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HNC 3O Fashion & Creative Expression Unit 4: Fashion & the Environment 1750 Hours (25 Classes) Created By: Shannon Duncan, Tova

McCall, Jaclyn Murray & Katelyn Van Massenhoven Wednesday, February 20, 2013

1. Instructional Unit Design Course: HNC3O Fashion & Creative Expression Unit Title: Fashion & the Environment (U4) # of Class Periods: _____________ Appendix 1: Stage 1 – Desired Results
Established Goals: Unit Objective: To give students the skills and the motivation to reclaim and repurpose their own clothing from their existing wardrobe. Overall expectations for the unit: • Identify the agencies and regulations that influence the production and labeling of apparel and textiles • Demonstrate an understanding of the properties and uses of major natural and manufactured fibers • Explain the role of the environment in relation to the textile industry, and describe how the textile industry affects the environment • Demonstrate an understanding of how the elements and principles of design are used in creating fashion products • Describe how creative expression is accommodated in the home sewing and craft industries • Use appropriate social science research methods in the investigation of topics related to fashion, clothing, and textiles • Use a variety of print and electronic sources and telecommunications tools in conducting research • Correctly use terminology associated with fashion, clothing and textiles • Communicate the results of their inquiries effectively • Describe how creative expression is accommodated in the home sewing and craft industries • Demonstrate an understanding of how the elements and principles of design are used in creating fashion products Enduring Understandings: The Big Ideas: • Students will understand that their consumer choices impact the environment and people’s lives • Students will understand that they can make this impact a positive one by considering the ethics of production and distribution, and by being creative Specific Understandings: Students will … • Understand consumer responsibility • Learn that we can survive and be happy and better off with less • Learn to cut waste and pollution emitted by reducing textile & clothing production Students will understand this by learning to… 1) Buy from progressive brands who are transparent about production, manufacturing & distribution Essential Questions: 1) How do our consumer choices affect the world? 2) How can we build skills that make our choices good for people and the planet? 3) How can we reduce our consumption? 4) Why should we rethink our shopping habits? 5) What does it mean to revitalize or refashion an existing wardrobe? What skills are needed in order to do this?

2) Buy from local designers 3) Buy from second hand shops 4) Buy good quality items and not ‘throw aways’ 5) Seek out eco-friendly fibers and textiles made with low chemical or organic fibers 6) Learn to mend broken or damaged items we already have 7) Learn how to reclaim old clothes to refashion them into something new Potential misunderstandings: • Individual action does not matter • Recycling clothing is too difficult and time consuming Key Knowledge: Students will know how to... • Recognize, describe, and select ethical and environmental practices in the clothing industry and consumer patterns • Know how to recycle and repurpose clothing • Name and articulate the benefits of recycling and repurposing clothing Key Skills: Students will be acquire... • Basic modification, sewing and alteration skills & techniques • Advanced problem-solving skills & an inclination towards experimentation • Effective communication techniques and articulation of ideas through practical application in various projects, assignments and sketchbook activities Students will be able to... • Design, repurpose & create something new out of something old • Put together/assemble a stylish & modern wardrobe on a frugal budget • Add value to old, broken unwanted garments using creativity, innovation, problem-solving and designer skills • Modify and alter their existing clothes to suit their needs • Share their skills with others

Stage 2 - Assessment Evidence

Performance Tasks Other Evidence Authentic Understanding Type of Other Evidence Reflection performance Criteria Assessment Research All steps of Assessment Class discussions/ Self-reflection assignment manufacturing FOR observation of current built within review a process reviewed Learning knowledge research company’s assignment manufacturing Credible sources used Assessment Research, report and process OF Learning reflection Peer-assessment Reflection on global of mini impact Presentation to class presentation Mending samples Clean, neat work on Assessment Self-administered Self-assessment - complete each demo AS Learning checklist before moving to various next demo techniques Garment issue fixed/ Assessment Teacher approval of mended OF Learning demos Refashioned Use of ALTS & MODS Assessment Self-directed process, Peer and Selfclothing projects techniques FOR with check-ins assessment Learning Scaffolding on Fully completed and Cooperative learning Written reflection basic sewing and conceptualized piece Assessment & exit cards design skills OF Learning Accomodated & Demonstration of individualized to suit design process Assessment personal needs OF Learning Sketchbook Demonstration of Assessment Sketchbook/journal of Will reflect upon inspiration design process AS Learning inspiration and plan design process sketches from within field trip, Verbal consultation on Assessment Discussion with consultation thumbnails and understanding of plan FOR teacher regarding final design Learning design Final Garment/ Evidence of mending Assessment Choice of culminating Forward-looking item techniques AS Learning activity, planning to reflection on how execution techniques Complete a more Evidence of ALTS & Assessment learned and how in-depth MODS techniques OF Learning Final project assessed it will affect their repurposed for completion future clothing garment/item Evolution from original purchases designs Self-Assessment Use 1-2 garments Checklist to create one finished garment/ item

Stage 3 - Learning Plan
What learning experiences and instruction will enable students to achieve the desired results? There will be modeling in each activity, scaffolded writing exercises, and ongoing self, teacher, and peer assessment. Students will also learn to see examples of best practices modeled in their own communities when they get the chance to visit a real store with recycled garments. They will be able to transfer this experience to their own projects. The activities collectively provide multiple entry-points for the culminating, with both theoretical and tactile scaffolding, and differentiated instruction. A combination of skillbuilding, inquiry, and diverse forms of communication ensures that students will find their mode of expression and be able to fully participate and succeed. How will the design help the students know where the unit is going and what is expected? Through teacher modeling and through a field trip, students will get a better understanding on what is expected and how to accomplish these expectations. The rubric will clearly outline the expectations and will be given to students early on in the unit. By researching and engaging with to problems and possible solutions of the industry, students will understand the context of the skills they are developing and will be motivated to create change. Completed samples available and checklist of the techniques that will be learnt will be available throughout the unit. On-going assessment as learning will ensure that students are aware of the expectations and their progress. Help the teacher know where the students are coming from (prior knowledge, interests)? There are many opportunities for assessment for learning throughout each activity. Research presentation, group work, teacher observation, will inform teacher of students’ level of awareness, connection with issues, and motivation to affect change. With the sketchbooks, advance students will become apparent to the teacher, therefore, the teacher will know at what level each student is beginning this activity. The lesson touching on “what is mending and why do it?” will allow teacher to assess students’ experience with it. Hook all students and hold their interest? Lesson 1 is a period-long minds-on for the unit. In this lesson, students begin to understand their personal implication in fashion injustice. By considering an article of clothing that the students are wearing at that moment, they are immediately and personally connected to the issue under discussion.

