The Forest Leadership Series

The Forest Leadership Series

By Forest Moss (c) 2025

Table of Contents

The Stump with the Spotlight – Leadership Is a Process, Not a Trait (Grizzle the Badger)

The Voice Beneath the Vines – Leadership Involves Influence (Lantern the Beetle)

The Circle That Chose the Song – Leadership Happens in Groups (Rilla the Rabbit)

The Nest That Wouldn’t Build Itself – Leadership Is Goal-Oriented (Owliver the Grey)

The Trail Sprig Helped Them Take – Path–Goal Theory (Sprig the Chipmunk)

The Compass and the Clearing – Leadership Is Ethical and Contextual (Maple the Goose)

The Song That Rose the Sky – Transformational Leadership (Eagleton T. Goldcrest)

The Lantern Who Lit from Behind – Servant Leadership (Lantern the Beetle)

True as Tree Rings – Authentic Leadership (Owliver the Grey)

The Shape That Shifts – Adaptive Leadership (Sprig the Chipmunk)

Prelude: Where the Leaders Grow

Deep in the woods where the soft winds blow,

And the light filters down where the tall trees grow,

The creatures all wondered, in whisper and cheer—

"What makes a leader? And why do they steer?"

Is it strength in your shoulders? A voice loud and clear?

Or the tallest of wings? Or the boldest of gear?

Is it knowing the rules or just being first?

Is it leading the feast or quenching the thirst?

The owls had their wisdom, the mice had their plans,

The beetles brought thread and the raccoons used cans.

The chipmunks asked questions. The geese drew a chart.

Each brought their voice. Each carried a part.

So came ten tales by stump and stream,

Of leaders who dreamed and helped others dream.

They led not by title, or crown, or decree—

But by walking with heart through the roots of the tree.

Some lit the way, and some cleared the trail,

Some helped the weak, and some bent the scale.

Some flew above with a vision to share,

And some stayed behind just to show they still care.

Each tale is a leaf from the forest's own book—

Of how to lead wisely, if you know where to look.

So come take a seat near the trunk and the stone—

And listen to leaders who once stood alone.

Then watch how they grew, and watch how they gave—

And find in yourself the leader that's brave.

1. The Stump with the Spotlight

Leadership Is a Process, Not a Trait

(Grizzle the Badger – Heartgrove Clearing)

In Heartgrove where the stump stands wide,

The forest called a vote with pride.

“We need a voice!” the sparrows cried,

“To help us talk, decide, and guide!”

They built a stage with moss and bark,

Hung signs in every grove and park.

And critters came from field and stream—

To pick the one to shape their dream.

They looked at fur and heard each tone—

And chose the badger with the drone.

“He’s big! He’s loud! He’s tall! He’s bold!

That’s what a leader is!” they told.

Grizzle puffed and took the post,

He thumped his chest and made a toast.

“Now hear me roar! I’ll lead this show!

I’ll fix it all—just watch me go!”

But when a mouse lost all her seeds,

And asked for help to meet her needs,

Grizzle blinked, then frowned, then fled—

“Ask someone else!” was all he said.

He barked new rules, then changed them twice,

He barked again, but not so nice.

And when the frogs began to gripe—

He grumbled, “Critters always gripe!”

Lantern sighed and blinked her light,

“To lead,” she said, “takes more than height.

You grow through care, not just by cheer—

It’s not just loud that brings us near.”

Sprig chimed in with tiny squeak,

“You lead by lifting up the weak!

You ask, you learn, you plan, you try—

It’s not just talk, and not just ‘why!’”

Owliver came from shaded trees,

And murmured, “Grizzle, if you please—

To truly lead this patch of green,

You must become what can’t be seen.”

Grizzle sat. He scratched his brow.

“You mean... I’m not a leader now?”

His voice, once proud, grew small and slow—

“I thought that being picked made it so.”

The others nodded, not unkind,

And offered books and time and mind.

He learned to listen, pause, reflect—

To think of others, not just pecked.

And weeks went by, and Grizzle changed—

His bluster soft, his days re-arranged.

He led not with his strength alone—

But with the roots he’d slowly grown.

Closing Moral Scroll:

To lead is not a gift at birth—

But something shaped in acts and worth.

You’re not a leader when you’re crowned—

But when your care and craft are sound.

It takes more time than size or fame—

To wear the trust behind the name.

So lead by learning, step by step—

For leadership is how you’ve grown.

2. The Voice Beneath the Vines

Leadership Involves Influence

(Lantern the Beetle – Meadowbright Field)

In Meadowbright, the vines had grown,

So tall they nearly hid the stone.

The paths were lost, the flowers few—

And no one quite knew what to do.

The rabbits twitched, the mice grew thin,

The traders sighed, “We’re trapped within!”

A meeting called beneath a tree—

“We need a boss to fix it! See?”

Crabbie flapped up with a scroll,

And squawked, “I’ll take the leading role!

I’ve got the words! I’ve got the clout!

Now step aside—I'll shout it out!”

He drew up maps and waved his wing,

But none could hear a helpful thing.

He squawked commands, he flapped his beak—

But didn’t wait to hear the meek.

Lantern watched from underleaf,

She blinked her light, then moved with grief.

She whispered, “We can clear the vine—

But only if your roots meet mine.”

She didn’t boss or boast or bark,

She lit a trail through thorns and dark.

She showed the way, then stepped aside—

And others followed, side by side.

Milo squeaked, “I see the path!”

And pushed his rake through weedy wrath.

Rilla hopped in with vines in tow—

Then dozens joined the gentle flow.

Crabbie paused and blinked mid-squawk,

Then shuffled down and joined the walk.

