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STAGE 1 PLANNING

Teacher: Alisha Carlin Grade/Subject: 9th-12th / Fashion Level 1

Part 1: My Standards, Goals and Outcomes


Academic Standards: Fashion Design and Merchandising Pathway Standards

A6.1 Identify general characteristics and maintenance of various fibers, fabrics and
finishes

Taken from the California Career Technical Education Model Curriculum Standards

Big Questions (Questions to frame student learning)

• Why are there different types of fabric?


• What are the different types of weaves on woven fabrics?
• How do they produce each type of fabric?
• Are there ways to identify the different types of fabric easily?
• What types of fabrics are good for making clothing?

Knowledge (Concepts to be understood and applied)

• Students will understand the basic characteristics of each fiber (Synthetic v. Natural)
and fabric (Cotton, Linen, Jersey, Silk, Canvas, Silk, Lace, Nylon, etc.)
• Students will learn about Synthetic v. Natural fabrics through a method called “burn
testing.”
• Students will be able to differentiate between multiple fabrics and fibers.
• Students will understand why certain fabrics are called/used for certain projects.

Skills (what you will explicitly teach)

• Students will understand how to identify Synthetic Fibers versus Natural Fibers after
completing lab assignment and research, based on the way a fabric feels, if it has a
weave or not, etc.
• Students will understand that a natural fiber comes from nature (animal or plant) and
synthetic is man-made.
• Students will understand that natural fiber is easy to dye, synthetic fiber is not easy to
dye.
• Students will understand that in most cases natural fibers become ash after burning
while synthetic fiber becomes melt.
• Students will understand and be able to explain why a Natural Fabric/Fiber may be a
better choice for a Summer Dress, rather than a Synthetic Fiber.
• Students will be able to design collections that make sense. Fabric choice is a big
decision and students will use their new knowledge to make educated choices instead
of using the reason “I liked the way the fabric (read print of fabric) looked.

Student Learning Goal:

By the end of the fabric and fiber lesson (end of the week), students will share, either
orally or in writing, their understanding of natural and synthetic fibers and how that will
affect the design/fabric choices they will make for our next project. Ultimately, this
lesson will impact the daily decisions that they make in class in terms of choosing
fabrics and intentional designs with certain types of fabrics, influencing their final
collection a few years later in Fashion 3 and Fashion 4.

Language Objectives/Expectations

Students will be able to understand the definitions of natural fiber, synthetic fiber, fabric
content, and fiber. Students will be able to define and classify (whether natural or
synthetic) the different types of fabric such as cotton, twill, rayon, nylon, jersey, lycra,
etc.

Literacy Objectives/Expectations

Students are learning new terms and basis characteristics of fabrics/fibers and will
relate this when reading patterns. Different patterns, call for the use of different fabric
because of their weights and content, students will be able to recognize and understand
why this is the case. It will also help students become career ready, as fabrics are
weighed in the industry and are chosen based on their content and use. It is important
that students are literate in fabric and fiber characteristics so they are successful in the
industry.

Students Social-Emotional Goal (Learner)

This project will teach students to be responsible learners. It does deal with a flame in
the lab. Students will have to self-regulate their emotions and realize this is not a time
“to play or joke around” with fire. Doing so will result in a zero.

Students will also see fabric and fiber content choices from a designers standpoint.
After testing Natural Fibers they will understand its breathability and be able to explain
why it is a good choice to use this type of fabric for a Summer collection.

Assets to Learning (Learner)

This project will take place near the beginning of the semester. Typically at this time
students are eager to learn and excited to use multiple means of learning (working in
the lab versus listening to a lecture or watching a video on the content). Most of the
students in class are excited about Fashion Design and aspire to be designers/work in
Los Angeles in the Fashion Industry. Textile Engineering and Textile Design are trades
in the industry and this project allows the students to experience another faucet within
the industry. This is the project that kids reference all year and are excited to talk about
their fabric selections when we take a field trip to the garment district in LA because
they understand and can identify different types of fabric.