They are not left guilt-ridden and impotent, however. Their interest is sustained with the opportunity to apply their new-found understanding to concrete activities that have a powerful social impact. On the field trip, they are able to see this change in action beyond the classroom. There is also an ample chance for creative expression throughout the unit and within the parameters of the assignments. Equip students, help them experience the key ideas and explore the issues? Once students have recognized their personal connection to the problematic issues of the fashion industry, they will have the opportunity to role play and debate, exploring the diverse perspectives of other stakeholders within the system. This exercise develops a sense of personal accountability and builds communication skills. Metacognition meets social justice even as they are building concrete skills as students are asked to question whether mending skills are necessary in an age of cheap consumption. The sketchbook component will allow more visual learners to communicate the evolution of ideas as well. Provide opportunities to rethink and revise their understandings and work? In the begin of the unit, students are asked to complete a peer and self assessment of their consumer habits and values. These are recorded and be referenced for ongoing reconsideration throughout the unit. The tenants of environmentally friendly fashion are introduced in the beginning and referred to constantly throughout the unit as understanding deepens. As well as reflection on ideas, there is much opportunity to revise technique during the activities. After many consultations with the teacher, students will be able to update, revise and add to their sketchbook portfolio. This activity is a learning process and a visualization of student growth. Allow students to evaluate their work and its implications? Since the sketchbook is a process of improvement and growth, students will be able to evaluate their earlier works to their later ones. Through student sketchbook sharing, they will be able to see more and less advance work and be able to learn from others. Students will be monitoring their own progress through the technique checklist and will bring their samples to the teacher when they feel it is completed The nature of a fashion lab will encourage peer-evaluation/collaboration through the process of each demo Be tailored (personalized) to the different needs, interests and abilities of learners? In the research component, students choose an issue and company that they own or admire. A combination of written, oral, and visual communication is present in almost every aspect of the activity. Group and individual work as well varied media are always employed to create diverse learning environments. The sketchbook activity is a “work at your own level” activity, using as much or as little design creativity as necessary and as needed. Students of all abilities will be able to work on this

activity and the less advance students will not be penalized. Each student will strive and be assessed based on their improvements. Students will have a choice on difficulty (ex complete 10 of 15 items on the checklist) and will be able to work on their own garments if they would like. While all students will complete their own checklist, they can go step-by-step with a classmate or work independently. Be organized to maximize initial and sustained engagement as well as effective learning? Participatory transmission of information role play, peer interviews, sketching, and presentation will be emphasized to engage students and allow for peer assessment. A transformative and social action approach will motivate and empower students to stay engaged in knowledge and skill building as they seek answers to essential questions. Guidelines will always be clearly explained in the form of checklists, exemplars, and a rubric, while allowing for the creative and artistic freedom that garner students’s investment in their work. Students can then choose techniques based on their personal views on mending (choose functional vs. decorative techniques, fixing techniques vs. constructing from scratch techniques). Huge range of difficulty levels to keep all skill-levels engaged. Family involvement (sharing of knowledge, fixing family members’ clothing) will be encouraged.

2. Differentiation and Inclusive Practice This unit focuses on creativity, innovatory and individuality. Although the activities in the course are structured and well outlined, they are organized in such a way that each student has the freedom to explore their creative outlets and discover their own interests. The first activity has students researching a company of their choice. There will be days where students will be able to work on their project in class with the help of the teacher. Students will all be ready to hand in their research project because, the way these lessons are organized, each student is given time, resources and help from the teacher and from their peers to complete their activity. For the second, third and culminating activity, students will be taking clothing from home, mending them and changing them. The students choose these items of clothing, and they can opt to bring in items that need more attention or items that suit their skill level. Finally, for activity number four, students will design sketches. All students, despite artistic background, will have lessons on sketching. Students will also be meeting the teacher, one-on-one, to discuss design goals and project aim. This will allow students ample time to ask all necessary questions and to be given feedback on their current work. Through classes being designated work periods for projects, choices being given to degree of difficulty of the projects to constant one-on-one interactions with the teacher and feedback from peers, this unit differentiates for each student’s interest, readiness and leaning profile. Teaching, learning and assessment will be differentiated across the unit. Students will be able to choose the product they would like to complete in most of the unit’s activities. Each will have specific criteria that needs to be met and suggestions of products that could meet the criteria will be provided. For example in activity 3 students are asked to alter an existing garment into something new, like an oversized t-shirt into a tank top or turn jeans into a skirt. The teacher is able to provide ideas and assist

students in choosing product ideas that will appropriately challenge their skill levels. Throughout the unit there will be class work time where the teacher can help students through the process. Since many students will have chosen different products, this time will be valuable for the teacher to circulate and differentiate her help. For each activity students will be told a suggested process schedule but it will be up to them to complete the activities at their own pace. The content of each activity will be taught in a variety of ways in order to differentiate among learning styles. There will be direct teaching, modelling of techniques, self-learning and collaborative peer learning. Often the students will be given the option to work alone or in pairs and they will be encouraged to assist each other throughout the unit. The activities will include group work, reflections, visual examples, individual research, sketchbooks, modelling and practicing in order to meet a number of learning styles. The classroom environment will be continuously changing since students will have opportunities to learn in a number of ways. In-seat independent work will be balanced with dynamic studio time or conversational elbow partner time. Students will be able to choose when and how often they work collaboratively, based on their preferences. There will also be a field trip during the fourth activity in order to get students out of the classroom and looking at outside sources of inspiration. This unit begins with whole-systems look at the present-day fashion industry. It aligns with Banks’  “Transformative Approach” as it analyzes an issue from multiple perspectives, introducing the complex interactions between the economy, environment, producers, and consumers.  We then move to the Decision-Making and Social Action Approach as students learn skills and techniques to recycle their own clothing. Rather than simply studying eco-friendly designers (who are often prohibitively expensive), students use these designers for inspiration when re-thinking their own wardrobes. They are given the opportunity to develop the practical skills which enable them to act upon their new understanding of fashion. They are empowered to affect change in their consumption patterns and to sustain an ethical engagement with fashion throughout their lives.  3. Unit Rationale and Culminating Activity Overview Unit Rationale This is the forth unit and should appear in the latter half of the course. Students should already be familiar with the design process, the historical evolution of clothing, and have been introduced to manufacturing, careers, restrictions, and labeling. Here students will analyze the impacts of various industry practices. They will also build on their firm foundation in the basics of sewing to become adept at altering and building new creations. The social action-approach of the culminating activity is scaffolded by integrating knowledge, understanding, inquiry, and application. For example, students are provided with diverse research and resource-sharing opportunities: they use their sketch books, presentation, discussion, and role play to process and comprehend the complexities of the fashion industry. They are then able to apply their knowledge to the revision and recreation of their wardrobes. By using students’ own wardrobes as the entry-point for

inquiry and as a resource in application, this unit creates an immediate and intimate connection between the curriculum and the student. This unit also aligns with Ontario Ministry of Education’s policy framework for environmental education, Acting Today, Shaping Tomorrow (2009) which states that, “environmental education is education about the environment, for the environment, and in the environment” (4). The unit raises awareness about the environmental issues in fashion, encourages students to find resources in their environment, and recycles these items for the environment. The focus on the environment aligns with trends in the fashion industry of increasing corporate and consumer responsibility. It familiarizes students with a spectrum of the business, from small local boutiques to NAFTA and Walmart. An understanding of the political economy of fashion will be an asset for students as they seek to make responsible career choices that are right for them and their communities. Culminating Activity Overview In the final culminating activity, “Remix it!” students will utilize the skills and techniques learned over the course of the unit and apply them in the creation of a new, remixed garment or item. Students will create a fashionable and eco-friendly garment/item that is repurposed from existing, second hand or donated clothing items only. Students will have the opportunity to select and cater their final culminating activity to suit their designer needs while using the field trip to Preloved and the drawings in their Designer Sketchbook in Activity 4, for inspiration. The purpose of this activity is to have students apply the skills they learned throughout the units’ activities and to integrate them into one final, designer creation. By doing so, students will understand how to utilize their sewing, mending, and alteration skills and apply them to creating their own clothes or fashion items. This activity reinforces the unit objective of giving students the skills and the motivation to reclaim and repurpose their own clothing from their existing wardrobe. Based on the units' activities, students will understand how and why their consumer choices can have a negative impact on the environment. This culminating activity exemplifies how we can make a positive difference in the world by being creative in learning how to work with the materials and clothing we currently have. As a result of this activity, students will see how the accumulation of their skills can be used in conjunction with one another to make something truly amazing and one-of-a-kind. Students will have the knowledge and the motivation to apply these skills to create something new out of something old regularly in the future.

