Agricultural Education and Communication Department

Lesson Planning Template

Link to template instructions

Foundation
Teacher(s): Course Title: Unit Title:

Ms. Alamo Floral Design Corsage

Lesson Title: Lesson #___ in series of___ lessons Grade Band:

6 Loop Bow Partner Exchange Lesson 3 in series of 8 lessons 9-12

Lesson Description:

Students will create a 6 loop bow and will peer evaluate their table partner’s bow based off the bow rubric.

Standards Addressed (specify):

 CTE: F11.1 Demonstrate the use of plant materials and tools.

F11.2 Apply basic design principles to products and designs.
 EL: B. 5. Listening actively to spoken English in a range of social and academic contexts
C. 6. Connecting ideas

Specific Instructional Objective(s) – (All components):

Given instruction, the bow rubric and materials, students will be able to create a 6 loop bow scoring at least 80%
on the attached rubric.
Formative Assessment of Instructional Objective(s): Summative Assessment of Instructional Objective(s):
Completion of 6 loop bow with graded rubric Corsage construction

Equipment, Materials and Supplies (attach supplemental handouts):

 Weekly Agenda PowerPoint
 Bow Rubric (1x student)
 Ribbon (1x student) – should already have from previous lesson
 Taped wire (1x student) – should already have previous lesson

References:
Celia Casso – El Capitan High School

Principles of Universal Design for Learning (UDL)

List those principles of UDL implemented in this lesson and explain HOW they are implemented.
Multiple Means of Engagement
 Promote expectations and
beliefs that optimize
motivation (checkpoint 9.1)
- Students are expected to
complete a 6 loop bow by
the end of the period as it is
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Multiple Means of Representation
 Activate or supply background
knowledge (checkpoint 3.1)
- Students will use their
previous knowledge of
corsage bow making when
creating 6 loop bows.
Multiple Means of Expression
 Use of tools for construction
and composition (checkpoint
5.2)
Students will be working
with satin acetate ribbon
and taped wire.
 their table partner’s job to
assess their bow.
-
Supporting ELs (list modifications):
Listening Reading Speaking Writing
 Speak clearly and  Students can read  Students will critique  Students will fill out
concisely Weekly Agenda slide. their table partner’s weekly agenda as
 Distinguish academic  Students will read the bow and can give warm-up.
vocabulary verbally bow rubric. verbal feedback.  Students will complete
and on rubric the bow rubric grading
their partner’s bow.
Supporting Students with Special Needs (list modifications):

 Giving students extra time to complete their 6 loop bows

 Teacher will be walking around and assisting those in need of help
 Frequent check-ins with students

Academic Language (list terms in alphabetical order):

 Corsage - a spray of flowers worn pinned to a woman's clothes
 Satin Acetate – ribbon used for corsage bow making
 Taped Wire – wire gauged taped with floral tape
 6 Loop Bow – bow specifically for wristlet corsages

Lesson Sequence
Anticipatory Set/ Interest Approach/ Engagement:
Good morning class!! Happy Thursday, Friday Junior! Who has been practicing their bow making techniques? Well
today, you are going to show what you know!
Stated Objective(s) – (written for students):
Your objective written on the Google Slide is – “By the end of the period, I will have make a 6 loop bow and peer
evaluated my table partner's 6 loop bow.”
Statement of Purpose/Relevance:

Instead of just getting help and critiqued by me, you will have the opportunity to work with your table partner and
they will evaluate your bow based off the rubric you are given.

Objective #1:
 Contextual Set:
Who can tell me why it is important to evaluate our partner’s 6 loop bow? Well, as you know, next week we
will be working in our wristlet corsages and the foundation for those are two 6 loop bows. We want to be able
to create your bows on the first try.

Content Outline (Teacher Says) Methods (Teacher Does)

 Go over agenda slide Allow time for students to fill out their weekly agenda.

 For our corsages that we will be making next week,

we need 2 6 loop bows.

 Today is your opportunity to critique and evaluate Make sure each student has a bow rubric!
your table partner’s 6 loop bow based off the bow
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 rubric.

 So each of you will be creating a 6 loop bow. After

both of you are done, you are to assess your
partner’s bow using the bow rubric. Don’t worry so
much about what their ribbon looks like if it’s CFU: _____________, how will you be scoring your
crinkled, more the basics, like if the bow is upright partner’s bow?
and the loops are even, etc

 Write your first and last name then have

your partner write their first and last name
Allow time for students to do this!
at the bottom of the rubric.

 By the end of the period, you need to have created

a bow, your partner should of graded it and written
their first and last name one the paper as well. You
will turn both the graded rubric and bow in the CFU: _______________, By the end of the period what
front desk, taped just like this. do you have to have turned in?

 Walk around classroom

While students are working with partners, walk around
and assist where needed.
 It is time to clean up time. Look on the ground for
any trash, ribbon or wire & throw it away. Allow time to go back to our original seats.

 Reminder, we have our bow test tomorrow, you will

be given a wire, floral tape and a new ribbon. Then CFU: _______________, what was the purpose of
you will graded based off the bow rubric. evaluating your partner’s bow?

 If you haven’t turned in your recording of you

creating a bow start to finish, then you will need to
fill out the google form for late submissions &
upload a link to your video.

 When the bell rings you may be dismissed, please

push in your chairs! Have a great rest of your day!

 CFU / Activity: Creating 6 loop bows and evaluating their partner’s bow based off the bow rubric.
CFU: How will you be scoring your partner’s bow?
By the end of the period what do you have to have turned in?

Quest Activities (if time permits):

If students get done early, they can pick the color ribbon they want for their corsage, which we will be creating
next week.

Review, Summary, & Closure:

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 We continued practicing making 6 loop bows and your table partner assessed your bow! Now you can take their
suggestions to improve your bows! Practice makes perfect! As you guys know you only have one shot to make your
bows for your corsages, otherwise you will have crinkly ribbon in your corsage. So keep practicing and you will be
able to make a perfect bow your first time.

Independent Practice:
Students will continue practicing 6 loop bows aiming to meet the criteria on the bow rubric.
FFA Connection:
Floriculture CDE - requires students
to identify plants, judge flower
arrangements and solve problems.
Participants also demonstrate skills
in flower arranging, propagation and
the preparation of floral and foliage
products for sale.
SAE Connection:
Floral Business Entrepreneurship –
Being able to create bows for
corsages, vases, and arrangements.
Career Connection:
Work as a florist, Teach floral design,
Own a floral shop
Although not everyone will become
a florist, being able to create bows,
process and arrange flowers is
beneficial if the students have a
passion.

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