1. Leaders Law of Influence Day#2
Intro to Leadership CS 402 Lesson

2. Learning Target
I am able to identify outcomes of intentional action AND am able to identify Leaders Law of Influence in action.

3. Entry Task
Thinking about our most recent character dare- what did you find the most challenging?
Is there something you want to apologize for but haven’t yet?
Some of the character traits we have practiced are: humility, honesty, selflessness, and commitment. Rank these 4 in order from easiest to practice, to most difficult.
Why did you make the rankings you did?

5. With the people at your table:
Did you participate in BDTW?
What is BDTW?
What impact do you think it had on you? On our school?

6. Partner your students using a system of your choosing (clock partners work great)
What are you grateful for today?
Who are you grateful for? At school, friends, family, others?
What can you do to show that gratitude?

7. CHAOS Activity – Chaos (15 minutes):
Take your class to an open space outside or in a gym or lunchroom type of space and have them stand in a circle.
Tell students that they will now be participating in an activity called “Chaos” and it is an initiative, which means that its purpose is to have students participate in the activity and then have a discussion afterwards (debrief) to learn from that experience versus an icebreaker where you might do the activity to get to know others, learn names, or simply have fun.
Tell students that there is no talking during this activity.
Next, have students select two people that they are going to focus on during this activity without letting the people know that you are focusing on them. Tell them it may help to choose two people not in your immediate friend group, to disguise your selection. Tell students to quietly and secretly look around the group, and when they have mentally picked the two people, then they should give you a double thumbs up.
Inform students that when you say, “GO” their job is to attempt to stay approximately equal distance between the two people they chose.
Demonstrate for them a couple different ways that this could look.
Start the initiative by saying “GO” and after the group has been moving for a while, have students stop wherever they are at. Pick randomly 3-4 students and ask them to move to a different location in the immediate area.
Once you have moved those students, ask the group to raise their hands if anyone needs to move to be equal distance because you had moved those 3-4 students. Tell the people with their hands in the air that they can move. Then ask if anyone else needs to move because those people moved? Then allow them to move.
Tell students that everyone is allowed to move again with the goal still being to stay approximately equal distance at all times from your two chosen people.
Teacher Note: Allow group to move for a good amount of time. Rarely does the group come to a full stop. If they do stop, simply ask 2-3 students to move ten feet away to a new spot and then ask if anyone needs to move.
After students have been allowed to go for a while, eventually have them stop and then bring them back together to debrief as a class.

8. CHAOS: Debrief
How does the activity above connect to what you have been learning so far about leadership?
What does this activity tell us about the influence that all of us have each day? Explain.
What is the greatest influence on your life daily? Is it people, media, technology, etc.?”
Teacher Note: The conversation eventually should come back to discussion of how they saw The Leaders Law of Influence in action during the activity, even to the point of saying that by taking one step, I potentially caused the entire group to move! A great question at that point would be, “What does that one step represent?”

9. Follow up questions on the NEXT slide
Liberty Mutual. “A Helping Hand is Contagious.” YouTube, uploaded by 11Dovez, 28 March 2009,

10. What was the different angle on The Leaders Law of Influence that these two short commercials showed? Why is it important that we understand this additional angle of influence in our own lives and actions?

11. Day#2 start

12. Leaders Law of Influence Activity
Find your 3 o’clock partner and take a seat.
Handout: The Leaders Law of Influence Graphic Organizer and The Leaders Law Outcomes Sheet*
Have students write down at least 4 different outcomes that could come from the action listed in The Leaders Law of Influence Graphic Organizer. Let them know their examples will be shared out with the class.
Partner students up (clock partners would work great here) and have them share out different answers/scenarios with each other.
Have students share examples they heard from their partners with the entire class and discuss them by asking questions of the students as they share. Have them describe the situation in more detail or how they could see one thing leading to another in their situation.

13. Leaders Law of Influence Activity
Find your 12 o’clock partner and take a seat.
The Leaders Law Outcomes Sheet*
Ask students to flip their handout over to The Leaders Law of Influence Outcomes Sheet and complete it by reading the scenario in the bottom left corner of the page and then describing 3 different chains of kindness that could come from that one intentional act.
After a few minutes have students find a partner and share their responses, helping each other add in boxes that they might have missing.
Have different students share out their responses with the class.

14. Final Thoughts
Writer Bryan Matteo says, ‘Even the smallest act of caring for another person is like a drop of water. It will make ripples throughout the entire pond.’
What does the pond represent? What examples of the drop have you seen in the past week that created a ripple effect in a positive way in our school?
Give students time to respond in their notebooks or with a partner depending on the time.