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Lesson Plan Abigail Kenny Days: 11 Days Grade Level: 9-12th Nebraska Standards 3.4.1.

3 Demonstrate measuring skills using the correct measuring devices. Follow a pattern guide to layout and construct a garment/accessory. Course Title: Creative Clothing Broad Concept: Patterns Sub Concept: Pajama Pants Resources and Materials Needed Computer with Internet Access, Projector Weber, Jeannette. (2002). Clothing: Fashion, Fabrics, and Construction (4th ed.). New York, NY: Glencoe McGraw-Hill Blank paper Markers Getting Ready to Sew: Patterns Notes Fabric Layout and Pattern Placement Activity Simplicity Pattern #9871 Sewing Kit Fabric Thread Sewing Machine Types of Multiple Intelligences Used Visual-Spatial Bodily-Kinesthetic Musical Intrapersonal Linguistic Logical-Mathematical

National Standards 16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.

Recurring Concern What should be done about developing math, direction-following, self-sufficiency, and other jobrelated skills? Rationale In the past, sewing was a very valued skill. Families would often make or mend their own clothes, as well as other items around the house. Today, we can purchase items for much less than it costs to construct them at home. So why are we still teaching sewing in our schools? Students who participate in sewing classes have the chance to apply skills learned in other classes. Math skills are put to the test; students must make accurate measurements when cutting fabric, otherwise the product may not turn out right. They also may be required to alter their garment, which requires calculating new measurements. Students are required to read the directions thoroughly and be able to follow directions closely. Through this class, students have the opportunity to guide their own learning and must rely on their own discovery or help from peers before getting help from the instructor.

Furthermore, in the area of sewing, patterns are oftentimes used. If a student decides to continue sewing outside of class, being able to sew using a pattern is a necessity. Most projects are created independently, and without knowledge of how to use a pattern, students are likely to struggle greatly. In conclusion, through working with a pattern, students are able to apply math skills to real life issues, learn the importance of following directions, and become more self-sufficientthrough problem solving and obtaining basic sewing skills.
Learner Outcomes

TSWBAT recognize the different pattern parts TSWBAT identify pattern symbols TSWBAT explain how to use a pattern TSWBAT breakdown a set of instructions TSWBAT lay out pattern pieces efficiently on a limited amount of fabric TSWBAT modify pattern pieces TSWBAT construct a pair of pajama pants TSWBAT judge their final product How can we recognize the different pattern parts? What do the pattern symbols mean? How do you use a pattern? How do you break down a set of instructions? How do you lay out pattern pieces so that the fabric is used efficiently? How do you modify pattern pieces? How are pajama pants constructed? How did your pajama pants turn out?

Key Questions

Evaluations Formative Pattern Posters Getting Ready to Sew: Patterns Notes Layout Activity Textbook pages 498-499, question 1-17 Summative Pajama Pants Special Needs Accommodations One of the students in our class has a paraprofessional that works with her one-on-one, by helping her write and sew. She does very well both academically and behaviorally with this assistance. Day 1 Daily Objective I will be able to understand how to use a pattern. Set (1 minutes)

The next project we will be making is our pajama pants. For this project, you will be using a pattern. Over the next couple of days, we will be taking an in-depth look at how to read and use a pattern. To start off, were going to watch a quick video. Activity #1 (10 minutes)Teach Yourself To SewPattern 101 Students will watch the 6 minute video which gives a simple introduction to patterns. Link: Discussion Questions What information did you see in the video that might be important? What was one thing you knew about patterns before the video? What is one new thing you learned? What will you need to learn more about before you start using your pattern? Transition (1 minute) That video was a nice, brief start on how to use a pattern. Were going to continue by looking at what the book has to say about patterns and getting ready to use them, but first, lets get out our pajama pants patterns and sewing kits. Activity #2 (10 minutes)Fabric & Supplies Required As mentioned in the video, the pattern essentially has three partsthe envelope, the instruction sheet, and the tissue paper pattern pieces. The students will find each part and hold them up accordingly. Today were going to use our patterns to find out what supplies we will need and how much of each. To start off, well look at the fabrics acceptable. This is the first heading on the back of the envelope. Go through the list and discuss. The notions are also in this category; based on the video, what are notions? What notions do we need for this pattern? Circle the word thread. Next, you will need to find your hip measurement. To do this, you will need your tape measurer. You will wrap it snugly around your hipsor at the top of your hip bone (gesture to show students). Your hip measurement will lie somewhere on the chart on the back of your envelope. Circle your measurement! In that same column, it will show a size (XS-XL), then below, it shows the amount of fabric you need under the heading Pants. Therefore, you will either need 2 or 2 7/8 yards of fabric. Circle the amount you need, as well as the note which says you need 1 yard or wide elastic. Supporting Material: Simplicity Pattern #9871 Discussion Questions If you were considering buying a pattern, what are some factors you would consider? What would you look at on the envelope? How can you tell the difficulty of a pattern? What might be some challenges in finding the correct size? Transition (3 minute) You have three class days to get your supplies here (fabric should be at school on Day 4). What will you all be getting? What day do you need to have your supplies here? Where can you purchase these items? If you arent financially able to acquire these, please see me ASAP, by the end of the day.

