Stephanie Mack

Curriculum and Strategies

Decision Making Strategy
Due: 4/16/15
Title: Who is the best Shakerag leader? Who deserves a celebration?
Subject: Reading, Speaking and Listening, Leadership
Grade Level(s): 5th grade
Duration: 3 30-minute blocks of time over 3 days, extension time will vary
Standards and Elements:
Reading:

ELACC5RL1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
ELACC5RL2 Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
ELACC5RL10 Read and comprehend complex literary and informational text independently and proficiently.
ELACC5L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
ELACC5L6 Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an unknown important to comprehension
or expression.

Speaking and Listening:

ELACC5SL1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas
and expressing their own clearly.

TAG:

Advanced Communication Skills

7. The student responds to contribution of others, considering all available information.
Critical Thinking & Creative Problem Solving
1. The student questions accepted practices, rules, and existing principles to discover new knowledge.
2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem
solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution,
implements solution, and evaluates solution)
3. The student incorporates brainstorming and other idea-generating techniques to solve problems or create
new products.
4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.
9. The student recognizes and assumes risks as a necessary part of problem solving.
Higher Order Thinking Skills
1. The student asks probing, insightful, and relevant questions.
3. The student conducts comparisons using criteria.
4. The student makes and evaluates decisions using criteria.
5. The student predicts probable consequences of decisions.
15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an
ongoing process.

Summary: Students will evaluate the faculty and staff at Shakerag based on what they have
learned about the 7 Habits of Highly Effective People and qualities of strong leaders. Using the
created leadership criteria, students will choose Shakerags best leader and present their decision to
the class through a museum walk. Finally, they will plan a surprise celebration for that leader.

Enduring Understanding(s): At the end of the lesson, students will have a more in-depth view
of what it takes to be a leader. Students will strengthen their knowledge of the 7 habits and our
school mission statement: Celebrating Learning, Inspiring Leaders. Students will understand that

Stephanie Mack
Curriculum and Strategies
Decision Making Strategy
Due: 4/16/15
there are a variety of options; therefore it is important to debate all points to make an informed
decision. Students will continue to use specific evidence to support their opinions and ideas.

Essential Question(s):
How do observations, inferences, and text explicit information combine to help us, as readers
and leaders, make decisions? What makes a good leader? Who is the best Shakerag leader?

Evidence of Learning:
What student should KNOW how to: Annotate a text for note-taking, comprehension, and
application of ideas. Additionally, students should know the qualities of an effective leader.
What students should BE ABLE TO DO: Students should be able to debate and collaborate to
reach the best possible choice for the situation. Students should be able to find key details, important
words, and create inferences based on a given text and observations.

Suggested Vocabulary: reap, sow, initiative, principles, executing, priorities, mutual, intent,
alternative, capacity (See vocabulary sheet below that students may during instruction)

Procedure:

STEP ONE: Decision Making Style Inventory and Debrief

1. Each student will complete a modified version of the Decision Making Style Inventory (10
minutes) See attachment for directions.
2. Identify students who fall into each category. Read what each decision making style means
and debrief student personal response to the kind of decision maker they are. (3-5 minutes)

STEP TWO: Review of Leadership Qualities

1. Briefly review the 7 Habits of Highly Effective People and discuss specific examples of
teachers or students displaying the habits.
2. Distribute The 7 Habits of Highly Effective Teens summary. Have the students work with
partners to read, annotate, and take notes about the qualities of excellent leaders.
3. Debrief with group to discuss additional findings and discuss any questions about vocabulary.
Allow students who are new to the 7 Habits or struggle with understanding to explore
www.leaderinme.org.

STEP THREE: Posing the Question Who is the best Shakerag leader?
1. Distribute the list of Shakerag staff members. Explain that students will discuss each staff
members leadership qualities.
2. Thinking about each of the 7 habit separately, students will place checks next to staff
members who have displayed this habit well. Remind students to only place a check if they
have specific evidence to support that habit.
3. Students will highlight the five staff members with the top rankings.

STEP FOUR: Creating and Scoring Class (or Individual) Leadership Criteria
1. Facilitate a brainstorming session where students think beyond the 7 habits to create a rubric
to rank Shakerag leaders. Foster debate between students where they create criteria. Help
the students narrow down the criteria to four or five choices.

Stephanie Mack
Curriculum and Strategies
Decision Making Strategy
Due: 4/16/15
2. Create a rubric using the class created criteria. (See attached example.) Have each group
complete the rubric about their five Shakerag staff finalists. Remind them that they MUST
provide evidence to support their scoring. Therefore, the staff member with the strongest
evidence will earn a 5 for that criteria, while the one with no support earns a 1. The rest of
the staff will earn varying points relative to the evidence.

STEP FIVE: Result tabulation, Opinion Writing, and Museum Walk

3. Once students have completed the rubric, they will tabulate the results. Each student will
then write an opinion piece explaining their choice.
4. Each group will create a visual to share their results for a class museum walk. Complete the
class museum walk and debrief about each groups results. Remember to focus the
discussion on the evidential support of leadership qualities.

EXTENSION/ENRICHMENT:
Have each group plan a surprise celebration for the Shakerag staff member who they chose as the
best leader. Celebrations will vary depending on the individual group plans.

Assessment:
Formative:
1. Check that groups are working together by thinking win-win and synergizing while finding a
solution. Are the groups debating and verbally supporting their opinions will evidence.
2. Review the support written on group rubrics.
Summative:
1. Museum walkDid the studentscreate a visual for their choice? Does the choice have evidential support?
2. Opinion writing using the Lucy Calkins Opinion writing rubric.

Technology Integration:

Internet access possibly needed explore www.leaderinme.org.

Word processor to type opinion writing.

Differentiation:

Vocabulary support as needed.

Students could create their own leadership criteria.
Museum walk visual will vary from group to group.

Enrichment:
Have each group plan a surprise celebration for the Shakerag staff member who they chose as the
best leader. Celebrations will vary depending on the individual group plans.
Support/Intervention:

Provide criteria for students to rank solutions.

Stephanie Mack
Curriculum and Strategies
Decision Making Strategy
Due: 4/16/15

Give vocabulary support using attached vocabulary definitions.

Intervene when needed for groups who struggle with cooperation.

Resource(s)/Material(s):

The 7 Habits of Highly Effective Teens

Access to www.leaderinme.org
Internet access
Shakerag staff list
Leadership criteria rubric
Chart paper and materials
Pencils

7 Habits of Highly Effective Teens

Vocabulary for Struggling Readers

Reap- to get as a result

Sow- to plant see for
Initiative- a starting act or step; leading action
Principles- an accepted rule of action or conduct, right behavior or way to
treat people
Executing- to carry out or accomplish
Priorities- something given special attention or high importance
Mutual- experienced by two or more people
Intent- something that is done on purpose
Alternative- a possible choice or remaining action
Capacity- the potential ability to perform or complete

Stephanie Mack
Curriculum and Strategies
Decision Making Strategy
Due: 4/16/15

REFLECTION
Although my students are not finished with their extensions, we have all
really enjoyed and learned through this decision making strategy. My
students have spent lots of energy debating with each other about the
evidence to support their leader choices. They have shared a true
passion and loyalty to many of the Shakerag staff. Some of my strongwilled students have learned some humility when the rest of their group
did not agree with their thoughts. Students created the most welldeveloped opinion pieces of the year. Now, they are having so much
fun creating secret celebrations for their leader choices. I cant wait to
see them implement their plans. This strategy with this particular
lesson will definitely become a staple in my classroom each spring.