Appendix 3: Unit Assessment and Evaluation Plan (A1-A4)
Activity Time Title (Min.) (InstructFocus) Activity #1Fashion Crimes (Current Events) 375 min s OE’s Essential Questions Student Tasks Assess. & Eval. Strategies -Peer/self assessment -role play; discussion; brainstorming ;presentation s; teacher circulating/ observing one-on-one teacher/ student discussion -sketch/ collage; written responses Assess. & Eval. Tools AforL, AasL, AofL Aas / forL

-Identify the agencies and regulations that influence the production and labeling of apparel and textiles - Explain the role of the environment in relation to the textile industry, and describe how the textile industry affects the environment - Use appropriate social science research methods in the investigation of topics related to fashion, clothing, and textiles - Use a variety of print and electronic sources and telecommunications tools in conducting research -Explain the role of the environment in relation to the textile industry and describe how the textile industry affects the environment

How do our consumer choices affect the world? What knowledge and skills do we need to make more ethical choices?

1. Peer/selfassess. of consumer habits; role play; reading; reflection; 2. Directed research 3. Presentation & discussion 4. Green Themes designer profile sketch/collage + resource pooling and self-assess.

Diamond drawing & peer interviews; reading strategy Teacher observation; recording brainstorming session; verbal feedback completed hand-out student notes and drawings; written feedback

Afor L

Afor L

Activity 2 – “Fix It!” (Co-op Learning)

280 min s.

How can we reduce our consumpti on? How can we build skills that make our choices good for people and the planet?

1. Generate ideas on reducing consumption 2. Learn 4 mending techniques through teacher modeling & differentiated instructions 3. Self-regulate progress 4. Reflect on purpose of mending and how they will use it to reduce their consumption in the future

-Have students reflect/ brainstorm as a group -Set up stations with verbal, visual and video instructions -Encourage peer support -Suggest timeline and allow modifications -Encourage students to use class time and discuss ideas throughout activity

Note participation levels Circulate to ensure effective peer and self learning Students complete checklist and submit samples Informal reflections are submitted

Afor L Afor L Aas L Afor L Aas L Afor L Aas L

Activity 3 – “Refashion It!” (Critical Thinking)

375 min s

-Correctly use terminology associated with fashion, clothing and textiles -Describe how creative expression is accommodated in the home sewing and craft industries -Demonstrate an understanding of how the elements and principles of design are used in creating fashion products

What does it mean to revitalize or refashion an existing wardrobe? What skills are needed in order to do this?

1.Generate refashion discussion & sorting activity 2. Intro to MODS project & teacher demo, students select project 3. Work period; cooperative learning; reflection 4.Intro to ALTS project & teacher demo, students select project 5. Work period; cooperative learning; reflection

-KWL chart(s) -Venn diagram(s) (ALTS vs. MODS) -Concept mapping - Peer & self assess. -Drawing/ problemsolving in sketchbook -Written reflections -Exit cards -Sorting activities

-Class discussions -Demonstrated application of concepts, skills & techniques in various projects -Cooperative learning strategies -teacher observation

Afor L Afor L AasL AofL Afor L AasL Afor L AasL

Activity 4 – “Field Trip, Designer Sketchbook (ELL & Community Resources)

300 min s

-Demonstrate an understanding of how elements and principles of design are used in creating fashion products. -Describe how creative expression is accommodated in the home sewing and craft industries -Use a variety of print and electronic sources and telecommunications tools in conducting research.

5. Unit Culminating Activity CA Description In the final culminating activity, “Remix it!” students will utilize the skills and techniques learned over the course of the unit and apply them in the creation of a new, remixed garment or item. Students will create a fashionable and eco-friendly garment/item that is repurposed from existing, second hand or donated clothing items only. Students will have the opportunity to select and cater their final culminating activity to suit their designer needs while using the field trip to Preloved and the drawings in their Designer Sketchbook in Activity 4, for inspiration. CA Expectations (Katie) • Enduring Understandings • Essential Questions • • • • Overall Expectations: • Correctly use terminology associated with fashion, clothing and textiles • Describe how creative expression is accommodated in the home sewing and craft industries • Demonstrate an understanding of how the elements and principles of design are used in creating fashion products CA Major Details • Teacher section Overall Leaning Goal: To be able to use two or more garments (either second hand clothing, used garments or vintage items) and create one new item: a skirt from a men’s dress shirts, a corset tank, a t-shirt blanket or own creation needing approval. These items will be using previous hand sewing and/or machine sewing learning skills. Also, the learning goal of this CA is to be able to reflect on this unit’s environmental theme and be able to articulate their reflection on paper. 5 lessons - 375 minutes
Day 1: Introduction/sketch work Lesson: • (10 mins) Introduction of the culminating activity. Explain to students that they can change their ideas from their previous sketchbook activity if they wish. • (15 mins) Handout culminating activity outline with sample of three sewing projects. Explain in details the project. If students wish to sew their own creation, the teacher will discuss and approve their project during their sketching time available in class. • (15 mins) Chose garments to use from pile of used clothing from the class or brainstorm ideas on clothing to bring in class. • (20 mins) Students take their sketchbooks and sketch their ideas. • (15 mins) Get into pairs and bounce ideas off of each other. Each student must give 3 positive feedbacks to their peer’s idea and 3 suggestions. Closing: Homework is that each student has their second hand clothing available to start sewing next class.

