Penwood High School

Ministry of Education

Technical and Vocational Education Unit

Lesson Plan

SKILL/QUALIFICATION: Textile, Clothing and Fashion

SECTION: Six (6)

UNIT: Fashion Sketching, Drawing and Pattern Development

TOPIC: Measurements and Measuring Tools

INSTITUTION: Penwood High School

INSTRUCTOR: T. Lawrence
UNIT DURATION: 10 hours 40 mins

GRADE: 10 Voc

DATE: Monday September 12, 19 and Friday September 16, 23, 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop skills in the use of clothing construction measuring equipment, tools,

supplies, processes and techniques.

SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

● Knowledge of
○ Taking Body Measurements
○ Care of measuring tools and equipment
○ Using different measuring tools and equipment
 · Performance/Skill

The ability to:

● Read and write at a level where classifying sewing tools and

equipment is understandable.
● Employ questioning and active listening to confirm information
received
● Read and interpret classification of tools and equipment
● Apply relevant procedures for using measuring tools e.g. tape
measure.

· Attitude

● High sense of awareness for the proper classification and

grouping of sewing tools and equipment
● Ability to communicate effectively with other trainee/instructor
● Demonstrate good thinking skills
● Ability to work in groups effectively
● Attentiveness when identifying and using measuring tools.

CONDITIONS:

The class will be held online and in the Fashion, Textile and Clothing lab.
Students will be placed in groups therefore it is expected that they would display
good team spirit in the careful execution of their duties.

PERFORMANCE STANDARDS:

At the end of the lesson, trainees should be able to complete 90% of the task
given. These tasks include using pattern principles in adaptation and
development of pattern.
 EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating, TEAM

working, Organizing & Planning, Problem Solving.

Collecting ,a Communicating- Planning and Working with

nalyzing and Writing - organizing others and in Creativity & Using Attention to
organizing Speaking – activities & teams & on mathematical Quality
ideas and Cooperating idea Time Own initiative Solving ideas and
information and information Management Problems & techniques
Decision & Technology
making

X X X X X X X

TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer

Google Classroom

Speaker

Photocopier

Multimedia projector

TEACHING AIDS/MATERIALS

Fashion, Textile and Clothing Curriculum

Written information and textbooks

Diagrams

Whiteboards

Sewing Tools and equipment

Markers and dusters

REFERENCES

● Bull, Winefride M. (1979) Basic Needlework (5th Ed.) Longman. Pages 51-53
● Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillian Publishers Ltd. Pages 91-93
● Weber, Jeanette. (2008) Clothing-Fashion, Fabrics & Construction (5 th Ed.)
Glencoe/McGraw-Hill. Pages
● Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillan Publishers Ltd. Pages 91-93
● https://slideplayer.com/slide/5753561/65/video/
Taking+Body+Measurements.mp4- Taking Body Measurements

PROCEDURES

I. PREPARATION OF LEARNER

Put the trainees at ease by: By introducing myself and asking them to do the
same.

Instructor will welcome trainees to the new school year and introduce them to
the subject area.

Things to do:

State the task and objective

Give overview and description of section- using measuring tools.

1. Introduction to Topic- the teacher will introduce the topic by giving each
student a different foldable material of different lengths/ telling them to get
one from inside their homes (i.e., paper, lace, fabric, elastic, ribbon, thread).
Ask the students to fold the material in half. Have students mark the half-way
point and unfold again.
Ask: Are all of your measurements the same (equal)?
Ask: How can the measures be different lengths if you all folded the same
fraction?
● Have the students measure the length of their material and then measure
the length to their half-way mark. Compare the two measurements to show
proportions.
● Opinion and Idea Sharing- Trainees should see that comparing a fraction is
based on the whole (part to whole). For example if the original material
was 36” and it is folded in half, the half is 18”. Show that the ½ = 18/36.
(One of the parts is 18” compared to the whole part of 36”.) Likewise, ½ =
9/18, etc.
● Lecture and Discussion- The instructor will assess trainees’ math’s skills by
asking them how many inches are in a yard. A foot? How does ½ of a yard
compare to inches?
Ask: What does ½ mean?
Instructor will have the students refold in half (at their mark) and have
students fold in half again and mark at the new fold points..
Instructor will ask what proportion this would make.
Ask: how many inches would a piece be if you want ¼ of a ribbon that
was 1 yard?
Ask: Based on what you saw above, how many inches would you estimate
the length to be if you wanted 1/8 of the same ribbon that was 1 yard
long.
Ask: Does this make sense based on your estimate of folding 1 yard?
Ask: How many inches long would the piece be if you wanted ¾ of a
yard? How do you know?

