Leadership Message Styles

Overview

In this lesson (12 of 20) students analyze how leaders communicate differently and how those styles affect clarity, trust, and outcomes. Students collaborate to identify a leadership style, then prepare and deliver a short presentation with evidence.

Learning intentions

• Students will be able to identify different leadership communication styles in scenarios.
• Students will be able to support their claims with specific evidence from a scenario or short text.
• Students will be able to collaborate in a discussion by building on peers’ ideas and using clear roles.
• Students will be able to present information clearly and logically for a specific audience.

Success criteria

• I can identify a leadership communication style (e.g., coaching, directive, collaborative, delegating).
• I can explain how the style shows up in word choice, tone, and actions in a scenario.
• I can present my style clearly with a logical structure that others can follow.
• I can participate in my group discussion respectfully by building on at least two peers’ ideas.

Curriculum links

• Speaking and Listening — Initiate and participate effectively in collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.
• Speaking and Listening — Work with peers to set rules for collegial discussions and decision-making, using roles as needed.
• Speaking and Listening — Present information clearly, concisely, and logically with supporting evidence.
• Speaking and Listening — Adapt speech to the context and task, using formal English when appropriate.

Lesson structure (40 minutes)

1. 0–5 min · Warm-up + target styles. Teacher shows 4 quick “leadership communication” prompts on the board (directive, coaching, collaborative, delegating) and asks students to write 1 sentence: “What might this leader say in a team meeting?” Students turn and share for 60 seconds with a partner.

2. 5–15 min · Group analysis of scenarios (roles). Teacher assigns groups of 4 and gives each group one short leadership scenario card plus a “Style Evidence” organizer (claims + quotes/observations). Students use roles: Facilitator (keeps discussion moving), Evidence Finder (tracks exact lines), Style Identifier (names the style), Presenter Planner (drafts the presentation). Students identify the style and record 2 pieces of evidence showing tone/word choice/decision-making.

3. 15–22 min · Whole-class micro-models. Teacher projects one scenario (or reads it aloud) and models how to connect evidence to the style: “The leader says…, so the communication style appears to be… because…”. Students volunteer quick phrases to complete the reasoning chain. Teacher records student language on a “Reasoning Formula” chart: Claim → Evidence → Impact.

4. 22–33 min · Prep and rehearse mini-presentations. Each group chooses one member to present for 60–90 seconds. Students complete a 3-part presentation plan on their organizer:

• Part 1: Identify the leadership communication style
• Part 2: Explain evidence (2 details)
• Part 3: Describe impact on the team (clarity, motivation, accountability) Students rehearse once in the group, using formal English sentence frames (e.g., “This leader demonstrates… because… As a result…”).

5. 33–39 min · Present + respond (collaborative discussion). Groups present in a quick round-robin. After each presentation, classmates ask one “evidence-based” question using a stem: “What in the scenario shows…?” Students listen actively and note one “strongest evidence” comment for peer feedback.

6. 39–40 min · Exit ticket (individual check). Students answer: “Which leadership communication style best fits your scenario and what is one piece of evidence that proves it?” Collect for quick review.

Resources

• Scenario cards (4 styles represented) with brief dialogue/description
• “Style Evidence” organizer (claim, evidence 1–2, impact)
• “Reasoning Formula” poster or slide
• Presentation planning sheet with formal sentence frames
• Timer for discussion and presentations
• Dyslexia-friendly text option set (larger font version, reduced visual clutter)

Assessment

• Formative: Teacher circulates during group work, checking that each group records evidence tied to the style (not just opinions).
• Formative: Listening checklist during presentations (Did the speaker clearly identify style? Did they include 2 evidence points?).
• Exit ticket: Single paragraph/sentence response scored for claim + evidence.

Differentiation

• Support: Provide sentence starters and a word bank for tone/communication (e.g., “directive,” “coaching,” “accountable,” “clarifies,” “encourages,” “delegates”).
• Support: Offer dyslexia-friendly reading options—large-print scenario cards, shorter lines, and color-coded evidence vs. claim sections.
• Support: Allow students to present using a “talking bullet” card (three bullet cues) instead of full paragraphs.
• Extension within collaboration: Challenge groups to name the communication style’s strengths and one potential risk if used in the wrong situation.

Extension (optional—advanced learners)

• Students research a real leader’s communication style (sports coach, political leader, CEO, or community leader). They write a 5–7 sentence reflection connecting observed style to outcomes (e.g., trust, performance, conflict resolution) and prepare a 30–45 second add-on comment for next class discussion.