Day 2: In class work period Lesson: • (10 mins) At the beginning of class, each student must be ready to discuss sewing project with teacher. (sketch and clothing must be available) Students get 10 minutes to organize themselves to prepare for student-teacher meeting before beginning to sew. • (20 mins) One-on-one meetings with teacher to make sure students are on the right track. The teacher will give them their own “Remix it” checklist to keep track of everything that has to be done for this activity. Once students have finished meeting, they can begin sewing project. • (20 mins) Work period. After the meetings, teacher will circulate the class to assists students in project. Closing: 15 minutes before class is over, students must clean up workstation and put away their project in their respective boxes. Day 3: In class work period Lesson: • (30 min) Lesson and modeling on “Self Reflection” portion of the assignment, Students begin answering questions 1, 2 and 3. • (30 min) Work Period. Teacher circulates class to make sure students are on track and to help them with their projects. • (15 min) Cleanup Closing: Homework, students must finish questions 4, 5 and 6 of the “Self Reflection” Day 4 – Work period Lesson: • (10 mins) Teacher circulates the class and makes sure each student has answered all the answers from the “Self Reflection” checklist. If some students have not finished, they must do so before finishing their sewing project. • (50 mins) Sewing work period. And checklist review. While the teacher circulates and visits each student, they must present the teacher with their checklist to see what is still missing to complete the activity. • (15 mins) Cleanup Closing: Homework. Students can either finish their project at home if they have their own sewing machine (if they haven’t finished) or type out their “Self Reflection”. Everything is due next class. Day 5 – Due Date/work period Lesson: • (10 mins) Breaking students off in two groups. One group is for students needing to finish sewing their project, and the other group is students needing time to finish their “Self Reflection”. • (50 mins) Students who have finished their sewing project must hand it in and go to the library to finish their “Self Reflection”. Students who have finished their “Self Reflection” must hand it in and finish their sewing project. Each final project must be handed in with their checklist. • (15 mins) Cleanup Closing: To the students who need more time to finish their project and/or reflection, the teacher will be available in the sewing lab to supervise sewing during lunch and after school until 4pm.

CA Major Details • Student section

Culminating Activity - Student Handout #1

Remix it! Culminating Activity Description In this “Remix it!” culminating activity, you will incorporate the skills and techniques you’ve learned over the course of the unit to create an imaginative and inspirational garment that is both fashionable and eco-friendly. Using our field trip to Preloved as inspiration, you will create a new and repurposed garment from existing items/articles of clothing. Throughout this unit we learned a variety of skills and problem-solving techniques. We have touched on basic sewing, mending, clothing repairation, structural alterations and superficial modifications in many of our assignments. In each activity so far, we have altered our clothing in some way to fit our individual needs. For this assignment, you will Remix your clothing. That means, you will use a minimum of 2 clothing items to transform your clothing into something new, giving your old clothing a new purpose. You may choose from the approved list of remixed projects or you can come up with your own. In either case, you must discuss your final project idea with me before you begin working. Again, we are transforming our clothing into something new, we are going beyond the alterations and the modifcations we have done in the past. Please see the Remix it! Criteria Checklist for the complete list of project requirements. This is your opportunity to create something truly amazing and one-of-a-kind!

Remix it! Criteria Checklist!

Culminating Activity - Student Handout #2 Name:

A MINIMUM OF 2 CLOTHING ITEMS are used in your final remixed garment/ You can only use garments that fit into ONE of the following descriptions: • second hand • in your own closet • discared items from home that are old/used/do not fit, etc • donated items from family or friends Your “Remix it!” garment/item is selected from/based on any ONE of the inspiration projects listed below: • Printed t-shirt corset tank top • T-shirt blanket DIY • Recycled Men’s dress-shirt skirt • Your own idea **must be approved by me before you begin In your repurposed garment/item, you will incorporate any ONE of the design details listed below: • an idea you presented in the one-on-one design consultation in class • a sketch of a designer detail that you saw on our field trip to Preloved that inspires you • a detail from a picture/photograph/pattern or sample, that you would like to incorporate into your final project • any one task indicated on the structural alteration/superficial modification checklist ROUGH drawing/sketch of your project with any details/measurements ideas/notes that will help me to understand your design process Self-reflection that addresses the following questions 1) How do your consumer choices affect the world? Are they positve or negative choices? 2) How did you reduce your consumption in this project? 3) Why do you think it is important to rethink your shopping habits? 4) What does it mean to revitalize or refashion an existing wardrobe? 5) What skills and/or techniques did you utilize in your final project? 6)Would you like to continue to revitalize/refashion your wardrobe in the future? Why or why not? This checklist completed in full, signed and dated
Name: Date:

Culminating Activity - Student Handout #3

Culminating Activity - Student Handout #4

Culminating Activity - Student Handout #5

CA Major Details CA Evaluation - Rubric Level 4 Level 3 Level 2 Level 1

Knowledge of Demonstrates Mending and thorough Remixing Principles knowledge of mending principles and techniques. Two ideal garments chosen. Planning and Processing

Communication

Demonstrates Demonstrates Demonstrates considerable some knowledge limited knowledge knowledge of of mending of mending mending principles and principles and principles and techniques. Two techniques. One techniques. Two garments are garment is garments chosen but risk missing or two are appropriately incompatibility. incompatible. chosen. There is clear There is There is some There is little evidence of evidence of evidence of evidence of planning and planning and planning and planning and evolution of ideas evolution of evolution of ideas evolution of ideas in sketchbook. ideas in in sketchbook. in sketchbook. Ideas show sketchbook. Ideas show some Ideas show outstanding Ideas show critical thinking limited critical critical thinking considerable and creativity. thinking and and creativity. critical thinking creativity. and creativity. Ideas for remix Ideas for remix Ideas for remix Ideas for remix are well are organized are somewhat are lack organized and effectively organized and organization and clearly and express express principles express principles effectively principles of of eco-fashion of eco-fashion express with some with limited eco-fashion. principles of ecoeffectiveness. effectiveness. fashion.

Application Techniques and plans are skillfully applied!

Garment/item is expertly constructed and thoroughly executed according to plans.

Garment/item requires some attention to detail Garment/item is Garment/item is before it is pressed with no pressed with a wearable. (loose loose threats. few details in threads, Garments is need of pressing) ready-to-wear. adjustment before it is ready-to-wear.

Garment/item constructed neatly but not executed with considerable attentiveness to plan.

Garment/item Garment/item not pressed poorly pressed and loose and some threads threads are loose apparent Garment/item requires considerable attention to detail before it is wearable. (loose threads, pressing, completion.)

6. Learning Activities
Activity #1: “Fashion Crimes” Instructional Focus: Current Events Time: 375 minutes (five 75 minute classes) Description: The essential question, “How do our consumer choices affect the world?” is addressed in the first activity of the unit Fashion and the Environment. Students do an assessment of their consumer values and this is used as a comparison point to chart the evolution of their knowledge and understanding over the course of the activity. Once they have troubled the globalized fashion industry through role play, debate, discussion, and reflection, they are given two periods in the computer lab. There they research current events about the ethical dilemmas facing a brand or clothing article of their choice. Then they investigate a designer who models superior social and environmental practices. This process is accompanied by a research guide handout facilitating student inquiry and helping them choose and credit reputable online resources.The computer lab days are staggered with one period devoted to resource sharing where students present their findings. Finally they are asked to communicate, through collage or sketch, the exemplary environmental and social practices they discovered. The resulting sketch will include labels identifying the “green themes” evident in the designer’s work. As an introduction, this activity is meant to hook students onto the unit by creating a personal connection to the curriculum and contextualizing within world issues the skills they are will learn in subsequent activities. An assessment of their own wardrobes encourages an immediate and intimate connection of students to the subject matter. A focus on internet research rather than a text book ensures that the issues and designers are current. It also provides differentiation as students can choose to analyze articles, videos, radio news, or images. The introduction of the sketch book serves as scaffolding for future activities and accommodates the visual learners in this more theoretical and abstract portion of the unit. Strand(s) and Expectations: Strand(s): • Research and Inquiry Skills • Design,Technology and Creative Expression Overall Expectations: • Identify the agencies and regulations that influence the production and labeling of apparel and textiles • Explain the role of the environment in relation to the textile industry, and describe how the textile industry affects the environment • Use appropriate social science research methods in the investigation of topics related to fashion, clothing, and textiles • Use a variety of print and electronic sources and telecommunications tools in conducting research • Communicate the results of their inquiries effectively Specific Expectations: • identify possible hazards related to occupations in textile production or fashion, and the protections available to workers in these fields • evaluate the impact on Canadian society of issues relating to the apparel industry, such as the redistribution of jobs brought about by computerization and new technologies, the exploitation of workers both in Canada and abroad, the role of unions in the garment industry, and the hiring of skilled and unskilled immigrant labour • describe the environmental impact of the use and disposal of care products • demonstrate an understanding of the research methods used in the study of fashion • evaluate information to determine its validity and reliability;

