Leadership and Change

Grade Level

9–12

Duration

60 minutes

Class Size

25 students

Common Core State Standards (CCSS) Alignment

Reading: Literature

• CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text.
• CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

Speaking and Listening

• CCSS.ELA-LITERACY.SL.9-10.1.B: Work with peers to set rules for collegial discussions and decision-making.
• CCSS.ELA-LITERACY.SL.11-12.1.C: Propel conversations by posing and responding to questions that probe reasoning and evidence.

Writing

• CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims with clear reasons and relevant evidence.
• CCSS.ELA-LITERACY.W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Analyze the themes of leadership, unity, and change in a context adapted from Animal Farm.
2. Engage creatively in a role-play scenario to understand diverse perspectives within a school community.
3. Collaborate effectively in discussions with peers and reflect on student-administrator relationships.
4. Develop written reflections demonstrating an understanding of leadership dynamics and the challenges of change.

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Materials Needed

• Copies of adapted Old Major speech (tailored for a school environment)
• Index cards with role descriptions (e.g., Student Leader, Principal, Teacher, Counselor, etc.)
• Whiteboard or Smartboard
• Writing materials or laptops/tablets
• Timer

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Lesson Procedure

1. Warm-Up & Introduction (10 minutes)

• Begin with a brief discussion to activate prior knowledge:
  “What qualities make a good leader in a school setting?”
  Write student responses on the board to highlight diversity in viewpoints.
• Introduce the context: The class will adapt the famous speech by Old Major from Animal Farm into a modern-day school scenario focusing on leadership issues, unity, and positive change between students and administrators.

2. Reading and Context Setting (10 minutes)

• Distribute the adapted Old Major speech. (It includes themes of unity, the need for change, and responsible leadership tied directly to school scenarios such as fair rule-making, student voice, and collaboration with administration.)
• Perform a read-aloud with the class or have students read in pairs to ensure comprehension.
• Quickly review and clarify any unfamiliar vocabulary or concepts.

3. Role-Play Preparation (10 minutes)

• Divide students into small groups (5 groups of 5 students each). Each group receives different roles on index cards such as:
  • Student Leader
  • Principal
  • Teacher Representative
  • School Counselor
  • Curious Student
• Each student's role comes with a brief description focusing on their perspective regarding school leadership and change.
• Students spend time planning how their character might respond to the speech, brainstorming key points and arguments.

4. Role-Play Activity (15 minutes)

• Each group conducts a mini "town hall" role-play where the Student Leader delivers their adapted version of Old Major’s speech, emphasizing unity and change in the school community.
• Other roles respond in character, raising concerns, support, or alternative views grounded in their assigned roles.
• Encourage respectful listening and thoughtful rebuttals, modeling real-world collaboration between students and school administrators.

5. Group Discussion and Debrief (10 minutes)

• Facilitate a whole-class debrief using these guiding questions:
  1. How can students and school administrators collaborate more effectively to lead change?
  2. What challenges exist in uniting diverse voices and interests within a school community?
• Record key ideas on the board and encourage students to reference examples from their role-plays.

6. Written Reflection and Assessment (5 minutes)

• Students write a short reflection (3-5 sentences) responding to:
  “Based on today’s role-play and discussion, what is one important quality a leader in schools should have, and why?”
• Collect reflections to assess understanding of themes and application to real-life school leadership.

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Differentiation and Extensions

• For advanced students: Invite them to write a persuasive letter to the school admin proposing specific changes inspired by the role-play.
• For ELL students: Provide vocabulary support and allow role-play responses to be verbal instead of written.
• Extension activity: Students research current student councils or school leadership initiatives and prepare presentations on effective leadership models.

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Teacher Reflection Questions

• Did the role-play help students empathize with different positions in school leadership?
• Were discussions productive and inclusive of diverse perspectives?
• How can this lesson be modified to deepen critical thinking about leadership in other social contexts?

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This lesson merges literary analysis with real-life application, fostering critical empathy and communication skills aligned with Common Core standards in English Language Arts and Social Studies. It challenges students to see leadership as a shared, evolving process crucial for positive school experiences.