He muttered, “Well… I meant to lead…”

And helped to bag a viney weed.

By dusk, the field was clean and wide,

The sun returned, the mice could glide.

And in the hush, the forest knew—

That Lantern’s light had led them through.

Closing Moral Scroll:

A leader isn’t loud or tall—

But someone others choose to call.

Their influence is not their size—

But how they help the others rise.

Some lead by role, and some by heart—

But both can play a vital part.

So shine your light, not just your name—

For guiding well is not the same.

3. The Circle That Chose the Song

Leadership Happens in Groups

(Rilla the Rabbit – Elder Tree Circle)

Beneath the Elder Tree so wide,

The forest met with time and pride.

"It’s Harvest Day!" the chipmunks cried—

"Let’s choose a song to sing with stride!"

Each critter came with tune in mind,

Some soft, some fast, some out of tune.

They couldn’t pick, they couldn’t sway—

And dusk crept in on their delay.

Milo piped up, “Mine’s the best!”

Grizzle growled, “No! Loud songs are blessed!”

Lantern blinked, “But soft feels right—

It fits the stars, it suits the night.”

Rilla stood with ears turned low,

Then said, “We need a song to grow—

Not one that makes just one tail cheer,

But one the whole grove wants to hear.”

She didn’t shout or claim a throne,

She asked what made each song their own.

She hummed them soft, she danced a bit—

And showed how parts might nicely fit.

The mice liked pace, the beetles glow,

The badgers beat a thumping flow.

The owls hooted low and long—

Till soon they found a shared-voice song.

They sang it twice and clapped with cheer,

Then Grizzle grinned from ear to ear.

“Your voice was soft,” he said, “but true—

You led us all by hearing too.”

The forest buzzed with notes so wide,

They echoed past the riverside.

And in that song, both bold and small,

The forest saw what led them all.

It wasn’t one who stood up tall—

But how they made a circle call.

Closing Moral Scroll:

To lead alone is not enough—

The strongest bark still needs a bluff.

For voices grow when shared as one—

Like roots beneath the rising sun.

Leadership begins with “we”—

Not just the “I” beneath the tree.

So ask, include, and help belong—

The best-led groups all write the song.

4. The Nest That Wouldn’t Build Itself

Leadership Is Goal-Oriented

(Owliver the Grey – Bramble Bluff)

High on the bluff where breezes bite,

The birds all dreamed of nests in flight.

“We’ll build!” they chirped. “We’ll make it grand!”

But none would lift a wing or hand.

Sprig said, “We need fluff!” then fled.

Grizzle yawned and went to bed.

Maple circled once, then sighed,

“We all agreed—but none have tried.”

The branches creaked, the hours passed,

But nothing made the vision last.

Until one owl with feathers grey

Looked down and softly said, “I’ll stay.”

Owliver gathered twigs with care,

He tied them firm, then patched the air.

He mapped the nest, he set the floor—

He left a sign: “Room here for more.”

He didn’t scold or shout or scorn,

He simply worked from dusk to morn.

His eyes stayed fixed, his movements sure—

Each twig a step, each knot a cure.

Then Sprig peeked out and blinked in shame—

“That goal we made… you played the game!”

He grabbed a thread and scurried fast—

And Grizzle helped (though late, at last).

By week’s end, every beast could see

A nest where once was canopy.

And when the wind began to grow,

The group all perched in warmth below.

They honored not the loudest voice—

But one who chose a steady choice.

Who held the “why” when all had fled,

And turned a wish to roof and bed.

Closing Moral Scroll:

A dream is bright, a hope is sweet—

But goals need wings and working feet.

To lead is not just call or cheer—

It’s holding on when none stay near.

The truest aim must walk the ground—

With every twig, each task well found.

For goals don’t build themselves, you see—

They grow through shared tenacity.

5. The Trail Sprig Helped Them Take

Path–Goal Theory

(Sprig the Chipmunk – Ribbonroot Trail)

The forest dreamed of meeting near,

But reaching there was far from clear.

The trail was steep, the fog was thick—

And every step felt slow or slick.

“I’ll never make it,” Milo cried.

Crabbie flapped, “The map just lied!”

A twig snapped loud. A root pulled tight—

And no one wanted more that night.

Some beasts turned back, some sat in mud,

Some muttered, “Who can move this crud?”

But Sprig, though small, looked down the slope—

Then blinked and whispered, “I’ve got rope.”

He scurried up, he marked the bend,

He tied a thread from end to end.

He laid out stones where steps would slip,

And fetched warm soup for every trip.

He waited when the slow ones stalled,

He ran ahead when echoes called.

He shouted back, “One more sharp turn!”

Then turned again to check and learn.

He didn’t lead by being fast—

He made a path the group could last.

He shifted, cleared, and matched their climb—

And made the hardest rocks feel kind.

By dusk, the group had found the site—

A ring of logs beneath starlight.

They cheered not just the final place,

But how they’d reached it, side by side, with grace.

Crabbie coughed and looked away—

Then muttered, “Sprig… you saved the day.”

Milo hugged him. Owls gave thanks—

And tiny Sprig stood proud in ranks.

Closing Moral Scroll:

Some lead by blaze, some lead by pace—

But some clear rocks from every place.

They know what others need to thrive—

And shift their steps so all arrive.

To guide is not to shout “this way!”

But build the bridge for those who stray.

The truest leaders light and learn—

And clear the path for all to turn.

6. The Compass and the Clearing

Leadership Is Ethical and Contextual

(Maple the Goose – Ribbonroot Trail)

In Ribbonroot, the trail grew wide,

With moss on stones from either side.

