FCCLA POWER OF ONE - Program Guide Outline

FCCLA POWER OF ONE

Program Guide Outline

What is the FCCLA Power of One national program?

Power of One is a national FCCLA program that helps

members ﬁnd and use their personal power. Members set

their own goals, work to achieve them, and beneﬁt from the

results. The real world skills members learn in Power of One

are of use now and in the future. These skills may be used

by members in school, relationships, college, their future

careers, and their communities.

Family, Career, and Community Leaders of America | www.fcclainc.org

Program Navigation

Click the numbered buttons on the left to navigate

between units. To return to the Introduction section,

click the Power of One Icon at the top right.

Handouts & Lesson Plans

Handouts and Lesson Plans are denoted with this

document icon. Click the icon to navigate to that

handout at the end of the document.

When you are ﬁnished viewing the document,

look for the navigation menu in the footer of the

document. The icons follow the same pattern as the

main program navigation, and will take you to the

correlating section of the program.

Sample Handout Title

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Lesson Plan: Power of One Introduction

Total Time: 60 Minutes

Materials:

• Planning Process description sheets (2-3 sets per session depending on number of members)

Handouts:

• Power of One notetaking guide (one per member)

• Power of One point sheet (one per member; optional)

SESSION OUTCOMES

The member will be able to describe the Power of One national program in his or her own words.

The member will be able to correctly identify and apply the ﬁve steps of the FCCLA Planning Process.

The member will be able to understand the relation between Power of One and growth mindset.

ASSESSMENT

The member will be able to understand the relation between Power of One and growth mindset.

NATIONAL FCS STANDARDS

13.5.5 Demonstrate ways to organize and delegate responsibilities.

13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

SESSION PLAN

TIME DESCRIPTION

INCLUDED IN THIS GUIDE

Power of One for Advisers Utilizing the Program

FCCLA Overview FCCLA Power of One

• Introduction: Welcome to the FCCLA Power of One

National Program

• Power of One in the FCS Classroom: The Growth Mindset

Approach

• Aligning Power of One with Family and Consumer

Sciences National Standards

• STEM Connection to Power of One

• FCCLA Career Pathways Connection to Power of One

• Power of One Kick-O Activities: Motivation and

Accountability

• Power of One Introduction Session

• Addressing Members’ Diverse Needs

• Challenging Gifted and Talented Members

• Using Power of One at the High School Level

• Using Power of One at the Middle School Level

• Using Power of One in the Private/Homeschool Sector

• Utilizing Evaluation Teams

• Publicizing Power of One: Social Media, Key Messages,

and More

• Power of One Partners and Collaborators

Unit One: A Better You

• Sample Unit Topics

• A Better You Lesson Plan

• Using the FCCLA Planning Process

• Sample Unit Projects Based on Chosen Topic

• Formative Assessment: A Better You Learning Check

Unit Two: Family Ties

• Sample Unit Topics

• Family Ties Lesson Plan

• Using the FCCLA Planning Process

• Sample Unit Projects Based on Chosen Topic

• Formative Assessment: Family Ties Learning Check

Unit Three: Working on Working

• Sample Unit Topics

• Working on Working Lesson Plan

• Using the FCCLA Planning Process

• Sample Unit Projects Based on Chosen Topic

• Formative Assessment: Working on Working Learning Check

Unit Four: Take the Lead

• Sample Unit Topics

• Take the Lead Lesson Plan

• Using the FCCLA Planning Process

• Sample Unit Projects Based on Chosen Topic

• Formative Assessment: Take the Lead Learning Check

Unit Five: Speak Out for FCCLA

• Sample Unit Topics

• Speak out for FCCLA Lesson Plan

• Using the FCCLA Planning Process

• Sample Unit Projects Based on Chosen Topic

• Formative Assessment: Speak out for FCCLA Learning Check

The Next Steps & Resources

• Power of One Pre/Post Assessment

• Encouraging Metacognitive Reection

• Using Power of One to Find Next Steps in FCCLA

• Power of One Information Sheet

• Project Sheet

• Sample Point System

• Sample Grading Rubric

• Sample Completed Power of One

• Sample Press Release

• Five Unit Recognition Application

• FCCLA Planning Process (English)

• FCCLA Planning Process (Spanish)

• FCCLA Planning Process (Arabic)

• FCCLA Planning Process (Chinese)

• FCCLA Planning Process (For Visually Impaired members)

FCCLA OVERVIEW:

Power of One for Advisers

Welcome to the FCCLA national program,

Power of One!

As an adviser, you play an integral role in the implementation of this program. Since

Power of One aims to empower youth to ﬁnd their personal power, you may be

the one to recognize a member’s potential and encourage him or her to see the

same potential in themselves. You believe in the importance of fostering growth in

members and know each member is capable of achieving great things. Power of

One commonly serves as an introductory program that familiarizes members with the

FCCLA organization; the Planning Process; and the extension of family and consumer

sciences principles into the home, school, workplace, and community. This national

program may be utilized to set the tone for a member’s experience in FCCLA.

Your passion for members, growth, Family and Consumer Sciences, and FCCLA

drives you to work hard to help members live a better life now and in the future.

Members need you. They need your direction. They need your encouragement. They

need your involvement and accountability. They need your advising and teaching.

Power of One has been designed to support you in the important role of both FCCLA

adviser and FCS teacher. This guide is written to provide resources you can use in

your FCCLA chapter, in the FCS classroom, or both.

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Why is FCCLA involvement so important?

FCCLA involvement gives FCS students important experience

in planning and directing their own activities. These expanded

opportunities for leadership training, community involvement, and

personal growth give FCS education more meaning. The adviser

and chapter members benet by coordinating class and chapter

experiences so they complement and enrich one another.

The FCCLA Adviser’s Role

At the heart of FCCLA classroom integration is member involvement

in projects they create, carry out, and evaluate. Members’ rst eorts

may grow from a topic discussed in class, or they may focus on

related needs and issues because these are important to their daily

lives. Whatever the motivation, the most important thing an adviser

can do is encourage members to be actively engaged.

Advisers help members grow by motivating, guiding, sharing,

and participating, while simultaneously letting youth assume the

major role in planning and carrying out chapter actions. In FCCLA,

advisers serve as facilitators, resources, and consultants.

The adviser’s role in the FCCLA Power of

One national program is to:

• Learn about the program

• Integrate the program into your classroom

• Encourage members to become involved

• Guide and support members through project-based learning

• Ensure members’ eorts are recognized

• Educate colleagues, administrators, school board members,

parents, and the public about the value of FCS education as

reected in FCCLA projects and activities

You have a very important role! Support is provided through

FCCLA and the Power of One national program.

Introduction: Welcome to the

FCCLA Power of One National Program

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Although Power of One is a member-directed project, members will

need guidance from the adviser. As an adviser, you will likely:

• Encourage participation

• Coordinate selection and participation of evaluation teams, if

used (evaluation teams are optional)

• Approve members’ plans

• Provide reminders and occasional incentives

• Receive and review member progress reports when they nish

their projects

• Approve projects or suggest revisions

• Oversee recognition and obtain recognition items

With numerous members involved in Power of One, you may nd it

useful to keep a chart of member progress. A sample point sheet of

member progress is included in the Resources section of this guide.

What is the Power of One national program?

Power of One is a national FCCLA program that helps members

nd and use their personal power. Members set their own goals,

work to achieve them, and benet from the results. The real

world skills members learn in Power of One are of use now and

in the future. These skills may be used by members in school,

relationships, college, their future careers, and their communities.

Power of One contains ve units: A Better You, Family Ties,

Working on Working, Take the Lead, and Speak Out for FCCLA. In

each unit, members will set a goal related to the unit that they will

work towards achieving. In working to meet this goal, the member

will use the FCCLA Planning Process to execute a project. Each

project and corresponding goal should be tailored specically to the

member’s interests, skill level, and background. The completion of

all ve units exemplies a member’s well-rounded and impactful

personal power.

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Power of One includes ﬁve units:

A Better You: This unit helps young people strengthen areas of their

personal lives and become the best version of themselves. By completing a

project through this unit, young people think critically and retrospectively

about their own character and recognize that making an impact starts with self.

Family Ties: This unit encourages members to improve their family and

home lives. By completing a project through Family Ties, members assess

their personal role in their own family and work to strengthen it as the

basic unit of society.

Working on Working: This unit prompts members to think critically

about a future career and the necessary skills he or she will need to develop

to be successful in the workplace. By completing a project through this unit, a

member will foster real world skills to prepare for adult life as a wage earner.

Take the Lead: This unit assists members in strengthening

their leadership skills in various contexts. By completing a project

through this unit, members have the opportunity to exercise and

strengthen their capacity to lead at school, at home, on the job,

and in the community.

Speak Out for FCCLA: This unit equips members to publicize The Ultimate

Leadership Experience and inform others of FCCLA’s impact. By completing a

project in this unit, members will educate their peers, families, and community

members about the benets of FCCLA they have personally experienced and

how the organization has empowered them to make a dierence.

The goals of the program are to:

• Introduce members to FCCLA

• Educate members about the importance and

process of decision making and goal setting

through the FCCLA Planning Process

• Extend Family and Consumer Sciences

concepts into the member’s home, school,

workplace, and community

• Foster a growth mindset among members and

other stakeholders

• Provide an outlet for members to reect on

their character, recognize areas for personal

growth, explore their unique interests, and

take measured action to improve themselves

based on their results

• Allow members to gain recognition at the

local, state, and national level

FCCLA POWER OF ONE

Program Guide Outline

What is the FCCLA Power of One National Program?

Power of One is a national FCCLA program that helps

members ﬁnd and use their personal power. Members set

their own goals, work to achieve them, and beneﬁt from the

results. The real world skills members learn in Power of One

are of use now and in the future. These skills may be used

by members in school, relationships, college, their future

careers, and their communities.

Family, Career, and Community Leaders of America | www.fcclainc.org

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These topic areas are the main components of ve units provided for

you, the adviser. Each unit includes these common elements:

• Introduction to the unit

• Sample unit topics

• A lesson plan linked to FCS national standards

• How to use the FCCLA Planning Process within the unit

• Sample unit projects based on chosen topic

• A formative assessment to check a member’s understanding of

the unit

In each unit, sample unit topics and sample unit projects are given.

As members execute projects for each unit, they must rst choose

a topic and then design a project that relates to that topic. For

example, in the A Better You unit, a member may choose to set a

goal related to the topic of money management. The member’s unit

project based on this chosen topic may be to design a savings plan

to save for a used car. Unit topics give broad direction to members;

unit projects based on a chosen topic give members a specic goal

to achieve.

What are Power of One projects?

FCCLA Power of One projects range from simple, one-time eorts

to multi-faceted, ongoing programs. All can be valuable learning

experiences for members. An FCCLA Power of One project should

involve member leadership in developing, planning, implementing,

and evaluating the project; member use of the FCCLA Planning

Process; and opportunities to develop and practice real world

skills. These projects should be created by members to reach an

individualized goal. The project should relate to subjects taught in

Family and Consumer Sciences and FCCLA and should involve in-

depth eort. Each Power of One unit includes suggested projects.

Members should adapt a project to meet their personal needs or

develop their own. These projects should relate to the unit and

be approved by you, the FCCLA adviser. A project used in other

FCCLA activities may be adapted for Power of One as long as it is

an in-depth individual activity. For example, if a project on family

councils in the Families First program is completed, a member may

use portions of that project again in the Power of One unit, “Family

Ties,” by holding family council meetings at home.

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FCCLA is an integral part of the Family and Consumer Sciences

education program. In the local school, this means chapter projects

and activities stem from and enhance Family and Consumer Sciences

curriculum. FCCLA chapters give members expanded opportunities

for knowledge application, leadership training, community

involvement, and personal growth.

FCCLA addresses skills, lifestyles, careers, and pathways as an

important part of Family and Consumer Sciences education. Power

of One ties directly to the following FCCLA purposes:

• To provide opportunities for personal development and

preparation for adult life

• To strengthen the function of the family as a basic unit of society

• To encourage democracy through cooperative action in the

home and community

• To encourage individual and group involvement in helping

achieve global cooperation and harmony

• To provide opportunities for making decisions and for assuming

responsibilities

• To prepare for the multiple roles of men and women in today’s

society

• To promote Family and Consumer Sciences and related

occupations

Power of One is a program designed to be integrated into the FCS

classroom that can excite members about learning, sharpen their

critical thinking skills, and provide many opportunities for hands-on,

member-directed projects. Power of One activities tie to lessons in

many Family and Consumer Sciences subject areas. Use the program

in class to motivate members, build member ownership of the

curriculum, and show members real-world applications of classroom

lessons. When members create their own projects, they develop

creative approaches to problems. Power of One engages members in

the world beyond the classroom where they set goals for leadership

in families, careers, and communities.

Power of One in the FCS

Classroom: The Growth

Mindset Approach

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The FCCLA Power of One national program and the activities and

lessons in the program guide align with and reect these teaching

methodologies and strategies:

• Dierentiation

• Project-based learning

• Cooperative learning

• Active learning

• Service learning

• Incorporating technology

• STEM

• Independent study

• Peer tutoring and instruction

• Business partnerships

• Best practices

• Career exploration

• Student initiative and intrinsic motivation

Additionally, Power of One coincides with the principles discussed

by Carol S. Dweck, Ph.D., in her book, Mindset: The New Psychology

of Success. Dr. Dweck discusses Growth Mindset, the notion of

using dedication and hard work to develop one’s basic abilities.

Growth mindset fosters a love of learning, motivation, and resilience.

Similarly, Power of One encourages members to recognize their

unique skill levels, set goals that matter to them, and ultimately work

to improve themselves in multiple areas. By changing their mindset,

members will begin to see and believe in their personal power. As an

adviser and educator, you are encouraged to promote this mindset

with your members as they participate in this national program.

To learn more about Growth Mindset, refer to Mindset: The New

Psychology of Success by Carol S. Dweck, Ph.D. For examples of

how to incorporate Power of One into your Family and Consumer

Sciences classroom, refer to the “Power of One Kick-O Activities:

Motivation and Accountability” section.

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FCCLA is the national student organization that serves and supports

Family and Consumer Sciences education. At the heart of FCCLA is

involvement in projects and activities that members plan, carry out,

and evaluate. These projects create ideal opportunities for members

to both develop and apply Family and Consumer Sciences skills

while demonstrating mastery of the national standards. FCCLA

projects’ products (including portfolios, project reports, skills

demonstrations, and more) oer relevant, authentic data to assess

member learning.

• Apply skills in Family and Consumer Sciences, academics, and

communication

• Accept responsibility

• Experience leadership

• Learn to plan, implement, and evaluate individual and group

action

• Build relationships

• Develop an appreciation for diversity

• Analyze and solve problems

• Adapt to change

• Explore careers

• Establish positive career-related attitudes and habits

Aligning Power of One with FCS National Standards

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Through their FCCLA involvement, members sort out thoughts,

analyze situations, set goals, interact with others, apply classroom

knowledge, and become leaders in today’s and tomorrow’s families,

careers, and communities. FCCLA members encounter situations

through which they:

• Apply skills in Family and Consumer Sciences, academics, and

communication

• Accept responsibility

• Experience leadership

• Learn to plan, implement, and evaluate individual and group

action

• Build relationships

• Develop an appreciation for diversity

• Analyze and solve problems

• Adapt to change

• Explore careers

• Establish positive career-related attitudes

and habits

FCCLA and FCS go hand-in-hand. The mission of Family and

Consumer Sciences education is to prepare students for family life,

work life, and careers in Family and Consumer Sciences by providing

opportunities to develop the knowledge, skills, attitudes, and

behaviors needed for:

• Strengthening the well-being of individuals and families across

the life span

• Becoming responsible citizens and leaders in family,

community, and work settings

• Promoting optimal nutrition and wellness across the life span

• Managing resources to meet the material needs of individuals

and families

• Balancing personal, home, family, and work lives

• Using critical and creative thinking skills to address problems in

diverse family, community, and work environments

• Developing life management, employment, and careers

• Functioning eectively as providers and consumers of goods and

services

• Appreciating human worth and accepting responsibility for

one’s actions and success in family and work life

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The National Standards for Family and Consumer Sciences

Education present a vision for the future and provide FCS educators

with a structure for identifying what learners should know and be

able to do. The FCS National Standards are based on knowledge

and skills needed for home and family life as well as those needed

to succeed in related careers. These standards provide an excellent

system for meeting the needs of individuals preparing for life in a

global society while simultaneously preparing for careers. They are

comprehensive, designed to encompass the variety that exists among

state philosophies and to accommodate various approaches to

standards and educational delivery systems. Viewed collectively, the

national standards provide the structure for an integrated approach

to Family and Consumer Sciences education, with FCCLA national

programs like Power of One providing resources for members and

teachers to meet the standards in a way that integrates academic

knowledge with real life experiences.

FCS National Standards contain:

• Areas of Study (general topics)

• Comprehensive Standards (overall description)

• Content Standards (expectations of the learner)

• Competencies (dene knowledge, skills, and practices)

• Process Questions (guide members in thinking and reasoning

about contextual problems)

FCS National Standards provide guidelines for developing programs

that give members the opportunity to acquire knowledge, skills,

attitudes, and behaviors for family life, work, and careers in areas

of study that also relate to the purpose and mission of FCCLA. FCS

areas of study include:

• Career, Community and Family Connections

• Consumer and Family Resources

• Consumer Services

• Education and Early Childhood

• Facilities and Property Management

• Family

• Family and Human Services

• Food Production and Services

• Food Science, Dietetics and Nutrition

• Hospitality, Tourism and Recreation

• Housing and Interior Design

• Human Development

• Interpersonal Relationships

• Nutrition and Wellness

• Parenting

• Textiles, Fashion and Apparel

• Reasoning for Action

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Power of One involvement addresses many standards and

competencies from the National Standards for Family and Consumer

Sciences Education, most closely in these areas of study: Career,

Community and Family Connections; Family; Interpersonal

Relationships; Nutrition and Wellness; and Reasoning for Action.

Several activities and lessons can also align to other career-specic

standard areas.

Click below for a list of National Standards for Family and

Consumer Sciences Education that may be addressed through

Power of One involvement.

http://www.nasafacs.org/national-standards-and-competencies.html

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Power of One activities and lesson plans directly connect to

nationwide STEM initiatives in the classroom because STEM

concepts and FCS national standards support each other.

