Class: Fashion design and merchandising Date:

Unit: Sewing unit Lesson Title: Tools and equipment

Content Standard Alignment:

DEMONSTRATE KNOWLEDGE AND SKILL RELATED TO CLOTHING MAINTENANCE AND CONSTRUCTION

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.

Learning outcomes:

● Demonstrate knowledge and skill using basic sewing tools and equipment

Instructional outcomes.

● Students will be able to identify sewing tools and basic sewing machine parts

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understanding? How does this lesson build on the previous lesson in this instructional
sequence? How does this lesson support the next lesson in this instructional sequence?
This lesson all students need to do before they can use the sewing machines and be able to complete any sewing
project that we do in class.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment

Presentation of tools and parts

sewing machine parts quiz

Blooket game (link is currently not working properly)

various sewing tools set around the tools with numbers on them

● Needles

● pins

● pinking shears

● fabric shears

● seam ripper
 ● tailors chalk

● pin cushion

● tape measure

● tracing wheel

● thimble

● hem gauge

● needle threader

half page worksheets (so two worksheets to a pg to cut in half) with the tool names and students
will place a number by the tool name that matches the tool on the table Click here

computer

smart board or projector

copies of the powerpoint for the students to have as notes So that those that are slow readers
and ells can follow along easier.

sewing machine parts worksheet

Printed copies of the simplified version of the powerpoint (simplified version)

tool matching paper for learning disabilities click here

powerpoint spanish and english click here

Sewing tools of the past worksheet. Click here

Advanced sewing tools identification activity (same link as the first work sheet the two are on the
same document)

Tools for advanced

● seam roll

● pressing ham

● pattern rulers

● Cutting mat

● rotary cutter

● point turner.
 ● tailors chalk

Spanish versions of every thing that is printed are all linked in the table below after the lesson
plan

Resources:

https://www.slideshare.net/bearshane/sewing-tools-49789575

https://letslearntosew.com/getting-to-know-your-sewing-machine-parts-and-functions/

Google translate

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Many tools and parts names the way they sound could make students think they go with a different part or tool
that is not what the true function is. especially on the machine it is easy to mix up the machine part names to
where they are on the machine
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.

There really aren't any prerequisites for this lesson because this would be all new content for most of the students.
Maybe the only thing that would be a prerequisite for this lesson is the activity of identifying tools names at the
beginning of the class and also the day before they could do the sewing machine worksheet as a pretest before we
even go through the parts.

Students come into class and grab a worksheet and begin to try and identify the
tools that I have set around the room. they will have five minutes to do what they
Introduction- can and then turn it in to me.
Anticipatory Set:

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
❏ For the first part of class we will go over the powerpoint lesson on the parts
and tools so that the students will be able to identify and know the use of
the tools (15 min)
❏ Tools and parts that we will be going over will be…

❏ sewing tools:

❏ tape measure

❏ hem gauge
 ❏ ruler

❏ yard stick

❏ fabric scissors

❏ pinking shears

❏ seam ripper

❏ marking pen

❏ tailors chalk

❏ tracing wheel

❏ tracing paper

❏ pin cushion

❏ hand needle

❏ pins

❏ needle threader

❏ thimble

❏ machine parts:

❏ bobbin winder tension disc

❏ thread take up

❏ thread tension control

❏ face cover

❏ thread cutter

❏ extension table

❏ feed dog control

❏ reverse stitch lever

❏ stitch width control

❏ bobbin wider shaft

❏ bobbin winder stop

❏ stitch indicator

❏ stitch selector

❏ hand wheel

❏ power switch

❏ plug socket

❏ spool pin

❏ presser foot lifter

 ❏ thread guide

❏ presser foot

❏ needle

❏ bobbin cover plate

❏ feed dogs

❏ stitch plate

❏ bobbin cover

❏ foot pedal

See the presentation for definitions for the parts and tools

❏ for 10-15 min we will then play the sewing machine quiz game click here for
the link students will compete in teams and see which team can answer each
part and get the fastest time. one person at a time will come up from each
team to do the quiz only one team at a time can go. the goal is to have the
fastest time and the most correct.

❏ For 15 min after the quiz game we will play a blooket game which is a
glorified version of kahoot where students can be more competitive.

❏ For 20 min the students will go the the sewing machines and identify the
parts and fill out the worksheet on the sewing machine parts they have to
have all of them correct before they start to sew.

Wrap Up-

Synthesis/Closure: For part of the last 15 min of class students will pick up another one of the half
worksheets and identify the tools again since we have had a chance to go over them.
they will be in a different order from the first time and there may be even a different
looking version of the tool as to make them think on what it is. this should only take
like 10 min total they will turn this in for a grade. The last 5 min I will go over the
assignment that is for homework and as they go out the door they will pick up a copy
of the directions.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural linguistic needs.
A combination of worksheets and technology is used so that students will be able to learn both visually, and hands
on. also the basics are only taught with the basic definitions so that it is easier to understand. Hard copy of notes
for all students there will be copies for those who speak spanish and those who need a simplified version of the
notes.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.
 formative assessments: the first go around of the tool identifying and the quiz game and the blooket will be used to
check for understanding and what they may already know.

Summative assessment: the second try of the tool identifying will be graded the tools will not be numbered the
same as the first go around. The parts of the machine worksheet will also be graded because they need to be able
to identify what they are. aslo the last thing that will be graded is the tools of the past assignment.

Differentiation for the lesson

Student differentiation link if applicable

Students with IEP’S

ADHD Student Generally those with ADHD have a hard time n/a
paying attention and sitting still. With this student
I will allow fidget toys as long as they are not loud
and distracting to other student. I also would offer
flexible seating because some students with ADHD
really benefit from that type of seating. Because
for example something like wobble stools allow
the student to move but still be sitting as long as
they are not using the stool as a distraction from
their work.

Severe learning With this lesson on the activity that encourages link to simplified version of
disability matching the terms with the tools on the table I powerpoint click here
would only require them to identify 3 tools and
even give them a separate work sheet that is link to the tools match up for the
simplified. Also thy will not be required to identify students with the learning
all the parts of the sewing machine if any at all disabilities click here
incase they are not even allowed to used the
machines due to their IEP. where in stead of the
the looker game those students would have
picture and one work matching work sheet.

3rd grade reading I would have printed notes f the slides that are
level adjusted for a 3rd grade reading level or just
adjust the main slide. also any on the work sheets
will also be at a 3rd grade reading level.
Theblooket even though it will be used for the
class as a whole this is one that I would have at a
3rd grade reading level if the student would like to
participate.

Moderate learning For ths student I would look at their IEP for any
disability special accommodations. Also I would give them
the simplified version of the notes like I would the
one at a 3rd grade reading level, and the one that
has the severe learning disability. A;so on the
identifying the tools and the sewing machine
worksheet I would only require them to answer 3-
5 of the questions. it will be up to them if they
would like to try and participate in the blooket and
sewing machine parts game.

Speech impairment As a teacher if the student has a speech aiding n/a

device I would encourage them to use it to
communicate. Other wise if they are speaking I
will need to pay close attention . Also IF they use a
bit of basic sign language to communicate I will
need to know some of the basic signs that they
use.

Student with a 504

No peripheral vision For this student I would first have them be seated n/a
at the front of the classroom. But I will also have it
where this student will be able to use flexible
seating and move to anywhere om te classroom so
that they can see. Also as a teacher i would make
sure that I am not in their peripheral vision.
Another option would be instead of a regular chair
I would have a chair that rolls and spins so that
they can rotate easier to see and they would be
the only student to have this type of chair.

Other students that will need differentiation

5 hispanic students 4 of the 5 students may have different levels of spanish version of homework
english speaking but the 1 that just moved from assignment click here
mexico will not know how to speak english most
likely. I will have these 5 placed in a groups so that spanish version of slides.
they can support each other. Also on the Spanish version of machine parts
worksheets and the slides i will have the spanish work sheet
translation of the content on them alongside the Spanish version of tools identifying
english.

Gifted and Talented For this student my hope is that with what we are worksheets for identifying
student doing for the day is that where most of the
activities are done as a class I won’t have to worry
too much of them getting done before the others.
the only place that may be of worry is the tool
identification. where there are just going to be the
basic tools that we are going to go over I will have
a section of just advanced sewing tools that they
can try and identify from a word bank as an extra.
also they can if they get done they can identify the
uses of the advanced tools.
Multicultural incorporation

Students multicultural explanation for student if link

incorporation needed

All students
Jehovah witness
2 black students and
hispanic students
For the cultural aspect
students will do the
homework assignment
sewing tools of the past.
Students will make either
a timeline of the evolution
of some of the basic
sewing tools or they may
choose one culture and
focus on the sewing tools
that they had used before
our modern sewing tools.
Students will be able to
choose different ways on
how to show evidence of
their research weather it
be a poster a paper or
even online technology or
any other creative way
they choose to do.
n/a Click here for the link to
the worksheet to sewing
I wasn’t quite sure how to tools of the past
do any differentations for
this student but where
they are jehovah witness
they may not be able to
associate and look into
other cultures. but I made
it where thy can choose to
do a time line of tools or
choose a culture.
they can do a timeline or
choose their culture the
black students may not
know what their original
culture is if they have had
several ancestors that
were slaves.

Paragraph of justification

The way I had organized my students is that I made tables and put them in categories as to if they need
differentiation or not. And then I made a table for the multicultural aspect. For each student I wrote down how I
would make the lesson where they can participate and be able meet their needs. Also I put any links to the docs that
I would give them but I also included most of the links except the spanish versions in my resources section of the
lesson plan. Those links are in the differentiation table. I did the tables because it keep me more organized and I can
think of the students individually and their needs and plan accordingly. And including that type of table in my lesson
plan can also come in handy as for future students that may be in a similar situation. And then I know a way that I
was able to accommodate those students.