• compile information and key ideas from their research, and document sources accurately, using correct forms of citation; • effectively communicate the results of their inquiries, using a variety of methods and forms • formulate appropriate research questions to frame their inquiries; • demonstrate an ability to organize and interpret information gathered through research, summarizing the main points of articles, interviews, and other research materials; Learning Goals a) To investigate how our clothes are produced b) To develop our research and inquiry skills c) To assess our consumer habits d) To understand and communicate the impacts of our consumer habits e) To practice appropriate citation f) To pool our knowledge of current events in fashion through presentation and discussion g) To become familiar with the tenants of eco-fashion and a designer who exemplifies them Assessment Success Criteria Achievement Chart Category Criteria, etc. Know - Demonstrate thorough knowledge and understanding of the interconnected environmental, social, and economic effects of our consumer habits Inquire - Generate questions about where clothes comes from and the impacts of production. Conduct research using reliable sources with appropriate citations. Uses critical/ creative thinking skills to effectively respond the research questions. Communicate - Organize and express research and understandings in oral presentation, short answer, and sketch or collage Application - Use understandings to determine ways that we can change our personal consumer patterns to help address global inequity and environmental hazards of fashion.

Planning Notes: • Students should be seated in table groups or be able to cluster easily. Teacher should know the learner profile of students. Book computer lab. Ensure students have sketch books. Make photocopies of question sheets, articles, and culminating. Arrange printing privileges for students in the library (colour ideal). Prior Knowledge Required: • internet research skills • debate and role play • APA format • brief understanding of a sketch book as a place to document creative ideas and progress. • Vocabulary: Producer, Consumer, globalization (these can be reviewed in discussion to ensure readiness) • textile construction and fabrication knowledge Teaching/Learning Strategies: Number = Lesson; Letter = Learning Goal #1: Peer interview (b,c); Value Diamond (d,c); Round the Room (a,b,c); Role Play (a,b); Reading Strategy (d;a;g); Discussion (a,b,c,d,f); Explicit teaching/modeling; (a,b,c,d,f); Questions (b;a) #2 Modeling and Circulating (a,b,c,d,e,g); Research Guide Handouts (a,b,c,d,e,g) #3 Presentation + Brainstorm debrief (a, b, c, d, f), Modeling (g,b); Watching video + generating questions (a,b, c, d, f, g) #4 Student-driven research (a, b, c, d, e, g); teacher circulating + feedback (b, f, g, e); Sketching/collage (a; b; d; e; g)

Day 1 Minds On 1. Peer interviews: a) How often do you buy clothes? How many items per/ month? b) What factors do you consider when you purchase clothing. 2. Debrief as a class by recording priorities in a diamond shape. 3. Students record this class diamond and create their own in their sketch books. Day 1 Action 1.Round the Room: Where is your shirt made? Students check the tag on their shirt and state the name of the country. 2. Role Play - Groups of 5: Students take on role within clothing production (Farmer, factory worker, factory manager, shipper, brand, retailer) and debate how much money each stakeholder should be paid at the sale of a $30 shirt. Students self-select their roles. Groups share results of debate in discussion. 3. Teacher presents actual numbers. (1.1) 4. Explicit teaching: State of the fashion industry (1.2) 5. Read “What is ethical fashion” (1.3). One copy for each student. Use reading strategy of choice: notes, symbols, highlights. Day 1 Consolidation Choose an article of clothing or designer and research where it came from. Students brainstorm questions about where and how this garment was produced, by who, and with what consequences. Refer to guidelines in “What is ethical fashion” article.

•Assessment as/for/of Learning strategies and tools used • Peer Interview and discussion (for/ as) What are their consumer values? Have they already thought about the ethics of clothing? • Diamond (for/as) What are their priorities and interests? • Round the Room (for/as) Students begin assess the origin of their outfits. • Role Play + Debrief (for) How well do they understand the position of various stakeholders? How comfortable are they communicating with peers? • Reading strategy (for)Teacher Circulates: Reading strategy indicates level of engagement and comprehension of reading. Is there anyone who seems not to be reading/having trouble? • Discussion (for) Can they summarize and analyze what they read? • Brainstorm (for) Do students need more assistance inquiring into production methods (review research guide accordingly) • Teacher Circulates during research periods: Opportunity to assess student progress, comfort, and engagement individually • Completed Research Guides Have students answered the questions in detail, with appropriate citation?

Day 2: Computer Lab Research: Current Event • Teacher Observation and notes: Students research a current event surrounding the item note strengths and weaknesses of of clothing or brand they’ve chosen. presentation style and provide Teacher provides a list of recommended websites (1.4) feedback next day. to help guide student research and research questionnaire of guiding questions (1.5) which will • Discussion How well have they instruct students to search for pertinent information and synthesized and analyzed their add their own questions as well as document their findings and applied the tenants of sources in APA format. Example of citation will be given eco fashion. What needs reviewing on handout as a model for student reference. and reinforcing? Day 3: Share - Table group presentations of findings. - Watch: “Fashioning an Ethical Industry” http:// www.youtube.com/watch?v=w3s8XxF9Qjw - Choose selected ethical designer from a hat (1.6) - Watch: “Junky Styling” http://www.vam.ac.uk/content/ articles/j/junky-styling-side-way-jumper-top/ - Brainstorm: What tenants of Eco-fashion from the article “What is Eco-fashion” do we see in this video? - Teacher models Green Themes Designer Sketch/ Collage Profile (1.7) and preps students for Day 4 research period and activity. - Students select from teacher list of ethical designers or their own idea • Presentations: How effectively do students communicate the results of their research? Are there still gaps in their knowledge? Are they interested and engaged (observe body language; questions, etc) Brainstorm: How well do they synthesize and apply their findings?

• Sketch: Learner profile: Are students more comfortable communicating via images, oral, or written communication?

