Leadership Story Showcase

Overview

Students share personal leadership experiences using a format of their choice (poster, skit, video, or speech). Peers participate in interactive listening, ask questions, give feedback, and reflect on how individual stories connect to shared leadership themes.

Learning intentions

• Students will plan and present a leadership story clearly for an audience.
• Students will use evidence from their experience to explain what leadership looked like and why it mattered.
• Students will ask and answer questions to deepen understanding during presentations.
• Students will give kind, specific feedback using agreed-upon criteria.
• Students will reflect on what they learned from others and how they can grow as leaders.

Success criteria

• I can present my leadership story with an introduction, key details, and a clear message.
• I can use precise language to explain my leadership choices and their impact.
• I can participate respectfully in Q&A by asking relevant questions and responding thoughtfully.
• I can provide feedback that uses the class criteria and helps a peer improve.

Curriculum links

• Writing: text types for organizing ideas and using evidence from personal experience
• Speaking and Listening: collaborative discussions, asking and answering questions, and building on others’ ideas
• Language: using precise language and revising to improve clarity
• Reading (informational/mentor texts as models): analyzing how ideas are organized in model examples

Lesson structure (60 minutes)

1. 0–5 minutes | Warm-up prompt + norms

• Display the day’s success criteria and review discussion norms: listen actively, ask relevant questions, and give feedback kindly and specifically. Students do a quick write: “One leadership moment I remember is…”

2. 5–15 minutes | Build presentation plan

• Students complete a one-page planning organizer with: format choice, introduction sentence, 3 key events/details, and a “leadership theme” statement (how it connects to helping, responsibility, fairness, or perseverance). Teacher circulates to confer on clarity and structure.

3. 15–25 minutes | Format rehearsal mini-move

• Students rehearse transitions and delivery once (for speeches: opening and ending; for skits: cue lines; for posters: “walk-through” script; for video: narration storyboard). Teacher models one strong “impact sentence” starter: “My leadership mattered because…”

4. 25–45 minutes | Showcase presentations (Part A)

• Run short timed presentations (about 2 minutes each for 10 students). After each presentation, peers complete one quick feedback cycle:
• One “What I learned” statement
• One “Question I still have” or “How would you…?” prompt
• One “Next step” suggestion tied to the criteria
• Teacher uses a simple checklist to note strengths and needs (structure, clarity, evidence, and question quality).

5. 45–55 minutes | Showcase presentations (Part B)

• Continue with remaining students using the same feedback cycle. Teacher facilitates at least 3 whole-group Q&A moments by prompting listeners to ask deeper questions such as “What choice showed leadership?” or “What could someone do similarly next time?”

6. 55–60 minutes | Reflection exit ticket

• Students write a brief reflection: “One theme I noticed across stories was…” and “One goal I have for my next presentation is…” Teacher collects for formative assessment.

Resources

• Planning organizer (leadership story framework with theme statement)
• Presentation option guidelines (poster script, speech outline, skit roles, video narration storyboard)
• Feedback sheet with 3 categories: Clarity, Evidence/Details, Questions/Connection
• Timer or countdown slides for presentation pacing
• Anchor chart: discussion norms and “question stems” (e.g., “Why do you think…?” “What led you to…?” “How did it affect…?”)
• Mentor model examples from prior lessons (teacher-created sample paragraph or short script)
• Optional: poster paper/markers, simple props, note cards, recording device/phone for video planning
• Student checklists for delivery (eye contact, volume, pacing, transitions)

Assessment

• Teacher observation checklist during presentations (organization, clarity, relevant details, and respectful participation in Q&A).
• Peer feedback sheet review for quality of questions and specificity of advice.
• Exit ticket reflection to assess understanding of shared leadership themes and next-step goals.

Differentiation

• Support: Provide sentence starters for planning and presenting (introduction, evidence/detail, impact, theme). Offer a reduced checklist and allow students to rehearse in pairs before presenting.
• Support: For students who choose posters or skits, allow off-text delivery using a “talking script” with only key bullets, not full paragraphs.
• Extension: Invite students to include an explicit “leadership decision” and explain the alternative they considered, then connect it to a leadership theme.
• EAL/SEN: Offer visual supports (story arc diagram, question stem cards) and allow rehearsal time with a partner. Provide options to demonstrate understanding through visuals, gestures, or recorded narration instead of live speaking when needed.