation and compare this to the
textbook definition of motivation.
Well review the handout over the
benefits of motivating employees
as a manager.
Teacher will then discuss the use
of rewards to motivate employees
and discuss further on the types of
rewards businesses use to increase
productivity, workplace morale,
etc.
We Do Using the terms and information
(guided practice) just learned on rewards, create a
10 points each (except
presentation) pro vs. con graphic organizer on
using reward motivation as
managers to increase productivity
or other reasons (both intrinsic and
extrinsic) this approach is a good
idea or why its opening the door
for future, more long-term issues.
Round Robin for 2-5 minutes at
table teams.
Lesson: The students will use what
they learned yesterday and discuss
their ideas of Expectancy Theory,
and how they would approach
workplace inequities. Review
common learned workplace laws
that protect civil rights and
actions.
Together, well walk through the
interactive simulation video on
observed questionable inequities
or inequalities in the workplace
and how a manager (or ethical
employee in general) should
respond (10 minutes). Apply
knowledge learned from US
History by creating a chart on
applied discriminatory laws in the
workplace.
leader we discussed in the
bellringer, and how certain traits,
words, or actions are related to a
certain style of leadership. Discuss
effective leadership traits and how
this relates to effective managers.
Model of ethics, charism, and
responsibility. Leadership styles
include: autocratic, democratic,
free reign, Laissez Faire,
transactional, coercive.
Quickly review leadership styles
with photos in ppt (2 minutes). All
students log onto quizlet.live with
their smart phone/ipad & input the
code. Quizlet will then randomly
shuffle students into animal teams.
Quickly shuffle and sit down with
team. The Quizlet Live race will
display above on projector as
teams quickly review the
questions. The person of their
team with the correct available
answer will choose that option and
the entire team will get points.

Return to original teams at table.

You Do High Group: Given a workplace
(independent practice) scenario, create a SPIF (sales
10 points each
performance incentive fund) flyer
for new sales associates. Include
High Group: Referencing Vrooms High Group: Create a short
expectancy theory, formulate your play/video to present to class on
own theory of motivation to Friday. The presentation will be 2
include: your motivations min per group (high) and will
 Name:____Erin Allen___________________________________________ Date:____June 29__________
dates, reasoning, goals, payment,
etc.
Med. Group: Match word or
statement to whether its an
intrinsic vs. extrinsic reward or
motivation. Complete online with
Quizlet.
Low Group: Log onto Google
Classroom to complete quiz
online. Students will be given a
motivational scenario and the
reward based on a met standard or
performance. Students will label
the motivation accordingly.
Rubrics and detailed instructions
based on group expectations will
be provided.
End of class, students will review
what they learned today with
timed pair-share activity as an exit
ticket.
Tweet out a short summary of
what was learned today while
including our classroom hashtag.
Blooms Level(s) Knowledge, comprehension, and
(list all of them) application
5 points each
Reteach Do a Quizlet Live matching of
terms and analyze the problem
(intrinsic or extrinsic),
performance requirements, and
rewards.
Med. Group: Research a well-
known company and locate their
employee handbook online.
Identify by highlighting the
sections that cover inequities and
discriminatory issues in the
workplace.
Low Group: Complete matching
graphic organizer on workplace
laws.
Exit ticket: With your shoulder
partner, talk over what you learned
today. Shoulder partner A will
write down Bs response and vice
versa. Write your initial at the
bottom and hand to teacher at the
door upon exit.
Knowledge, comprehension,
application, and synthesis
Reflect back to lesson on equal
opportunity employment,
show us ineffective use of
leadership styles.
Med. Group: Create an
infographic using the Web 2.0
tools to rank at least 5 different
leadership/managerial styles
preferred by your group. Each
style must include
Low Group: Create a comic
incorporating a minimum of 4
leadership styles with characters
of your choice. Ensure group
includes thought/speaking bubbles
on common language/worker
response to that particular style.
Rubrics and detailed instructions
based on group expectations will
be provided.
Exit ticket: Heads Up activity of
Name That Leader.
Application, analysis, synthesis
and evaluation
Review/role play the different
attributes associated to the
 Name:____Erin Allen___________________________________________ Date:____June 29__________
(How will you teach the
concept differently for those
did not get it the first time?)
10 points each
Extension
(What higher level activity
will students do when done?)
10 points each
Technology
Integration
(How has the technology
enhanced instruction?)
10 points each
areas (typically in
intrinsic/extrinsic differentiation).
Well break down a chart of the
differences between intrinsic and
extrinsic rewards in relation to
motivation.
Students will create a reasonable
reward system to increase
productivity in the classroom. If
we get to this extension portion,
students will vote on these ideas
on Friday.
Easy product/content creations
with web 2.0 tools (infographic,
online access, etc). Even though
this particular lesson is more about
engagement with their peers,
technology is still integrated in
this lesson for enhancement on
differentiation.
discrimination laws, and civil
rights. Given a handout on civil
rights laws and the definition,
students will watch employment
law YouTube video. Next, initiate
inside/outside circle approach as
teacher leads the transition and
questions for further assessment.
Given a U.S. map, students will
locate and color the state to
highlight the significance of this
location to workplace rights
(hearings, EEO, etc). Students will
label those locations/hearing with
bullets/summaries of the issue,
outcome, and any other factual
information.
With interesting, technology-
driven reteach options and
interactive simulations during the
guided practice, technology has
allowed me to enhance this lesson
by integrating relatable scenarios,
ultimately driving student
engagement towards similar
business decisions/procedures.
different leadership styles. Create
a chart of those characteristics and
when that style could be
appropriate.
Have students log into PlayPosit
and review the teachers shared
Leadership Style Bulb. Watch the
clips from popular movies and
answer the questions as they
appear about the
managerial/leadership styles
displayed. Further extension: Have
students create a Bulb of their
own.
The technology allows the teacher
to do an authentic assessment on
the students/teams that may need
further instruction with the app
reporting. Quizlet Live and
flashcards enhance instruction by
making the lesson engaging, fun,
and available any time for
repetition study.