# Week 01 — Welcome, Norms, and "Why Leadership?"
**Unit 1: Lead Yourself • Domain I — Intra-personal**
**Essential Question:** What is leadership, and why does it matter for *me*?
**Key Performance:** Co-create the Class Compact + complete the Leadership Pre-Assessment.

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## Day 1 — Walk In a Stranger, Walk Out a Member
**Objective:** SWBAT identify three classmates by name and one thing they have in common, and articulate a personal reason for taking this course.
**Standards:** CASEL Self-awareness, Relationship skills • SL.9-12.1
**Materials:** Name tents, sharpies, "Why am I here?" prompt, journal.

| Block | Time | Plan |
|-------|------|------|
| Greet & Do-Now | 5 | Door greeting w/ name. Journal: "Finish the sentence — 'A leader I respect is ___ because ___.'" |
| Opening Circle | 5 | Round 1: Name + one word for today. |
| Mini-Lesson | 10 | Teacher tells a 3-min personal leadership story (model vulnerability). Then: working definition of leadership — "*Leadership is taking responsibility for what matters.*" Post it. |
| Practice | 25 | **Speed-Meet:** 5 rounds × 2 min. Prompts: name + grade, favorite class, a place you feel like yourself, a person who shaped you, why this class. |
| Close | 5 | Exit: "One person I want to know better is ___ because ___." |

**Differentiation:** Sentence frames for ML/EL: "My name is ___. I'm in ___ grade. I feel like myself when ___."
**Sub Plan:** Skip Speed-Meet; do silent name-card design + journal prompt, share in pairs.
**Homework:** None. Bring an object that represents you for Day 2.

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## Day 2 — Who's In the Room
**Objective:** SWBAT share a personal artifact and listen for connections across peers.
**Standards:** CASEL Social awareness • SL.9-12.1
**Materials:** Student-brought objects, journal.

| Block | Time | Plan |
|-------|------|------|
| Do-Now | 5 | "What does your object say about you that words can't?" |
| Circle | 10 | Object Share — 60 sec each, no questions until end. Teacher goes first. |
| Mini-Lesson | 10 | Frame: "Leaders build trust before they build plans." Introduce the *3 Levels of Listening* (to fix, to respond, to understand). |
| Practice | 20 | Triad listening lab — each student shares their object's story; partners reflect back using "What I heard you say…" frame. |
| Close | 5 | Exit: "Something I learned about a classmate today is ___." |

**Differentiation:** Stretch — students who finish early generate a class "find someone who" bingo for Day 3.
**Sub Plan:** Sub conducts object share circle only; 20 min silent reflection journal.

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## Day 3 — Co-Creating the Class Compact
**Objective:** SWBAT co-author and commit to class norms ("our compact").
**Standards:** CASEL Responsible decision-making • CCSS SL.9-12.1c
**Materials:** Chart paper × 4, markers, sticky notes.

| Block | Time | Plan |
|-------|------|------|
| Do-Now | 5 | "Describe a class where you felt safe to be yourself. What made it that way?" |
| Circle | 5 | One word for "what we need to make this class work." |
| Mini-Lesson | 10 | Teacher shares the 4 prompts of a compact: How will we *be* with each other? How will we *disagree*? How will we *repair*? How will we *celebrate*? |
| Practice | 25 | 4 stations, rotating groups, 5 min each. Each station drafts 3 norms. Final 5 min: gallery walk + dot-vote top 3 per station. |
| Close | 5 | Sign the chart. Photo for the wall. |

**Differentiation:** Foundational — provide example norms from past years to react to.
**Sub Plan:** Sub leads stations using this script: introduce the 4 compact prompts, rotate groups every 5 minutes, then run a 5-minute gallery walk + dot-vote (or postpone — this lesson should be teacher-led).
**Homework:** Family postcard #1 home — share the compact.

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## Day 4 — Leadership Pre-Assessment & Goal-Setting
**Objective:** SWBAT self-assess on the Roseville Leader Profile and write one Week-20 goal.
**Standards:** CASEL Self-awareness • ASCA B-LS 7
**Materials:** RLP self-assessment handout, goal-setting template.

| Block | Time | Plan |
|-------|------|------|
| Do-Now | 5 | "Pick a number 1–4 for how confident you feel speaking in front of 30 people. Why that number?" |
| Circle | 5 | Quick check-in. |
| Mini-Lesson | 10 | Walk through the 6 RLP competencies + 4-point scale. Be transparent: "We're grading *growth*, not where you start." |
| Practice | 25 | Students self-rate on all 6, then draft one SMART goal: "By Week 20, I will move from a ___ to a ___ in ___ because I will ___ every ___." Conference with 2 peers, refine. |
| Close | 5 | Exit: Submit goal. Teacher will respond by Day 1 next week. |

**Differentiation:** Stretch — students draft *two* goals, one personal and one team-facing.
**Sub Plan:** Distribute self-assessment + goal template, silent work + pair share.

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## Day 5 — Friday Circle + Showcase Launch
**Objective:** SWBAT participate in a closing circle and nominate a peer leader.
**Standards:** CASEL Social awareness, Relationship skills
**Materials:** Talking piece, shout-out sticky notes, Leader of the Week board.

| Block | Time | Plan |
|-------|------|------|
| Do-Now | 5 | "One word for this week." |
| Circle | 25 | Full Friday Circle protocol (see rhythms doc). |
| Mini-Lesson | 5 | Introduce *Leader of the Week* — peer nomination + 1-sentence reason. |
| Practice | 10 | Write shout-outs, post to board, vote (anonymous) for first Leader of the Week. |
| Close | 5 | Teacher names the first Leader. Photo. |

**Differentiation:** Pass rule explicitly invoked. Written shout-outs honored equally with spoken.
**Sub Plan:** Sub runs circle with provided script; skip nomination if needed.

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## Assessment This Week
- **Class Compact** (whole-class artifact): all students signed.
- **Pre-Assessment + Goal** (individual): submitted, uses RLP language, 1 SMART goal.
- **Participation rubric** (Friday).

## Stretch & Swap (for veteran teachers)
- Replace teacher's leadership story (Day 1) with a video clip from an alum.
- Replace the 4-station compact protocol with a Charrette.
- Add a Week-1 family interview: "Tell me about a time you had to lead."