Lesson Plan

Kalvin Ross, 7 July 2016

TEKS: ELECTIVE LET 1 - 4

Unit 2: Leadership Theory and Application
Chapter 5: Leading Others
Objective: Forming, Inspecting, and Dismissing the Battalion
Time: (a) 90 minute class with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 and (c) and ten
45 minute leadership labs
Competency: Execute Battalion Drills
McRel Standards: LW8 - Operates effectively within organizations; WO-1 Contributes to the overall effort of a group; PE1 Uses
a variety of basic and advanced movement forms
Linked Program Outcomes: Develop leadership skills [leadership]
Opening Hook Lesson Question: What are the specifics involved in the formations and inspection procedures for battalion drill?
Thinking Processes

Core Abilities

Defining in Context Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

Build your capacity for life-long learning

Communicate using verbal, non-verbal, visual,
and written techniques
Take responsibility for your actions and
choices
Do your share as a good citizen in your school,
community, country, and the world
Treat self and others with respect
Apply critical thinking techniques

* Thinking Map

Multiple Intelligences

Blooms Taxonomy

Authentic Assessment

Bodily/Kinesthetic

Knowledge

Observation Checklist

Visual/Spatial

Comprehension

Portfolio

Logical/Mathematical

Application

Rubric

Verbal/Linguistic

Analysis

Test and Quizzes

Musical/Rhythmical

Synthesis

Thinking Map

Naturalist

Evaluation

Graphic Organizer

Interpersonal
Intrapersonal

Lesson Objectives
Identify the different types of battalion formations
and related specific drill commands
Describe the correct responses to battalion drill
commands
Describe the correct responses to inspection
commands

Metacognition

Logs

Identify the locations of the key platoon,

company, and battalion personnel in battalion
formations

What?
So What?
Now What?

Performance

Define key words: en route, facilitate, respective

Structured Reflection

Notebook Entries

Project

Socratic Dialog

Legend:

E-I-A-G

Indicates item is not used in lesson

Indicates item is used in lesson

Chapter 5: Leading Others

Lesson 4: Forming, Inspecting, and Dismissing the Battalion

TEKS: ELECTIVE LET 1 - 4

Unit 2: Leadership Theory and Application
Chapter 5: Leading Others
Objective: Forming, Inspecting, and Dismissing the Battalion
Time: (a) 90 minute class with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 and (c) and ten
45 minute leadership labs
Student
Learning Plan, Student Text, Interservice
Cross-Index Drill Manual, Video #1, Visual #1,
Battalion Formations Assessment Task,
Thinking Map samples, Graphic Organizer
samples

Lesson Preview/Setup:

Supplies: Chart Paper, Markers, Traffic Cones

Gather Display or distribute Visual #1. Assign Battalion drill formation topics to cadet teams to
research. Provide chart paper, markers, copies of the drill manual and Flow Map samples for
cadets to show the purpose, commands and responses, and diagrams of their formations.

Learning Materials:

Resources: Senior Cadets, Cadet

Notebooks, LET CM, Computer with Internet
Access, Monitor, Overhead Projector, FM 213.5 Drill and Ceremonies, Classroom
Performance System (CPS), Cadet Portfolio
McRel Standards: Grade-level benchmarks
for the McRel Standards can be found in your
JROTC Instructors Desk Reference.

Unit 2: Leadership Theory and Application

Note: Lab requires many hours of application. This lesson plan is taught during the first 90 minute
class period.
Inquire - Guide cadets to the learning objectives and key words in their Student Learning Plan to
preview the lesson activities. Display Video #1 and facilitate a discussion for cadets to identify
what they know about Battalion drill.

Process Post the cadet teams diagrams and Flow Maps at stations around the room. Rotate
cadets through stations to learn the different Battalion formations, commands and responses.
Apply Copy and distribute Forming, Inspecting, and Dismissing the Battalion Assessment Task
and scoring guide to cadets. Remove cadets Diagrams and Flow Maps from the walls. Guide
cadets to work in pairs to complete the Assessment Task.