The weather turned, the paths went strange—

And forest folks began to change.

A sickly wind had swept the glade,

And fears grew thick where plans were made.

Some said, “Stay home!” while others cried,

“The rules are wrong—go choose a side!”

Maple stood with wings half-spread,

Unsure of what the moment said.

The signs were mixed, the ground unsure—

What once was right might not endure.

“This way!” said Sprig. “Let’s shut it down!”

He wore a worried, worried frown.

“We’ll stop the trade, we’ll close the trail!

And lock the bridge with bark and nail.”

But Owliver, perched calm and wise,

Just blinked beneath the changing skies.

“We must be firm,” he said with care,

“But fairness still must fill the air.”

“To lead,” he hooted, “is not to freeze—

It’s knowing when to bend the knees.

For ethics live where judgment grows—

Not just in rules, but what one knows.”

Maple nodded, heart unsure—

No map could make her pathway pure.

So she took flight and scanned below—

Each beak, each root, each breath too slow.

She saw the elder mouse alone,

The trader caught in bramble stone.

She saw the young ones still in line—

Afraid to cross the closing sign.

Then back she flew and stood up tall,

She tapped the post and called to all:

“We’ll keep the trail—but guide it slow,

With help for those who fear to go.”

She placed a bell at every bend,

With signs to warn, and friends to send.

She stationed Sprig with masks and packs,

And let the bridge hold gentle tracks.

The traders bowed, the chipmunks cheered,

The owls observed and softly steered.

And though the wind still changed its course,

The forest stayed a thoughtful force.

Closing Moral Scroll:

A leader’s job is not to cling—

But hold what’s right within the ring.

For ethics aren’t just law or loud—

They rise when skies are dimmed and clouded.

She followed not just law or track—

But who was harmed and who held back.

In every moment, place, and face—

She chose not power, but deeper grace.

7. The Song That Rose the Sky

Transformational Leadership

(Eagleton T. Goldcrest – By-Law Bluff)

The skies above the bluff were still,

The forest mood was faint of will.

The work was done, but dreams ran dry—

No voice had dared to name the sky.

“We’ve tilled, we’ve trimmed,” the critters said.

“We’re safe. We’re fed. We’ve cleared the bed.”

But no one looked beyond the trees—

They’d lost the song that stirred the breeze.

Then from the edge, one feather stirred—

A flash of gold, a rising word.

Eagleton flapped, then paused and cried,

“What if we soared, not just survived?”

He didn’t bark, he didn’t boss—

He named the dreams they thought were lost.

“What if our nests could float above?

What if our laws could lead with love?”

He lit a fire with no demand,

He praised each paw, each wing, each hand.

He didn’t say, “Now follow me!”

He said, “Let’s build what none can see.”

Milo gasped, “But I’m too small!”

Lantern blinked, “The sky might fall!”

Rilla said, “I’ve never flown…”

But Eagleton smiled, “Not alone.”

He flew a spiral through the air,

And left a trail of dream and dare.

He dipped back down and gave a spark—

A speech, a plan, a glowing mark.

Soon Milo carved a floating frame,

And Rilla wrote a soaring name.

Lantern strung her light in loops—

And forest friends formed working groups.

By week’s end, high above the glade,

A bannered bridge of dreams was made—

A tower tree, a floating bed,

A nest of hopes the forest fed.

Closing Moral Scroll:

Some lead by task, and some by plan—

But few can lift what others can.

To guide the heart, to light the way—

Is more than checklists done each day.

They see not just what is, but why—

They help the forest reach the sky.

And those who rise don’t fly alone—

They’re lifted by the dreams they’ve grown.

8. The Lantern Who Lit from Behind

Servant Leadership

(Lantern the Beetle – Lantern’s Hollow)

The market hummed in Lantern’s Hollow,

But some were slow, and few could follow.

The berry cart was stuck in clay,

And Milo’s tray had blown away.

Grizzle grumped and paced the floor—

“This market’s chaos! Close the door!”

Crabbie called from up above,

“This place needs rules, not gentle love!”

But down beneath a leafy crate,

Where no one stood to lead or rate,

A tiny glow began to roam—

Lantern was helping carts get home.

She mopped the mud from Milo’s stand,

She stitched a bag with thread and hand.

She fixed a sign with bark and glue,

And cheered a mouse just passing through.

She never asked for praise or crown,

She stayed when all the lights went down.

She offered rest, and berry bread—

And tucked a kit who bumped her head.

Soon others came to lend a wing—

Inspired not by rule, but being.

Crabbie blinked and dropped his scroll—

“What’s leading here... is heart and soul.”

Grizzle cleared the stones with care,

Milo offered stool and chair.

The market bloomed in softer tone—

Where kindness ruled, and none alone.

And Lantern, blinking near the tray,

Just hummed and helped and lit the way.

She led not first, nor claimed a chart—

But built the market’s beating heart.

Closing Moral Scroll:

The strongest light is not the loud—

But one that lifts and moves the crowd.

They lead from love, from back, from near—

They serve, and slowly, draw us near.

They do not shout, but softly give—

And show us how the best ones live.

The lantern leads by lighting low—

So all may find the path and grow.

9. True as Tree Rings

Authentic Leadership

(Owliver the Grey – Elder Tree Circle)

The forest frowned beneath the sky,

Unsure if truth still walked nearby.

A rule was bent, a promise broke—

And trust had vanished like the smoke.

“Who’ll lead us now?” Sprig squeaked in fear.

“Who’ll tell the truth and make it clear?”

Some pointed fast, some looked away—

But none stepped up to truly stay.

Until, at dusk, with wings spread wide,

Owliver perched with humbled pride.