What is STEM?

STEM is an acronym for Science, Technology, Engineering, and

Math education. Teachers focus on these areas together not only

because the skills and knowledge in each discipline are essential for

student success, but also because these elds are deeply intertwined

in the real world and in how students learn most eectively. STEM is

an interdisciplinary and applied approach that is paired with hands-

on, problem-based learning.

STEM education is used to identify individual subjects, a

stand-alone course, a sequence of courses, activities

involving any of the four areas, a STEM-related course,

or an interconnected or integrated program of study.

Some areas use the acronym STEAM, which

adds art concepts and products to STEM.

A STEM-literate student:

• Is an innovator

• Is a critical thinker

• Is able to solve problems

• Is able to make meaningful connections between school,

community, work, and global issues

• Can enroll in a college-level course of study in science,

technology, engineering, and math without the need for

remediation

• Can engage in a knowledge-based economy

• Can become employed in many areas

STEM Connection to Power of One

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In middle grades, STEM education:

• Introduces an interdisciplinary program of study consisting of

rigorous and challenging courses

• Continues to provide standards-based, structured inquiry-based,

and real-world problem-based learning that interconnects

STEM-related subjects

• Bridges and connects in-school and out-of-school learning

opportunities

• Increases student awareness of STEM elds and occupations

In high school, STEM education:

• Provides a challenging and rigorous program of study focusing

on the application of STEM subjects

• Oers courses and pathways for preparation in STEM elds and

occupations

• Bridges and connects in-school and out-of-school learning

opportunities

• Provides opportunities for student exploration of STEM-related

elds and careers

• Prepares students for successful post-secondary employment,

education, or both

FCS teachers and FCCLA advisers can integrate STEM into their

curriculum by using Power of One lesson plans and activities that are

included in this program guide.

To learn more about STEM, check out the links below.

http://www.ed.gov/stem

http://www.stemedcoalition.org

POWER OF ONE PROGRAM GUIDE

1 2 3 4 5

Lesson Plan: Power of One Introduction

Total Time:

60 Minutes

Materials:

• Planning Process description sheets (2-3 sets per session depending on number of members)

Handouts:

• Power of One notetaking guide (one per member)

• Power of One point sheet (one per member; optional)

SESSION OUTCOMES

The member will be able to describe the Power of One national program in his or her own words.

The member will be able to correctly identify and apply the ﬁve steps of the FCCLA Planning Process.

The member will be able to understand the relation between Power of One and growth mindset.

ASSESSMENT

The member will be able to understand the relation between Power of One and growth mindset.

NATIONAL FCS STANDARDS

13.5.5 Demonstrate ways to organize and delegate responsibilities.

13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

SESSION PLAN

TIME DESCRIPTION

POWER OF ONE PROGRAM GUIDE

1 2 3 4 5

Lesson Plan: Power of One Introduction

Total Time:

60 Minutes

Materials:

• Planning Process description sheets (2-3 sets per session depending on number of members)

Handouts:

• Power of One notetaking guide (one per member)

• Power of One point sheet (one per member; optional)

SESSION OUTCOMES

The member will be able to describe the Power of One national program in his or her own words.

The member will be able to correctly identify and apply the ﬁve steps of the FCCLA Planning Process.

The member will be able to understand the relation between Power of One and growth mindset.

ASSESSMENT

The member will be able to understand the relation between Power of One and growth mindset.

NATIONAL FCS STANDARDS

13.5.5 Demonstrate ways to organize and delegate responsibilities.

13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

SESSION PLAN

TIME DESCRIPTION

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Additionally, concepts presented in Power of One coincide with the

FCCLA Career Pathways that are based upon the National Career

Clusters Framework for Career and Technical Education.

What are FCCLA Career Pathways?

FCCLA made a concentrated eort to illustrate the connection of

FCCLA and Family and Consumer Sciences to career pathways

and hosted a focus group to assist in this process. A survey of

business and industry stakeholders found that FCCLA most

directly supports career pathways in the hospitality and tourism,

visual arts and design, education and training, and human

services careers. FCCLA national programs and Competitive

Events support CTE students’ development of

knowledge and skills, enhancing the classroom

experience and career pathway initiatives.

FCCLA is integrated into FCS and is

intracurricular, exposing members

to work-based learning, business

and industry networks, and

industry-recognized certications.

FCCLA members explore

career opportunities and

build their real world skills by

developing projects, engaging

and participating in events,

and competing regionally and

nationally for scholarships and awards. As Power of One relates

directly to Family and Consumer Sciences education standards,

projects and principles of Power of One will work to accomplish

the goals of the FCCLA Career Pathways.

FCCLA Career Pathways:

• Human Services: Preparing individuals for employment

in career pathways that relate to families and human needs

such as counseling and mental health services, family and

community services, personal care, and consumer services

• Hospitality and Tourism: The management, marketing,

and operations of restaurants and other food services, lodging,

attractions, recreation events, and travel related services

• Education and Training: Planning,

managing, and providing education and

training services and related learning

support services

• Visual Arts and Design:

Designing, producing, exhibiting,

performing, writing, and publishing

multimedia content including visual

and performing arts and design,

journalism, and entertainment services

FCCLA Career Pathways Connection to Power of One

HOSPITALITY

AND

TOURISM

HUMAN

SERVICES

EDUCATION

AND

TRAINING

VISUAL

ARTS

AND

DESIGN

Real World Skills Through FCS Education

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Regardless of whether a member pursues a career related to one of

the FCCLA Career Pathways or not, he or she will learn valuable real

world skills. Individuals require many skills to be college and career

ready, including academic knowledge, technical expertise, and a set

of general, cross-cutting abilities called “real world skills.” These

real world skills include:

• Applied Academic Skills: Communications, Math, Science,

Basic Literacy

• Critical Thinking Skills: Problem Solving, Organization &

Planning

• Resource Management: Time, Money, Materials & Personnel

• Information Use

• Communication Skills

• Interpersonal Skills: Leadership, Teamwork & Negotiation

• Personal Qualities

• Systems Thinking: Teamwork & Project Management

• Technology Use

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This program guide contains ve lesson plans in addition to the

Power of One introduction session. Each lesson introduces a new

real world skill that can be utilized to introduce a new unit. The

following real world skills are addressed:

• A Better You: Goal Setting

• Family Ties: Communication

• Working on Working: Collaboration

• Take the Lead: Leadership

• Speak Out for FCCLA: Critical Thinking

These lesson plans may be presented in a multi-day format to

introduce members to Power of One, FCCLA, and vital skills that will

be necessary for success in school, in a family, in a career, and in a

community. Each lesson also teaches and reinforces how to use the

FCCLA Planning Process. These lessons may be incorporated into

the FCS classroom, taught at local chapter meetings, or used as a

workshop series.

The sessions may be presented sequentially, or you may wish to

intersperse them with other lessons as appropriate. The sessions may

t especially well with FCS programs of study related to personal

development, although they also relate to other topic areas such as

goal-setting, family, interpersonal relationships, service, and more.

For each session, the outline includes an overview of needed

materials and preparation steps; sequence of activities; and links to

detailed instructions, information, and support materials for each

activity. You may need to adapt the presentation details to t your

specic members and set-up.

Power of One Kick-Off

Activities: Motivation and

Accountability

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FCCLA advisers who integrate FCCLA state that it works best this

way for several reasons:

• Members learn content in class and apply that content in real-

life projects

• Members form a solid foundation about topics in class and

then encourage others to get involved and have the tools and

knowledge to do so eectively

• Members have time to brainstorm and plan in a structured

environment and then carry out the plans through the chapter

activities

• Members learn about topics that interest them in class and then

take their knowledge further through an enrichment project

• The FCS teacher doubles as the FCCLA adviser and can provide

support in both areas

• Members can take what they learn in the FCS classroom and

create a Power of One project that can also be used in STAR

Events or other Competitive Events

Motivating Members and Holding them

Accountable

Member accountability and motivation are critical to conducting

a successful Power of One program. When members are held

accountable and see the value of what they are doing, activities

and lessons become much more impactful. As a FCCLA adviser

and educator, there are steps you can take and procedures you can

implement to carry this out.

• When introducing Power of One, ask members that have already

completed the program to come and speak to your group about

the impact the program had on them. The change in speakers

will create a sense of novelty for the members, show them a rst

hand example of the impact of the program, and increase your

credibility.

• If Power of One is integrated into the FCS classroom, give

members grades for completed work. A sample rubric is

included in the “Resources” section of this guide.

• Have each member create a Power of One binder that will house

all of their materials throughout the project. Members can keep

project sheets, reections, formative assessments, and more in

order to track their progress. This will also house all materials

for you to grade.

• Track member progress with a point system. A sample point

system is included in the “Resources” section of this guide.

• For high school members, consider awarding FCCLA stoles or

cords for graduation. Instate a point system in which graduating

seniors must earn a certain number of points for participation

in FCCLA activities to earn the honor. Include Power of One

completion or serving on an evaluation team as possible

methods to earn points.

• As you educate members about Power of One, stress that it is

a program that is primarily benecial to them. Point out that

members are in control, they direct their project, and they make

it personally applicable.

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Power of One Introduction Session

Introduction Lesson Plan

Introduction PowerPoint

Planning Process Description Sheets

Introduction Notetaking Guide

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POWER OF ONE PROGRAM GUIDE

1 2 3 4 5

Lesson Plan: Power of One Introduction

Total Time: 60 Minutes

Materials:

• Planning Process description sheets (2-3 sets per session depending on number of members)

Handouts:

• Power of One notetaking guide (one per member)

• Power of One point sheet (one per member; optional)

SESSION OUTCOMES

The member will be able to describe the Power of One national program in his or her own words.

The member will be able to correctly identify and apply the ﬁve steps of the FCCLA Planning Process.

The member will be able to understand the relation between Power of One and growth mindset.

ASSESSMENT

The member will be able to understand the relation between Power of One and growth mindset.

NATIONAL FCS STANDARDS

13.5.5 Demonstrate ways to organize and delegate responsibilities.

13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

SESSION PLAN

TIME DESCRIPTION

Use the following ve question quiz to gauge members’

understanding of Power of One and growth mindset after

presenting the lesson. This quiz can be used as an exit slip, a

bellringer the next day, or as a general quiz. An answer key is

included at the end.

Formative Assessment: Power of One Introduction

Session Learning Check

Introduction Formative Assessment

ANSWER KEY

1. A

2. B

3. B

4. D

5. Member answers will vary, but each

answer should include this sentiment:

Power of One encourages members to

recognize their unique skill levels, set

goals that matter to them, and ultimately

work to improve themselves in multiple

areas. By changing their mindset,

members will begin to see and believe in

their personal power.

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As you know, members have a wide range of ability levels, learning

styles, and interests. To address this, each Power of One unit is

adaptable to a wide selection of possible projects. This allows

beginning or middle level FCCLA members, members with special

needs, members of limited English prociency, members with

little time for FCCLA involvement, and members with little prior

experience in FCCLA or other leadership organizations to complete

a project that is of shorter duration and focus more on hands-on

activities. These projects may call on lessons learned in class and

will most likely require little independent research. Members will

generally work to achieve a tangible result.

More advanced members—high school members and those with

prior FCCLA experience, for example—may choose to undertake

projects that involve intermediate or long-term eort and some

independent information gather about the topic of concern.

Advanced members may create concrete end products, but will also

realize longer-term accomplishments and personal insights.

Members will look to you for guidance in deciding what would be

an appropriate challenge for them. Here are some tips for tailoring

Power of One to meet their diverse needs:

• Direct members to project ideas that focus on their interests and

abilities

• Use visual material

• Accept audio recordings or verbal reports of project work

• Work with members one-on-one

• Encourage members to evaluate their progress and make

adjustments as they work toward their goals

• Meet with members frequently and briey to keep up interest

and encourage progress

• Make sure each member receives special recognition on

completion of each unit

Addressing Members’ Diverse Needs

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Members identied as Gifted and Talented

must be challenged in order to maintain their

motivation. Because Power of One is easily

customizable to meet the needs of each individual

member, utilize these tips when working with

these members so that their experience is as

meaningful as possible.

• When a member is working to identify

concerns for a unit project, challenge him or

her to read a book related to the unit area to

expand their thinking.

• After a member sets a goal to reach for a

unit, meet with the member to ensure the

goal is challenging but simultaneously

realistic.

• Encourage these members to design a project

within each unit that takes an extended

amount of time to complete, as opposed to a

project that can be completed in one day.

• After a member completes a unit project,

challenge the member to present their

results in a unique format such as a video

summary, class presentation, or essay.

• Have these members work to complete each

unit early. After assessing their work and

providing feedback, allow these members

to mentor lower-achieving members as they

complete their unit projects.

• Meet with these members to gain their

feedback on their Power of One experience.

How can you, as the adviser, make it a more

eective process for members in the future?

You are encouraged to collaborate frequently

with school administrators that can provide

additional ideas for challenging and motivating

Gifted and Talented members.

Challenging Gifted and Talented

Members

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High school level members are drawn to this program due to

its conduciveness for member choice and its focus on making

a dierence. Additionally, Power of One can be used at the

high school level in the following ways:

• A meaningful application of knowledge

• Individualized and personalized education

• Project-based learning

• Independence and responsibility

• A focus on preparing for life beyond high school

• Requirement of critical thinking

Power of One can be utilized to introduce new members to

the organization, and proves to be useful to any member

regardless of his or her grade level.

Using Power of One at

the High School Level

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Power of One appeals to middle level members’ desire to make

decisions and take action. It also directly addresses many of their

developmental and educational needs, including needs for:

• A sense of self-worth and personal growth

• Advanced cognitive skills and application of academic concepts

• Positive interaction with peers and adults (through project

action and evaluation teams, if used)

• Independence and responsibility

• A sense of competence

• Meaningful participation in the larger society

Use of Power of One evaluation teams also provides a prime

opportunity to connect members with caring adults — a key priority

at the middle level. Additionally, Power of One is an excellent tool to

introduce a new member to the FCCLA organization.

Using Power of One at

the Middle School Level

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Power of One is also necessary in the private and homeschool

sector. This program meets the various needs of these

members through:

• The opportunity to build meaningful relationships with

peers and adults

• Further immersion into the community

• Connections to various resources

• The opportunity to make a dierence

• Self-directed learning and responsibility

• Advanced application of learned concepts

For private and homeschool members, participation in the

program allows for content extension beyond the classroom

and exposure to the FCCLA organization.

Using Power of One in the

Private/Homeschool Sector

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A member may have a one- or two-person evaluation team to guide

him or her through a Power of One project. Teams can help members

select appropriate projects, put them in touch with useful resources,

and evaluate how well they achieve their goals. Members are not

required to have an evaluation team.

An evaluation team may simply be the adviser, or the adviser and

another resource person. Team members may be other FCCLA

members or adults. They should be people with whom the member

feels comfortable and to whom the member will turn for guidance

and support. Possible team members might be:

• An FCCLA member (perhaps someone who has completed some

Power of One units)

• An adviser or other Family and Consumer Sciences teacher

• A parent or adult friend

• A school administrator, a counselor, or another teacher

• A local business person or employer

• An advisory council member or FCCLA alumni member

Members may use a dierent evaluation team for each unit or the

same team for all. They may occasionally choose to change team

members in the middle of a project due to incompatibility or a team

member’s needs. As the adviser, you may set up one team to evaluate

several members’ projects, evaluate all members working on the

same unit, or evaluate all projects in the chapter.

Members may wish to meet with their evaluation team only twice,

at the beginning and end of their project. Additional consultations

between members and team members are also encouraged.

Advise team members to listen to the member’s ideas, provide

encouragement, and speak up if they foresee any insurmountable

problems with their plan. They may also provide information and

introductions to others who can help. Have members orient their

evaluation teams to Power of One by sharing this program guide or

discussing the program with them. If a team member is not familiar

with FCCLA, provide an information sheet and introduce them to the

organization.

Utilizing Evaluation Teams

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Because one of the goals of the Power of One national program

is to recognize members for their eorts, it is crucial to properly

publicize this work. The following sections will provide guidelines for

eectively utilizing social media and other forms of communication

when recognizing members.

Power of One and Social Media

In today’s technology driven society, it is crucial to utilize social

media when promoting the Power of One national program and

Power of One learning activities and projects. Summary paragraphs,

the tagline message, and key messages all can be used on your

chapter’s social media sites. You can adapt the messages to t your

chapter’s needs and/or the project’s focus. The primary focus is to

get the message out to members and stakeholders.

Consider using these tweets, posts, and hashtags with your social

media campaigns:

• Find your power with Power of One!

• You have the Power to make a dierence in your school, family,

community, and future career!

• How will you build A Better You?

• How will you strengthen your Family Ties?

• Are you Working on Working? Take hold of your future career!

• Take the Lead; make a dierence; impact the world.

• Speak Out for FCCLA and tell others about The Ultimate

Leadership Experience!

• #FCCLAPowerofOne

• #MyPower

• #PowerofOneABetterYou

• #PowerofOneFamilyTies

• #PowerofOneWorkingonWorking

• #PowerofOneTaketheLead

• #PowerofOneSpeakOutforFCCLA

• #SkillsForMyFuture

• #ItTakesthePowerofOne

Publicizing Power of One:

Social Media, Key Messages,

and More

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Power of One Summary Paragraphs

Insert one of these paragraphs in press releases, news advisories,

brochures, newsletters, and other Power of One materials that

members produce.

Power of One is a national program of Family, Career and

Community Leaders of America (FCCLA) that guides members

to set, plan, and work to achieve goals to discover their personal

power and develop skills that will serve them now and in the future.

It is integrated into the Family and Consumer Sciences classroom

through FCCLA.

Power of One is a Family, Career and Community Leaders of

America (FCCLA) national program that guides members to set,

plan, and work to achieve goals to discover their personal power

and develop skills that will serve them now and in the future. It

addresses topics such as goal setting, decision making, critical

thinking, and more. FCCLA members identify concerns in ve

areas of their lives they wish to improve and then set corresponding

goals to help them address their concerns while also involving

their peers, families, and communities. Through their projects,

members experience character development and improve their

critical and creative thinking, interpersonal communication,

practical knowledge, and career preparation. Youth leaders learn

more about themselves and their unique strengths so that they

can put themselves on the pathway to future success. The program

is integrated into the Family and Consumer Sciences classroom

through FCCLA.