Activity #2 (24 minutes)Group Experts/Posters The basic information youll need to know for learning to use patterns is spread through lesson 7, 8, 10, and 11 in the back of the book. Instead of simply reading each lesson, I will be assigning you different sections & headings to learn and read about. You will need to be an expert on this section. You will create a poster with all the important information sewers need to know, including (but not limited to), vocabulary, visual examples (draw pictures!), and a basic how-to for each section. Through these posters, we will learn how to use patterns, therefore, be thorough! We will be presenting the posters tomorrow and taking notes on them, which you will turn in. YOU will responsible for making sure your classmates understand the section you present on, so use visuals and be thorough. If you get done early, I suggest you start looking through and reading lessons 7-11. The better you know the information, the easier using a pattern will be. While working, you may collaborate with other, but you are responsible for your own topic. You may talk quietly or listen to music through headphones while working. Supporting Materials: Clothing: Fashion, Fabrics, and Construction textbook Getting Ready to Sew: Patterns notes Conclusion (1 minute) Tomorrow we will be presenting our posters. If necessary, I will give you a little bit of time to finish yours up before presentations. Remember, you will be also taking notes. It is very important that you be here tomorrow, as a lot of good information will be shared! Day 2 Daily Objective I will be able to understand how to use a pattern. Set (2 minutes) Yesterday we began reading through our assigned sections and working on our posters and presentations. (If necessary) Today, you will have the first 10 minutes of class to finish up your posters and presentation, and then well present them. If you currently have your presentations ready to go, you can work on reading lessons 7-11. The more familiar you are with the information, the smoother working with patterns will go. Once we finish the pajama pants, you will be completing a patterned project of your choice, so pattern knowledge is extremely valuable. Activity #1 (10-20 minutes)Work Time (If Necessary) Students will have time to finish up their posters and prepare to present to the class. Once the vast majority of students are finished, they will return to their seats to prepare for their presentations. Transition (1 minute) You should all have your posters ready. Your presentation is not graded, but keep in mind that you are the expert on your section. It is your job to teach the rest of the class the information you learned. Activity #2 (30 minutes)Presentations Students will present their sections along with their posters, going in the same order as in the book and on their note sheet. When not presenting, students will need to take notes. Notes will be turned in for formative points. The teacher should elaborate or clarify any information that was not covered

fully. When students are done, they will turn in their posters, which can be displayed for reference during lab time. Supporting Materials: Getting Ready to Sew: Patterns notes Discussion Questions What did you learn? Was there any information that you were already familiar with? What do you need to know more about in order to successfully work with patterns? What do you think will be most challenging about working with patterns? Transition Knowing how to understand and use a pattern is a vital skill when sewing. Whether youre in the classroom or working independently at home, you need to be familiar with different markings, how to layout your pattern, and how to read and follow the instructions. So far weve watched a video on patterns and seen presentations. Now youll be going through the review questions over the lessons you read/were taught to help solidify the information youve been presented with. Activity #3 (15 minutes)Textbook Section 3 Review Questions (In Case of Extra Time) Students will have the rest of the class time to work on the review questions on pages 498 and 499. They should complete #1-17 and turn in. Supporting Material: Clothing: Fashion, Fabrics, and Construction textbook Conclusion (1 minute) Our next project is pajama pants. As you already know, we will be using a pattern with them. The better we understand patterns and the more skilled we are at using them, the easier and more successful our pajama pants will be. Tomorrow we will continue by practicing laying out pattern pieces on paper. Day 3 Daily Objective I will be able to cut out patterns and arrange them on fabric. Set (2 minutes) In the last two days weve been learning about how to use a pattern. Weve learned the different symbols, how to fold fabric, how to pin, etc. Today were going to be applying that information with an activity where you practice cutting out patterns and arranging them on paper. Activity #1 (30 minutes)Fabric Layout and Pattern Placement Activity Students will layout pattern pieces for three different garments. It is suggested that they do one garment at a time. They will first cut the paper to the size indicated, then fold it as directed. Next, they will place the pattern pieces on the paper, making sure they all fit and following any specific instructions on the pattern pieces. When they are all arranged correctly, they may glue them. Their finished products will be checked to make sure they were properly completed, but they will not be turned in for credit. (Be sure to give very specific directions and examples, as well as check for understand, as this can be a confusing project.) Supporting Material: Fabric Layout and Pattern Placement Activity Discussion Questions