Chapter 5: Leading Others

Lesson 4: Forming, Inspecting, and Dismissing the Battalion

Part 1: 45 minutes
Phase 1 -- Inquire:
Setup:
1. Move desks to the edge of the room or move to a location with an open area for marching.
2. Prepare to display multimedia items including: Focusing Question(s), Key Word(s), Video #1, and
Double Bubble Map.
Direct Cadet Focus:
1. Guide cadets to preview the information in the Student Learning Plan including the competency, core
abilities, performance standards, learning objectives, key words, learning activities, and assessment
activities.
2. Ask cadets to observe the formations, commands, and responses of the cadets in Video #1.
Learning Activity:

(addresses Student Learning Activities 1 and 2)

1. Display focusing question(s).

2. Display Key Word(s).
3. Display Video #1: Battalion Drill
4. Designate one cadet to take notes on the board.
5. Facilitate a discussion about the similarities and differences between company and battalion drill.
Note: A Double Bubble Map could be created to describe the similarities and differences between
company and battalion drill.
6. Ask cadets what they know about the role of the Battalion Commander, XO, Battalion Staff, Sergeant
Major, and Color Guard in battalion drill.
7. Ask cadets about what kind of command voice is needed in battalion drill.
Self-paced Option: Guide cadets to complete the learning activity independently and to add their
answers and responses to the Reflection Questions to their Cadet Notebooks.
Reflection:
Use these questions as tools to focus cadet discussion, reflection, and note taking:

What does our class know about formations, dismissals, and inspections?

How do soldiers master these skills?

Total Time: 15 minutes

Phase 2 -- Gather: Practice Monitor

Setup:

Unit 2: Leadership Theory and Application

Chapter 5: Leading Others

Lesson 4: Forming, Inspecting, and Dismissing the Battalion

1. Prepare to display multimedia items including: Visual #1, Flow Map, and Reinforcing Question(s).
2. Prepare computer with Internet access, field manuals, and other resources for distribution to cadet
teams.
3. Provide chart paper and markers for cadet teams.
4. Assign senior cadets to monitor and assist cadet teams.
Direct Cadet Focus:
1. Divide the class into five teams.
2. Guide cadets to read Student Learning Activities 3 and 4 in their Student Learning Plans.
3. Instruct cadets to think about the drill commands and responses learned in earlier drill lessons.
Learning Activity:

(addresses Student Learning Activities 3 and 4)

1. Distribute supplies and resources to teams.

2. Display or distribute Visual #1: Company Formations (designate or distribute one formation per team).
3. Display Flow Map samples.
4. Assign each team one of the following battalion formations (and associated drill movements):
Battalion in Line with Companies in Line
Battalion in Column with Companies in Column
Battalion in Mass
Forming and Dismissing the Battalion
Inspecting the Battalion
5. Instruct teams to research their formations and drill commands and movements in the student text and
the other resources.
6. Instruct first three teams to create the following:
An explanation of the purpose and possible uses of each formation
A diagram, or diagrams, showing how the formations are assembled (label the distances and key
leader positions)
7. Instruct the last two teams to create the following:
A Flow Map of the commands for each battalion drill movement
A diagram, or diagrams, showing the actions and movements of leaders while forming, inspecting,
and dismissing the battalion. Note: For large classes, topics may be redistributed to more teams. A
class Tree Map could be created to classify the different battalion formations.
8. Guide teams to prepare to present their Flow Maps and diagrams of their formations and drill
movements to the class.
9. Display reinforcing question(s).
Self-paced Option: Guide cadets to complete the above independently for one type of formation, and to
record their Flow Maps, diagrams, and answers to the Reflection Questions in their Cadet Notebooks.
Reflection:
Use these questions as tools to focus cadet discussion, reflection, and note taking:

What additional information did you learn or relearn?

What are the primary functions of forming, dismissing, and inspecting during drill?

What are some advantages to learning these aspects of drill?