Power of One Tagline Message

Use this tagline message when promoting or explaining Power of

One:

Power of One is a national program of Family, Career and

Community Leaders of America (FCCLA) that guides members

to set, plan, and work to achieve goals to discover their personal

power and develop skills that will serve them now and in the

future. It is integrated into the Family and Consumer Sciences

classroom through FCCLA.

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Power of One Key Messages

Choose from among these messages when members present

information about Power of One:

• “Find your power. Find the Power of One.”

• “Reect, set, plan, execute, and grow with Power of One.”

• “Make your goals a reality with Power of One.”

• “Find your personal power to make a dierence in your home,

school, community, and career. Find the Power of One!”

• “Change begins with the Power of One.”

• “You have the Power to direct your future.”

In any Power of One promotions, please refer to the FCCLA

Branding & Promotion Guide which may be found at

http://fcclainc.org/news--media/documents/FCCLA-Brand-

PromoGuide_000.pdf.

“

Reﬂect, set, plan,

execute, and grow with

Power of One.

”

“

You have the

Power to direct

your future.

”

“

Change

begins with

Power of One.

”

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There are numerous individuals, groups, and organizations that can

be found in your community or neighborhood that may be willing to

assist members to meet their individual goals. Located below is a list

of potential partners and collaborators that can serve as a resource to

your members as they complete the Power of One program.

Educational

• Family and Consumer Sciences teachers

• Administration/oce

- School guidance counselor

- Career counselor

- School-to-career or tech-prep oce

- Career pathways coordinator

- Family Resource Center

• Adult education programs

• Career and technical member organizations

• Parent-teacher organizations

• Community college or university

• State Department of Education

• Local and county agencies/oces

• Public library

Service/Community Organizations

• Alumni & Associates members

• Cooperative Extension

• YWCA/YMCA

Power of One Partners

and Collaborators

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• Employment agencies

• Workforce oce

• Economic development agency

• Law enforcement

• Hospitals

• Elder care services

• Civic organizations

• Public assistance agencies

• Social services professionals

• Chamber of commerce

• Kiwanis

• Rotary club

• Lions

• Charities (American Cancer Society, American Red Cross,

American Lung Association, etc.)

Businesses and Employers

• Family and Consumer Sciences professionals in business

• Members’ employers

• Industry

• Service businesses

• Employment agencies

• Financial businesses

• Family-owned businesses

• Nonprot organizations, agencies, and foundations

• Hospitals, schools, and other institutions

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FCCLA POWER OF ONE

Unit One: A Better You

Introduction

Impacting the world begins with one person, and A Better You focuses on

making one person the best they can be. Through the ﬁrst unit in Power of One,

members will work to strengthen an area of their personal lives and become

the best version of themselves. Members will think critically and retrospectively

about their own character to determine an aspect of themselves they would like

to improve, whether it be their health, their social habits, their spending habits,

or more. In this section, you will ﬁnd a list of sample unit topics, a lesson plan

that focuses on goal setting, sample projects based on a chosen topic, and a

formative assessment to gauge a member’s growth.

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The following section contains a list of sample unit topics for a member’s A Better You project.

Once a member has chosen a topic, he or she will set a specic goal pertaining to the topic. As a

reminder, this list is not exhaustive; should a member choose to pursue a project in a topic other

than one on this list, meet with the member to approve his or her area to ensure its relation to

Power of One and the goals of this unit.

Sample Unit Topics

A Better You Lesson Plan

A Better You PowerPoint

A Better You Notetaking Guide

A Better You General Goals Set

• Eating nutritiously

• Learning a new skill or hobby

• Decreasing stress

• Getting along with others

• Making friends

• Managing money

• Saving money for an activity or

college

• Improving study habits and

grades

• Watching less television

• Reading more for fun

• Organizing room, schedule,

locker, notebooks

• Becoming more involved in

school activities

• Being more responsible

• Seeking help for personal

challenges and problems

• Working to control anger

• Using social media in a more

positive manner

• Decreasing leisure time on the

internet

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Members should use the project sheet found in the “Resources”

section of this program guide to move step-by-step through

their project.

Identify a Concern

Members should begin by checking o project ideas they like on the

“A Better You” project ideas list. Members may add their own ideas,

but they should talk them over with you, the FCCLA adviser, to make

sure they t Power of One and A Better You.

Next, members should choose an issue or skill that is their personal

priority. It may help to narrow the project ideas they checked to

three of their biggest concerns. Circle those three. If members need

help narrowing the list, have them talk to friends, family, or other

people in the community.

Have members look over the ideas they circled and answer the

questions on the project sheet. Based on their answers, they

should number the ideas they circled, with number one being the

project that is most important to them and best ts Power of One.

members should write their project idea in the section titled “My

top concern is.”

Set a Goal

A goal states the purpose and direction for a member’s project. In Power

of One, goals set should have personal meaning for the member.

As members think about setting a goal for their project, members

should ask themselves:

• What deadline should I set for my project?

• What will be the results?

• How will I know if I have achieved my goal?

On the same project sheet, under “Set a Goal,” the member should

describe what he or she wants to accomplish by lling in the blanks

of the sentence provided or by writing their own underneath the

section.

The goal should follow the SMART goal format so the member has

a clear direction and intent for personal improvement. Goals should

be specic, measurable, attainable, realistic, and timely.

An example:

“By December 15, I will improve my grade in science by one letter

grade by turning in my four missing assignments, completing

remaining assignments on time, and attending an after-school

tutoring session once a week.”

Using the FCCLA Planning Process

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Form a Plan

Next, instruct members to develop a thorough plan. Members should

decide what they will do, who can give them information, when they

will complete each step, where they will do their project, and how

they will accomplish the activities.

Members should write their plan under “Form a Plan” on the project

sheet and attach a separate sheet listing resources that might be

helpful during the project. This might include people, publications,

or community agencies. Encourage members to ask you, teachers,

family, or friends if they know of helpful resources.

Encourage members to schedule a meeting with you and/or their

evaluation team to discuss their proposed plan. Members should

be prepared to answer questions about their project. Ask them to

review the checklist on the “A Better You” project sheet. If necessary,

members should revise their goal or plan and meet with you or their

evaluation team again.

Act

Members should divide their plan into daily or weekly tasks in order

to complete their project and work toward their goal related to the

unit. Lists of tasks to complete, resources to enlist, deadlines, and

more should be kept.

As the member works to complete his or her plan, more detail may

need to be added to their plan for action. Encourage and support

open communication with you, the member, and the evaluation team

if necessary. The project should be living and exible to meet the

needs of and challenge the member.

Follow Up

To complete a project, members should answer the questions in the

“Follow Up” section of the project sheet.

Hold a follow-up meeting with the member and/or evaluation team.

The member should bring the completed project sheet and any

photographs, papers, news articles, and other items that reect his

or her project. These should be put in a Power of One notebook or

folder, or put on a poster. Complete the Follow Up Checklist on the

project sheet.

Then, you or the evaluation team will help decide if the member

reached his or her goal. If they have, approve their project. If they

did not reach the goal, encourage the member to spend more time on

it or revise the plan.

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After members identify their largest personal area of concern, they must design a specic project

to execute in an eort to improve themselves in the chosen area. The following list includes

examples of project ideas. As a reminder, these project ideas are general and should be altered

into SMART goals to meet the member’s specic needs.

Sample Unit Projects Based

on Chosen Topic

• Keep a daily food diary for one week

• Reduce junk food I eat

• Learn an exercise I like

• Follow an exercise program

• Learn to ___________________

• Have fewer ghts with friends

• Get along better with ___________

• Make new friends

• Hand in homework on time

• Improve grade(s) in ____________

• Be on time for class and appointments

• Set up and use a personal schedule

planner

• Study for 30 minutes more each day

• Learn about stress and reduce the stress I

feel

• Learn techniques for anger management

• Learn to be more assertive

• Pick up and organize my room

• Manage my money better

• Save money for an activity or college

• Volunteer at a local charity, soup kitchen,

hospital, or nursing home

• Spend only one hour on social media

per day

• Utilize social media platforms to

campaign for a positive cause

• Other (please describe)

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Use the following ve question quiz to gauge members’

understanding of A Better You and goal setting after presenting the

lesson. This quiz can be used as an exit slip, a bellringer the next

day, or as a general quiz. An answer key is included at the end.

Formative Assessment: A Better You Learning Check

A Better You Formative Assessment

ANSWER KEY

1. C

2. C

3. A

4. B

5. Member answers will vary, but each

answer should be speciﬁc, measurable,

attainable, realistic, and timely. Example:

By November 21, I will improve my study

habits by studying for American History

one hour per day by making ﬂashcards,

completing practice worksheets, and

reading the assigned chapters.

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A BETTER YOU

FCCLA POWER OF ONE

Unit Two: Family Ties

Introduction

The second purpose of FCCLA is “to strengthen the function of the family as a

basic unit of society.” Family Ties, the second unit of Power of One, focuses on

just that: improving one’s family and home life. Members will consider their role

in the family and design a project using the FCCLA Planning Process to be a

better family member and, in turn, improve their family. Members will recognize

the importance of strong families and their relationship to strong communities.

In this section, you will ﬁnd a list of sample unit topics, a lesson plan that

focuses on communication, sample unit projects based on a chosen topic, and a

formative assessment to gauge a member’s growth.

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 40

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

The following section contains a list of sample unit topics for a member’s Family Ties project. Once a member

has chosen a project topic, he or she will set a specic goal pertaining to the topic. As a reminder, this list is

not exhaustive; should a member choose to pursue a topic in an area other than one on this list, meet with the

member to approve his or her area to ensure its relation to Power of One and the goals of this unit.

Sample Unit Topics

Family Ties Lesson Plan

Family Ties PowerPoint

Family Ties Notetaking Guide

• Caring for your own space and

clothes

• Caring for family pet

• Making time for family

• Keeping up with household

responsibilities

• Helping with family meal time

• Organizing fun family activities

• Preparing a family tree or

genealogy journal

• Accepting family members’

viewpoints

• Stopping negative talk

• Reducing arguments with

family members

• Improving communication with

family members

• Improving family relationships

• Spending time with parent,

stepparent, grandparent, or

other relative

• Becoming a more responsible

family member

• Understanding and working

toward family goals

• Dealing with serious family

challenges (such as illness,

physical handicaps, divorce,

death, suicide, alcoholism,

abuse)

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 41

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Members should use the project sheet found in the “Resources”

section of this program guide to move step-by-step through their

project.

Identify a Concern

Members should begin by checking o project ideas they like on the

“Family Ties” project ideas list. members may add their own ideas,

but they should talk them over with you, the FCCLA adviser, to make

sure they t Power of One and Family Ties.

Next, members should choose an issue or skill that is their personal

priority. It may help to narrow the project ideas they checked to

three of their biggest concerns. Circle those three. If members need

help narrowing the list, have them talk to friends, family, or other

people in the community.

Have members look over the ideas they circled and answer the

questions on the project sheet. Based on their answers, they

should number the ideas they circled, with number one being the

project that is most important to them and best ts Power of One.

Members should write their project idea in the section titled “My

top concern is.”

Set a Goal

A goal states the purpose and direction for a member’s project.

In Power of One, goals should have a personal meaning for the

member.

As members think about setting a goal for their project, members

should ask themselves:

• What deadline should I set for my project?

• What will be the results?

• How will I know if I have achieved my goal?

On the same project sheet, under “Set a Goal,” the member should

describe what he or she wants to accomplish by lling in the blanks

of the sentence provided or by writing their own underneath the

section.

The goal should follow the SMART goal format so the member has

a clear direction and intent for personal improvement. Goals should

be specic, measurable, attainable, realistic, and timely.

Using the FCCLA Planning Process

POWER OF ONE PROGRAM GUIDE 42

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Form a Plan

Next, instruct members to develop a thorough plan. Members should

decide what they will do, who can give them information, when they

will complete each step, where they will do their project, and how

they will accomplish the activities.

Members should write their plan under “Form a Plan” on the project

sheet and attach a separate sheet listing resources that might be

helpful during the project. This might include people, publications,

or community agencies. Encourage members to ask you, teachers,

family, or friends if they know of helpful resources.

Encourage members to schedule a meeting with you and/or their

evaluation team to discuss their proposed plan. Members should be

prepared to answer questions about their project. Ask them to review

the checklist on the Family Ties project sheet. If necessary, members

should revise their goal or plan and meet again with you or their

evaluation team.

Act

Members should divide their plan into daily or weekly tasks in order

to complete their project and work toward their goal related to the

unit. Lists of tasks to complete, resources to enlist, deadlines, and

more should be kept.

As the member works to complete his or her plan, more detail may

need to be added to their plan for action. Encourage and support

open communication between you, the member, and the evaluation

team if necessary. The project should be living and exible to meet

the needs of and challenge the member.

Follow Up

To complete a project, members should answer the questions in the

“Follow Up” section of the project sheet.

Hold a follow-up meeting with the member and/or evaluation team.

The member should bring the completed project sheet and any

photographs, papers, news articles, and other items that reect his

or her project. These should be put in a Power of One notebook or

folder, or put on a poster. Complete the Follow Up Checklist on the

project sheet.

Then, you or the evaluation team will help decide if the member

reached his or her goal. If they have, approve their project. If they

did not reach the goal, encourage the member to spend more time on

it or revise the plan.

POWER OF ONE PROGRAM GUIDE 43

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

After members identify their largest personal area of concern, they must design a

specic project to execute in an eort to improve themselves in the chosen topic. The

following list includes examples of project ideas. As a reminder, these project ideas are

general and should be altered into SMART goals to meet the member’s specic needs.

Sample Unit Projects Based on

Chosen Topic

• Keep my possessions neat and organized

• Organize and maintain my clothes and closet

• Feed, exercise, and clean up after the family pet

• Set up a “fun at home” night for all family members

• Organize and conduct family meetings

• Plan and carry out family devotions

• Participate in FCCLA @ the Table

• Learn about a family member’s career

• Babysit younger siblings one night a week so parents can have a night out

• Organize a family community picnic

• Make a chart to track household jobs

• Plan and carry out a schedule of family car care (washing and/or maintenance)

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 44

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

• Collect favorite recipes from grandparents, aunts, uncles, cousins, and create a

family cookbook

• Interview a parent, grandparent, or other relative about his or her youth

• Interview your grandparents on what a particular aspect of daily life was

like when they were your age (favorite foods and their cost, entertainment,

important world aairs, etc.) and compare it with your own experiences

• Interview older relatives and write a family history

• Make a family tree

• Call or write a distant relative on a regular basis

• Say only positive things about my family

• Create a fun activity to do with a brother or sister

• Schedule an hour a day to spend talking with family members

• Volunteer to take care of an additional household responsibility

• Set up and lead a family council meeting

• Prepare a family tree or genealogy journal

• Create a scrapbook of family photos

• Create a family website to share family news with distant relatives

• Create a family time capsule

• Practice conict-resolution techniques in the family

• Help family members (and self) deal with a family challenge

• Other (please describe:)

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 45

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Use the following ve question quiz to gauge members’

understanding of Family Ties and communication after presenting

the lesson. This quiz can be used as an exit slip, a bellringer the

next day, or as a general quiz. An answer key is included at the end.

Formative Assessment: Family Ties Learning Check

Family Ties Formative Assessment

ANSWER KEY

1. B

2. C

3. D

4. A

5. Member answers will vary, but each

answer should clearly use “I.” Example:

I feel as if my ideas and thoughts are not

received well.

POWER OF ONE PROGRAM GUIDE 46

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

FCCLA POWER OF ONE

Unit Three: Working On Working

Introduction

To meet the fast-paced demands of a work based society, members must be prepared for their

future careers. The third unit of Power of One, Working on Working, strives to prepare members

to improve their real world skill sets to become an effective wage earner. Members will

recognize the urgency of preparing to become a professional now by learning real world skills

such as time management, goal setting, collaboration, and critical thinking. In this section, you

will ﬁnd a list of sample unit topics, a lesson plan that focuses on collaboration, sample unit

projects based on a chosen topic, and a formative assessment to gauge a member’s growth.

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 47

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

The following section contains a list of sample unit topics for a member’s Working on Working project. Once

a member has chosen a topic, he or she will set a specic goal pertaining to the topic. As a reminder, this list

is not exhaustive; should a member choose to pursue a project in an area other than one on this list, meet

with the member to approve his or her area to ensure its relation to Power of One and the goals of this unit.

Sample Unit Topics

Working on Working Lesson Plan

Working on Working PowerPoint

Working on Working Notetaking Guide

True Colors Personality Quiz

True Colors Explained

• Researching jobs for members

• Learning to apply for jobs

• Creating a resume or portfolio

• Obtaining a job

• Improving critical areas of

current job

• Setting up a business

• Learning career success skills

• Researching careers

• Exploring Family and Consumer

Sciences careers

• Interviewing or shadowing

workers in interesting careers

• Planning high school course

schedule based on career interests

• Researching colleges and

postsecondary schools

• Earning and saving money for

college

• Think innovatively about careers

in the future

• Managing a professional social

media presence

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 48

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Members should use the project sheet found in the “Resources”

section of this program guide to move step-by-step through their

project.

Identify a Concern

Members should begin by checking o project ideas they like on

the “Working on Working” project ideas list. Members may add

their own ideas, but they should talk them over with you, the

FCCLA adviser, to make sure they t Power of One and Working on

Working.

Next, members should choose an issue or skill that is their personal

priority. It may help to narrow the project ideas they checked to

three of their biggest concerns. Circle those three. If members need

help narrowing the list, have them talk to friends, family, or other

people in the community.

Have members look over the ideas they circled and answer the

questions on the project sheet. Based on their answers, they

should number the ideas they circled, with number one being the

project that is most important to them and best ts Power of One.

Members should write their project idea in the section titled “My

top concern is.”

Set a Goal

A goal states the purpose and direction for a member’s project. In

Power of One, the goals set should have personal meaning for the

member.

As members think about setting a goal for their project, members

should ask themselves:

• What deadline should I set for my project?

• What will be the results?