“I’ve made mistakes,” he said out loud.

“I’ve been too quiet. Too proud. Too proud.”

The circle hushed. The leaves stood still.

A truth that raw could shake a hill.

“I’ve written rules I didn’t keep,

I’ve guarded secrets far too deep.”

He paused and bowed. “I’ll share it all—

The wins, the flaws, the rise, the fall.

Not just the wise old words you know—

But who I am, both high and low.”

Rilla sniffed. “That takes real might.”

Grizzle gruffed, “Feels strangely right.”

And Sprig just nodded, near the root—

“Your truth feels stronger than a suit.”

They listened close, they asked him more,

He answered plain—not rich, not poor.

No script, no mask, no clever spin—

Just forest wisdom from within.

And slowly, trust began to sprout,

Not from perfection—but from doubt.

From honesty, not polished pose—

From someone brave enough to close…

The gap between what’s said and shown—

And lead not out—but from his own.

Closing Moral Scroll:

To lead with truth is not to boast—

But name the parts you hide the most.

The truest bark wears rings of years—

And shows its cracks, and storms, and tears.

So lead with what is real, not grand—

And others soon will understand.

The roots of trust grow slow, then deep—

And hold the forest while we sleep.

10. The Shape That Shifts

Adaptive Leadership

(Sprig the Chipmunk – Ribbonroot Trail)

A drought had touched the forest floor,

The stream ran dry, the leaves no more.

The food grew scarce, the roots grew weak—

And Grizzle roared, “No time to speak!”

“Back to the rules!” Crabbie crowed.

“Stick to the map! Use the old road!”

But Sprig looked down the dusty bend,

And knew the old might meet its end.

“We can’t just patch what used to be—

We have to change to stay a tree.”

Owliver blinked from shaded height:

“To lead right now means facing fright.”

Sprig called a meeting at the bend,

With questions few could comprehend:

“What’s worth the pain? What might we lose?

What change, though hard, could help us choose?”

Milo trembled, “What if we fail?”

“Then we will learn a different trail,”

Sprig answered slow, with steady tone—

“We’ll grow, not fix, what’s overgrown.”

They split their tools, they moved their nests,

They learned to eat from higher crests.

They gathered water from the dew—

And made old bark feel bright and new.

Some grumbled, stalled, or clung too tight—

But change moved on, and so did light.

And those who feared the shift would break

Found stronger roots with each mistake.

By moonrise, Ribbonroot had changed—

Not by command, but rearranged.

The ones who once had feared the crack

Now held the trail—and didn’t look back.

And Sprig, though small, had cleared the path—

By asking what the forest faced.

Closing Moral Scroll:

The winds will shift, the roots will strain—

And leaders guide through loss and gain.

They do not fix, but help us grow—

By facing what we need to know.

They don’t pretend to always steer—

They clear the fog, and walk in fear.

The shape that shifts becomes the spark—

That grows the grove when times go dark.

Why I Wrote This

In a world growing louder, faster, and more divided, I wanted to create something quiet, thoughtful, and lasting—stories that teach children how to lead not by shouting, but by listening; not by ruling, but by serving. I wrote the Forest Leadership Series because I believe that the heart of leadership isn’t found in titles or trophies, but in how we show up for others—through courage, care, honesty, and humility.

As a parent, a mentor, and a lifelong student of leadership, I saw a gap in how we teach these vital skills to children. We often wait until adulthood to discuss what it means to lead, even though leadership begins the moment a child helps a friend, speaks up kindly, or makes a hard but fair choice. These fables give children—and the grownups who read with them—language for those moments, characters to model, and wisdom to revisit.

Inspired by classic storytelling traditions from Aesop to Seuss, I wanted each tale to feel like a timeless walk through the woods: poetic, playful, and rich with meaning. I chose animals not to escape reality, but to illuminate it—to let children see themselves in the steady owl, the questioning chipmunk, the gentle beetle, and the loud but learning badger.

At its core, Where the Leaders Grow is about helping children grow into people who lift others, adapt with grace, tell the truth, and light the way. If these stories help a child lead with love—even in the smallest ways—then the forest has done its job.

Teacher's Guide: The Forest Leadership Series

By Forest Moss (c) 2025

Introduction

Welcome to the Teacher's Guide for "The Forest Leadership Series," a collection of ten engaging fables designed to introduce fundamental leadership concepts to young minds. Crafted with poetic language and relatable animal characters, these stories aim to spark conversations about what it truly means to lead—not just by authority, but through influence, collaboration, ethics, and service.

This guide provides educators, parents, and mentors with tools to facilitate meaningful discussions and activities, helping children understand and apply key leadership principles in their own lives. Each fable offers a unique lens through which to explore qualities like authenticity, adaptability, goal-setting, and the power of collective action.

Target Audience

This series is versatile and can be adapted for various age groups:

• Ages 5-8 (Grades K-2): Focus on basic comprehension, identifying character actions, and simple real-world connections.

• Ages 9-12 (Grades 3-6): Encourage deeper analysis of character motivations, cause-and-effect, and more complex application to personal and group scenarios.

• Ages 13+ (Grades 7-12 & Adults): Explore the nuanced aspects of each leadership theory, discuss societal implications, and prompt critical thinking about leadership in current events.