Challenges to Learning (Learner): (level of literacy, language proficiency levels,


funds of knowledge, attention span)

As referenced earlier, there may be some behavioral issues when dealing with the lab
aspect of this assignment. Students may play with the flame inappropriately. This lab is
hands on. Students are touching, seeing, hearing, smelling and experiencing what the
burn test is doing to each swatch of fabric. Rather than watch a video on the subject
matter, doing a lab like the burn test allows students to tangibly connect to the standard.
In the case that I come across students abusing the lab, they will the have to copy down
the shop codes silently (or in OCI - on campus intervention) while the rest of the class
continues with the lab. They will also have to come in at lunch to conduct the
experiment with me (with my close supervision) at a later time.

Common Misconceptions (Leaner and Target): Subject-matter specific, related to


academic standard, knowledge gaps, student confusion, multiple meanings,
cultural differences, misunderstandings.

After discussing the differences between Natural and Synthetic fibers, students will may
be confused about what types of fabrics are under each classification. For example, silk
is shiny (like a synthetic) but is actually from silk worms which makes it a Natural fiber.
Students make get confused based on the appearance of fabric, and I have to make
sure that they are looking past the appearance and investigating how it acts after
various tests.

My Class: Classroom Composite and Needs

My Classroom Composite (Teacher and Learner): Whole group (broad needs of


students, observable patterns and trends, language and literacy subgroups,
digital/technology fluency, emotional regulation)

As an elective, my class make-up is always diverse and varies greatly from period to
period. As a whole, most classes do have English Language Learners and Standard
English Learners. Nearly 5% of each class is comprised of Emerging English Learners
who recently immigrated and have a full time aide who accompanies them to class to
translate. Another 20% consist of Long Term English Learners, those who immigrated
over as young children, but whose English is proficient when speaking, but not when
writing. Outside of those statistics, about 10% of each class has a mom or relative
(typically Aunt or Grandma) who knows how to sew, works as a tailor, or lives and
works in Los Angeles in the Fashion Industry. They are motivated to be in class
because they want to be on the same career path as their family members. Nearly 40%
of the classroom demographic is Hispanic. A lot of their designs are actually influenced
by their family’s ties to Mexico or family members who still live there. Very strong
cultural ties influence their designs. The school is also based near two lakes, and the
mountains are only 45 minutes away, so students are very active in extreme sports
whether that be wakeboarding, snowboarding, BMX, Motocross and more. Their
extracurriculars also affect their design choices. Many students have a passion to
design for activewear based on their active lifestyles and the culture of our local
community.

Most students do not have access to sewing machines at home, nearly 20% do have
access as they come from upper class families, but a majority do not. Sewing is never
assigned as homework for this reason, and students do come in at lunch when the lab
is open to help stay on task with their sewing assignments.

Accommodations/Adaptations/Intervention
(Teacher, Learner, Instructor, Management)

Focus Student #1 - Special Needs

FS1 is a student my mentor teacher has in class (whom I have subbed for multiple
times). She immigrated from Mexico when she was 6 years old but understands English
(reading and writing) as her parents are fluent speakers. Although she would be
classified as a LTEL, she is actually deaf. FS1 is fluent in American Sign Language.
She is able to hear certain sounds but only at certain pitches. Her literacy skills are
excellent and she does not have a problem reading or writing English. She has an aide
who accompanies her to every class and translates for her.

FS1 sits in the front of class with her aide. She is able to read my lips, but also
references her aide when she needs clarification. When showing videos in class, I make
sure that the captions are turned on so that FS1 can watch the video as well. I also give
her video links that I do not give to other students so that she can further understand the
concepts with the closed captions.

Focus Student #2 - English Language Learner

FS2 is a Emerging English Learner who is also in my mentor teacher’s class. She
immigrated from Mexico six months ago. She is very shy, but loves to express herself
through design. Her design skills are above those of her peers, even though she does
not understand instruction in the English Language. She also has an aide that
accompanies her in class. When her aide is absent, there are many students in class
who speak both English and Spanish (as LTELs) who help guide her when she doesn’t
understand.

My Spanish speaking skills are not proficient standards at all, but I can speak in simple
sentences to help her understand as well. Most days I reference google translate. FS2
seems to be impressed with my ability to try and bridge the gap where she gains the
confidence to start using English words as well. I will continue working with her aide to
make sure FS2 understands the new concepts and ideas.