• How will I know if I have achieved my goal?

On the same project sheet, under “Set a Goal,” the member should

describe what he or she wants to accomplish by lling in the blanks

of the sentence provided or by writing their own underneath the

section.

The goal should follow the SMART goal format so the member

has a clear direction and intent for personal improvement. Goals

should be specic, measurable, attainable, realistic, and timely.

Using the FCCLA Planning Process

POWER OF ONE PROGRAM GUIDE 49

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Form a Plan

Next, instruct members to develop a thorough plan. Members should

decide what they will do, who can give them information, when they

will complete each step, where they will do their project, and how

they will accomplish the activities.

Members should write their plan under “Form a Plan” on the project

sheet and attach a separate sheet listing resources that might be

helpful during the project. This might include people, publications,

or community agencies. Encourage members to ask you, teachers,

family, or friends if they know of helpful resources.

Encourage members to schedule a meeting with you and/or their

evaluation team to discuss their proposed plan. Members should be

prepared to answer questions about their project. Ask them to review

the checklist on the Working on Working project sheet. If necessary,

members should revise their goal or plan and meet again with you or

their evaluation team.

Act

Members should divide their plan into daily or weekly tasks in order

to complete their project and work toward their goal related to the

unit. Lists of tasks to complete, resources to enlist, deadlines, and

more should be kept.

As the member works to complete his or her plan, more detail may

need to be added to their plan for action. Encourage and support

open communication between you, the member, and the evaluation

team if necessary. The project should be living and exible to meet

the needs of and challenge the member.

Follow Up

To complete a project, members should answer the questions in the

“Follow Up” section of the project sheet.

Hold a follow-up meeting with the member and/or evaluation team.

The member should bring the completed project sheet and any

photographs, papers, news articles, and other items that reect his

or her project. These should be put in a Power of One notebook or

folder, or put on a poster. Complete the Follow Up Checklist on the

project sheet.

Then you or the evaluation team will help decide if the member

reached his or her goal. If they have, approve their project. If they

did not reach the goal, encourage the member to spend more time on

it or revise the plan.

POWER OF ONE PROGRAM GUIDE 50

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

After members identify their largest personal area of concern, they must design a specic project to

execute in an eort to improve themselves in the chosen area. The following list includes examples of

project ideas. As a reminder, these project ideas are general and should be altered into SMART goals

to meet the member’s specic needs.

Sample Unit Projects Based on Chosen Topic

• Make a list of all local jobs available to

members my age

• Fill out sample job applications

• Create a resume

• Interview a relative or neighbor about his or

her job

• Volunteer at a job site that interests me (like

a school, hospital, farm, park, oce, etc.)

• Complete a career aptitude test about my

career-related interests and traits

• Complete the Career Connection quiz on

career choices

• Choose a high school career path, major, or

specic courses that may help with my career

• Research and give a report about a career

that interests me

• Research a possible career eld and interview

someone in the eld

• Create a career portfolio with documents that

highlight my talents and accomplishments

• Set up a job shadowing experience with

someone in a career that interests me

• Obtain a part-time job

• Participate in the Job Interview or Career

Investigation STAR Events

• Create a portfolio of my accomplishments

• Set and work toward goals to improve on

the job (like being on time, using time well,

having a good attitude, etc.)

• Create a plan for my own business

• Research colleges and postsecondary school

choices

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 51

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

• Create a junior-senior year timetable for researching and applying to colleges

or other post-secondary education

• Attend a job fair

• Organize a senior mock interview day to practice interviewing skills

• Organize a college fair at school

• Organize a bus trip for juniors to make college visits

• Put away money for college each week

• Research nancial aid and scholarship options

• Clean up my social media proles to reect the best version of myself to a

potential employer

• Establish and maintain an eective LinkedIn prole

• Compile a list of and describe careers that do not exist now but may exist in

the future

• Complete a Career Connection project

• Other

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 52

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Use the following ve question quiz to gauge members’

understanding of Working on Working and collaboration after

presenting the lesson. This quiz can be used as an exit slip, a

bellringer the next day, or as a general quiz. An answer key is

included at the end.

Formative Assessment: Working on Working

Learning Check

Working on Working Formative Assessment

ANSWER KEY

1. B

2. C

3. B

4. D

5. Member answers will vary. Members

should identify themselves as green, blue,

gold, or orange and describe a personal

situation.

POWER OF ONE PROGRAM GUIDE 53

GRAPHIC BY RAWPIXEL.COM

FCCLA POWER OF ONE

Unit Four: Take The Lead

Introduction

Members have the power to make an impact by serving as a leader to their peers

and others. Take the Lead, the fourth unit of Power of One, strives to strengthen

members’ leadership skills in various contexts. Emerging leaders will work to

strengthen their ability to lead groups at school, in the home, on the job, and in

the community. In this section, you will ﬁnd a list of sample unit topics, a lesson

plan that focuses on leadership, sample unit projects based on a chosen topic,

and a formative assessment to gauge a member’s growth.

POWER OF ONE PROGRAM GUIDE 54

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

The following section contains a list of sample unit topics for a member’s Take the Lead project. Once a

member has chosen a topic, he or she will set a specic goal pertaining to the topic. As a reminder, this

list is not exhaustive; should a member choose to pursue a project in an area other than one on this list,

meet with the member to approve his or her area to ensure its relation to Power of One and the goals of

this unit.

Sample Unit Topics

Take the Lead Lesson Plan

Take the Lead PowerPoint

Take the Lead Notetaking Guide

• Volunteering

• Resisting negative peer

pressure

• Teaching someone a

specic skill

• Teaching children

• Practicing assertiveness

• Participating in class, small

group, or chapter

• Leading a small group

• Kickstarting a digital

campaign

• Recruiting new FCCLA

members

• Leading a chapter project

or family event

• Using parliamentary

procedure

• Completing a STAR Event

• Public speaking

• Running for chapter oce

• Serving as a chapter ocer

• Running for other oces

• Serving as a district/region,

state, or national ocer

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 55

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Members should use the project sheet found in the “Resources”

section of this program guide to move step-by-step through their

project.

Identify a Concern

Members should begin by checking o project ideas they like on the

“Take the Lead” project ideas list. Members may add their own ideas,

but they should talk them over with you, the FCCLA adviser, to make

sure they t Power of One and Take the Lead.

Next, members should choose an issue or skill that is their personal

priority. It may help to narrow the project ideas they checked to

three of their biggest concerns. Circle those three. If members need

help narrowing the list, have them talk to friends, family, or other

people in the community.

Have members look over the ideas they circled and answer the

questions on the project sheet. Based on their answers, they

should number the ideas they circled, with number one being the

project that is most important to them and best ts Power of One.

members should write their project idea in the section titled “My

top concern is.”

Set a Goal

A goal states the purpose and direction for a member’s project.

In Power of One, goals set should have personal meaning for the

member.

As members think about setting a goal for their project, members

should ask themselves:

• What deadline should I set for my project?

• What will be the results?

• How will I know if I have achieved my goal?

On the same project sheet, under “Set a Goal,” the member should

describe what he or she wants to accomplish by lling in the blanks

of the sentence provided or by writing their own underneath the

section.

The goal should follow the SMART goal format so the member has

a clear direction and intent for personal improvement. Goals should

be specic, measurable, attainable, realistic, and timely.

Using the FCCLA Planning Process

POWER OF ONE PROGRAM GUIDE 56

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Form a Plan

Next, instruct members to develop a thorough plan. Members should

decide what they will do, who can give them information, when they

will complete each step, where they will do their project, and how

they will accomplish the activities.

Members should write their plan under “Form a Plan” on the project

sheet and attach a separate sheet listing resources that might be

helpful during the project. This might include people, publications,

or community agencies. Encourage members to ask you, teachers,

family, or friends if they know of helpful resources.

Encourage members to schedule a meeting with you and/or their

evaluation team to discuss their proposed plan. Members should

be prepared to answer questions about their project. Ask them to

review the checklist on the Take the Lead project sheet. If necessary,

members should revise their goal or plan and meet again with you or

their evaluation team.

Act

Members should divide their plan into daily or weekly tasks in order

to complete their project and work toward their goal related to the

unit. Lists of tasks to complete, resources to enlist, deadlines, and

more should be kept.

As the member works to complete his or her plan, more detail may

need to be added to their plan for action. Encourage and support

open communication with you, the member, and the evaluation team

if necessary. The project should be living and exible to meet the

needs of and challenge the member.

Follow Up

To complete a project, members should answer the questions in the

“Follow Up” section of the project sheet.

Hold a follow-up meeting with the member and/or evaluation team.

The member should bring the completed project sheet and any

photographs, papers, news articles, and other items that reect his

or her project. These should be put in a Power of One notebook or

folder, or put on a poster. Complete the Follow Up Checklist on the

project sheet.

Then you or the evaluation team will help decide if the member

reached his or her goal. If they have, approve their project. If they

did not reach the goal, encourage the member to spend more time on

it or revise the plan.

POWER OF ONE PROGRAM GUIDE 57

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

After members identify their largest personal area of concern, they must design a specic project to

execute in an eort to improve themselves in the chosen area. The following list includes examples of

project ideas. As a reminder, these project ideas are general and should be altered into SMART goals

to meet the member’s specic needs.

Sample Unit Projects Based on Chosen Topic

• Visit someone at a nursing

home, hospital, children’s

home, or shelter

• Learn and practice ways to say

“no” when friends ask me to do

something I know is not right

• Help children learn about

safety, nutrition, or self-

esteem

• Speak up more in class

• Explain FCCLA to three

friends and ask them to join

• Join the chapter’s

parliamentary procedure team

• Write, practice, and give a

short speech

• Research and run for a

chapter oce

• Work one-on-one with an

elderly person, someone who

is ill, or an at-risk child

• Volunteer for several weeks at

a local institution or agency

• Promote abstinence from

smoking, alcohol use, drugs,

tobacco, or other harmful

activities

• Fill out a chapter award

application

• Lead a chapter committee or

project

• Organize a community service

project for your chapter in

conjunction with the National

Outreach Program

• Lead an online initiative to

promote a good cause

• Organize a chapter

membership activity

• Serve as a chapter ocer and

fulll specic responsibilities

• Research and run for a

district/regional, state, or

national oce

• Other

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 58

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Use the following ve question quiz to gauge members’

understanding of Take the Lead and collaboration after presenting

the lesson. This quiz can be used as an exit slip, a bellringer the

next day, or as a general quiz. An answer key is included at the end.

Formative Assessment: Take the Lead Learning Check

IMAGE: DESIGNED BY FREEPIK.COM

Take the Lead Formative Assessment

ANSWER KEY

1. A

2. C

3. A

4. A

5. Member answers will vary. Answers

should fall along the lines of, “Leading by

example through serving the needs of a

team or group before serving the needs of

oneself.”

POWER OF ONE PROGRAM GUIDE 59

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

FCCLA POWER OF ONE

Unit Five: Speak Out for FCCLA

Introduction

When we tell others of something that has beneﬁted us personally, the effects

are powerful. The ﬁnal unit of Power of One, Speak Out for FCCLA, equips

members to publicize The Ultimate Leadership Experience and inform others of

FCCLA’s impact. Members will educate various groups of their experience in the

organization and the positive results. In this section, you will ﬁnd a list of sample

unit topics, a lesson plan that focuses on critical thinking, and a formative

assessment to gauge a student’s growth.

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 60

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

The following section contains a list of sample unit topics for a member’s Speak Out for FCCLA project. Once

a member has chosen a topic, he or she will set a specic goal pertaining to the topic. As a reminder, this list is

not exhaustive; should a member choose to pursue a project in an area other than one on this list, meet with the

member to approve his or her area to ensure its relation to Power of One and the goals of this unit.

Sample Unit Topics

Speak Out for FCCLA Lesson Plan

Speak Out for FCCLA PowerPoint

Speak Out for FCCLA Notetaking Guide

• Creating promotional

materials about FCCLA

• Explaining FCCLA to adult

audiences

• Explaining Family and

Consumer Sciences classes

and FCCLA to potential

future members

• Promoting FCCLA digitally

• Publicizing a chapter project

• Writing media releases

or media advisory and

contacting the media

• Appearing on television or

radio

• Demonstrating a STAR

Event for potential members

or a community group

• Leading a school assembly

sponsored by the FCCLA

chapter

• Organizing National FCCLA

Week activities

• Explaining FCCLA to

administrators, counselors,

and school board members

• Explaining FCCLA to local

and state government

ocials

• Requesting donations from

businesses and community

organizations

GRAPHIC BY RAWPIXEL.COM

POWER OF ONE PROGRAM GUIDE 61

FAMILY TIES

WORKING ON WORKING

TAKE THE LEAD

SPEAK OUT FOR FCCLA

A BETTER YOU

Members should use the project sheet found in the “Resources”

section of this program guide to move step-by-step through their

project.

Identify a Concern

Members should begin by checking o project ideas they like on

the “Speak Out for FCCLA” sample projects list. Members may add

their own ideas, but they should talk them over with you, the FCCLA

adviser, to make sure they t Power of One and Speak Out for

FCCLA.

Next, members should choose an issue or skill that is their personal

priority. It may help to narrow the project ideas they checked to

three of their biggest concerns. Circle those three. If members need

help narrowing the list, have them talk to friends, family, or other

people in the community.

Have members look over the ideas they circled and answer the

questions on the project sheet. Based on their answers, they

should number the ideas they circled, with number one being the

project that is most important to them and best ts Power of One.

Members should write their project idea in the section titled “My

top concern is.”

Set a Goal

A goal states the purpose and direction for a member’s project.

In Power of One, goals set should have personal meaning for the

member.

As members think about setting a goal for their project, they should

ask themselves:

• What deadline should I set for my project?

• What will be the results?

• How will I know if I have achieved my goal?

On the same project sheet, under “Set a Goal,” the member should

describe what he or she wants to accomplish by lling in the blanks

of the sentence provided or by writing their own underneath the

section.

The goal should follow the SMART goal format so the member has

a clear direction and intent for personal improvement. Goals should

be specic, measurable, attainable, realistic, and timely.

Using the FCCLA Planning Process

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Form a Plan

Next, instruct members to develop a thorough plan. Members should

decide what they will do, who can give them information, when they

will complete each step, where they will do their project, and how

they will accomplish the activities.

Members should write their plan under “Form a Plan” on the project

sheet and attach a separate sheet listing resources that might be

helpful during the project. This might include people, publications,

or community agencies. Encourage members to ask you, teachers,

family, or friends if they know of helpful resources.

Encourage members to schedule a meeting with you and/or their

evaluation team to discuss their proposed plan. Members should be

prepared to answer questions about their project. Ask them to review

the checklist on the Speak Out for FCCLA project sheet. If necessary,

members should revise their goal or plan and meet with you or their

evaluation team again.

Act

Members should divide their plan into daily or weekly tasks in order

to complete their project and work toward their goal related to the

unit. Lists of tasks to complete, resources to enlist, deadlines, and

more should be kept.

As the member works to complete his or her plan, more detail may

need to be added to their plan for action. Encourage and support

open communication between you, the member, and the evaluation

team if necessary. The project should be living and exible to meet

the needs of and challenge the member.

Follow Up

To complete a project, members should answer the questions in the

“Follow Up” section of the project sheet.

Hold a follow-up meeting with the member and/or evaluation

team. The member should bring the completed project sheet and

any photographs, papers, news articles, and other items that reect

his or her project. These should be put in a Power of One notebook

or folder or on a poster. Complete the Follow Up Checklist on the

project sheet.

Then you or the evaluation team will help decide if the member

reached his or her goal. If they have, approve their project. If they

did not reach the goal, encourage the member to spend more time on

it or revise the plan.

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After members identify their largest personal area of concern, they must design a specic project to

execute in an eort to improve themselves in the chosen area. The following list includes examples of

project ideas. As a reminder, these project ideas are general and should be altered into SMART goals to

meet the teen’s specic needs.

Sample Unit Projects Based on Chosen Topic

• Create a poster, bulletin board, or display about

an FCCLA program or chapter activity

• Tell parents and family members about FCCLA

• Publicize a chapter project in the school

• Make posters publicizing National FCCLA

Week activities

• Write a media release about a chapter activity

• Write a press advisory to inform the local

media of an upcoming chapter project or your

chapter’s National FCCLA Week activities

• Research and nd the names and contact

information of the media representatives in

your local media outlets and create a directory

of these contacts for future chapter use

• Demonstrate a STAR Event in class

• Help plan National FCCLA Week activities

• Read an announcement about an FCCLA

activity on the school TV or audio system

• Write a letter to a state legislator about why

FCCLA is important to schools, families,

careers, and communities

• Create a digital presentation about FCCLA

• Set up a booth for eighth grade or freshman

orientation and hand out materials promoting

FCCLA involvement

• Create a chapter website or newsletter

• Serve as a committee chair to organize National

FCCLA Week activities

• Appear on a television or radio show to speak

about FCCLA and chapter activities

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• Send an article to the local paper about your chapter’s activities and

accomplishments

• Write an article or editorial about the benets of FCCLA or how

it has changed your life for the better and submit it to local media

outlets

• Speak to school administrators, counselors, and/or school board

members about FCCLA and chapter activities

• Speak to local and state government ocials about FCCLA

• Participate in Capitol Leadership to learn how to eectively

advocate for Family and Consumer Sciences and FCCLA

• Create a social media campaign or promotional video about FCCLA

• Participate in Go for the Red

• Request donations from businesses and community organizations

• Other

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Use the following ve question quiz to gauge students’

understanding of Speak Out for FCCLA and critical thinking

after presenting the lesson. This quiz can be used as an exit slip,

a bellringer the next day, or as a general quiz. An answer key is

included at the end.

Formative Assessment: Speak out for FCCLA

Learning Check

Speak out for FCCLA Formative Assessment

ANSWER KEY

1. D

2. A

3. D

4. D

5. Possible answers include: knowledge,

comprehension, application, analyze,

synthesis, take action

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THE NEXT STEPS

& Resources

Utilizing Power Of One to Create a College,

Career, and Citizenship Ready Student

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POWER OF ONE PROGRAM GUIDE 67

Utilize the following assessment to gauge members’ understanding

of Power of One. This assessment can be used as a pre-test and a

post-test. An answer key is included at the end of the assessment.