How to Use the Fables

1. Read Aloud: Read the fable aloud, encouraging students to follow along. Pay attention to the rhythm and rhyme.

2. Initial Reaction: Ask for immediate thoughts or feelings about the story.

3. Re-read (Optional): For younger children, or to focus on specific lines, re-read parts of the fable.

4. Focus on the Moral: Discuss the "Closing Moral Scroll" and how it connects to the story.

5. Guided Discussion: Use the provided discussion questions to delve deeper into the concepts.

6. Activities/Extensions: Engage students with hands-on or creative tasks.

Fable Guides

1. The Stump with the Spotlight

• Leadership Concept: Leadership Is a Process, Not a Trait (Grizzle the Badger)

• Key Characters: Grizzle the Badger, Mouse, Lantern the Beetle, Sprig the Chipmunk, Owliver the Grey.

• Synopsis: Grizzle is chosen as a leader for his size and loud voice, but quickly realizes that leadership requires more than just being "picked." He learns through experience and the guidance of others that true leadership is a continuous process of learning, listening, and caring.

Discussion Questions:

• Ages 5-8:

  • Why did the forest choose Grizzle at first?

  • What did Grizzle do when the mouse needed help? Was that helpful?

  • What did Grizzle learn by the end of the story?

  • What does it mean to be a good leader?

• Ages 9-12:

  • What was the difference between what the forest thought a leader was and what Grizzle learned a leader is?

  • How did Lantern, Sprig, and Owliver help Grizzle? What kind of leadership did they show?

  • Can someone be a leader even if they aren't "picked" for a role? How?

  • Think about a time you tried to lead. What did you learn about yourself?

• Ages 13+:

  • Discuss the "Great Man Theory" of leadership (leadership as an innate trait) versus the "Process Theory" (leadership as learned behavior). How does Grizzle's story illustrate this?

  • What are the dangers of choosing leaders based solely on charisma or appearance?

  • How important is humility in the leadership process?

  • Reflect on a leader you admire. What processes or behaviors do they demonstrate that make them effective?

Activities/Extensions:

• Role-Play: Have students act out scenes where Grizzle initially fails and then later succeeds.

• "My Leadership Journey" Journal: Students draw or write about a time they tried to lead and what they learned.

• "Leader Qualities" Chart: Create a class chart listing qualities of a good leader, adding to it as more fables are read.

2. The Voice Beneath the Vines

• Leadership Concept: Leadership Involves Influence (Lantern the Beetle)

• Key Characters: Lantern the Beetle, Crabbie, Milo the Mouse, Rilla the Rabbit.

• Synopsis: When the forest paths are overgrown, Crabbie tries to lead by shouting commands, but no one listens. Lantern, however, quietly shows the way by lighting a path and working alongside others, influencing them through her actions rather than her words.

Discussion Questions:

• Ages 5-8:

  • What did Crabbie do to try and lead? Did it work?

  • What did Lantern do differently?

  • Who followed Lantern? Why?

  • Can you influence someone without telling them what to do? How?

• Ages 9-12:

  • Compare Crabbie's approach to leadership with Lantern's. Which was more effective and why?

  • What does "influence" mean in this story? How is it different from "bossing"?

  • How can one person's actions inspire a whole group?

  • Think of a time you influenced someone or were influenced by someone's actions.

• Ages 13+:

  • Discuss the concept of "power" versus "influence" in leadership. How does Lantern demonstrate "soft power"?

  • What are the ethical implications of using influence?

  • How can leaders build trust to increase their influence?

  • Analyze a historical figure or public leader. How did they use influence (positively or negatively) to achieve their goals?

Activities/Extensions:

• "Lead by Example" Challenge: Give students a small task (e.g., organizing a bookshelf) and ask them to show, not tell, how to do it.

• Shadow Puppets/Storytelling: Create simple shadow puppets or drawings to retell the story, focusing on Lantern's actions.

• "Influence Web": Brainstorm ways people influence each other in school or at home (e.g., sharing, being kind, working hard).

3. The Circle That Chose the Song

• Leadership Concept: Leadership Happens in Groups (Rilla the Rabbit)

• Key Characters: Rilla the Rabbit, Milo the Mouse, Grizzle the Badger, Lantern the Beetle.

• Synopsis: The forest creatures struggle to choose a Harvest Day song because everyone wants their own tune. Rilla helps them by listening to each idea, finding common ground, and facilitating a shared song that everyone can sing, demonstrating how leadership can emerge from within a group.

Discussion Questions:

• Ages 5-8:

  • Why couldn't the animals pick a song at first?

  • What did Rilla do to help them?

  • How did they finally choose a song?

  • Why is it good when everyone gets to help choose?

• Ages 9-12:

  • What challenges arise when a group tries to make a decision but everyone has their own idea?

  • How did Rilla demonstrate leadership without being the "boss"? What skills did she use?

  • What does it mean for a group to "write the song" together?

  • Think about a group project. How could listening to everyone's ideas make the project better?

• Ages 13+:

  • Discuss the role of a facilitator or mediator in group leadership. How does Rilla embody this role?

  • What are the benefits of shared leadership and collective decision-making? What are the potential drawbacks?

  • How can leaders encourage participation and ensure all voices are heard in a group?

  • Analyze a real-world example of a successful group effort. What leadership dynamics were at play?

Activities/Extensions:

• "Group Song Creation": In small groups, have students create a short song or chant about a shared experience, ensuring everyone contributes a line or idea.

• "Consensus Building": Present the class with a simple choice (e.g., what game to play) and guide them through a process of listening and finding common ground, like Rilla.

• "Circle Talk": Practice active listening by having students sit in a circle and discuss a topic, with rules about listening before speaking.

4. The Nest That Wouldn’t Build Itself

• Leadership Concept: Leadership Is Goal-Oriented (Owliver the Grey)

• Key Characters: Owliver the Grey, Sprig the Chipmunk, Grizzle the Badger, Maple the Goose.