Teacher, Learner, Target, Assessment, Instruction,


Management
Multiple Means of Representation (modeling & practice)

• In order to introduce the new terms and fashion vocabulary, I will create a powerpoint
presentation. It will include both vocabulary (broken down into simple terms) and
pictures/videos/audio.
• When the students are broken into their lab work groups, I will pass out 5 swatches of
differing (natural and synthetic fabrics) where based on the powerpoint, students can
begin making educated guess as to which fabric is which.
• I will also point out specific garments in the classroom, for example “Look at my shirt,
what type of fabric do you think this is?”, “Look at FS2’s shirt, what type of fabric do
you think it is?”, etc, etc.
• I will monitor understanding by calling on students randomly (name card system) and
ask them to name the type of fabric they are wearing.
• For my students who are ELs and deaf (like FS1) their aides will participate with the
class discussion as well.
• Once we have talked about our own garments we are wearing, then the lab will begin.

Multiple Means of Engagement

• One at a time, each student in the group will have the opportunity to conduct the burn
test on the specific piece of fabric they were given. As a group of five, they will record
the results from each burn test #1 - #5.
• They will personally interact with the fabric that they were given, but also have the
opportunity to watch their group mates burn their pieces of fabric (all fabrics will be
different…for example one group might have cotton, silk, jersey, linen and rayon).
• Each fabric will burn differently so they will have to reference their notes on natural v.
synthetic fibers to determine which is which.
• Students will also have to assess the differences in which they burn (slow v. quick,
what it smells like, etc)
• They will discuss as a group their conclusions. If Fabric #1 - #5 is natural or synthetic
AND what type of fabric they are ex: cotton, silk, etc.
• For my students who need accommodation like FS1 and FS2, I will pair FS2 with
students who speak both Spanish and English. FS1 will be placed in a group who is
speaking English (so she can read lips) and will also be accompanied by her aide.
• FS1 can also reference the video I give her so she can make her assessment based
on the text of the video.

Multiple Means of Expression (practice & assessment)


• Before the lab starts, I will demonstrate the expectations I have the students, while
also modeling what I am looking for (in order to get the correct answers).
• I will burn one piece of Natural Fabric and one piece of Synthetic Fiber.
• Students will then help me explain the difference between the two tests.
• At our campus we have ELMO projectors that are perfect to project so that the entire
class can see. I would utilize this tool so that everyone has a visual. While also
explaining verbally what is happening to each fabric.
• Students will then begin their group experiments, collaborating and communicating
what they see, smell and hear in order to identify the types of fabric.
• Students can then present their finding as a group orally to the entire class.
• FS1 aide can translate for her and FS2 can have her aide or a classmate translate for
her.

Managing the Classroom Environment

• I will make sure students understand what they are doing by asking if they have any
questions or may be confused. I will assist them as needed and help guide them
through the steps.
• I will also walk around and monitor the groups frequently to make sure groups are not
off task playing with fire or goofing around with the flame.
• I will also look to see the number of students who are participating. My hope in giving
each student a fabric swatch is that they will all be participating as they anticipate their
turn to do the burn test. I expect participation to be high, especially from the male
students.

STAGE 2 PLANNING

Daily Agenda: What Will I Use To Manage Daily Instruction?