Power of One Pre/Post Assessment

ANSWER KEY

1. B

2. E

3. D

4. C

5. A

6. Member answers will

vary; should include some of

this information: “This unit

helps members strengthen

areas of their personal lives

and become the best version

of themselves. By completing

a project through this unit,

members think critically and

retrospectively about their own

character and recognize that

making an impact starts with

self.” Please refer to the list

of sample projects based on

a chosen topic within the unit

guide for project examples.

7. Member answers will

vary; should include some

of this information: “This

unit encourages members to

improve their family and home

lives. By completing a project

through Family Ties, members

assess their personal role in

their own family and work to

strengthen it as the basic unit

of society.” Please refer to the

list of sample projects based

on a chosen topic within the

unit guide for project examples.

8. Member answers will

vary; should include some of

this information: “This unit

prompts members to think

critically about a future career

and the necessary skills he or

she will need to develop to be

successful in the workplace. By

completing a project through

this unit, a member will foster

real world skills to prepare for

adult life as a wage earner.”

Please refer to the list of

sample projects based on a

chosen topic within the unit

guide for project examples.

9. Member answers will vary;

should include some of this

information: “This unit assists

members in strengthening their

leadership skills in various

contexts. By completing a

project through this unit,

members have the opportunity

to exercise and strengthen their

capacity to lead at school, at

home, on the job, and in the

community.” Please refer to the

list of sample projects based

on a chosen topic within the

unit guide for project examples.

10. Member answers will

vary; should include some of

this information: “This unit

equips members to publicize

The Ultimate Leadership

Experience and inform

others of FCCLA’s impact. By

completing a project in this

unit, members will educate

their peers, families, and

community members of the

beneﬁts of FCCLA they have

personally experienced and

how the organization has

empowered them to make a

difference.” Please refer to the

list of sample projects based

on a chosen topic within the

unit guide for project examples.

11. Local, state, national

12. National Programs

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Power of One allows ample opportunities for members to engage

in metacognitive reection, or thinking about their own thinking.

Metacognitive thinking occurs when members reect on their

own thought processes, personal habits, and learning approaches.

This type of thinking is commonly regarded as a best practice for

educational instruction. Throughout Power of One, encourage

metacognitive reection in the following ways:

• Ask members to identify a concept they are most confused about

when presenting a lesson or during an evaluation meeting.

Assist the member by working to resolve his or her confusion

and understand their thinking.

• When students are working to determine a project to complete,

ask individual members to describe their thought process for

determining their biggest area of concern that a project may

stem from.

• During the A Better You unit, encourage students to reect

deeply on their own habits when working to determine an area

of themselves to improve. How do these habits aect other

aspects of the member’s life?

• After returning graded units of Power of One, ask members

to identify the easiest aspects of the content to grasp and the

easiest portion of the project to complete. Ask members why

they believed these things were easy to understand and execute.

• Frequently ask members to relate their Power of One projects

to their own cognitive experiences in similar contexts and

identify areas for improvement. For example, in the Working

on Working unit, ask a member to describe his or her thought

process when faced with a dicult task at a current part-time

job. How could this thought process be improved? The member

should then base his or her project on these reections.

Encouraging Metacognitive

Reﬂection

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POWER OF ONE PROGRAM GUIDE 69

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Since Power of One typically serves as a program to introduce members to the FCCLA

organization, a member’s interest may be piqued in regards to an area of FCCLA. If a member

particularly enjoys or excels in one of the following areas during his or her Power of One

completion, encourage the member to pursue a related FCCLA project or opportunity. These

lists are not exhaustive, but should serve as a starting point for a member’s continued FCCLA

involvement.

A Better You

If a member’s "A Better You" project focused on... They may want to try...

Nutrition, exercise, healthy living • Student Body

• Families First (family meals, tness)

• Run4Red 5K race at the National Leadership Conference

• FCCLA @ the Table

• Professional Presentation STAR Event

• Sports Nutrition STAR Event

• Nutrition Wellness Event STAR Event

• Nutrition Challenge Skill Demonstration Event

• Science in FCS Challenge Skill Demonstration Event

Learning a new skill, decreasing stress, getting along, making friends,

improving study habits and grades

• Families First (“Balancing Family and Career”)

• STOP the Violence

• Professional Presentation STAR Event

• Leadership STAR Event

Managing money, saving money • Financial Fitness

• FCCLA/Knowledge Matters Virtual Business Challenge

• Consumer Math Challenge Skill Demonstration Event

• Creating a FCCLA/LifeSmarts Knowledge Bowl Team

Organizing room, being more responsible • Families First (“You-Me-Us,” “Balancing Family and Career”)

Using Power of One to Find

Next Steps in FCCLA

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POWER OF ONE PROGRAM GUIDE 70

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Family Ties

If a member’s “Family Ties” project focused on... They may want to try...

Caring for own space, clothes, family pet; making time for family; keeping

up with household responsibilities; becoming a more responsible family

member

• Families First (“Balancing Family and Career”)

Helping with meal time, organizing fun activities, stopping negative talk,

reducing arguments, improving communication

• Families First (“You-Me-Us”)

• Interpersonal Communications STAR Event

• FCCLA @ the Table

Preparing a family tree or genealogy journal, understanding family goals • Families First (“Families Today”)

• Professional Presentation STAR Event

• Interpersonal Communications STAR Event

Accepting family members’ viewpoints, spending time with family

members, dealing with serious family challenges

• Families First (“Meet the Challenge”)

Planning activities with younger siblings or other young relatives • Families First (“Parent Practice”)

• Focus on Children STAR Event

• Early Childhood Education STAR Event

• Teach and Train STAR Event

• Early Childhood Challenge Skill Demonstration Event

• Toys that Teach Skill Demonstration Event

Working on Working

If a member’s “Working on Working” project focused on... They may want to try...

Researching jobs for teens, learning to apply for jobs, developing a

resume or portfolio, interviewing

• Career Connection

• Job Interview STAR Event

• Interviewing Skills Skill Demonstration Event

Improving vital skills for current job, learning career success skills, learning

of family member’s career

• Career Connection

• Families First (“Balancing Family and Career”)

• Interpersonal Communication STAR Event

Setting up a business • Career Connection

• Entrepreneurship STAR Event

• Hospitality, Tourism, and Recreation STAR Event

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POWER OF ONE PROGRAM GUIDE 71

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Researching careers, exploring Family and Consumer Sciences careers,

job shadowing, planning high school course schedule

• Career Connection

• Say Yes to FCS Education STAR Event

• Teach and Train STAR Event

• Career Investigation STAR Event

• #TeachFCS Skill Demonstration Event

• Technology in Teaching Skill Demonstration Event

Researching colleges and postsecondary schools • Career Connection

• Career Investigation STAR Event

Earning and saving money for college • Career Connection

• Financial Fitness

• National Programs in Action STAR Event

• FCCLA/Knowledge Matters Virtual Business Challenge

Take the Lead

If a member’s “Take the Lead” project focused on... They may want to try...

Volunteering • Community Service

• FCCLA National Outreach Project

Resisting negative peer pressure, practicing assertiveness, participating in

class, countering bullying, etc.

• Student Body

• STOP the Violence

• Interpersonal Communications STAR Event

Teaching children • Families First (“Parent Practice”)

• Focus on Children STAR Event

• Early Childhood Education STAR Event

• Teach and Train STAR Event

• Instructional Video Design STAR Event

Leading a small group, leading a project, running for ofce, serving as

ofcer

• Any FCCLA national program

• Serve as chapter, regional, district, state, or national ofcer

• Leadership STAR Event

Leading a family event • Families First (“You-Me-Us”)

Using parliamentary procedure • Parliamentary Procedure STAR Event

Public speaking • Any STAR Event

• Impromptu Speaking Skill Demonstration Event

• Serve as chapter, regional, district, state, or national ofcer

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POWER OF ONE PROGRAM GUIDE 72

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Speak out for FCCLA

If a member’s “Speak Out for FCCLA” project focused on... They may want to try...

Creating a poster, bulletin board, display, computer demonstration, video,

slide show, etc.; keeping chapter scrapbook; creating home page or

newsletter

• Speak Out for FCCLA Skill Demonstration Event

• FCCLA Knowledge Challenge Skill Demonstration Event

• Digital Stories for Change STAR Events

• FCCLA Chapter Website STAR Event

• Instructional Video Design STAR Event

• Chapter in Review STAR Event

• Periodical National FCCLA branding competitions and initiatives

Explaining FCCLA to family members • Speak Out for FCCLA Skill Demonstration Event

• FCCLA Knowledge Challenge Skill Demonstration Event

• Creed Speaking and Interpretation Skill Demonstration Event

• Families First (“You-Me-Us”)

• Interpersonal Communications STAR Event

Explaining Family and Consumer Sciences classes and FCCLA to

potential members

• Speak Out for FCCLA Skill Demonstration Event

• FCCLA Knowledge Challenge Skill Demonstration Event

• Creed Speaking and Interpretation Skill Demonstration Event

• #TeachFCS Skill Demonstration Event

• Brand FCCLA materials

• Say Yes to FCS Education STAR Event

• Promote and Publicize FCCLA! STAR Event

Publicizing a project, writing media releases, contacting the press,

appearing on TV or radio

• Speak Out for FCCLA Skill Demonstration Event

• FCCLA Knowledge Challenge Skill Demonstration Event

• Creed Speaking and Interpretation Skill Demonstration Event

• Chapter Showcase STAR Event

Organizing National FCCLA Week activities • All national FCCLA programs

• FCCLA Knowledge Challenge Skill Demonstration Event

• Brand FCCLA materials

Explaining FCCLA to administrators, counselors, school board members,

government ofcials; requesting donations

• Speak Out for FCCLA Skill Demonstration Event

• FCCLA Knowledge Challenge Skill Demonstration Event

• Creed Speaking and Interpretation Skill Demonstration Event

• National Programs in Action STAR Event

• Interpersonal Communications STAR Event

• Capitol Leadership

Demonstrating a STAR Event • Any STAR Event

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This handout contains basic information regarding Power of One.

Members should use this worksheet for each unit to plan their

projects. This worksheet will be used for each unit, so members

will complete this worksheet ve times. A blank is at the top of the

worksheet for members to indicate which unit the project sheet

represents.

When using Power of One in the FCS classroom, many advisers

choose to give members grades for their work in an eort to

incorporate FCCLA into the curriculum. The following document

contains a sample point system you and members can use to track an

individual’s grade. Spots are left open in the point system for grades

to be inserted from the grading rubric in the following section- this

rubric is used to grade the content of each unit project completed by

a member.

Utilize the following rubric to give members grades for the

completion of each unit. This rubric will be used to grade each unit

and a spot is left at the top to indicate the unit a specic rubric

represents.

Refer to this example Power of One when guiding members to

complete their own. This example was submitted by an FCCLA

member and the member was awarded their certicate.

Members may use this press release to publicize their work. After

inserting the appropriate information, the release should total

approximately 400 words. Photo submissions are also encouraged.

Resources

Power of One Information Sheet

Sample Point System

Project Sheet

Sample Grading Rubric

Sample Completed Power of One

Sample Press Release

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There is a March 1 Deadline for national recognition. Members

should use this form to apply for state and national recognition when

they have completed all ve Power of One units and these units have

been graded by an adviser. Please print or type all information on

these forms. This honor includes special recognition on the FCCLA

website and at the National Leadership Conference.

For the Chapter Adviser:

Below are the steps to nationally recognize your members as Power of

One completers. Chapter advisers will attach the completed documents

in the Membership Portal by March 1. You will not be able to mark

students complete without attaching the completed paperwork.

Follow the steps below to gain national recognition:

1. FCCLA member completes all ve units of Power of One.

2. FCCLA member submits the Five Unit Recognition Application to

their chapter adviser. Download the application here:

3. Chapter adviser logs onto the FCCLA Portal and checks o the

names of members who have completed all ve units of Power of

One. (Go to “Program Awards” tab, click on “Power of One,” click

on “Apply Now,” and then view the list of all members; simply

check o the names of students who completed all units, upload

the paperwork, and hit “Submit.”)

4. This must be done by March 1.

5. Power of One certicates will be e-mailed to chapter advisers from

the National FCCLA oce.

If you have any questions, please e-mail [email protected].

FCCLA Planning Process Worksheets:

Five Unit Recognition Application

Recognition

FCCLA Planning Process (English)

FCCLA Planning Process (Spanish)

FCCLA Planning Process (For Visually

Impaired Students)

POWER OF ONE PROGRAM GUIDE 75

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Introduction: Lesson Plan

Total Time: 60 Minutes

Materials:

• Planning Process description sheets (2-3 sets per session depending on number of members)

Handouts:

• Power of One notetaking guide (one per member)

• Power of One point sheet (one per member; optional)

SESSION OUTCOMES

The member will be able to describe the Power of One national program in his or her own words.

The member will be able to correctly identify and apply the ve steps of the FCCLA Planning Process.

The member will be able to understand the relation between Power of One and growth mindset.

ASSESSMENT

The member will be able to understand the relation between Power of One and growth mindset.

NATIONAL FCS STANDARDS

13.5.5 Demonstrate ways to organize and delegate responsibilities.

13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

POWER OF ONE PROGRAM GUIDE

SESSION PLAN

TIME DESCRIPTION

0-10 Anticipatory Set: What’s So? So What?

Pass out the notetaking guide to members and instruct them to follow along. Explain the

objectives (“Where We’re Going”) and the agenda (“How We’ll Get There”) to members. Describe

the meaning of “What’s So? So What?”. “What’s So?” focuses on stating the information to

be learned and “So What?” states why this information is pertinent or how it will impact an

individual’s life. Utilize the presentation slides to explain the “What’s So?” and “So What?” of

Power of One and its ve units. State that each unit will be explored in-depth in the following

lessons.

20-30 Our Process and What’s Expected of You

Explain the process of Power of One and how members will execute their projects. Utilize the

presentation slides to walk through the step-by-step process. Explain that this process will repeat

for each of the ve units and then a summative assessment will be given after all units are taught. If

you choose to utilize evaluation teams with your members, explain this process as well.

30-50 The FCCLA Planning Process: What It Is and What It Is Not

Prior to members entering the room, place one to two of the Planning Process description sheets

at each table. Depending on the amount of members in the session, you may need to have multiple

sets of the sheets to prevent too many members at any one table at a time. Instruct members to

stand and move to a new table. Members should copy the notes from the description sheet(s) on

the “The FCCLA Planning Process IS…” side of the table on their notetaking guide. Encourage

members to summarize the notes in their own words. Once a member nishes at a table, he or she

should move to another table and copy those notes. Once a member has copied notes for each of

the ve units, he or she should return to their seat.

After all members have returned to their seats, utilize the presentation slides to lead members

in a discussion of what the FCCLA Planning Process is NOT. Members should follow along on

their notetaking guide. Through this direct instruction, emphasize members should never include

anything in their Planning Process about completing the project as an assignment; rather, the

Planning Process should be used to plan the project itself.

50-55 Growth Mindset

Utilize the presentation slides to explain the concept of growth mindset. Include in your discussion

that growth mindset is known across the world and is a powerful tool for healthy cognitive

functioning. On slide 22, lead members to answer the discussion question presented. Guide

members to conclude that Power of One encourages members to recognize their unique skill

levels, set goals that matter to them, and ultimately work to improve themselves in multiple areas.

By changing their mindset, members will begin to see and believe in their personal power.

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

55-60 Wrap-Up and Next Steps

Utilize the presentation slides to summarize the lesson. Ask members if they have any questions.

If you wish to do so, pass out the Power of One point sheet (included in the “Resources” section

of this guide) to members.

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Planning Process Description Sheets

Identify Concerns

• State the activity or problem you want to address in complete sentences.

• Evaluate your activity or problem and narrow it down to a workable idea or project that interests and

concerns you.

Page 1/5

POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Planning Process Description Sheets

Set a Goal

• Get a clear mental picture of what you want to accomplish, and write your ideas down as your goal.

• Make sure your goal is one that can be achieved and evaluated.

• Consider the resources available to you.

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Planning Process Description Sheets

Form a Plan

• Decide what needs to be done to reach your goal.

• Figure out the who, what, where, when, and how.

• List the abilities, skills, and knowledge required on your part.

• List other available resources, such as people, places, publications, and funds.

• Make a workable timetable to keep track of your progress.

• List possible barriers you might face, and develop plans if necessary.

• Decide ways to recognize your accomplishments along the way.

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Planning Process Description Sheets

Act

• Carry out your plan.

• Use family, community members, advisers, committees, task forces, and evaluation groups when

needed.

• Write down what happened when you executed your project.

Page 4/5

POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Planning Process Description Sheets

Follow Up

• Determine if your goal was met.

• List ways you would improve your project or plan for future reference.

• Share and publicize your eorts with others, including the media if appropriate.

• Recognize members and thank people involved with your project.

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POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Introduction: Notetaking Guide

Name:

Date:

What’s So?

• is a FCCLA national program that helps members nd

and use their .

• Has units related to dierent areas of a .

• Members set to achieve related to the area of the unit.

• Members’ projects will relate to their own and .

• Projects cater to a member’s , skills, interests, and .

So What?

•

Five Units of Power of One:

1. : Improve a personal trait

2. : Serve as a more eective family member

3. : Explore and prepare for careers

4. : Develop leadership abilities

5. : Promote the organization and its benets to others

Page 1/4

POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Our Process and What’s Expected of You:

1. in lesson explaining a Power of One unit and a related real world skill.

2. topics related to the unit that interest you.

3. down those topics into projects you could execute.

4. your biggest concern and choose one project to execute based on the concern.

5. Use the project sheet to , , and

your project; this sheet should include a “rough draft” of the FCCLA Planning Process.

6. a “nal draft” of the FCCLA Planning Process.

7. with your adviser throughout the process to discuss your project and gain feedback.

8. all materials to your adviser for grading.

Tweet Your Takeaway:

The Planning Process:

• A that supports youth leadership and personal growth

• Can be used to determine group action or to plan projects

• Includes steps

Page 2/4

POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

THE FCCLA PLANNING PROCESS

What it IS: What it is NOT:

Identify Concerns Identify Concerns

Set a Goal Set a Goal

Form a Plan Form a Plan

Page 3/4

POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Act Act

Follow Up Follow Up

Growth Mindset:

• Everyone is not born with equal and , but growth mindset

focuses on taking responsibility and improving

• Fosters a love of , , and

• “How can I grow from where I am?”

Page 4/4

POWER OF ONE PROGRAM GUIDE | INTRODUCTION

1 2 3 4 5

Introduction Formative Assessment:

Learning Check

Page 1/1

1. Power of One is a national program that helps

members nd and use their ____________

____________. (1 point)

a. Personal power

b. Growth mindset

c. Given abilities

d. FCCLA knowledge

2. Which of the following is NOT a statement of

an individual with a growth mindset? (1 point)

a. “I am going to train myself to improve.”

b. “My skills are not best for this situation.”

c. “I will try a dierent approach.”

d. “This will take time.”

3. Which of the following best describes the

FCCLA Planning Process? (1 point)

a. A list of steps to take to achieve a goal

b. A decision making tool

c. A critical thinking tool

d. A process for learning

4. How many units are included in Power of

One? (1 point)

a. Three

b. Four

c. Six

d. Five

5. In 2-3 sentences, explain the relationship

between Power of One and growth mindset.

(1 point)

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

A Better You: Lesson Plan

Total Time: 60 Minutes

Materials:

• Blank sheet of paper (one per member)

• Tape or other wall adhesive

Handouts:

• A Better You notetaking guide (one per member)

• Power of One project sheet (one per member)

• General goals set (one per session)

SESSION OUTCOMES

The member will be able to reect critically on his or her character and image and determine a personal trait he or

she would like to improve as a result.

The member will be able to explain the importance of setting SMART goals and revise a general goal into a SMART

goal.

The member will be able to devise a project to improve a personal trait based on a SMART goal for the A Better You

Power of One unit.

ASSESSMENT

SMART goal setting revision practice activity

NATIONAL FCS STANDARDS

1.1.6 Develop a life plan including pathways to acquiring the knowledge and skills needed to achieve individual,

family, and career goals.

2.1.1 Apply time management, organizational, and process skills to prioritize tasks and achieve goals.

Page 1/3

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

POWER OF ONE PROGRAM GUIDE

SESSION PLAN

TIME DESCRIPTION

0-20 Anticipatory Set: Your Handprint on the World

Pass out a blank sheet of paper to each member. Instruct members to trace one of their hands

on their sheet of paper. Give members 30 seconds of brainstorming time to think about their

“handprint” on the world. Encourage members to think about the various roles they have (brother,

member, part-time employee, football player, etc.), the skills and talents they possess, their

interests, their bad habits, and anything else that makes the member themselves. Give members

three minutes to write down these characteristics, and stress that they should have at least one

item written down for each of the aforementioned categories. Instruct members to write these

characteristics inside the drawing of their hand. After time has elapsed, give members 30 seconds

of brainstorming time to think about how others view them. This could be a member’s reputation

or how he or she is viewed by friends, family, coaches, employers, teachers, and the world in

general. Allow members three minutes to write these perceptions in the blank space around the

drawn handprint. Then, have members ip their paper over to the back and draw another outline

of their hand. Ask them to think about how they wish the world perceived them as a person. After

30 seconds of brainstorming time, have them write these ideal perceptions in the blank space

around the traced handprint for three minutes. Finally, give members 30 seconds to brainstorm

roles, skills, talents, and good habits they wish they possessed. Have them write these traits

inside their traced handprint for three minutes. Have members title their paper, “Where I Want to

Be,” and title the reverse side, “Where I Am.”

20-30 Bridging the Gap Between Where I Am and Where I Want to Be: Working Toward a Better You

Now that members have thought critically about their own character, explain that the rst unit of

Power of One, A Better You, will focus on improving a member’s personal character. Impacting

the world begins with one person, and that person should always strive to be the best version of

themselves. Pass out the note sheet to each member. Use the points listed in the presentation to

lead members in a discussion of how A Better You will help members bridge the gap between where

they are and where they want to be. As you explain the unit, members should follow along on their

note sheet.

Page 2/3

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

30-50 The Importance of SMART Goal Setting

Note: Before the session begins, cut out the place cards from the general goals set and tape them

in various places on the walls throughout the room. Depending on the number of members in your

session, you may desire to print and cut multiple sets of the place cards so that members can

spread out more.

Now, discuss the points included in the presentation regarding goal setting and instruct members

to follow along on their note sheet. Incorporate personal examples and ask members to share as

well. Next, discuss the meaning and importance of SMART goals as members follow along on

their note sheet.

After completing the activity outlined in the presentation in which you work with the members

to revise general goals into SMART goals, continue to scaffold instruction by having members

participate in the SMART goal revision activity. Instruct members to stand with their note sheet

and a writing utensil in hand and shufe around the room until you tell them to stop. Then, have

members move to a place card on the wall close to them. If you have a large group of members,

you may want to place a limit on the amount of members allowed at each place card. members

should read the general goal on the card and revise it into a SMART goal on their note sheet.

Repeat this process one to two more times depending on time. Have members return to their

seats and check their work with a partner.

50-60 Wrap-Up and Next Steps

Utilize the presentation slides to summarize the lesson. Ask members if they have any questions.

On their note sheet, have members write down potential topics and projects for their A Better You

project. After members have completed this, pass out the project sheet and allow members to use

the FCCLA Planning Process to begin to plan their project.

Page 3/3

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

A Better You: Notetaking Guide

Name:

Date:

A Better You:

•

Executing A Better You Project:

1. project areas, or personal areas of your life you would like to improve.

a. Example:

2. Decide which project area is your .

3. Make a list of ways you would like to in your chosen project area.

a. Example: If your project area is managing money, your list might include things like create a savings

plan, spend less money on eating out, and get a part time job.

4. Use the to set a specic goal to achieve and plan

a project to meet your goal.

SMART Goals Should Be:

• S

• M

• A

• R

• T

Page 1/2

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

SMART Goals:

• SMART goals put an with a

• By having a and , the goal setter is more

_ to achieve

• Claries exactly what a goal setter

SMART Goal Writing Practice:

• I will improve my physical health.

• I will bring my grade up in English.

Planning for A Better You:

• Which topics interest you? Choose topics from the given list and brainstorm a few of your own.

• What goal do you want to achieve? Narrow down your focus, choose your biggest concern, and then turn

your general goal into a SMART goal.

Page 2/2

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

A Better You: General Goals Set

1. I will eat nutritiously.

2. I will save more money.

3. I will make more friends.

4. I will improve my free throw shooting.

5. I will read more.

6. I will clean my room.

Page 1/2

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

7. I will spend less time on social media.

8. I will control my anger.

9. I will work to improve my feelings of depression.

10. I will be more involved.

11. I will learn about a new culture.

12. I will earn better grades.

Page 2/2

POWER OF ONE PROGRAM GUIDE | UNIT 1

1 2 3 4 5

A Better You Formative Assessment:

Learning Check

Page 1/1

1. A Better You encourages members to set a goal

to improve which area of his or her life? (1

point)

a. Community involvement

b. Interpersonal relationships

c. Personal traits

d. FCCLA knowledge

2. Which of the following is NOT an example of A

Better You project idea? (1 point)

a. Learn about stress and reduce the stress I feel

b. Create a budget to save for college

c. Take responsibility for more chores at home

d. Design a healthy eating plan

3. What does SMART stand for in SMART goals?

(1 point)

a. Specic, measurable, attainable, realistic,

timely

b. Specic, measurable, applicable, realistic,

truthful

c. Separate, measurable, attainable,

resolvable, timely

d. Separate, meaningful, applicable, realistic,

truthful

4. When setting a goal, why is it best to set a

SMART goal? (1 point)

a. Unlike general goals, SMART goals can only

be used for personal goals.

b. A SMART goal includes an action plan,

which increases one’s motivation to achieve

the goal.

c. SMART goals allow for exibility within an

action plan, which allows a goal setter to work

at their own pace.

d. Using SMART goals requires more eort on

the part of the goal setter.

5. In the space provided below, revise the

example of a general goal into a SMART goal.

(1 point)

Example: My goal is to study for American

History every day.

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

Family Ties: Lesson Plan

Total Time: 60 Minutes

Materials:

• Blank sheet of paper (one per member)

• Markers (one marker per two members)

• Sticky ipchart paper (one sheet per table)

Handouts:

• Family Ties notetaking guide (one per member)

• Power of One project sheet (one per member)

SESSION OUTCOMES

The member will be able to identify and demonstrate characteristics of effective communication in family, work, and

community settings.

The member will be able to identify communication barriers and apply strategies to overcome them successfully.

The member will be able to devise a project to improve his or her family based on a SMART goal for the Family Ties

Power of One unit.

ASSESSMENT

Analyzing Communication activity

NATIONAL FCS STANDARDS

1.2.3 Apply communication skills in school, community and workplace settings and with diverse populations.

13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.

13.3.3 Demonstrate effective listening and feedback techniques.

13.3.4 Analyze strategies to overcome communication barriers in family, community, and work settings.

13.3.6 Analyze the effects of technology on communications in family, work, and community settings.

13.3.7 Analyze the roles and functions of communications in family, work, and community settings.

Page 1/3

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

SESSION PLAN

TIME DESCRIPTION

0-10 Anticipatory Set: Backwards Communication

Instruct members to pair up with a partner and stand back to back. Give each member a blank

sheet of paper and give each partner pair a marker. One member in the pair should face the

screen and the other should not be able to see the screen. When members are ready, advance the

slide to the rst picture. Instruct the member facing the screen (teacher) to describe the picture to

his or her partner (artist). The artist must use only the teacher’s instructions to draw the picture.

However, the teacher cannot explicitly name any items in the picture. Give partners one minute to

replicate the illustration to the best of their ability. When the minute has expired, allow the artists

to compare their drawings to the one the teachers were describing. Have the partners switch

places, advance the slide to the next drawing, and repeat the process. The purpose of this activity

is for members to exercise their communication and listening skills.

Using the discussion questions in the presentation, debrief the activity with the session

participants. At your discretion, have participants discuss their answers with each other, share

their answers with the group, or both.

Discuss the agenda and learning targets found in the presentation.

20-30 Effective Communication

Continuing the discussion on communication, pass out the Family Ties notetaking guide and

instruct members to follow along. Using the presentation, discuss the various aspects of effective

communication. Incorporate personal examples and ask the members to share as well.

On slide 10, ask members if they agree or disagree with the quote shown and why. Use the

discussion to segway into the following content.

30-45 Overcoming Barriers to Effective Communication

Now, discuss the points included in the presentation regarding barriers to communication and

instruct members to follow along on their note sheet. Incorporate personal examples and ask

members to share as well. Next, discuss strategies of overcoming communication barriers.

Assign each table one of the following areas: career, school, or family. Ask each table group

to focus on communication within their given context. Instruct members to use the markers

and ipchart paper to copy the matrix shown in the “Analyzing Communication” section of the

presentation. Give members several minutes to complete the matrix, and then have a few groups

share their work. Intentionally choose a group that discussed communication within a family to go

last.

Page 2/3

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

45-55 Family Ties

Transition the presentation by discussing the importance of communication in a family. Would

families be stronger if they had better communication? Explain that Family Ties, the second unit

of Power of One, guides members to develop a project to strengthen their family, and in turn,

strengthen society. Stress that the project a member takes on does NOT have to revolve around

improving communication within a family, but good communication will be a factor in some

capacity when looking to strengthen a family unit.

Discuss potential project areas and projects with members. As with A Better You, members

should choose a few project areas that interest them, determine which area is their top priority,

and design a project to carry out based on a SMART goal.

55-60 Wrap-Up and Next Steps

Utilize the presentation slides to summarize the lesson. Ask members if they have any questions.

On their note sheet, have members write down potential project areas for their Family Ties project.

After members have completed this, pass out the project sheet and allow members to use the

FCCLA Planning Process to begin to plan their project.

Page 3/3

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

Family Ties: Notetaking Guide

Name:

Date:

“Most people do not listen with the intent to

understand; they listen with the intent to reply.”

-Stephen R. Covey

COMMUNICATION:

Four Forms of Communication:

1. Verbal

•

2. Nonverbal

•

3. Written

•

4. Visual

•

Three Parts of Communication:

1. Verbal

•

2. Nonverbal

•

3. Written

•

Page 1/4

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

The Seven C’s of Effective Communication:

Make your objective clear by

avoiding complex phrases and

words

Keep it to the point to avoid confusion

Use support for the message to

validate what is said

Speak truthfully and use correct

grammar

Messages should make sense and ow

All necessary information should

be communicated

Consider the audience and deliver the message with tact

Barriers to Effective Communication:

• Lack of /

•

• in perception and viewpoint

• and

• Use of

• Speech , language dierences

• barriers (Unable to see nonverbal communication)

Page 2/4

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

Overcoming Barriers to Effective Communication:

1. _______________ _________________ _______________

a. Maintain eye contact

b. Paraphrase a message to the sender to ensure understanding

c. Ask questions

d. Be present

2. ______________ __________ ________________

a. “Most people do not listen with the intent to understand; they listen with the intent to reply.”

-Stephen R. Covey

b. Stop thinking “I must defend my position,” “I don’t have time to listen to everything you say,” “I need

an entrance into the conversation,” “I know what you are going to say,” and “I already know what you

should do.”

3. _________________ __________ ___________ ___________ _____________

a. How would the other person perceive your words, nonverbal communication, or text or graphic?

b. What is your audience’s background?

4. _______________ ______________ ___________________

a. “I” messages allow a sender to express strong emotions without attacking the receiver

b. “You constantly interrupt me!” vs. “It makes me upset when I am not allowed to nish my sentence.”

Family Ties:

•

Page 3/4

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

Planning for Family Ties:

• Which topics interest you? Choose topics from the given list and brainstorm your own.

• What goal do you want to achieve? Narrow down your focus, choose your biggest concern, and then turn

your general goal into a SMART goal.

Page 4/4

POWER OF ONE PROGRAM GUIDE | UNIT 2

1 2 3 4 5

Family Ties Formative Assessment:

Learning Check

Page 1/1

1. Family Ties encourages members to

strengthen what in his or her life? (1 point)

a. Family and home life

b. FCCLA Planning Process use

c. FCCLA knowledge

d. Family communication

2. What are the three parts of communication?

(1 point)

a. Giver, verbal, nonverbal

b. Giver, message, receiver(s)

c. Sender, message, receiver(s)

d. Sender, message, reciprocator

3. Which of the following is NOT a form of

communication? (1 point)

a. Verbal

b. Nonverbal

c. Visual

d. Kinesthetic

4. What is the number one strategy for

overcoming ineective communication?

(1 point)

a. Practice active listening

b. Listen to respond

c. Speak and write with correct grammar

d. Respond with facial expressions

5. In the space provided below, revise the “You”

message to an “I” message. (1 point)

“You never listen to me!”

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

Working on Working: Lesson Plan

Total Time: 60 Minutes

Materials:

• Flipchart paper (four sheets per session)

• Markers (one marker per two members)

Handouts:

• True Colors quiz (one sheet per member)

• True Colors Explained (one sheet per table)

• Working on Working notetaking guide (one per member)

• Power of One project sheet (one per member)

SESSION OUTCOMES

The member will be able to reect on and identify his or her personal strengths and weaknesses and demonstrate

how he or she can best utilize these points to contribute to the success of a team.

The member will be able to identify methods for successfully collaborating with others in the workplace.

The member will be able to devise a project to improve his or her real world skills based on a SMART goal for the

Working on Working Power of One unit.

ASSESSMENT

Colors collaboration activity

Page 1/3

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

NATIONAL FCS STANDARDS

1.2.4 Demonstrate teamwork skills in school, community and workplace settings with diverse populations.

13.5.1 Create an environment that encourages and respects the ideas, perspectives, and contributions of all group

members.

13.5.2 Demonstrate strategies to motivate, encourage, and build trust in group members.

13.5.3 Demonstrate strategies that utilize the strengths and minimize the limitations of team members.

13.5.4 Demonstrate techniques that develop team and community spirit.

13.5.5 Demonstrate ways to organize and delegate responsibilities.

13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

SESSION PLAN

TIME DESCRIPTION

0-10 Anticipatory Set: True Colors

Instruct members that they will reect on their “true colors” and use the presentation slides to

describe the validity of the exam. Pass out a True Colors quiz to each participant and emphasize

the instructions on the sheet. Allow members ve minutes to complete the quiz silently and

independently. As the collective group nishes their quizzes, allow members a few minutes, if

necessary, to tabulate their results. Afterwards, instruct all members to stand and move around

the room until they are told to stop (alternatively, play music and pause the song to indicate to

members they should stop moving). Once they are told to stop, have the members partner up with

someone near them and answer the discussion question in the presentation. Repeat this process

until all questions have been answered. Ask members to return to their seats.

10-30 Understanding Our True Colors

Now that members have determined their true color, instruct members to assemble with their like

colors. For example, all golds should move to the back left corner, all blues should move to the

back right corner, and so forth. Pass out the True Colors Explained sheet to each participant. Allow

members a few minutes to read the sheet independently, or call on participants to read a few of

the points aloud. Pass out the Working on Working notetaking guide. Using the presentation slides,

explain collaboration and its importance in achieving tasks. Then, give color groups a few minutes to

discuss their strengths and weaknesses in a group setting when collaborating with each other. They

should record their answers on their notetaking guide.

Page 2/3

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

30-45 Collaborating With Our True Colors

Next, form groups of four with each color represented. Of course, you may not be able to divide

groups evenly based on the session participants; in this case, divide members as evenly as

possible and have at least one green, blue, gold, and orange member in each group. Allow time

for each member in the groups to share one strength and one weakness of their color. Transition

the presentation by discussing the importance of collaboration in the workplace. Following the

prompts on the presentation slides, instruct groups to discuss leveraging differences in a career

setting.

45-55 Working on Working

Explain that Working on Working, the third unit of Power of One, prompts members to develop a

project to improve their real world skill sets to be successful in a future career. Emphasize that the

project a member takes on does NOT have to revolve around collaboration, but collaboration and

the leveraging of individual differences is necessary for a successful work environment.

Discuss potential project areas and projects with members. As with Family Ties, members should

choose a few project areas that interest them, determine which area is their top priority, and

design a project to carry out based on a SMART goal.

55-60 Wrap-Up and Next Steps

Utilize the presentation slides to summarize the lesson. Ask members if they have any questions.

On their note sheet, have members write down potential project areas for their Working on

Working project. After members have completed this, pass out the project sheet and allow

members to use the FCCLA Planning Process to begin to plan their project.

Page 3/3

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

Family Ties: Notetaking Guide

Name:

Date:

Collaboration:

• Collaboration in my own words:

• When working with a group, are inevitable. Others will have dierent

, , and .

• Dierences are a !

• By understanding others, dierences can be within a group and can make

a team .

• Before you can , you must rst know what you

bring to the table.

Why is collaboration in the workplace important?

•

Page 1/2

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

Working on Working:

• Working on Working is the in the FCCLA Power of One

national program.

• This unit focuses on developing one’s real world skills as a

• The this unit focuses on are critical to

becoming a successful wage earner.

Planning for Working on Working:

• Which topics interest you? Choose topics from the given list and brainstorm a few of your own.

• What goal do you want to achieve? Narrow down your focus, choose your biggest concern, and then turn

your general goal into a SMART goal.

Page 2/2

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

True Colors Personality Quiz

Describe Yourself:

In the boxes below are groups of word clusters printed horizontally in rows. Look at all the choices in the rst

box (A,B,C,D). Read the words and decide which of the four letter choices is most like you. Give that a “4”.

Then rank order the next three letter choices from 3-1 in descending preference. You will end up with a box

of four letter choices, ranked from “4” (most like you) to “1” (least like you). Continue this process with the

remaining four boxes until each have a 4, 3, 2, and 1.

Box 1

A. B. C. D.

Active

Opportunistic

Spontaneous

Parental

Traditional

Responsible

Authentic

Harmonious

Compassionate

Versatile

Inventive

Competent

Box 2

E. F. G. H.

Curious

Conceptual

Knowledgeable

Unique

Empathetic

Communicative

Practical

Sensible

Dependable

Competitive

Impetuous

Impactful

Page 1/2

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

Box 3

I. J. K. L.

Loyal

Conservative

Organized

Devoted

Warm

Poetic

Realistic

Open-Minded

Adventuresome

Theoretical

Seeking

Ingenious

Box 4

M. N. O. P.

Concerned

Procedural

Cooperative

Daring

Impulsive

Fun

Tender

Inspirational

Dramatic

Determined

Complex

Composed

Box 5

Q. R. S. T.

Philosophical

Principled

Rational

Vivacious

Affectionate

Sympathetic

Exciting

Courageous

Skillful

Orderly

Conventional

Caring

A,H,K,N,S (orange) = _____

B,G,I,M,T (gold) = _____

C,F,J,O,R (blue) = _____

D,E,L,P,Q (green) = _____

Page 2/2

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

True Colors Explained

BLUE:

I need to feel unique and authentic

Enthusiastic, Sympathetic, Personal

I look for meaning and signicance in life

Warm, Communicative, Compassionate

I need to contribute, to encourage, and to care

Idealistic, Spiritual, Sincere

I value integrity and unity in relationships

Peaceful, Flexible, Imaginative

In childhood…

• I was extremely imaginative and found it dicult to t into the structure of school life.

• I reacted with great sensitivity to discordance or rejection and sought recognition.

• I responded to encouragement rather than competition.

In relationships…

• I seek harmonious relationships.

• I am a true romantic and believe in drama, warmth, and empathy to all relationships.

At work…

• I have a strong desire to inuence others so they may lead more signicant lives.

• I often work in the arts, communication, education, and helping professions.

• I am adept at motivating and interacting with others.

Leadership Style...

• Expects others to express views

• Assumes “family spirit”

• Works to develop others’ potential

• Individual oriented

• Democratic, unstructured approach

• Expects people to develop their potential

Symptoms of a Bad Day…

• Attention-getting misbehaving

• Lying to save face

• Day-dreaming

• Crying and depression

• Passive resistance and possible withdrawal

Page 1/4

POWER OF ONE PROGRAM GUIDE | UNIT 3

1 2 3 4 5

GOLD:

I need to follow rules and respect authority

Loyal, Dependable, Prepared

I have a strong sense of what is right and wrong in life

Thorough, Sensible, Punctual

I need to be useful and belong

Faithful, Stable, Organized

I value home, family, and tradition

Caring, Concerned, Concrete

In childhood…

• I wanted to follow the rules and regulations of the school.

• I understood and respected authority and was comfortable with academic routine.

• I was the easiest of all types of children to adapt to the education system.

In relationships…

• I enjoy others who can work along with me, building secure, predictable relationships together.

• I demonstrate admiration through the practical things I do for the ones I love.

At work…

• I provide stability and can maintain organization.

• My ability to handle details and to work hard makes me the backbone of many organizations.

• I believe that work comes before play, even if I must work overtime to complete the task.

Leadership Style...

• Expects punctuality, order, loyalty

• Assumes “right” way to do things

• Seldom questions tradition & rules

• Detailed/thorough approach

• Expects people to “play” their roles

Symptoms of a Bad Day…

• Complaining and self-pity

• Anxiety and worry

• Depression and fatigue

• Malicious judgments about yourself or others

• Herd mentality exhibited in blind following of leaders

Page 2/4

POWER OF ONE PROGRAM GUIDE | UNIT 3

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ORANGE:

I act on a moment’s notice

Witty, Charming, Spontaneous

I consider life a game, here and now

Impulsive, Generous, Impactful

I need fun, variety, stimulation, and excitement

Optimistic, Eager, Bold

I value skill, resourcefulness, and courage

Physical, Immediate, Fraternal

In childhood…

• I had the most dicult time tting into academic routine.

• I learned by doing and experiencing rather than by listening and reading.

• I needed physical involvement in the learning process and was motivated by my own natural competitive

nature and sense of fun.

In relationships…

• I seek a relationship with shared activities and interests.

• I like to explore new ways to energize the relationship.

• I enjoy giving extravagant gifts that bring obvious pleasure to special people in my life.

At work…

• I am bored and restless with jobs that are routine and structured.

• I am satised in careers that allow me independence and freedom, while utilizing my physical coordination

and my love of tools.

• I am a natural performer.

Leadership Style...

• Expects quick action

• Works in the here and now

• Performance oriented

• Welcomes change and exibility

• Expects people to “make it fun”

Symptoms of a Bad Day…

• Rudeness and deance

• Breaking the rules intentionally

• Running away and dropping out

• Use of stimulants

• Acting out boisterously

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POWER OF ONE PROGRAM GUIDE | UNIT 3

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GREEN:

I seek knowledge and understanding

Analytical, Global, Conceptual

I live by my own standards

Cool, Calm, Collected

I need explanation and answers

Inventive, Logical, Perfectionist

I value intelligence, insight, fairness, and justice

Abstract, Hypothetical, Investigative

In childhood…

• I appeared to be older than my years and focused on my greater interests, achieving in subjects that were

mentally stimulating.

• I was impatient with drill and routine, questioned authority, and found it necessary to respect teachers

before I could learn from them.

In relationships…

• I prefer to let my head rule my heart.

• I believe that once feelings are stated, they are obvious to others.

• I want to establish a relationship, leave it to maintain itself, and turn my energies to my studies, work or

other interests.

At work…

• I am conceptual and an independent thinker. For me, work is play.

• I like to develop models, explore ideas, or build systems.

• Once I have perfected an idea, I prefer to move on, leaving the project to be maintained and supported by

others.

Leadership Style...

• Expects intelligence, competence, and follow through

• Seeks ways to improve systems

• Visionary

• Analytical

• Encourages change for improvement

Symptoms of a Bad Day…

• Indecisiveness

• Refusal to comply or cooperate; the silent treatment

• Extreme withdrawal

• Snobbish, put-down remarks, and sarcasm

• Perfectionism due to severe performance anxiety

• Highly critical attitudes toward yourself or others

Page 4/4

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Working on Working Formative Assessment:

Learning Check

Page 1/1

1. Working on Working focuses on what?

(1 point)

a. Improving a member’s work ethic

b. Improving a member’s real world skills

c. Improving a member’s collaboration

d. Improving a member’s social skills

2. What is the rst step to eective collaboration?

(1 point)

a. Understanding the strengths and weaknesses

of those you’re working with

b. Understanding the strengths and weaknesses

of the task at hand

c. Understanding the strengths and weaknesses

of yourself

d. Understanding the strengths and weaknesses

of idea sharing

3. Which of the following is NOT a benet of

collaboration? (1 point)

a. Employees learn from one another

b. Less accountability

c. Increased eciency

d. Promotion of brainstorming

4. What is the third step of the FCCLA Planning

Process? (1 point)

a. Act

b. Follow Up

c. Identify Concerns

d. Form a Plan

5. Identify your True Color and, in 4-5 sentences,

describe a time you were collaborating with

others and you displayed one of your Color’s

strengths. Be specic. (1 point)

POWER OF ONE PROGRAM GUIDE | UNIT 4

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Take the Lead: Lesson Plan

Total Time: 60 Minutes

Materials:

• Flip chart paper (seven sheets per session)

• Markers (seven per session)

• Sticky notes (one per participant)

• Balloons (one per participant)

• Envelopes (seven per session)

• Code cracker cards (one per session)

• Poster paper (if no white board available)

Handouts:

• Take the Lead notetaking guide (one per member)

• Power of One project sheet (one per member)

SESSION OUTCOMES

The member will be able to dene servant leadership and recognize its characteristics.

The member will be able to apply the concept of servant leadership to various contexts and conceptualize its

outcomes in each.

The member will be able to devise a project to improve his or her leadership skills based on a SMART goal for the

Take the Lead Power of One unit.

ASSESSMENT

Servant leadership discussion

NATIONAL FCS STANDARDS

1.2.6 Demonstrate leadership skills and abilities in school, workplace, and community settings.

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SESSION PLAN

TIME DESCRIPTION

0-10 Anticipatory Set: Tug of War

Prior to members entering the room, place one sticky note at the seat of each participant. On

the board or in the front of the room on a piece of poster paper, write the question, “Is leadership

an action or a position?” Underneath the question, draw a large spectrum with the left labeled,

“Action,” and the right labeled, “Position.” Encourage participants to think about their answer to

the question and where they would rank their stance on the spectrum. Instruct members to write

their answer and reasoning on their sticky note. Then, they should place their sticky note on the

spectrum in reection of their stance. For instance, if a member feels as if leadership is more of

an action but still necessitates a position, the member should place his or her sticky note toward

the “Action” side of the spectrum, but not all of the way to the left. After all members have placed

their sticky notes, explain that you will revisit the activity later.

10-20 Code Cracker

Also prior to participants entering, evenly space seven ipchart paper sheets around the room and hang

them on the walls. Leave a few markers on the oor underneath them. Label the sheets accordingly:

1: Families

2: Careers

3: Communities

4: Global Society

5: School

6: Peers

7: Organizations/Extracurricular Activities

Quickly divide members into seven groups as easily as possible. Instruct each group to move to a

ipchart paper station. Pose the following question: What does it mean to lead? Participants should

cater their answers to the environment listed at the top of their ipchart paper. Allow members three

minutes to brainstorm/write as much as they can. Have groups share their information.

During this full group share, emphasize anything that relates to service, but don’t outright say it. For

example, if a member shares that a responsibility is to lead meetings, respond with something such

as: “So you’re saying a leader has the responsibility to bring people together and share information

that hopefully makes their lives easier.” After each group shares, give a participant in the group a

Code Cracker card enclosed in an envelope. After all groups have shared and a card has been given

to each group, instruct the card holders that they have 30 seconds to run to the front of the room

and unscramble their letters. The code should spell “serving.”

Next, utilize the presentation slides to introduce the lesson.

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20-40 Deﬁning Servant Leadership

Emphasize to participants that a leader’s key responsibility is to serve others. Utilize the

presentation slides to guide members through a discussion of servant leadership.

To illustrate the concept of a servant mentality, pass out a balloon to each member and instruct

them to inate the balloon. The objective of the activity is for members to transport the balloon

from one end of the room to the other without dropping their balloon. Divide members into four

teams (or as many as the space allows). Member teams should stand in a single le line and hold

their balloons in between their stomach and the back of the person in front of them. For example,

if X is a person and O is a balloon, the line would look like: XOXOXOX. Everyone should be looking

forward. The goal is for the entire group to move from a starting point to an ending point without

dropping a balloon. Once the team starts, members may not use their hands to hold the balloons.

If a member’s balloon drops, the team will have to start again from the their original starting

location. As time allows, hold several rounds of the game. Next, utilize the presentation slides to

debrief the activity.

40-50 Power of One: Take the Lead

Explain that Take the Lead, the fourth unit of Power of One, prompts members to develop a

project to improve their leadership skills.

Revisit the Tug of War visual from the beginning of the session. Hold a discussion with the

members regarding their initial answers. Where would they fall on the spectrum now? Emphasize

that leadership is largely an action, not a position. Guide members to come to the conclusion that

each one of them can be a leader in some context. Leadership skills are valuable skills for life, and

their Take the Lead project should reect this.

Discuss potential project areas and projects with members. As with Working on Working,

members should choose a few project areas that interest them, determine which area is their top

priority, and design a project to carry out based on a SMART goal.

50-60 Wrap-Up and Next Steps

Utilize the presentation slides to summarize the lesson. Ask members if they have any questions.

On their note sheet, have members write down potential project areas for their Take the Lead

project. After members have completed this, pass out the project sheet and allow members to use

the FCCLA Planning Process to begin to plan their project.

Page 3/3

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Take the Lead: Notetaking Guide

Name:

Date:

SERVANT LEADERSHIP:

A servant leader:

• Acknowledges the of others

• Involves team members in

• Supports team members in achieving their

• Builds a sense of within a group

Beneﬁts of servant leadership:

•

Servant leadership is a that various styles of leadership.

Servant leadership can be exercised in any situation, regardless of the or

one holds.

Take the Lead:

•

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Planning for Take the Lead:

• Which topics interest you? Choose topics from the given list and brainstorm your own.

• What goal do you want to achieve? Narrow down your focus, choose your biggest concern, and then turn

your general goal into a SMART goal.

Page 2/2

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Family Ties Formative Assessment:

Learning Check

Page 1/1

1. What is the fourth unit of Power of One?

(1 point)

a. Take the Lead

b. Families First

c. Working on Working

d. Speak Out for FCCLA

2. Which of the following does servant leadership

NOT promote? (1 point)

a. Increased innovation

b. Higher engagement

c. Decreased sense of community

d. Less feelings of exclusion

3. Servant leadership is a _________ that

complements any style of leadership. (1 point)

a. Mentality

b. Action

c. Initiative

d. Result

4. What is the rst step of the FCCLA Planning

Process? (1 point)

a. Identify Concerns

b. Act

c. Follow Up

d. Form a Plan

5. In 1-2 sentences, dene servant leadership.

(1 point)

POWER OF ONE PROGRAM GUIDE | UNIT 5

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Speak out for FCCLA: Lesson Plan

Total Time: 60 Minutes

Materials:

• Clear containers (one per table group)

• Fish tank rocks (refer to activity to determine needed amount)

• Ping pong balls (refer to activity to determine needed amount)

Handouts:

• Speak Out for FCCLA notetaking guide (one per student)

• Power of One project sheet (one per student)

SESSION OUTCOMES

The member will be able to evaluate the importance and role of critical thinking in a 21st century society.

The member will be able to describe and apply the critical thinking process.

The member will be able to devise a project to promote FCCLA based on a SMART goal for the Speak Out for

FCCLA Power of One unit.

ASSESSMENT

Critical thinking practice activity

NATIONAL FCS STANDARDS

13.6.3 Apply critical thinking and ethical standards when making judgements and taking action.

Page 1/3

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SESSION PLAN

TIME DESCRIPTION

0-10 Anticipatory Set: Group Think Tank

Pass out the Speak Out for FCCLA note taking guide to each member. Begin by reading

the denition of critical thinking aloud. Pose the following question to students: “What role

does critical thinking play in our society today where information and answers are constantly

accessible? Is it as important as it once was?” Allow members time to think about their response.

After members have time to brainstorm, instruct them to pair up with another member to discuss

their answers. Have groups share their discussion points after discussion time between partners.

Synthesize students’ answers to determine critical thinking is still incredibly important, even

in today’s culture of instant gratication with information. Repeat this process with a follow-up

question: “How do these two things work together? Does our ability to easily access information

help or hurt our critical thinking?” Finally, repeat this process again with this question: “In what

contexts is critical thinking important and why?” Synthesize students’ answers to determine

critical thinking is necessary in school, in a family, in careers, in communities, and more. Conclude

that critical thinking is important now and in the future.

10-25 Characterizing Critical Thinking

Transition the discussion and lead members in a conversation regarding the critical thinking process.

Use the presentation slides for this direct instruction. Members should take notes on their note taking

guide to follow along.

25-40 Critical Thinking in Action

Next, inform members that they will be putting the critical thinking process into practice by

working with their groups to complete a task. The objective of this activity is for member groups to

t as many ping pong balls and sh tank rocks into a clear container, such as a vase, as possible.

For this activity, members will work with those sitting at their table. If members are not in table

groups, divide them into groups of four. Place a clear container at each table or in the middle of

each group. Fill each container 3/4 of the way full with sh tank rocks. Then, give each group

several ping pong balls—they should not all be able to t in the container. Instruct members to

collaborate with their groups to prepare and execute a plan to t as many of the materials as

possible into the container. Allow members 5-7 minutes to work together. After time has elapsed,

determine which group t the most supplies into the container. Utilize the presentation slides to

debrief the activity.

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40-50 Power of One: Speak Out for FCCLA

Explain that Speak Out for FCCLA, the nal unit of Power of One, is designed for members to

share their FCCLA experience and the benets of the organization in a method or medium that

works for them.

Use the presentation slides to explain Speak Out for FCCLA. Emphasize that members must use

their critical thinking skills to effectively and creatively inform others of the organization. Lead a

discussion with the members using the slides.

Discuss potential unit topics and projects with members. As with Take the Lead, students should

choose a few project topics that interest them, determine which topic is their top priority, and

design a project to carry out based on a SMART goal.

50-60 Wrap-Up and Next Steps

Utilize the presentation slides to summarize the lesson. Ask students if they have any questions.