• Synopsis: The birds dream of building a grand nest, but no one takes action. Owliver quietly begins working towards the goal, gathering materials and setting the foundation, inspiring others to join in and turn the shared vision into a reality.

Discussion Questions:

• Ages 5-8:

  • What was the birds' big dream?

  • What did Owliver do to help the dream come true?

  • Did Owliver tell everyone what to do? What did he do instead?

  • Why is it important to work towards a goal, not just talk about it?

• Ages 9-12:

  • What's the difference between having a dream and having a goal?

  • How did Owliver's actions motivate the other animals?

  • What does it mean to "hold the 'why'" when others give up?

  • Think of a goal you have. What is the first small step you can take to start building towards it?

• Ages 13+:

  • Discuss the importance of vision and execution in leadership. How does Owliver bridge the gap between the two?

  • What role does perseverance play in goal-oriented leadership?

  • How can leaders inspire action without resorting to coercion or constant supervision?

  • Analyze a project or initiative you've been part of. How crucial was a clear goal and consistent effort to its success?

Activities/Extensions:

• "Goal Setting & Action Plan": Have students identify a simple personal or class goal and list 3-5 concrete steps to achieve it, like Owliver mapping the nest.

• "Building Challenge": Provide materials (e.g., LEGOs, craft sticks) and a simple building goal. Observe how students approach the task and if a "silent leader" emerges.

• "Vision Board": Students create a visual representation of a shared class goal.

5. The Trail Sprig Helped Them Take

• Leadership Concept: Path–Goal Theory (Sprig the Chipmunk)

• Key Characters: Sprig the Chipmunk, Milo the Mouse, Crabbie.

• Synopsis: The forest creatures struggle to reach a meeting place due to a difficult trail. Sprig, though small, takes the initiative to clear obstacles, mark the path, and provide support, making the journey easier and ensuring everyone can reach the goal.

Discussion Questions:

• Ages 5-8:

  • What made the trail hard to follow?

  • What did Sprig do to help the other animals?

  • How did Sprig make the path "feel kind"?

  • How can you help someone when they are having a hard time?

• Ages 9-12:

  • How did Sprig adapt his leadership to the specific challenges of the trail and the needs of the different animals?

  • What does it mean to "clear the path" for others in real life?

  • How is Sprig's leadership different from just telling people what to do?

  • Think about a time you faced an obstacle. What kind of help would have made it easier?

• Ages 13+:

  • Explain Path-Goal Theory: how a leader clarifies the path, removes obstacles, and provides support to help followers achieve goals. How does Sprig exemplify each aspect?

  • Discuss the importance of empathy and understanding follower needs in leadership.

  • How can leaders identify and remove barriers for their team members?

  • Consider a challenge in your community or school. How could a leader apply Path-Goal principles to help overcome it?

Activities/Extensions:

• "Obstacle Course": Set up a simple "obstacle course" (e.g., chairs, blankets) and have one student guide another through it, focusing on clear instructions and support.

• "Problem-Solving Map": Students identify a problem in their classroom or school and draw a "map" showing obstacles and solutions, like Sprig marking the trail.

• "Helping Hand" Activity: Students brainstorm ways they can help clear "paths" for others (e.g., explaining a difficult concept, sharing materials, offering encouragement).

6. The Compass and the Clearing

• Leadership Concept: Leadership Is Ethical and Contextual (Maple the Goose)

• Key Characters: Maple the Goose, Sprig the Chipmunk, Owliver the Grey.

• Synopsis: When a "sickly wind" and fear spread through the forest, the rules become unclear, and some animals suggest extreme measures. Maple, guided by Owliver's wisdom, chooses an ethical path, adapting the rules to the context while prioritizing fairness and care for all, rather than rigid adherence or fear-driven decisions.

Discussion Questions:

• Ages 5-8:

  • What made the forest feel scared?

  • What did Maple do when she wasn't sure what was right?

  • How did she help the animals stay safe and fair?

  • Why is it important to be fair and kind even when things are scary?

• Ages 9-12:

  • What does it mean for leadership to be "ethical and contextual"?

  • How did Maple balance safety with fairness? What was the "right" thing to do in a difficult situation?

  • Why did Owliver say "ethics live where judgment grows—Not just in rules, but what one knows"?

  • Think of a time you had to make a tough decision. How did you decide what was right?

• Ages 13+:

  • Discuss the tension between rules/laws and ethical judgment in leadership. When might a leader need to "bend the knees" (adapt) rather than "freeze" (be rigid)?

  • How does context influence ethical decision-making? Provide real-world examples.

  • What are the responsibilities of a leader when fear or uncertainty is high within a community?

  • Analyze a public figure's ethical dilemma. How did they navigate it, and what were the consequences of their approach?

Activities/Extensions:

• "Dilemma Cards": Create cards with simple ethical dilemmas (e.g., finding lost money, seeing someone cheat) and have students discuss what a leader would do.

• "Community Rules": As a class, discuss and create a few "compass rules" for your classroom that prioritize fairness and kindness, even in tricky situations.

• "Moral Compass Drawing": Students draw their own "moral compass" with words or images representing values that guide their decisions.

7. The Song That Rose the Sky

• Leadership Concept: Transformational Leadership (Eagleton T. Goldcrest)

• Key Characters: Eagleton T. Goldcrest, Milo the Mouse, Lantern the Beetle, Rilla the Rabbit.

• Synopsis: When the forest's dreams have faded, Eagleton inspires them not by barking commands, but by articulating a grand vision and encouraging them to build something extraordinary. He transforms their mindset from mere survival to aspiring for greatness, lifting them to achieve what they thought impossible.