What is my Learning Map Sequence for Day 1

Running Class Time (bell to bell): 58 minutes

Before conducting the Burn Test, students will have prior knowledge of Synthetic and
Natural Fibers. They will understand that Synthetic means Man-Made (not found in
nature) where Natural means found in nature (from animals or plants). Students will
have learned this through a powerpoint lecture and videos that support the lecture
(UDL). At the beginning of class we will review what we learned yesterday. Tapping into
their prior knowledge and continuing to build on the foundation we have laid. Students
will then remain in their already assigned table groups for this project. Their assigned
table groups would have been established based on Learning Disabilities, English
Learners and various pairings in order to make accommodations for each group. For
instance FS1 will need a group of English speakers where she can read lips and
actively participate with her aide translating for her. With FS2, I will place her with
students who are fluent in both Spanish and English so she can express what is
happening. I will also make sure she has a Fabric Burn Test chart that is translated in
Spanish for her. Directions and expectations will be given at the beginning of the Burn
Test. Students will understand not to play with the fire or lighter. Acting inappropriately
will result in a zero and they will be sent to OCI (on campus intervention). After test
rules have been established, I will model the Burn Test using both a synthetic fabric and
a natural fabric. I will explain how each fabric is burning and also ask the students
questions to guide them to come to the correct conclusions using their burn test chart
(provided by me…which I forgot to give the students who volunteered in my video).
Once I have modeled both a synthetic and natural fabric test, I will then monitor the
group as each student burns the piece of fabric in front of them (one at a time). Before
they begin each table mate will take a guess as to what they think the fabric is before
the test. Once they burn the fabric then the table discusses what they think the fabric is
and why. They will continue this for each swatch of fabric. At the end we will clean up
appropriately and each group will tell the rest of the class something unique they
observed or learned. We will also discuss the importance of the Burn Tests and what
that means for our fabric selections and identifications moving forward. Students will
begin to gain confidence in their future fabric selections and understand why certain
fabrics are selected as opposed to others.

What Materials Will I Use?

Each Table Group will have:

• 5 Swatches of various fabrics (synthetic and natural). These will be randomly


assigned each will differ by table group. One group might have: Rayon, Linen, Wool,
Nylon and Acetate. While another group may have: Silk, Polyester, Linen, Cotton and
Spandex.
• One Foil Pie Tin in order to contain the flame.
• One Small Mini Candle (in the video we had a lighter). The mini candle does not give
off any additional chemicals like a lighter may. The flame is “pure”.
• Pair of Tweezers (we did not have tweezers in the video but will use them in the
classroom) to help keep the fingers safe and allow the kids to touch the fabric (with
the tweezers) after it is burned to make further observations.
• Fabric Burn Chart in order to assist and guide them in figuring out the fabric content.

How Will I Assess Student Learning?

Assessment of the Whole Group will be done through observation and quality of
responses to the questions asked. I will also ask my focus students the same questions
through their translators. The Whole Group will be able to peer assess each table as
they present their findings. Some tables may have the same fabrics (the swatches of
linen cut from the same bulk of fabric) but come up with competing answers. If this is
the case, this will be a good time for them to defend their prior knowledge and test their
new knowledge. Having the same answers will indicate that they understand the lesson
in its entirety. I will be scoring their group lab sheet. The sheet where each group
recorded their answers with the fabric tests. Students can also receive participation
points. Any students not participating or messing around with the fire/flame/fabrics will
lose points and risk taking a zero.

STAGE 3 ASSESSING/REFLECTING ABOUT STUDENT


LEARNING
What Evidence of Student Learning Have I Collected?

This lab is largely process and product based. It shows how the students take in and
make sense of the new content as well as showing what students know, understand
and can do.

Initial Evidence:

• Student Participation - At the beginning of class, I assessed the students prior


knowledge of Synthetic and Natural Fibers. I asked the students questions to gauge
their understanding of the class content. I noticed who was actively participating and
who seemed to be struggling. This gave me the opportunity to see who actually
understood the content and what cognitive level they were currently at.
• Opening Questions - I asked the questions at the beginning of class to see who had
developed competence and who was still struggling to grasp understanding of the
subject matter. This immediately provided feedback on how I was going to tackle the
lab. Could I take the burn test to a deeper level, building on prior knowledge or did it
need to be implemented as a “review session”? The answers to my questions showed
me the students understood, so we continued to build on prior knowledge.

Evidence During Activities:

• Group Activity/Self Assessment - During the lab, the students were able to discuss
what they were seeing and smelling as a group. They were internally processing the
information, but also working as a group to come to the correct conclusions, The
purpose of working together was to promote group work, while also building self-
confidence in their analyzing skills. All students were participating. At the beginning of
each burn test, I made sure to take a tally of how many students believe their fabric
was synthetic or natural before the burn, then while it was burning began to ask them
questions. Near the end of the burn test, I began to observed and let them come to
the correct conclusion as a group. All group members scored high on this
assessment.