Total Time: 30 minutes

Unit 2: Leadership Theory and Application

Chapter 5: Leading Others

Lesson 4: Forming, Inspecting, and Dismissing the Battalion

Part 2: 45 minutes
Phase 3 -- Process: Input
Setup:
1. Guide cadets to post their Flow Maps and diagrams at stations around the classroom.
2. Ask for two volunteers from each team to act as cadet Subject Matter Experts present their teams Flow
Maps and diagrams to the class.
Direct Cadet Focus:
1. Review with cadets where they are in the learning process. Brainstorm on the board the key concepts
and supporting activities introduced during Part 1 of this lesson.
2. Guide cadets to read Student Learning Activities 5 and 6 in their Student Learning Plans.
3. Inform cadets that they will be rotating to each station to study the different formations and drill
commands and responses.
Learning Activity:

(addresses Student Learning Activities 5 and 6)

1. Guide cadet teams to start at the stations with the Flow Maps and diagrams that they created and
update or revise their materials as needed.
2. Instruct cadet Subject Matter Experts to remain at their stations to explain their teams Flow Maps and
diagrams.
3. Rotate teams through each of the stations so they can study all of the Flow Maps and diagrams and
provide feedback to the Subject Matter Experts.
Self-paced Option: Guide cadets to complete the above exercises by studying the material in the text,
creating their own diagrams if they wish, and to put their diagrams and answers to the Reflection
Questions in their Cadet Notebooks.
Reflection:
Use these questions as tools to focus cadet discussion, reflection, and note taking:

What is your role during formations, dismissals, and inspections?

Why is your role important to the battalion?

Why do you think every persons role matters in drill?

Total Time: 30 minutes

Phase 4 -- Apply: Modeling

Setup:
1. Prepare to display multimedia items including: Forming, Inspecting, and Dismissing the Battalion
Assessment Task
2. Distribute the Forming, Inspecting, and Dismissing the Battalion Assessment Task and scoring guide
to each cadet.
3. Inform the cadet Subject Matter Experts to assist others in completing the Assessment Task.
4. Remove the Flow Maps from the Gather Phase and the Process Phase from the room.
Direct Cadet Focus:
1. Guide cadets to read Student Learning Activities 7 and 8 and Student Assessment Activities 1 and 2 in
their Student Learning Plans.
2. Copy and distribute the Assessment Task and scoring guide.
3. Form cadets (not cadet Subject Matter Experts) in pairs to complete the Assessment Task.
4. Ask cadets to think about the battalion formations and drill movements they learned in this lesson.
Unit 2: Leadership Theory and Application

Chapter 5: Leading Others

Learning Activity:

Lesson 4: Forming, Inspecting, and Dismissing the Battalion

(addresses Student Learning Activities 7 and 8 and Student Assessment Activities 1

and 2)

1. Guide cadets to complete the Forming, Inspecting, and Dismissing the Battalion Assessment Task in
pairs.
2. Instruct cadets to select a battalion formation that they didnt research in the Gather Phase for the
assessment task.
3. Instruct the cadet Subject Matter Experts to monitor and assist the cadet pairs if needed.
4. Guide cadets to use the scoring guide to self-assess their performance and to turn in their Assessment
Tasks for feedback and a grade.
(Differentiated Instruction) Self-paced Option: Guide cadets to complete the Forming, Inspecting, and
Dismissing the Battalion Assessment Task with a peer or senior cadet, to self-assess their work using the
scoring guide, and to turn in their Assessment Tasks for feedback and a grade.
Reflection:
Use these questions as tools to focus cadet discussion, reflection, and note taking:

What did you learn about being an effective drill member today?

Now that you have started doing formations, dismissals and inspections, how has your perception of
drill changed?

What do you think the best way is to prepare for a drill inspection?

Assessment:

(addresses Student Assessment Activities 1 and 2)

Guide cadets to participate as members of a squad or team in the Forming, Inspecting, and Dismissing the
Battalion Assessment Task. Instruct the cadets to use the scoring guide to self-assess their work. Have
cadets submit their work for feedback and a grade. Have cadets place their completed assessment in
their Cadet Portfolio if desired.
Total Time: 15 minutes
Homework:
Cadets may need more time to complete the assessment task and section review questions.
Leadership Lab:
Since most classes and classrooms will be too small to perform Battalion drill, guide cadets to apply and
practice the skills learned in this lesson and chapter during Leadership Labs.
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 needs. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructors
Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
Note on using the Classroom Performance System:
Use the Classroom Performance System (CPS) with cadets to ask questions during lecture, administer tests, quizzes and other class work,
grade homework, and/or engage in team activities. Refer to the CPS Training for additional uses of this tool for learning and assessment.

Unit 2: Leadership Theory and Application