Why were certain folds used? What were some of the challenges of this activity? Why is it important to make sure your pattern is properly laid out? List some important ideas to keep in mind when laying out and cutting patterns.

Transition (1 minute) Oftentimes, patterns will provide an image of how your fabric should be folded and your pattern pieces arranged. Unfortunately, this can be confusing, especially if you havent had much experience in using patterns. Therefore, it is important to be familiar with laying out pattern pieces, especially if your pattern or project doesnt specify. Fabric is expensive, and we usually have a limited amount. Therefore, it is necessary that we use it wisely and have as little waste as possible. Next, you will have time to finish your review questions from yesterday. Activity #2 (15 minutes)Textbook Section 3 Review Questions Students will have the rest of the class time to work on the review questions on pages 498 and 499. They should complete #1-17 and turn in. Supporting Material: Clothing: Fashion, Fabrics, and Construction textbook Conclusion (2 minutes) For the next week and a half, we will be working on our pajama pants. If your fabric is not here already, make sure you bring it ASAP. If your fabric is not here for you to work with, you will be completing book work, starting with chapter 1. You will be required to read and complete the questions for one chapter each day your fabric is not here. If you do not hand in or complete assignment, you will receive a zero. Days 4-11Lab Time Daily Objective I will be able to construct pajama pants based on the techniques learned. Lab Expectations Students are expected to have all their supplies on work days. If students do not come to class prepared to work, they will be given book work to complete. Students are expected to have their instructions on them at all times. They are expected to read them for each step and use them to guide their work. If students have a question, they should first review the directions (read back and aheadthe answer might be there!). If their question is still unanswered, they should ask a peer, and lastly, go to the teacher. Students are expected to work quietly and efficiently. We better we work, the higher quality products we produce. We also will have more time to complete projects. Students should not have their cell phones out, except when turning on music, which they can listen to through earphones. If the music can be hear by others, it is too loud. Students are allowed to converse quietly if it is not distracting them from the task at hand. Water is allowed in the lab, as long as it is in a bottle with a secure lid. All other food and drink is not allowed. Students are expected to fully clean up the work area. There should be no scraps of fabric, threads, tissue paper, or pins left behind. All tools/supplies should be returned to the students sewing kits or their proper places. Students sewing kits, patterns, and fabric should all be

returned to their totes and put away in the cupboards. If anything is left out, it may easily be stolen or thrown away. Lab Time Setup Students will work through the pajama pants. When the majority of the students are finished with a step, they will gather at the desks, watch as the teacher demonstrates, then complete the task themselves. Students will start off by exploring their patterns, cutting out the pieces, and laying out the pattern, and preparing to cut. Free Choice Not all students will finish at the same time. As they complete their pajama pants, students are expected to continue working during class time. The next project will be a free choice pattern projectthey will choose a simple pattern and have approximately 10 class periods to work on it. Students may alternatively make a tie blanket, a tote bag, or another pair of pajama pants. If students do not have their supplies available when they finish with their pajama pants, they are expected to find other work, whether it be classroom tasks (organizing the clothing closet, sewing aprons, etc.), completing missing assignments, or doing additional book work. Set (Day 4) (2 minutes) Today will be our first work day on the pajama pants. Just as with the last project, we will be working through this step by step, together as a class. This project will likely be your first with a pattern, so were going to take it slow and work together. We will not be getting the machines out today. Most of today will be spent exploring the pattern, preparing to cut it out, and pinning our pants. Set (Days 5-11) For the rest of the days, sets may be used to give different announcements, to remind kids about the upcoming free choice project and to bring in their supplies, to go over lab expectations, to review previous lab activities, and to go over upcoming steps. Activity #1 (15 minutes)Looking at the Directions In general, how many of you typically read the directions? Why or why not? Were going to start off our project by looking at and reading the directions. As a class, the students will explore the directions to see what they all contain. o The Pattern States seam allowance Tells how to lengthen or shorten o Cutting/Marking Tells to prewash materials and iron first Tells how to layout your fabric before pinning the pattern pieces. Transfer markings to the wrong side of the fabric Other special notes o Cutting Layouts Key on the side Right and wrong side of fabric Shows how to lay out the fabric and how to place the pattern pieces on it o Sewing Directions Goes through the directions step-by-step