Day 4: Computer Lab Research day: Green Themes - Students research designer by going to their website. • Review Discussion: What outstanding questions do students - Teacher circulates to guide students and provide still have? Are there gaps in feedback on presentation of day prior understanding - Green Themes Designer Sketch Profile: Either sketch or print, cut, and paste an image of this designer’s • Research Guide Hand-outs: work. Label some of the ethical/environmental Collect these and assess for considerations of this person’s work (See 1.7 students written communication exemplar). skills and check for accurate citations. Day 5:

Consolidation. • Re-assess Diamond Values: Note - Mini-presentations of Ethical Designer Profile. change of values to see if students - Review in Discussion themes from “What is ecohave realized enduring fashion?” : What themes are repeated in presentations - Re-assess: Review diamond of consumer values from understanding. day one. Have your values changed? - Introduce culminating activity (1.8)

Accommodations: ELL - reading strategies encourages students to identify and focus on key words; drawing and sketching activities allows students to communicate without writing; students working independently provide teacher with time to circulate ADD - Students work at own pace in research lab; they can choose to watch educational videos rather than read articles; research guide directs focus throughout research tasks Social Anxiety - Students can opt-out of role play and presentation and provide a write-up instead. Appendices: 1.1 - Teacher resource “Wealth Distribution of $30 Shirt” 1.2 - Prezi presentation “Ethics in Fashion” for explicit teaching 1.3 - Article “What is ethical fashion” to photocopy. 1.4 - Teacher resource: Recommended Websites 1.5 - Student resource: Ethics in Fashion Research 1.6 - List of Ethical Designers (one per student) 1.7 - Green Themes Designer Sketch Profile Exemplar 1.8 - Culminating Activity, ready to copy

Activity #2: “Fix it!” Instructional Focus: Cooperative Learning Time: 300 minutes (four 75 minute classes) Description: In this activity students will be introduced to mending and will complete a number of mending technique samples. After modeling the skills, the teacher will give each student a checklist of skills for them to complete. They will be asked to track their own progress and encouraged to bring damaged items from home to demonstrate their mending skills on. At the end of the activity students will reflect on their time management process and consider how these techniques can be used to extend the life of their garments. These mending skills and techniques will be required in order to complete the culminating activity. Strand(s) and Expectations: Strand(s): • Textiles Overall Expectations: • Explain the role of the environment in relation to the textile industry and describe how the textile industry affects the environment • Specific Expectations: • Describe the environmental factors that contribute to the deterioration of fabrics used in clothing and household products, and those that extend the wear life of fibres and garments • Identify methods of caring for and maintaining clothing that limit the extent of fibre deterioration (e.g. sorting laundry, ironing, spot cleaning, mending) Learning Goals Assessment Success Criteria 1. To understand clothing wastefulness and how it can Achievement Chart Category be reduced. Criteria, etc. 1. Demonstrate understanding of the 2. Learn introductory mending techniques and apply clothing production process and how suitable techniques to their own garments individuals can reduce wastefulness (Thinking/Communication) 3. Continue developing mending skills 2. Use damaged garments to 4. Reflect on self-regulation throughout the process demonstrate mending techniques and consider the purpose of the learn techniques (Application) 3. Complete four items from the checklist (Knowledge & Understanding) 4. Describe the process you used to complete the checklist during class time (Communication) Reflect on when and why clothing requires mending and when you will use this in the future (Thinking) Planning Notes • Teacher must be familiar and comfortable completing each of the mending techniques • Students must all be taught how to thread a needle and use a sewing machines • Classroom must have supplies like thread, needles, scissors, scrap fabric, sewing machines • Remind students to continuously bring in items from home to work on throughout the units’ activities and in preparation for the final culminating activity

Prior Knowledge Required: • Initiative to ask for help from teacher or peers • Active listening and note-taking skills during modeling of each technique • Self-regulation and ability to monitor own progress • No prior sewing knowledge required Teaching/Learning Strategies (correspond the # to match the day for the activity ie. all # 1’s correlate to day #1 and match the learning goals on the previous page, etc. ) Minds On 1. The teacher will prompt students to share what they learnt from activity 1’s research assignment (including wastefulness of production/distribution process) 2. Explain introductory mending techniques – replacing buttons, patching fabric, fixing ripped seams, darning knits, replacing zipper, repairing hems, fixing pulled threads. 3. Provide a suggested timeline for this class and next (3 activities today, 1 activity and reflections tomorrow). 4. Encourage students to pull out their work quickly and remind them that they should be working on their third or fourth technique. Remind students of the reflection activities. Action 1. Students will be asked to think about how often they discard or donate worn clothing and the reason why. After thinking individually, they should discuss with an elbow partner before generating a list of reasons why as a class. Together, discuss how to reduce the list (ex. mending or refashioning clothing). Provide quick introduction to threading a needle and using a sewing machine (use Appendix 1). 2. One station for each technique will be set up around the room including visuals of the technique, written instructions and a YouTube video link (use Appendix 3). Students will have to complete 4 of the 7 techniques off their checklist. They can work independently or in pairs (all students need to complete their own samples). Explain the two reflection questions (Appendix 4 and 5). 3. The remainder of the class will be a work period. 4. The remainder of the class will be a work period. Assessment as/for/of Learning strategies and tools used 1. AS-students will determine ways to reduce footprint 2. AS-students will use a modified jigsaw to teach techniques to peers and self FOR-teacher will circulate to ensure effective learning 3. Continue scaffolding peer and self learning 4. Continue scaffolding peer and self learning FOR-review student submissions AS-students will reflect on the purpose of their learning

Consolidation 1. Explain how this activity will focus on mending clothes, in preparation for refashioning them later in the unit. Remind students to continue bringing in worn clothing from home. 2. Have students wrap up their activities ten minutes before the end of class and model how the Fashion Lab should be cleaned up at the end of the period. 3. Continue modeling and scaffolding clean up with adequate time allotted. 4. Have all students submit their checklist and four techniques prior to the end of class? Any completed reflection questions can also be submitted. Accommodations • Students will choose four techniques from a list of seven, based on their comfort and skill level • Each technique will be demonstrated through written instructions, visual images and videos • The teacher will be able to provide further modeling and scaffolding as necessary • Students can work independently or collaboratively and peer-support will be encouraged • Further accommodations could include providing lunch or after school time to work Appendices Appendix 1 – Sewing Machine Practice Sheets Appendix 2 – Checklist of Mending Techniques Appendix 3 – Illustrated Technique Instruction Posters Appendix 4 – Time Management Self-Reflection Appendix 5 – Reflection on the Purpose of Mending and Future Use