Final Evidence:
• After they clean up the lab, and before they leave class, each lab group will have to
give their group findings of the lab to the entire class. This will be a peer assessment
as well as an overall assessment of their understand of the lab and Synthetic v.
Natural Fibers as a whole. Some groups had the same fabrics but came to different
conclusions, so again this will allowed for discussion as to what the correct fiber is
and why. It evaluated their cognitive level according to Bloom’s Taxonomy.

How Will I Analyze This Evidence of Student Learning?

• For my focus students, I will make sure through the use of their translators that they
are on the same level of understanding as the rest of the class. They will also be
assessed on how well they are communicating with their group and participating
within the burn test as well.
• The class as a whole was analyzed by acting as a guide and observing the group
discussions of each fabric burn throughout the process. I was able to see who was
actively participating and their levels of understandings.
• The final group assessment also allowed me to see what groups understood the
concept as a whole, and where other groups had fallen short. If students missed the
mark completely, by indicating wrong fabric types, then I could ask questions and
assess why they had come to the wrong conclusion.
• Only half of the objective was met. Students understood and could now identify in real
time the general characteristic of various fibers, fabrics and finishes. However we did
not cover the maintenance in this lab. Therefore the full objective was not reached but
could be met in another lesson pertaining to maintenance building on their now prior
knowledge of fabrics, fibers and finishes.

What Instructional Decisions Can I Make as a Result of This Analysis of Evidence?

• First and foremost, what was shown in my video (in the Summer without a proper
classroom or materials) will not be executed as shown. I will use candles instead of a
lighter. I will use tweezers instead of not having any at all. The use of materials will be
very different in a real-life classroom situation.
• I will also include the charts that explain each burn test. I forgot this piece of paper at
home, which is a big fault in my preparation while scrambling to get students over the
Summer break. This chart would have helped my students who participated in the lab
be able to further their verbal understanding of the lab and its results.

STAGE 4 APPLYING

As I Reflect About My Unit of Study…

What New Information Did I Get About My Students in Relation to Their Learning
Preferences?
• This was my first time working with this group of students. Due to it being summer
break, I had to bribe my husband’s basketball players with gatorades and snacks after
practice to learn about Natural and Synthetic Fibers. Convincing most teenage boys
to agree to anything Fashion Design related is like pulling teeth. Fortunately it was
successful for both the students and myself. It was also equally as rewarding working
with an entire group of boys. My mentor teacher’s class is 95% female and 5% male.
The results of this lab reaffirmed my belief that Fashion Design is a class for all types
of male students, not just males who are prevalent or stereotypically in the industry.
• I have substitute taught for most of the students in my “class”, and as the coach’s
wife, I already had an established relationship with a majority of them. I noticed that
they worked well as a group, being teammates, which is why I decided they would
work well together in this lab activity. I also observed that their personalities and
learning styles varied greatly, which made for a unique group dynamic and learning
atmosphere. Some of the students were more verbal shouting out their answers
straight away, while other students were more reserved and waited until the burn test
had completed - almost absorbing all of the details - until they came to their
conclusion. Over the length of the lab, I noticed the more reserved students starting to
become more confident in their answers and understandings eventually shouting out
the answers before others could.
• At the end of the lesson, when recapping each fabric, it was evident that the students
had gained a full understanding of the subject matter. The burn test solidified their
understanding and continued to build on their prior knowledge (the quick powerpoint I
showed the students (my husband’s players) before we conducted the burn test. Each
student spoke with confidence when addressing each specific fabric their group
burned and why it was identified as a natural or synthetic fiber. Considering the fact
that none of the gentlemen in class had ever taken fashion design, let alone thought
about different types of fabrics, it was encouraging to see them excited about their
newfound knowledge.
• After taking this course and teaching this specific lesson, I have learned that it is so
important to understand each student’s unique preferences. What works for one class
(and/or student) may not work well for the next class. My focus students may struggle
with items the rest of the class may not have any issues understanding.