Discussion Questions:

• Ages 5-8:

  • What was the forest missing at the beginning of the story?

  • How did Eagleton help them feel excited again?

  • What did they build that was amazing?

  • How can someone help you dream big?

• Ages 9-12:

  • How is Eagleton's leadership different from just giving orders? What does it mean to "name the dreams they thought were lost"?

  • What is a "transformational" leader? How did Eagleton transform the forest's thinking?

  • How did he make even small animals like Milo feel they could contribute to a big dream?

  • Think of a time you felt inspired to do something great. What made you feel that way?

• Ages 13+:

  • Define Transformational Leadership (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration). How does Eagleton demonstrate these components?

  • How do transformational leaders motivate followers to go "beyond expectations"?

  • Discuss the role of vision and communication in inspiring a group.

  • Identify a historical or contemporary leader who exemplifies transformational leadership. What impact did they have?

Activities/Extensions:

• "Dream Big" Project: Have students brainstorm a seemingly "impossible" project for the class or school and then break it down into inspiring steps.

• "Inspirational Speech": Students write and deliver a short speech to inspire their classmates to achieve a goal.

• "Vision Art": Students create artwork representing a transformed future for their community or the world, inspired by Eagleton's vision.

8. The Lantern Who Lit from Behind

• Leadership Concept: Servant Leadership (Lantern the Beetle)

• Key Characters: Lantern the Beetle, Grizzle the Badger, Crabbie, Milo the Mouse.

• Synopsis: In a chaotic market, Grizzle and Crabbie try to lead with rules and complaints. Lantern, however, leads by quietly serving others, helping with small tasks, offering comfort, and inspiring others through her selfless actions, ultimately building the market's "beating heart."

Discussion Questions:

• Ages 5-8:

  • What was wrong with the market at first?

  • What did Lantern do to help?

  • Did Lantern ask for thanks?

  • How did her helping make the market better?

• Ages 9-12:

  • What does "servant leadership" mean in Lantern's story? How is it different from other types of leadership?

  • Why did Crabbie and Grizzle change their behavior after seeing Lantern?

  • How can serving others make you a stronger leader?

  • Think of a time you helped someone without being asked. How did it feel?

• Ages 13+:

  • Discuss the principles of Servant Leadership (e.g., listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth, building community). Which ones does Lantern exemplify?

  • Why might servant leadership be particularly effective in building trust and fostering a positive culture?

  • What are the challenges of practicing servant leadership in a hierarchical environment?

  • Identify a leader (historical, community, or personal) who demonstrates servant leadership. What impact have they had?

Activities/Extensions:

• "Acts of Service Challenge": Students identify small acts of service they can perform for their classmates, family, or community.

• "Thank You Notes": Students write thank you notes to people who have shown them servant leadership.

• "Community Helper Interview": Invite a local community helper (e.g., librarian, firefighter, volunteer) to speak about how they serve others.

9. True as Tree Rings

• Leadership Concept: Authentic Leadership (Owliver the Grey)

• Key Characters: Owliver the Grey, Sprig the Chipmunk, Grizzle the Badger, Rilla the Rabbit.

• Synopsis: When trust is broken in the forest, Owliver, a respected leader, bravely admits his own mistakes and flaws. By being honest and vulnerable, he rebuilds trust, showing that true leadership comes from being genuine and transparent, like the visible rings of a tree.

Discussion Questions:

• Ages 5-8:

  • Why was the forest frowning?

  • What brave thing did Owliver do?

  • How did the other animals feel when Owliver told the truth about his mistakes?

  • Why is it important for leaders to be honest, even about their mistakes?

• Ages 9-12:

  • What does "authentic leadership" mean in Owliver's story? How does his honesty help the forest?

  • Why is it hard for leaders to admit mistakes? What does it take to do so?

  • How does vulnerability build trust?

  • Think of a time someone was honest with you about their flaws. How did it make you feel?

• Ages 13+:

  • Discuss the components of Authentic Leadership (self-awareness, internalized moral perspective, balanced processing, relational transparency). How does Owliver demonstrate these?

  • What are the risks and rewards of relational transparency in leadership?

  • How can leaders cultivate self-awareness and an internalized moral compass?

  • Analyze a public figure who has demonstrated authentic leadership (or a lack thereof). What were the consequences?

Activities/Extensions:

• "Honest Reflection": Students write or draw about a time they made a mistake and what they learned from being honest about it.

• "Trust Building Scenarios": Present scenarios where trust is broken (e.g., a friend breaks a promise) and have students brainstorm ways to rebuild it, focusing on honesty.

• "Tree Ring Timeline": Students draw a tree trunk with "rings" representing important learning moments or challenges in their lives, showing how those experiences shaped them.

10. The Shape That Shifts

• Leadership Concept: Adaptive Leadership (Sprig the Chipmunk)

• Key Characters: Sprig the Chipmunk, Grizzle the Badger, Crabbie, Owliver the Grey, Milo the Mouse.

• Synopsis: A drought forces the forest to face difficult changes. While some cling to old ways, Sprig leads by asking tough questions, encouraging the community to adapt, learn new ways, and embrace transformation rather than trying to fix what's broken or stick to outdated methods.

Discussion Questions:

• Ages 5-8:

  • What big problem did the forest face?

  • What did Sprig do to help them change?

  • Did everyone like the changes at first? What happened?

  • Why is it important to learn new ways when things change?

• Ages 9-12:

  • What does "adaptive leadership" mean? How did Sprig help the forest "grow, not fix"?

  • Why is it hard for people to change, even when they need to?

  • How did Sprig handle the "grumbling" and "stalling" of some animals?