Activity #3: “Refashion it!” Instructional Focus: Critical Thinking Time: 375 minutes (five 75 minute classes) Description: Through class discussions, brainstorming sessions, and practical application, students will use problem-solving skills, new-found, and prior knowledge to come up with solutions on how to modify or alter clothing to suit their needs that is eco-friendly and fashionable. This activity directly connects to the Culminating Activity as it allows students the time to research, experiment and practice their skills via hands-on practical application tasks before they are evaluated. This allows students time for critical thinking, reflection and daily assessment for FOR and AS learning. Strand(s) and Expectations: Strand(s): • Research and Inquiry Skills • Design,Technology and Creative Expression Overall Expectations: • Correctly use terminology associated with fashion, clothing and textiles • Describe how creative expression is accommodated in the home sewing and craft industries • Demonstrate an understanding of how the elements and principles of design are used in creating fashion products Specific Expectations: • Demonstrate an understanding of concepts and terms related to the elements of fabric and fashion design (colur, line, form, texture, etc) and the principles of design (harmon, rhythm, proportion, balance). • Analyze items of apparel to show how the elements and principles of design have been used to make them marketable • Demonstrate and understanding of the creative process as it applies to sewing and crafting by producing articles of clothing/related items for various markets/individuals Learning Goals 1. To understand and answer the following questions: 1)“What is garment Refashioning?” 2)“Why should we do it?” 3)”What skills and knowledge do we need to refashion?” 2. To understand and apply the design concept of superficial modifications (MODS) in garment refashioning ie. embellishments, appliqué, embroidery, etc. 3. Continue working on your MODS projects. 4. To understand and apply the design concept of structural alterations (ALTS) in garment refashioning. ie. hemming and lengthening, tailoring to fit, neckline & sleeve adjustments, etc. 5. Continue working on your ALTS projects. Assessment Success Criteria/ Achievement Chart Category Criteria 1. Demonstrate their understanding of the refashioning process while identifying the motivating reasons behind refashioning (K/U). 2. Utilize their understandings of modifications to conceptualize and design their MODS project to suit their fashion needs (T/I &C). 3. Use old/second hand/damaged garments to demonstrate refashioning techniques in MODS project (A& K/U). 4. Utilize their understandings of modifications to conceptualize and design their ALTS project to suit their fashion needs (T/I & C). 5. Use old/second hand/damaged garments to demonstrate refashioning techniques in ALTS project (A& K/U).

Planning Notes: • Teachers should have an intermediate-advanced level of sewing knowledge & fashion design experience • Teachers should be comfortable teaching through a conceptual and abstract fashion design framework • The classroom must have all necessary supplies and equipment ie. thread, needles, pins, design rulers, scissors (paper & fabric), notions (buttons, velcro, snaps, zippers) a stockpile of both fashion and scrap fabric, sewing machines, etc. Prior Knowledge Required: • basic sewing skills, hand sewing methods and sewing terminology • the ability to operate and maintain a sewing machine • appropriate mending and sewing techniques covered in activity #2 • textile construction and fabrication knowledge Teaching/Learning Strategies (correspond the # to match the day for the activity ie. all # 1’s correlate to day #1 and match the learning goals on the previous page, etc. )

Minds On 1. Students will look at sample images (resources from web, books, magazines, etc.) and physical garments/items that have been refashioned (altered/modified) in some way. 2. Gallery Walk & Intro to superficial modifications (MODS) and structural alterations (ALTS). Students compare/contrast the differences between MODS & ALTS in table groups using a venn diagram. 3. Students familiarize themselves with the materials and supplies at the two stations dedicated for each individual MODS project. 4. Intro to ALTS project - Quick prezi of images to introduce students to ALTS. 5. Students familiarize themselves with the materials and supplies at the two stations dedicated for each ALTS project. Action 1. Students will identify the specific refashioning changes that have been made by assessing the before/after photos in a small group ‘sorting task’. 2. Quick prezi of images to introduce students to MODS. A) Project introduction: students have their choice to do one of the following tasks: 1) DIY Spray Bleach T-shirt MOD, or 2) DIY logo applique intermix MOD. B) Review exemplars & teacher demo of each project C) Students select their MODS project

Assessment as/for/of Learning strategies and tools used • KWL chart(s) • Class discussion(s) • Venn diagram - superficial modifications vs. structural alterations (ALTS & MODS) • Concept mapping • Refashion it! Checklist monitoring & assessment • Peer and self assessment • Drawing/problem-solving in their sketchbooks • Written reflection(s) • Exit cards • Co-operative learning strategies • Sorting activities • Demonstrated application of concepts, skills & techniques in various projects

3. Students work on their individual MODS project - Cooperative learning in groups at either MODS stations. 4. ALTS Project: students have their choice to do one of the following tasks: 1) DIY Tailoring to Fit ALT (oversized), 2) DIY Tailoring to Fit ALT (undersized) or; 3) DIY Adjusting necklines and/or sleeves to Fit ALT A) Review exemplars & teacher demo with ideas/suggestions for each ALT DIY B) Students select their ALTS project 5. Students work on individual ALTS project - Cooperative learning in groups at any ALTS stations. Consolidation 1.Verbal/Kinesthetic Activity - As a class we ‘sort’ through non-altered/non-modified items (from the fashion lab stock pile) contributing our ideas of how we could refashion the items while categorizing the refashion into 2 groups: ALTS or MODS 2. Critical Analysis/KWL chart (individual work/problem-solving that addresses the following) What do I already know about this project? What skills/techniques do I need to complete my MODS project? Are there any supplies/materials I can bring in from home to complete my MODS project? How can I alter this project to suit my own individual needs? What do I want to learn from this MODS project? 3. Peer assessment (verbal) and self-assessment of completed project (Reflection/ Exit card): What did I learn/do? How did I do this? Why did I do this? Will I likely use this technique again? Where else can I apply this refashioning technique? 4. Critical Analysis/KWL chart (individual work/problem-solving that addresses the following) What do I already know about this project? What skills/techniques do I need to complete my ALTS project? Are there any supplies/materials I can bring in from home to complete my ALTS project? How can I alter this project to suit my own individual needs? What do I want to learn from this ALTS project? 5. Peer assessment (verbal) and self-assessment of completed project (Reflection/ Exit card): How did I do this? Why did I do this? Will I likely use this technique again? Where else can I apply this refashioning technique?

Accommodations: • Students can work independently or collaboratively on their MODS/ALTS projects • Students can work after school or at home on MODS/ALTS projects • Students have the opportunity to cater their projects to fit their own individual needs • Students can bring in other sources of inspiration/ideas to contribute to their project(s) • Students may receive additional class time to work on their projects if needed • Students can demonstrate the consolidation of their knowledge using any assessment strategies/tools listed Appendices: Appendix 1 – Refashioned items laminated cards Appendix 2 – MODS project description handout & KWL sheet Appendix 3 – Self-Reflection Sheet Appendix 4 – ALTS project description handout & KWL sheet Appendix 5 – Self-Reflection Sheet