● Trainees- should understand that the fraction is based on the whole.

They will unfold their material and see 4 equal parts. They will measure
their ¼ section and compare it to the whole and then compare it to the
half. Have the students refold their material to ¼’s and fold in half again.
● Trainees will be taught how to read a tape measure.
● Group Exercise -Trainee will explain to their neighbor how they
calculated the ¾.
● Trainees will be shown how to use a tape measure to take their body
measurements.
● A video will be shown on how this is done cementing facilitator
demonstration
-https://slideplayer.com/slide/5753561/65/video/Taking+Body+Measurem
ents.mp4
 ● Conclusion- The instructor will engage the trainees in a summary
discussion of the lesson that was taught, letting 5 trainees explain to the
class how the measuring tools and equipment are used in the lab.
● Finding out what the trainees learnt from the lesson- the instructor will
give the trainees’ worksheet to show how the different measurements can
help guide them to make their seams straight. Point out the ¼, ½, and 2½
inch marks.
● Trainees will draw a slider on their seam gauge at 1) ¼ inch, 2) at 5/8” and
3) at 2 inches.
● Project the stitch plate and show how each guideline is 1/8 of an inch.
Point out that 5/8” is always marked. Have them circle the mark for 5/8”.
They will mark in red the 1/8” guideline. In blue, mark ¼”. In green, mark a
1” guideline.

II. LECTURE PRESENTATION

Steps/Sub-Topic Learning Styles

Key Points/Things to do or say Addressed

Auditory and
● Measuring and ● Trainees will measure and calculate Visual
calculating basic tape basic measurement on the tape
measurement measure and ruler.

Calculation of yards to inches Visual and

Calculate the following in both yards and Auditory
inches.

What is 3/4 of 3 yards?

What is 3/8 of 2 yards?

What is 5/8 of 4 yards?

What is ½ of 5 and ½ yards?

What is 5/8 of 3 ½ yards?

 III. PRACTICAL PRESENTATION

Steps/Sub-Topic Learning Styles

Key Points/Things to do or say Addressed

Measuring Tools Trainees should demonstrate the ability to Tactile, Visual

measuring tools effective in calculating
measurements

Using the hem queue Demonstrate competency in correctly following Tactile, Visual
and the tape measure instruction calculating the measurement to make
a skirt/blouse pattern.

IV. APPLICATION (Independent Practice)

Trainees will complete given work in regular class time, but first writing it in
their notebooks and then transferring it to their portfolios.

V. HOMEWORK

Trainees will take their body measure with a partner.

VI. EVALUATION

__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
________________________________________

How to Use a Ruler – Standard Imperial Measurements

Take Measurements with 16 strokes

Tape Measure reading with 8 strokes

Penwood High School

 Ministry of Education
Technical and Vocational Education Unit

Lesson Plan
Monday September 26, Oct. 3 and Friday September 30, Oct. 7, 2022

SKILL/QUALIFICATION: Textile, Clothing and Fashion

SECTION: Seven (7)

UNIT: Construction Processes

TOPIC: Sewing Tools and Equipment

INSTITUTION: Penwood High School

INSTRUCTOR: T. Lawrence

UNIT DURATION: 8 sessions

GRADE: 10

DATE: Monday September 26, Oct. 3 and Friday September 30, Oct. 7, 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop skills in the use of clothing construction equipment, tools,
supplies, processes and techniques.

SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

· Knowledge

Knowledge of
● Identification of sewing tools and equipment
● Classification of sewing tools and equipment
● Apply health and safety standards in using sewing tools and
equipment.
 · Performance/Skill
The ability to:
● Read and write at a level where identification of sewing tools and
equipment used in textile, clothing and fashion is understandable.
● Employ questioning and active listening to confirm information
received
● Read and interpret different classification of sewing tools and
equipment used in the clothing and fashion lab.
● Apply relevant information on using tools in the lab.

· Attitude

● High sense of awareness for the proper classification of sewing

tools and equipment
● Ability to communicate effectively with other trainee/instructor
● Demonstrate good thinking skills
● Ability to work in groups effectively
● Attentiveness when identifying and grouping sewing tools and
equipment used in the clothing and fashion lab.