Corresponding pictures are on the side Guiding Questions What did you learn? Why is reading the directions valuable? What information were you surprised to find in the directions? How do the directions work to make things simpler for you? Activity #2Working on the Pajama Pants Students will review steps with the instructor, watch the demo, then complete the step on their own. Once they finish, they should wait until the majority of the class is done. The process will then be repeated. Supporting Materials: Simplicity Pattern #9871 Step 1Cut Out Pattern Pieces First off, students will take out the tissue paper with the pattern pieces and iron it. Then, students will cut out the pattern pieces according to their size. There are only two pieces: the pant leg and the drawstring. Students may choose to do a drawstring or only use elastic. It is recommended that students, especially those who find sewing a bit more challenging, do not do a drawstring due to the extra work. For the pant legstudents may choose to do a full length pant or shorts. For the shorts, they will measure 10 inches from the crotch point and draw a line parallel to the waist. This will be the bottom of the leg for them to cut along. Students should be careful to make the correct notches where indicated. Step 2Pinning/Cutting Out Fabric Students will iron their fabric and lay it out as directed in the pattern (right sides together). They will align the arrow on the pattern piece with the straight of grain. Students should pin the pattern piece on to the fabric perpendicular to the edge of the pattern piece, making sure the pin does not hang over the edge. Students will then make long, smooth cuts along the edge of the pattern piece, being sure to make the correct notches where needed. Step 3Marking Students will remove the pattern piece from the fabric, and on the wrong side, transfer any marks (the two dots where the elastic is inserted and the two buttonhole markings). Once they remove the tissue paper pattern pieces, they should fold them up and return them to their envelopes. By holding on to them, students will have their pattern pieces to reference if necessary and to make additional pajama pants. Step 4, Directions 1Buttonholes The students who have chosen to do drawstrings will need to create buttonholes. They should have marked the buttonholes in the previous step. Before sewing the buttonhole onto the pants, students will be encouraged to practice several times on scrap fabric. They should draw a line about an inch long, then place the needle at the bottom, left corner. With their machine set on the sewing pattern #17, students should sew along the length of the line. Once they get to the other end of the line, they should press the back stitch button once. The machine will reverse and sew back down the line. Once it gets to the starting point, the backstitch button will be pressed once more, and it will finish off the stitch. Step 5, Directions 2Leg to Crotch

Students take one pant leg and fold it right sides together. On the open side, the students will match up the crotch point, the bottom of the legs, and the single notch so that the leg lays flat. They will pin it and stitch along the open edge with a 5/8 seam, backstitching at the beginning and the end. Finally, the seam should be ironed open. Once they complete this step for the first leg, they should do the same for the other. Step 6, Directions 3Inserting Leg Students will turn one of the pant legs right side out. Students will then insert the right side out pant leg into the inside out pant leg. The right sides of the legs should be touching, and the notches, marked dots, and seams should match up. Step 7, Directions 4Sewing the Crotch First, the center seams on the leg will be pinned together. Starting at the 2nd and lower dot, the students will stitch towards the crotch, all the way to the waistline on the other side, backstitching at the beginning and the end, using at 5/8 seam. Once they finish, they should return to the second dot and sew over the same seam, without backstitching. Once they complete this, students will sew between the first dot and the waistline, stitching over the same seam three times (forward, backwards, and forwards). The students should NOT stitch in between the two dots (this is where the elastic will be inserted). Along the curved part, students will trim the seam to . Finally, students will iron the seam open. Step 8, Directions 5Fusible Web/Machine BastingSKIPPED Step 9, Directions 6Ironing & Stitching Waistline Students will iron under along the raw edge, then turn the waistline over another inch an iron again. Once the waistline is well-pressed, they will sew with a 1/8 seam along the lower edge (the raw edge that was pressed under . Step 10, Directions 7Inserting Elastic Students will attach a large safety pin to one end of the elastic ribbon (they should also attach a large safety pin to the other end if the elastic is fairly short). Students should insert the elastic, safety pin first, in the gap in the seam in the front of the pants. Students will use the safety pin to guide the elasticthey should scrunch the fabric over the safety pin while holding it, then pull the pin further through. Since the seams were not fused, students may encounter slight difficulty around the seams. Once the student has guided the elastic all the way through, they should safety pin both ends together. The student will then try the pants on, adjusting the elastic to a point where the pants are tight enough to stay up, but not too tight to where they would be uncomfortable. The elastic should be repined, then the excess cut off. The student should remove the pants, and overlap the elastic so that it lies flat, with no twists. Step 11, Directions 8Stitching Elastic Together Students will pull the elastic away from the fabric, keeping it pinned. They will then stitch the two ends of the elastic together securely. They may do this by stitching a small rectangle, or stitching from the bottom to the top, then backstitching the entire length. Step 12, Directions 9Stitching Seam Together Students should remove the pin from the elastic, then tighten the waist band so that the elastic is fully incased. The students will then hand stitch the seam where the elastic was inserted shut.

Step 13, Direction 10Stitch Drawstring (Only for students who chose to make a drawstring) Students will take the drawstring fabric and stitch the ends with notches together using a 3/8 seam. Then they will fold the draw string in half with right sides together. Starting at either end, the students will sew the short length, then pivot at the end and sew down the long length, until approximately an inch from the notched middle. They will do the same for the other side. There will be an open gap in the middle for student to pull the ends of the drawstring through to turn it right side out. Once sewn, students should trim the seam and snip the corners without cutting the thread. Step 14, Direction 11Finishing the Drawstring Students will now turn the drawstring right side out. With the unsewn, open section of the seam folded under, students should iron the drawstring. Finally, they will hand stitch the opening together. Step 15, Direction 12Inserting the Drawstring Students will attach a safety pin to one end of the drawstring. They will then insert the drawstring through one of the button holes. They should guide it through the waistband like the elastic. Once they get it through the other buttonhole, students will knot each end of the drawstring to prevent it from getting lost in the waist band. Sept 16, Direction 13Hemming Legs Students will put on the pants, and turn up the leg to the length theyd prefer it to be. The length will be marked, and the students should take off the pants. Students should then fold the pants in half, lengthwise, matching up the waist, crotch and legs, then lay them flat on the table. Students will turn up the legs to the marked length so that both legs are hemmed at the same length. Students the hemmed length should be no more than an inchthe excess will be carefully cut off. Finally, students will turn of the rough edge under, press it, and then stitch it closed. They should be careful not to sew the legs shut. Step 17Finishing and Turning In Students should trim any loose threads, attach a piece of masking tape to their pants with their name and period on it, and turn it into their classs box. Students will fill out a self-evaluation, then turn it in for the teachers grade. Once the students are done, they should either start on their free choice project or find something else to work on, whether it be missing assignments, cleaning the classroom, or assisting another student. Discussion Questions How is everyone coming on their projects? What is going well? What are you finding to be difficult or challenging? How are you using skills you learned during your earlier projects? What are some of the new challenges with this project? Conclusion (Last 5 minutes) This time will be used to ensure that the classroom is clean and picked up. Students should return all their fabric, supplies, and parts of their pattern to their totes. The totes should then be stored in the appropriate cupboard. Anything left out may be stolen or thrown away at the students liability.

Questions that check for understanding will be asked in regards to when fabric for the upcoming project should be here, what students should be completing, and due dates. Conclusion (Day 11) (5 minutes) Today was the last day for working on our pajama pants. For most of you, this was your first project working with a pattern. If you havent started already, you will be doing one more patterned project. If you are not completed with your pajama pants, please arrange a time to come work on them outside of class. Discussion Questions What do you like about using patterns? What are some of the challenges? What have you learned? Have you discovered any shortcuts? Would you use patterns in the future to create projects? What are some tips you would give a first time pattern user? How could you have been better prepared to use a pattern?