Activity #4: Field Trip and Designer Sketchbook Instructional Focus: ELL & Community Resources Time: 300 minutes (four 75 minute classes) Description: This activity promotes creativity and uses a hands-on approach. Students have been learning throughout this unit about the reasons why mending, repurposing and altering garments is a useful skill to have in life. It also increases their knowledge about the world and about being aware of the clothes they wear. Finally, these activities scaffold student knowledge and understanding of the culminating activity. This is the final activity before the culminating one, and is another scaffolding block to prepare students for their final unit task. In this activity, students will learn the art of sketching and of keeping a scrapbook as a continuous portfolio of ideas. Students will learn how to sketch and then adapt this learning to their own styles. They will also get an authentic experience of going to a clothing store where the designs are all centered on repurposed clothing. Students will reflect on their experience at the store by sketching their ideas in their personalized sketchbooks. Ultimately, throughout this activity, students will be assessed on their sketchbook, which encompasses For and As learning. Strand(s) and Expectations: Strand(s): • Research and Inquiry Skills • Design, Technology and Creative Expression Overall Expectations: • Demonstrate an understanding of how elements and principles of design are used in creating fashion products. • Describe how creative expression is accommodated in the home sewing and craft industries • Use a variety of print and electronic sources and telecommunications tools in conducting research. Specific Expectations: • Demonstrate an understanding of concepts and terms related to the elements of fabric and fashion design (colour, line, form, texture, etc) and the principles of design (harmony, rhythm, proportion, balance). • Demonstrate an understanding of the elements and principles of design that contribute to creating visual illusions in fashion (e.g., highlighting particular physical attributes) • Demonstrate an understanding of the research methods used in the study of fashion (e.g., personal observation, interview, survey). • Locate and access primary sources (e.g., interviews with designers and fashion forecasters) and secondary sources (e.g., magazine articles, TV programs) of information relating to fashion. Learning Goals • (Day 1) Receive a better understanding on how to sketch the human body and sketch designs. • (Day 2) Create own designs sketches so as to increase knowledge on how to construct and how to start the culminating activity. Assessment/Success Criteria Achievement Chart Category (KICA): (Day 1) – Use knowledge and understanding by learning a new technique and understanding how to sketch designs. (K) (Day 2) – Apply new knowledge to start sketching own ideas in sketchbook. (A)

• (Day 3) Field trip to Preloved (clothing store selling repurposed clothing from reclaimed vintage fabrics). • Understand how to create a new garment out of old ones • Sketch ideas on the spot • (Day 4) One-on-one meetings with teacher will increase student learning and improved future sketches. • Learn ways to create culminating activity through the original sketches.

(Day 3) – Through new knowledge and understanding, use thinking and inquiry to sketch designs seen in Preloved store that is inspiring, or create new designs based on ones previously seen. This is a way to communicate own designs, via the sketchbook (I/A/C) (Day 4) – Communication with the teacher on sketches up until now will increase knowledge and understanding of final task and might trigger more thinking and inquiry to create new and improved sketches. (C/K/I)

Planning Notes: • Teacher must provide all students with a sketchbook. This can be done by using G.O.O.S. paper (good on one side) and stapling sheets together. If the school has a budget, then the teacher could go to Dollarama and get sketchbooks already bound and ready to go. • The teacher must also know how to sketch or at least have taken a sketching class to be able to teach it to his/her students. However, the use of a video to teach students will help the teacher through this lesson. • Teacher must have interesting handouts and great media footage to motivate students in learning to sketch (e.g., bring in famous designer sketches for class) Prior Knowledge Required: • If they have an art background, this is a plus, but not requirement for this activity • Knowledge of what clothing looks like on the body • Knowledge of realistic clothing fabrics for culminating activity creation (use of leather and heavy materials are not suitable for school sewing machines.) *final sketches will reflect what students are intended to create for their culminating activity. Teaching/Learning Strategies (correspond the # to match the day for the activity ie. all # 1’s correlate to day #1 and match the learning goals on the previous page, etc. ) Minds On 1. Students will all get a magazine to look through and cut out inspiration. This could be what they like, what they would like to buy, etc. These cutouts will be pasted on the first page of their sketchbook with the title “Inspiration” This will start guiding students on ideas for their sketches. 2. Students will be paired with a partner and they will discuss their homework/sketch. Then whey will talk about how they will want to dress their figure. Teacher will have a mound of different scraps of fabric and students will use this as inspiration and past the scraps on their new sketch. Assessment as/for/of Learning strategies and tools used • Assessment As and For learning • Team Work • Individual work • Direct Teaching • Graffiti/Collage • Hands-on Activity • Peer and Self Assessment

Action 1. Students will watch a video called “Basic Standing Figure Tutorial: Fashion Design Drawing Lesson #1”. This is a 7 min video but because it goes very fast, I will pause and start the video, therefore, this should take 30 mins to complete the sketch. Students will then add clothes to their sketches and use the magazines again to see where a shirt falls etc… 2. This is a work period where students will work independently or with a partner on creating more sketches and outfits. Teacher will also bring in resources from real designer sketches to show students how different each designer is, artistically and creatively. 3. This is the fieldtrip day. Students will have to bring their sketchbooks to Preloved clothing store. They will learn about building one item from two or more pieces of clothing. They will get the chance to keep sketching and add ideas to their sketchbook. 4. Students will begin the class by sketching their ideas for the culminating activity. The teacher will then circulate and spend 5 minutes with each student to discuss his or her final sketch and help if needed. Consolidation 1. To finish the lesson, students will get the link to the video and are required to create another basic standing figure on their own at home for homework. 2.Kinesthetic and Gallery Activity. For the final 10 min of class, students will open their sketchbooks to the page they want to share and leave their sketchbooks on their table. The class will circulate to their peer’s desks and hopefully become inspired by other people’s work. 3. Back in class, students will be reminded to think about their culminating activity and to be prepared to sketch their ideas in the next class. The teacher will also let students know that, although there are many used clothing in class, if students are now inspired to create something they have in mind, to bring these items in next class.

• Drawing and problem-solving in their sketchbooks

Accommodations • If students need more time to complete sketches, they will have opportunities to work on it at home, get an extension and/or to work on it with the teacher at lunch and after school. • If students have difficulty sketching a figure, they can use a cutout of the human body (provided by the teacher), pasted in their sketchbook, and sketch their designs over it. *As long as they have tried the tutorial in the first class. • If students do not have access to the Internet at home, teacher will be available at lunch and after school to show the tutorial video again to help these students complete the homework. Appendices 1. Video 2. Book 3. Book 4. Online resource 5. Preloved website

Tova McCall

• • • • •

SPECIFIC DETAILS ON WHAT PART OF THE UNIT YOU COMPLETED Activity #4 - “Field Trip and Designer Sketchbook” Differentiation and Inclusive Practice Culminating Activity - Teacher Section/Lesson Breakdown chart Stage 3 - Learning Plan Contribution questions Appendix 2 (Activity #1)

Shannon Duncan • Unit by Design Template: Stage 1 - Big Ideas, essential questions, enduring understandings, potential misunderstandings • Activity #1 - “Fashion Crimes” • James Banks Connections • Differentiation and Inclusive Practice • Unit Rationale • Appendix 2 (Revised Rubric & Activity #1) • Stage 3 - Learning Plan Contribution questions & revisions • CA Evaluation rubric Katie Van Massenhoven • • • • • • • Unit by Design Template: Stage 2 Differentiation and Inclusive Practice Activity # 2 – “Fix It!” Appendix 2 (Activity #2 and Culminating Activity) Annotated Reference list Stage 3 - Learning Plan Contribution questions CA Evaluation rubric

Jaclyn Murray

• Unit by Design Template: Stage 1 - Overall expectations, big ideas, enduring understandings, specific understandings, essential questions, key skills, key knowledge, Stage 2 - Revision • Designed the Culminating Activity - CA overview, CA description, CA rationale • CA student section with handouts #1-5 (checklist, sample projects, student CA description) • Activity #3 - “Refashion it!” • Appendix 2 (Activity #3 and formatting/editing) • Contributed largely to the ideas behind activities 1-4 in the unit with ideas and suggestions for the group • Compiled, formated, and edited final unit design components (charts, evaluation, etc) for submission