What New Information Did I Get About Effective Teaching Practices for the Whole
Class, Small Groups and/or Individual Students?

I learned that this lab is effective at creating a dynamic group discussion. Students were
not afraid to disagree and willingly shared their reasoning for why they believed their
observations of the burn test were valid. This encouraged peer learning and further
developed their cognitive understandings.

How Was the Student Learning Data Collected in Alignment to Content Area Standards
for this Grade Level?
I used backwards planning to create this learning map. I first chose the standard I
wanted to use before I even began thinking of a lesson. I kept this standard at the
forefront of my planning. The lab was used to assess students mastery over the content
and learning goals.

How Were the Language and Literacy Scaffolds Effective for Student Learning Given
Language Diversity in the Classroom?

The focus students were both provided with an aide to help guide them through the lab.
In addition to the aide, both students were provided with hand-outs that clarified the
directions. For FS2, the English Learner, the directions, definitions, examples and burn
test chart were both translated into Spanish. They were still able to participate in group
discussions through the use of their translators. For FS2, she was also paired with bi-
lingual students who could understand her observations.

How Will I Use This Information to Plan My Future Instruction?

I will continue to use group projects and peer assessments to create effective learning
environments for all students. I believe groups should be diverse in order to prepare
student’s for the workplace (which is also a CTE standard). They need to work in
diverse groups in order to learn how to make decisions, solve problem and create new
ideas.

How Effective Were My Practices? What Will I Keep? What Will I Improve and
What Will I Discard?

Based on the data gained from the formative assessments, it is evident that the
students walked away from the lab with a thorough understanding of synthetic and
natural fabrics and fibers. I believe the lab utilized all of the students senses which
helped to garner a deeper understanding. I will work on making transitions more
seamless and less messy. I do not think that I would discard anything at this point in
time.

What New Understanding Do I Have About My Own Teaching Practices?

Firstly, I need to give myself a bit more grace. I am my own worst critic. This was my
first time ever teaching a group and it was under unique circumstances. The next time I
teach this lesson I will be student teaching and be with students I am far more familiar
with. I believe I was nervous and when my husband pressed record on the camera, I
initially froze. I know as this program progresses and as we have to film ourselves for
the calTPAs I have no choice but to be more comfortable in front of the camera.

I do realize that I need to slow down a bit. The students are not at the same level of
understanding that I am and I cannot assume that they understand it on the first go
around. I certainly did not. I also need to realize that these are high school students and
not college or professional industry level so I need to continue to simplify terms and
concepts so that students can build a solid foundation. We will simply not be able to go
in as depth on Fabric Content as a whole college course focused solely on Textiles for
the whole semester would be able to cover. We have a limited amount of time and a lot
of content to cover.

What Have I Learned About Myself as a Teacher?

I have learned that I am awkward in front of the camera, although watching myself back
has already shown me several areas of growth. Obviously the students I was teaching
this lesson to were not in the class on a day-to-day basis. This was their first interaction
learning about fabric characteristics and content. I noticed myself laughing at their
responses. Not in a demeaning way, I thought it was very cute the way the basketball
boys were actually intrigued by fashion design. I know it changed their perceptions of
the subject.

I have also learned that my class is fun and engaging. As mentioned earlier, these boys
have never had any interaction with a fashion design course and by the end of the
lesson were talking about how they are considering taking fashion design. This is my
ultimate goal for teaching. To make learning fun and to develop passionate,
independent life-long learners.

As a Professional Learner Where Do I Need to Continue to Grow and Strive For?

As a professional learner and career technical education educator, it is of highest


importance that I remain industry relevant. This way I ensure that my students are in
fact career ready and will be able to transition into the industry seamlessly. If myself or
my curriculum grows stagnant it will be of huge detriment. Given that I am a second
career teacher with 5+ years of industry experience and lots of industry contacts, I do
not see this being an area I will struggle with. In fact, as a candidate teacher, I am
already on two advisory boards for two fashion design college programs. This allows me
to stay relevant with what is happening in college curriculums, but also in the industry as
they too are trying to remain industry relevant. I also plan to attend multiple educational
conferences to stay relevant with the latest educational trends.