CONDITIONS:

The class will be held in the Textile, Clothing and Fashion Lab. Students will be
placed in groups therefore it is expected that they would display good team
spirit in the careful execution of their duties.

PERFORMANCE STANDARDS:

At the end of the lesson, trainees should be able to complete 90% of the task
given. These tasks include identifying and classifying sewing tools and
equipment in the textile, clothing and fashion labs.

EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating, TEAM

working, Organizing & Planning, Problem Solving
 Collecting, Communicat Planning Working
analyzing ing- Writing and with others Creativity & Using Attention to
and -Speaking – organizing and in mathematic Quality
organizing Cooperating activities & teams & on Solving al ideas and
ideas and idea and Time Own Problems & techniques
information information Managemen initiative Decision
t making &
Technology

X X X X X X X

TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer/Tablet/Phones
Speakers
Google Classroom
Youtube
Various Websites

https://docs.google.com/document/d/1h46ug5NE0fKxAoNL5tZQ_-gHE8J9Bw84PlJz2oKVGf8/edit?
usp=drive_web&authuser=0
Tools and equipment worksheet

https://docs.google.com/forms/d/e/
1FAIpQLSdbUBBQXKQQbMdxvgIEBI4zSHbdNL26WAnFhGN8C5cnYLSXbw/viewform?
authuser=0
Tools and Equipment Quiz

https://drive.google.com/file/d/18lsY_7RfNNEDqMPI89ax9hDQcyYTYnUb/view?
usp=drive_web&authuser=0
Sewing Tools and Equipment PPT

TEACHING AIDS/MATERIALS
Textile, Clothing and Fashion Curriculum
Written & Electronic information and textbooks
Diagrams
Whiteboards
Sewing Tools and equipment
REFERENCES

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillian Publishers Ltd. Pages 91-93

Weber, Jeanette. (2008) Clothing-Fashion, Fabrics & Construction (5 th Ed.)

Glencoe/McGraw-Hill. Pages 447-48,455-64, 475-76

REQUIRED TEXT(S)

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillan Publishers Ltd. Pages 91-93

PROCEDURES
I. PREPARATION OF LEARNER

Put the trainees at ease by: recap previous lesson taught on Measurements.

Things to do:
State the task and objective

● Give overview and description of section- Construction Processes

○
● Introduction to Topic- the teacher will introduce the topic by
brainstorming trainees about different sewing tools and equipment used in
the lab.
○
● Opinion and Idea Sharing- Trainees will give their responses about the
topic under discussion. The instructor will have a discussion to generate
questions and answers so that trainees can have a better understanding of
sewing tools and equipment
● Lecture and Discussion- The instructor will identify and show trainees
different types sewing tools and equipment
○
 ● Trainees- will observe and try to identify different types of sewing tools
and equipment needed for different sewing projects in the clothing and
textile industries and follow along in the textbook.

● Conclusion- The instructor will engage the trainees in a summary

discussion of the lesson that was taught, letting trainees explain to the
class 5-10 minutes presentation what they have gleaned from the text and
lesson about sewing tools and equipment.

II. LECTURE PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning

Style Addressed

● Identification of ü Trainees will use resource textbooks and

sewing tools and required text to identify the various sewing Auditory
equipment tools and equipment used in the lab.. Visual
E.g. cutting-shears, scissors, seam ripper
● Identification ü Trainees will use resource textbooks and
Classifications of required text to identify the various sewing Auditory
sewing tools and tools and equipment used in the lab.
equipment ● E.g. Cutting-Pinking shears

, scissors,
Visual
seam ripper

● Marking-hem gauge,

● Safety when
using sewing
tools and
equipment skirt marker

● Measuring-tape measure
● Pressing- tailors ham, seam roll

● Other-needles, pins

Safety in the use of various sewing tools and

equipment in the clothing lab.
 III. PRACTICAL PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning

Style Addressed

● Safety in using sewing ● Demonstrate competency in

tools and equipment properly and safely using sewing Tactile
tools and equipment.
Visual

e.g. Using a tape measure to take body

measurements

IV. APPLICATION (Independent Practice)

Trainees will complete given work in identifying and using the sewing tools and
equipment to make samples in regular class time, but first writing it in their
notebooks.

