Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

2.
Subject, Topic, and Objectives posted clearly on classroom board
By the end of the lesson, students will be able to
1. Discuss the uses and benefits of various types of shampoo
2. Discuss the uses and benefits of various types of conditioners·
3. Demonstrate the appropriate draping for a basic shampoo and conditioning service
4. Student will execute a shampoo and conditioner service on a client

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?
 Is your opening congruent to the objective?

MOVIVATE AND ENGAGE: Get students thinking about whether hair should be washed daily or
not and start a discussion on how they feel about it. Do they think it’s gross? Do they know
anyone who doesn’t wash their hair properly? What could cause a person not to want to wash
their hair. Talk about how hard it was to get my boys to get their hair washed and the funny
things they did to get away with it. Example: Isaac only “wetting” front part of the hair and
trying to convince me he washed it.
CONNECTIONS: Bring up Ph scale that was learned in other chapters and connect by finding Ph
of Shampoo, Conditioner, and Hair
ESSENTIAL QUESTIONS: Here are some questions I want to keep in mind as we go through this
lesson. As we get to the answer we will freeze and give you a minute for you to write the
answer.
What are the different benefits found between shampoo and conditioner?
Why is draping different for shampoo/conditioner service from a haircut?
How will proper draping impact your service?
CENTRAL FOCUS: Discuss the different types of shampoo and their benefits. Have students
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identify as many as they know. Give ever student a chance. Give a demonstration on proper
draping for shampoo service and demonstrate shampoo service with proper cleaning
techniques including scalp massage manipulations.
LEARNING TARGET: Encourage students to think positive and point out to them how much
knowledge they are receiving. Remind them of how they will make the following statements
but in order to make them true statements they need to be open to learning and participate in
demonstrations. The statements they will be able to confidently make are:
I can discuss the uses and benefits of various types of shampoo
I can discuss the uses and benefits of various types of conditioners.
I can demonstrate the appropriate draping for a basic shampoo and conditioner service.
I can execute a shampoo and conditioner service on a client
IDENTIFY/TEACH/ASSESS LANGUAGE DEMANDS:
Formative: Continually checking in with students to confirm that the difference in products is
understood before moving on to the next assignment and allowing time for corrections from
students. Evaluating draping and give extra time for proper demonstration if needed.
Summative: Students will share their findings with the class on the difference and benefits of
shampoo vs conditioner
Assessment of your language demands:
Formative: Students will need to participate in using correct terminology and vocabulary
associated with this lesson during the duration of current lesson. Time allowed to make
corrections as needed from students. Checking for proper steps in shampoo service. Evaluating
service and allowing for additional time to make corrections if needed.
Summative: Students will use word wall for better understanding of assignment. Students
will use practical assignment steps to follow from milady cosmetology book and knowledge
received from teacher’s demonstration.
LANGUAGE SUPPORTS: Shampoo and Conditioner theme around word wall, repetitive usage of
words, classroom discussion, direct instruction. Prepare shampoo and conditioner bottles with
a variety of vocabulary words and have students read words of their bottles and remind them
that vocabulary is also available in word wall.
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3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material?
Are the strategies you plan to use congruent to the objective?

Explain the difference between shampoo and conditioner

Execute shampoo/conditioner service on a client

Demonstrate how to appropriately drape for shampoo/conditioner service

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.

I DO – I will read about Shampoo Service such as types of shampoo and steps to take for service from
Milady Cosmetology book and give deeper explanations of what content means. Explain what
vocabulary words mean to get them familiar with vocabulary. Once our Theory part of lesson is over,
we will continue our lesson in lab where I will demonstrate every step that needs to be taken to
perform shampoo service.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.

WE DO – During theory, I will have students discuss with me what I have just read and I will use
vocabulary words during discussion and encourage them to do the same. In lab, students will watch
demonstration and then they will be guided to practice demonstration by setting up and performing
every step together.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
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application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.

YOU DO – Once students have received the amount of guided instruction to understand content and
practical service, students will be able to communicate with each other and client using correct
vocabulary and independently performing shampoo service.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice
phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
you plan to assess understanding? What HOTQs will you ask? List at least 3
 How will you check for understanding or reteach?

Fishbowl: Please write down a question you know the answer to. When your question is asked, you will
give the answer.

Exit Ticker: Students will write down at least two things that stood out in lesson

Peer Support: In groups discuss lesson and write down what group learned and ask one student to
present their findings

4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?

Continually checking in with students to confirm that the difference in products is understood before
moving on to the next assignment and allowing time for corrections from students. Evaluating draping
and give extra time for proper demonstration if needed. An acceptable score will be given in a
combination of theory and practical with at least a passing of 70%. Evidence of understanding is student
working correctly and safely independently. Mastering lesson/task will come with practice.

5. Resources - What materials will you need for a successful lesson?

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Resources needed (Teacher): Milady Cosmetology book, lesson plan, paper, pen/pencil, highlighter,
digital device, and word wall.

Resources needed (Student): Milady Cosmetology book, paper, pen/pencil, highlighter, digital device,
word wall,

Tools/Implements (Teacher and Students): Shampoo(variety), conditioner (variety), butterfly clips,

towels, chemical cape, marvecide, hand sanitizer, all-purpose comb, detangling comb

Equipment (Teacher and Students): Shampoo bowl, mannequin, mannequin stand.

Resources available in Spanish.

Crossword puzzles available for special needs.

Mock products available to use.

504 accommodations in classroom filing cabinet. Followed as stated.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?

Closure Activity:

Fishbowl: Please write down a question you know the answer to. When your question is asked, you will
give the answer.

NOTES: Make needed additional at any time to accommodate extra time spent on lesson, have extra
work available for advanced students. Look for shampoo models a week prior to starting lesson. Bring
in a guest speaker to motivate students. Sarah would be great! Get students excited by telling them a
little about her, she started shampooing and now owns her own business. Book her ASAP