On their note sheet, have students write down potential project areas for their Speak Out for

FCCLA project. After students have completed this, pass out the project sheet and allow students

to use the FCCLA Planning Process to begin to plan their project.

Page 3/3

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Speak Out for FCCLA: Notetaking Guide

Name:

Date:

Critical Thinking: process of actively

and skillfully , applying, , synthesizing, and/or

information gathered from, or generated by, , experience, ,

reasoning, or , as a guide to belief and action.

Step One:

• Identify the issue at hand.

• Gain an understanding of the issue by asking questions.

• Determine why you need to solve the problem.

Step Two: Comprehension

•

Step Three: Application

• Which topics interest you? Choose topics from the given list and brainstorm your own.

• What goal do you want to achieve? Narrow down your focus, choose your biggest concern, and then turn

your general goal into a SMART goal.

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Step Four: Analyze

•

Step Five:

• Now that the situation has been analyzed, a decision should be formed.

• Decide how to best carry out your solution based on your priorities.

• If multiple solutions are present, determine the best option.

Step Six: Take Action

•

The Critical Thinking Process and the FCCLA Planning Process:

• The critical thinking process and the

can work hand in hand.

• Apply the critical thinking process when working to

and .

Speak Out for FCCLA

• Speak Out for FCCLA is the in the FCCLA Power of One

national program.

• This unit focuses on informing others of and

for members.

• Remember, is powerful. How can you show what FCCLA has

done for you?

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Planning for Speak Out for FCCLA:

• Which topics interest you? Choose topics from the given list and brainstorm a few of your own.

• What goal do you want to achieve? Narrow down your focus, choose your biggest concern, and then turn

your general goal into a SMART goal.

Page 3/3

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Speak Out for FCCLA Formative Assessment:

Learning Check

Page 1/1

1. What is the fth unit of Power of One?

(1 point)

a. Take the Lead

b. Families First

c. Working on Working

d. Speak Out for FCCLA

2. When thinking critically, it is important to

remove _____________ ___________.

(1 point)

a. Personal biases

b. Outside perspectives

c. Limited resources

d. Internal ethics

3. In what two steps of the FCCLA Planning

Process is the critical thinking process best

applied? (1 point)

a. Follow Up and Act

b. Identify Concerns and Set a Goal

c. Form a Plan and Act

d. Set a Goal and Form a Plan

4. Critical thinking is best used in what context?

(1 point)

a. Telling others of FCCLA

b. The workplace

c. In school

d. All of these contexts require critical

thinking

5. List three of the six steps of the critical

thinking process. (1 point)

POWER OF ONE PROGRAM GUIDE | RESOURCES

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Power of One Assessment

Name:

Score: / 20 possible points

Directions:

Order the steps of the FCCLA Planning Process correctly. (One point each)

1. Step one

2. Step two

3. Step three

4. Step four

5. Step ve

Directions:

Describe each unit of Power of One in 2-3 complete sentences. Then, give an example project a member could

complete for each unit. (1 point per description; 1 point per example project)

6. A Better You:

7. Family Ties:

Page 1/2

A. Follow up

B. Identify concerns

C. Act

D. Form a plan

E. Set a goal

POWER OF ONE PROGRAM GUIDE | RESOURCES

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8. Working on Working:

9. Take the Lead:

10. Speak Out for FCCLA:

Directions:

Fill in the blanks to complete the sentence correctly. (1 point per blank)

11. Members may be recognized for their Power of One achievements at the , ,

and , levels.

12. Power of One is one of the eight FCCLA .

Page 2/2

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Members set their own goals,

work to achieve them, and

enjoy the results.

Power of One helps students nd and use their

personal power. Members set their own goals, work to

achieve them, and enjoy the results. The skills members

learn in Power of One help them now and in the future

in school, with friends and family, at college, and on the

job.

Have you ever thought about a special goal? Maybe

you would like to develop better study habits, cope with

a physical challenge, get along with a sibling, improve

job skills, become a leader – or any other personal

goal. Power of One is for You! You select the goals

most important to you, then create a plan of action to

meet them. Give yourself the power to make a positive

change in your families, careers, and communities, one

goal at a time.

Power of One Units

Power of One gives youth the POWER to fulll their

dreams by creating self-directed projects that focus

on—

A Better You — Improve personal traits

Family Ties — Get along better with family members

Working on Working — Explore work options, prepare

for a career, or sharpen skills useful in business

Take the Lead — Develop leadership qualities

Speak Out for FCCLA — Tell others about positive

experiences in FCCLA

Awards

FCCLA offers national recognition to members who

complete all ve (5) FCCLA Power of One units. This

honor includes special recognition on the FCCLA website,

and at the National Leadership Conference. To gain

recognition for your Power of One accomplishments,

send the Five (5) Unit Recognition Application to your

state adviser (by the state deadline).

Deadline: Applications must be submitted online to

FCCLA by March 1. The online award system will

automatically close March 1, 5:00 PM EST.

1910 Association Drive, Reston, VA 20191

P. (703) 476-4900 | F. (703) 439-2662

www.fcclainc.org

POWER OF ONE PROGRAM GUIDE | RESOURCES

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Power of One Project Sheet

Name:

Unit:

Date:

Identify a Concern:

Unit topics that interest me:

Unit projects based on these topics that interest me:

Ask yourself—

• Which project ideas deal with concerns that are most important to me?

• Which could lead to an in-depth project?

• Which can be nished in the time available?

My top concern is:

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Set a Goal

Here’s what I hope to accomplish:

Now that you’ve identied your top concern and what you hope to accomplish, set a SMART goal to guide your

project. Remember, SMART goals are specic, measurable, attainable, realistic, and timely.

My SMART goal:

Form a Plan

Outline the specics of your plan:

Who:

What:

When:

Page 2/5

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Where:

How:

Resources: Attach a separate sheet listing people, publications, and community agencies that can help you with

your project.

Project Checklist

Share this checklist with your adviser and/or evaluation team before starting your project.

Answers to all questions should be “yes” for member to proceed.

Revisions suggested:

Adviser Signature ________________ Date ________________________

Page 3/5

• Is the goal realistic for the available time?

❑ yes ❑ no

• Is it an in-depth project?

❑ yes ❑ no

• Is the project related to the unit topic?

❑ yes ❑ no

• Is the member assuming full responsibility for

the project?

❑ yes ❑ no

• Is the project plan complete and clearly stated?

❑ yes ❑ no

• Will the project be the work of one individual?

❑ yes ❑ no

• Are the planned activities meaningful and

signicant to the project?

❑ yes ❑ no

POWER OF ONE PROGRAM GUIDE | RESOURCES

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Act

Here’s what I accomplished:

Follow Up

Here’s what I learned:

What were the most successful parts of your project?

What would you change if you repeated the project?

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Follow-up checklist (to be completed by adviser and/or evaluation team)

Did the student—

• Achieve the original goal?

❑ yes ❑ no

• Complete all planned activities?

❑ yes ❑ no

• Devote in-depth eort to the project?

❑ yes ❑ no

• Complete the project alone?

❑ yes ❑ no

Answers to all questions must be “yes” for approval of project.

Adviser Signature ________________ Date ________________________

Page 5/5

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Power of One Point Tracker

Name:

Item Possible

Point(s)

Point(s) Earned

General

Introductory lesson learning check 5

Power of One post assessment 20

General total points: 25

Unit One: A Better You

All sections of project sheet are complete and turned in on time 2

Effort of thoughtful reection and planning is evident in project

sheet

Score from Unit One: A Better You rubric 15

A Better You learning check 5

Maintained communication with adviser and/or evaluation team

throughout the completion of the project

A Better You total points: 25

Unit Two: Family Ties

All sections of project sheet are complete and turned in on time 2

Effort of thoughtful reection and planning is evident in project sheet 2

Page 1/3

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Score from Unit Two: Family Ties rubric 15

Family Ties learning check 5

Maintained communication with adviser and/or evaluation team

throughout the completion of the project

Family Ties total points: 25

Unit Three: Working on Working

All sections of project sheet are complete and turned in on time 2

Effort of thoughtful reection and planning is evident in project

sheet

Score from Unit Three: Working on Working rubric 15

Working on Working learning check 5

Maintained communication with adviser and/or evaluation team

throughout the completion of the project

Working on Working total points: 25

Unit Four: Take the Lead

All sections of project sheet are complete and turned in on time 2

Effort of thoughtful reection and planning is evident in project

sheet

Score from Unit Four: Take the Lead rubric 15

Take the Lead learning check 5

Maintained communication with adviser and/or evaluation team

throughout the completion of the project

Take the Lead total points: 25

Page 2/3

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Unit Five: Speak Out for FCCLA

All sections of project sheet are complete and turned in on time 2

Effort of thoughtful reection and planning is evident in project

sheet

Score from Unit Five: Speak Out for FCCLA rubric 15

Speak Out for FCCLA learning check 5

Maintained communication with adviser and/or evaluation team

throughout the completion of the project

Speak Out for FCCLA total points: 25

Power of One total points: 150

Page 3/3

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Power of One Unit Project Rubric

Member’s Name:

Unit:

0 points 2 points Points Earned

Project choice Project choice is not

relevant to the personal

growth of the member

and/or is not realistic

Project choice is relevant

to the personal growth of

member and is realistic

Evidence of growth Documented growth of

member is not evident

from completion of

project

Documented growth of

member is evident from

completion of project

0 points 1 point Points Earned

Timeliness Final draft of FCCLA

Planning Process is not

turned in by deadline

Final draft of FCCLA

Planning Process is turned

in by deadline

0 points 1 point 2 points

Points

Earned

Identify

Concerns

Step is left blank or

concerns are identied

with two or more errors

Concerns are identied

with one error and/or are

not written in thorough,

complete sentences

Concerns are identied

correctly and are

written in thorough,

complete sentences

Set a Goal Step is left blank or

two or more aspects of

SMART goal are missing

One aspect of SMART

goal is missing and/

or SMART goal is not

written thoroughly

All aspects of SMART

goal are present and

goal is written in

thorough, complete

sentence(s)

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Form a Plan Step is left blank or two

or more aspects of plan

are incorrect/missing

One aspect of plan is

incorrect/missing and/

or plan is not written

in thorough, complete

sentences

All aspects of plan are

present and correct and

are written in thorough,

complete sentences

Act Step is left blank Description of action

is incomplete, not

thorough, or written in

incomplete sentences

Description of action

is complete, thorough,

written in complete

sentences, and specic

Follow Up Step is left blank or there

is no description for the

next action stemming

from project

Description of follow

up action is somewhat

thoughtful, specic, and/

or realistic

Description of follow

up action is thoughtful,

specic, and realistic;

written in complete

sentences

Page 2/2

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Sample Completed Power of One

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• www.fcclainc.org Reproducible

Five Unit

Recognition Application

National dues must be postmarked by March 1 for students to qualify for national recognition.

State Advisers: Send a list of members who have earned national recognition electronically to National Headquarters

no later than April 1. Visit www.fcclainc.org/content/power-of-one/ for correct recognition template. Names submitted

after the deadline will not be accepted.

Participant Information

Member Name: ��

Adviser Name: ____________________________________________________________________________________

School Name: _____________________________________________________________________________________

School Address: ___________________________________________________________________________________

City: _________________________________________________________ State: ____________ Zip: ______________

School Phone: _____________________________________ Fax: ___________________________________________

Current Grade in School: ______________ E-mail Address: _______________________________________________

Unit: A Better You

Project Title: __________________________________________________________ Date approved: ________________

Description and accomplishments:

Use this form to apply for state and national recognition when

you have completed all five Power of One Units. Please print

or type all information. Send completed form to your STATE

ADVISER by your state’s deadline. Attach a copy of the chapter

affiliation form to verify membership.

Ethan Mchone

Nicholas Zimmeran

Harrisonburg High School

1001 Garbers Church Road

Harrisonburg

22801

15404332651

15404333595

11th

[email protected]

"Time to Shine!"

1-19-18

I have always been someone who enjoys my comfort zone. When Mr. Zimmerman asked me about competing in

a STAR Event, I was not sure about it! However, I have come to the realization that this is one of the best

opportunities for me right now and that I am using my FCS skills for my "Time to Shine!"

POWER OF ONE PROGRAM GUIDE | RESOURCES

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Sample Completed Power of One

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• www.fcclainc.org Reproducible

Unit: Family Ties

Project Title: __________________________________________________________ Date approved: ________________

Description and accomplishments:

Unit: Working on Working

Project Title: __________________________________________________________ Date approved: ________________

Description and accomplishments:

Unit: Take the Lead

Project Title: __________________________________________________________ Date approved: ________________

Description and accomplishments:

Unit: Speak Out for FCCLA

Project Title: __________________________________________________________ Date approved: ________________

Description and accomplishments:

I certify the above student has met the national membership requirements and has completed all five

Power of One units.

Chapter Adviser Signature: _____________________________________________ Date: _________________________

"A Family Bond"

I have always enjoyed working on the farm and have fostered a love of helping animals. In my Nutrition and

Wellness class we explored different career and developed presentations on our dream jobs. Through

completing and presenting the presentation, I explored my passion of owning my own business.

Volunteering, "Helping, Hearing, Toward New Horizons."

2-23-18

Because family is at the core of FCCLA and FCS, I feel it is crucial to spend time with my family. With my father,

I have made it a personal mission to designate some time with him every day to talk and express my belief in the

family as the basic and one of the most essential units of society.

"Down on The Farm"

1-1-18

1-12-18

Giving back is an important part of service and leadership. As someone who values both, around the Holiday's I

spent time giving back to my community by preparing meals/serving the local Homeless shelter. Through this

opportunity I used the skills I learned from my Nutrition and Wellness class.

"FCCLA Week Teacher Surprise"

2-5-18

On Wednesday of FCCLA week, I helped my schools FCS program promote FCCLA through a creative way to

the faculty. Not only did our chapter send out FCCLA promotional video clips, but we also sent FCCLA

Valentine's to the 200+ faculty in our building. Bringing extra awareness to FCCLA!

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Sample Press Release

FOR IMMEDIATE RELEASE: [Date]

[Name]

[School]

[School phone number]

[Adviser e-mail address]

LOCAL FCCLA MEMBER FINDS PERSONAL POWER

[City, state abbreviation] [Member name], a student at [school name] and a member of the [chapter name]

Family, Career and Community Leaders of America (FCCLA) chapter successfully completed a project for

the FCCLA national program, Power of One. Power of One helps members nd and use their personal power.

Members set their own goals, work to achieve them, and benet from the results. The real world skills members

learn in Power of One are useful now and in the future. Power of One contains ve units in which members set

and work to achieve a personal goal related to the unit. The completion of all ve units exemplies a member’s

well-rounded and impactful personal power.

[Paragraph describing project and results]

[Quote from member about impact of project, Power of One, or FCCLA]

About FCCLA: Family, Career and Community Leaders of America is a nonprot national career and technical

student organization for young men and women in Family and Consumer Sciences education in public and

private school through grade 12. Everyone is part of a family, and FCCLA is the only national Career and

Technical Student Organization with the family as its central focus. Since 1945, FCCLA members have been

making a dierence in their families, careers, and communities by addressing important personal, work, and

societal issues through Family and Consumer Sciences education. Today over 160,000 members in more than

5,300 chapters are active in a network of associations in 49 states, in addition to the Virgin Islands and Puerto

Rico.

###

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POWER OF ONE PROGRAM GUIDE | RESOURCES

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Five Unit Recognition Application

Use this form to apply for state and national recognition when you have completed all ve Power of One

Units. Please print or type all information. Attach the completed form for each member, in the portal, when

submitting (checking o) members names for national recognition.

Download and save this Power of One editable PDF to your computer as a resource for easier recognition

opportunities and archiving purposes.

National dues must be received by March 1 for students to qualify for national recognition.

Participant Information

Member Name:

Adviser Name:

School Name:

School Address:

City: State: Zip:

School Phone: Fax:

Current Grade in School: E-mail Address:

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POWER OF ONE PROGRAM GUIDE | RESOURCES

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Unit: A Better You

Project Title: Date Approved:

Description and accomplishments:

Unit: Family Ties

Project Title: Date Approved:

Description and accomplishments:

Unit: Working on Working

Project Title: Date Approved:

Description and accomplishments:

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POWER OF ONE PROGRAM GUIDE | RESOURCES

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Unit: Take the Lead

Project Title: Date Approved:

Description and accomplishments:

Unit: Speak Out for FCCLA

Project Title: Date Approved:

Description and accomplishments:

I certify the above student has met the national membership requirements and has completed

all ve Power of One units.

Chapter Adviser Signature: Date:

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POWER OF ONE PROGRAM GUIDE | RESOURCES

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FCCLA Planning Process (English)

Download and save this Power of One editable PDF to your computer as a resource for easier recognition

opportunities and archiving purposes.

IDENTIFY CONCERNS

SET A GOAL

FORM A PLAN

❑ who

❑ what

❑ where

❑ when

❑ why

❑ how

ACT

FOLLOW UP

What could

have gone

better/what

did you

learn?

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GUÍA DEL PROGRAMA POWER OF ONE | RECURSO

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Proceso de Planiﬁcación FCCLA

Descargue y guarde este editable PDF Power of One en su computadora como un recurso para facilitar las

oportunidades de reconocimiento y con nes de archivarlas.

IDENTIFIQUE INQUIETUDES

FIJE UN OBJETIVO

DISEÑE UN PLAN

❑ Quien

❑ Qué

❑ Dónde

❑ Cuando

❑ Por qué

❑ Como

ACCIÓN

SEGUIMIENTO

¿Qué podría

haber ido

mejor/qué

aprendiste?

POWER OF ONE PROGRAM GUIDE | RESOURCES

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FCCLA Planning Process

(For Visually Impaired Students)

Download and save this Power of One editable PDF to your

computer as a resource for easier recognition opportunities and

archiving purposes.

IDENTIFY CONCERNS

SET A GOAL

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POWER OF ONE PROGRAM GUIDE | RESOURCES

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FORM A PLAN

❑ who

❑ what

❑ where

❑ when

❑ why

❑ how

ACT

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POWER OF ONE PROGRAM GUIDE | RESOURCES

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FOLLOW UP

What

could

have

gone

better

what

did you

learn?

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