Trainees will do a presentation on a particular group of sewing tools and equipment

assigned to them by the instructor e.g. Marking, this will be done in class and then
placed in a portfolio where they will be graded.

V. HOMEWORK
Trainees will work on their demonstration on proper use of tools and
equipment presentation.

VI. EVALUATION
_Trainees did not do a good job on presentation on tools and equipment so
they were given the opportunity to do it over.

___________________________________________________________________________________
__________________________

Penwood High School

Ministry of Education
Technical and Vocational Education Unit

Lesson Plan
SKILL/QUALIFICATION: Textile, Clothing and Fashion

SECTION: Six (6)

UNIT: Fashion Sketching, Drawing and Pattern Development

TOPIC: Pattern Drafting

INSTITUTION: Penwood High School

INSTRUCTOR: T. Lawrence

UNIT DURATION: 8 hours

GRADE: 10 VOC

DATE: Monday Oct. 24, 31 and Friday Oct. 21, 28, 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop skills in the use of the principles, equipment, tools and material
associated with pattern development.

SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

· Knowledge of:
● Pattern Development
● Pattern Adaptation
● Pattern Symbols
● Drafting and cutting patterns

· Performance/Skill
The ability to:
● Read and write at a level where pattern development and adaptation is
understandable.
● Employ questioning and active listening to confirm information received
● Read and interpret pattern adaptation and development.
● Apply relevant procedures for drafting pattern blocks.

· Attitude
 ● High sense of awareness for pattern adaptation and development
● Ability to communicate effectively with other trainee/instructor
● Demonstrate good thinking skills
● Ability to work in groups effectively
● Attentiveness when applying and adapting patterns.

CONDITIONS:

The class will be held in the Textile, Clothing and Fashion lab. Trainees will work in pairs
therefore it is expected that they would display good team spirit in the careful execution
of their duties.

PERFORMANCE STANDARDS:

At the end of the lesson, trainees should be able to complete 90% of the task given.
These tasks include using pattern principles in adaptation and development of pattern.

EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating, TEAM working,

Organizing & Planning, Problem Solving

Collecting, Communicat Planning Working

analyzing ing- Writing and with others Creativity & Using Attention to
and -Speaking – organizing and in mathematic Quality
organizing Cooperating activities & teams & on Solving al ideas and
ideas and idea and Time Own Problems & techniques
information information Managemen initiative Decision
t making &
Technology

X X X X X X X

TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer
Speaker
Photocopier
Google Classroom
Youtube
TEACHING AIDS/MATERIALS
Textile, Clothing and Fashion Curriculum
Written information and textbooks
Whiteboards
Pattern Blocks/Slopers
Markers and duster
Rulers
Hip Curve
Pencils
L-square
French Curve
Eraser
Brown/White Paper
Tracing Wheel Dressmakers carbon Paper

REFERENCES

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond Macmillian
Publishers Ltd. Pages 106-107

Stanley , Henry. (1991) 3rd Edition -Flat Pattern Cutting and Modelling for Fashion
Stanley Thornes Publishers Ltd. Pages 12-13.

REQUIRED TEXT(S)

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond Macmillan
Publishers Ltd. Pages 106-107

https://youtu.be/0WVOhnq1cro Pattern Drafting.

https://youtu.be/KnoF5UmdsKA- Difference between a sloper and a pattern

PROCEDURES
I. PREPARATION OF LEARNER

Put the trainees at ease by: The instructor will show the trainees a video of pattern
drafting . https://youtu.be/0WVOhnq1cro

Things to do:
State the task and objective-drafting skirt patterns
 ● Give overview and description of section
● Introduction to Topic- the teacher will introduce the topic by brainstorming
trainees on video that was shown on pattern drafting which the trainees would
have watched.
● Opinion and Idea Sharing- Trainees will share their ideas, views and opinions
about the topic under discussion. The instructor will have a discussion to
generate questions and answers so that trainees can have a better understanding
of pattern adaptation and development to make a skirt and blouse slopers.

● Lecture and Discussion- Key words will be highlighted in the content and
students will search for the meanings.A video will be shown to help them with
the meanings of unfamiliar words. https://youtu.be/KnoF5UmdsKA.
The instructor will then use these terms while showing students by way of
demonstration on using basic measurements to draft patterns. