Part 3: State – State FFA Officer Programs
This FFA lesson (Section 2: Part 3, “State: State FFA Officer Programs”) introduces students to state FFA officer programs and the State FFA Officer Leadership Continuum. Through an interest approach, a small-group skit activity covering the 11 focus areas of the continuum, and a worksheet, students explore the roles, responsibilities, and skill development of state FFA officers. It includes detailed focus-area reference pages defining success measures at emerging, proficient, and advanced levels.
At a glance
- Learning objectives
-
- Explore state FFA officer programs.
- Time required
- Interest Approach – 15 minutes; Lesson and Activities – 30 minutes
- Materials
-
- “Official FFA Student Handbook” – one copy per student
- Public writing surface
- Focus area description pages
- “State FFA Officer Programs” worksheet – one copy per student
- Created
- January/2017 by the National FFA Organization
- Resources
- “Official FFA Student Handbook” – one per student, FFA.org and additional resources outlined below.
- Partnership for 21st Century Skills
- Civic Literacy; Communication; Critical Thinking and Problem Solving; Global Awareness; Information, Communications, and Technology Literacy; Implement Innovations; Initiative and Self-direction; Leadership and Responsibility; Media Literacy; Productivity and Accountability; Think Creatively
- Focus Areas (State FFA Officer Leadership Continuum)
- 1. Sound character; 2. Positive and purposeful influence; 3. Team dynamics; 4. Conversation skills; 5. Professionalism; 6. Time management; 7. Clear and relevant messaging; 8. Advocate for agriculture and FFA; 9. Effective tools of communication; 10. Strong public speaking skills; 11. Successful workshops
Downloads & Links
Aligned Standards
AFNR Career Ready Practices
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
- CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Common Core – Writing
- CCSS.ELA-Literacy.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCSS.ELA-LITERACY.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-LITERACY.W.9-10.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibility and dynamically.
- CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
FFA Precept
- FFA.CS-MCommunication: Effectively interact with others in personal and professional settings.
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- FFA.PG-HSocial Growth: Successfully interact with others and adapt to various social situations.
- FFA.PG-IProfessional Growth: Assume responsibility for attaining and improving upon the skills needed for career success.
- FFA.PG-JMental Growth: Embrace cognitive and intellectual development relative to reasoning, thinking and coping.
- FFA.PL-AAction: Assume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-BRelationship: Build relationships, work as a team player and appreciate the talents of others.
- FFA.PL-CVision: Visualize the future and how to get there.
- FFA.PL-DCharacter: Conduct oneself appropriately in relation to others regardless of the situation.
- FFA.PL-EAwareness: Understand personal vision, mission and goals.
- FFA.PL-FContinuous Improvement: Accept responsibility for learning and personal growth.