  • Think about a time you had to adapt to a new situation. What made it challenging or easier?

• Ages 13+:

  • Explain the core principles of Adaptive Leadership (distinguishing technical problems from adaptive challenges, diagnosing the system, mobilizing people, managing resistance). How does Sprig apply these?

  • What is the role of a leader in helping a community navigate discomfort and loss during periods of change?

  • How does adaptive leadership differ from traditional problem-solving?

  • Analyze a major societal or organizational change. How effectively did leaders facilitate adaptation, and what were the outcomes?

Activities/Extensions:

• "Change Challenge": Present a hypothetical change in the classroom (e.g., new seating arrangement, new routine) and have students discuss how they would adapt.

• "Innovation Brainstorm": Students brainstorm new ways to solve an old problem (e.g., recycling, saving energy), encouraging "growing, not fixing."

• "Adaptation Story": Students write or draw a short story about an animal or person who successfully adapts to a new environment or challenge.

General Activities & Extensions for the Series

• Character Profiles: Students create detailed profiles for each recurring character, noting their leadership qualities and growth throughout the series.

• "Leadership Tree": Create a large tree display. As each fable is read, add "leaves" with the leadership concept and examples from the story.

• "Forest Council": Hold regular "Forest Council" meetings where students discuss classroom issues and practice applying the leadership principles from the fables.

• Creative Writing: Students write their own fables about leadership, using animal characters and a clear moral.

• Art Project: Students create a mural or diorama of the "Forest Leadership Series," depicting scenes from the fables.

• "Leadership in My Life": Encourage students to identify and share examples of leadership they observe in their families, school, or community.

Assessment Ideas

• Observation: Observe student participation in discussions and activities, noting their understanding and application of concepts.

• Journal Entries: Review "My Leadership Journey" journals or reflection pieces for depth of understanding.

• Fable Creation: Assess student-created fables for their ability to convey a leadership concept and moral.

• Role-Play Performance: Evaluate students' ability to embody leadership roles and apply principles in simulated scenarios.

• Concept Matching: Create a matching activity where students connect fables to their core leadership concepts.

Common Core Connections (English Language Arts)

The "Forest Leadership Series" naturally aligns with several Common Core State Standards for English Language Arts, particularly in Reading Literature (RL), Reading Informational Text (RI), Speaking and Listening (SL), and Writing (W). Here are some examples by grade band:

Grades K-2 (Ages 5-8)

• RL.K.2 / RL.1.2 / RL.2.2: Recount stories, including fables, and determine their central message, lesson, or moral. (Directly addressed by discussing the "Closing Moral Scroll").

• RL.K.3 / RL.1.3 / RL.2.3: Identify characters, settings, and major events in a story. (Supported by character focus and synopsis for each fable).

• SL.K.1 / SL.1.1 / SL.2.1: Participate in collaborative conversations with diverse partners about kindergarten/grade 1/grade 2 topics and texts with peers and adults in small and larger groups. (Supported by all discussion questions and "Circle Talk" activity).

• W.K.3 / W.1.3 / W.2.3: Write narratives in which they recount two or more appropriately sequenced events. (Supported by "My Leadership Journey" and "Adaptation Story" activities).

Grades 3-6 (Ages 9-12)

• RL.3.2 / RL.4.2 / RL.5.2 / RL.6.2: Determine a theme or central idea of a text and explain how it is conveyed through key details; summarize the text. (Supported by discussion questions that ask about "difference between thought and learned," "meaning of influence," etc.).

• RL.3.3 / RL.4.3 / RL.5.3 / RL.6.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Supported by discussion questions on character actions and motivations).

• SL.3.1 / SL.4.1 / SL.5.1 / SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3/4/5/6 topics and texts, building on others’ ideas and expressing their own clearly. (Supported by all discussion questions and "Forest Council" activity).

• W.3.3 / W.4.3 / W.5.3 / W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Supported by "Creative Writing" and "Adaptation Story" activities).

Grades 7-12 (Ages 13+)

• RL.7.2 / RL.8.2 / RL.9-10.2 / RL.11-12.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (Supported by advanced discussion questions on nuanced aspects of leadership theory and societal implications).

• RL.7.3 / RL.8.3 / RL.9-10.3 / RL.11-12.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (Supported by analyzing character evolution and contextual factors).

• RI.7.3 / RI.8.3 / RI.9-10.3 / RI.11-12.3: Analyze the interactions between individuals, events, and ideas in a text. (Applicable when discussing real-world leadership examples).

• SL.7.1 / SL.8.1 / SL.9-10.1 / SL.11-12.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7/8/9-10/11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Supported by all discussion questions, especially those prompting debate and analysis).

• W.7.3 / W.8.3 / W.9-10.3 / W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Supported by "Creative Writing" activities).

Differentiation

• For Younger Learners/Struggling Readers:

  • Read fables multiple times.

  • Provide visual aids (pictures of animals, story maps).

  • Focus on 1-2 key questions per fable.

  • Use simplified language in discussions.

  • Encourage drawing or acting out responses.

• For Advanced Learners/Enrichment:

  • Encourage deeper analysis of metaphors and symbolism.

  • Research real-world leaders who embody the concepts.

  • Debate ethical dilemmas presented in the fables.

  • Design and implement a leadership project within the school or community.

  • Compare and contrast leadership styles across multiple fables.

Conclusion

"The Forest Leadership Series" offers a unique and engaging pathway to understanding leadership. By exploring these timeless tales, children can develop a foundational understanding of what it means to lead with integrity, empathy, and purpose. We hope this guide empowers you to bring these valuable lessons to life in your classroom or home, fostering a new generation of thoughtful and effective leaders.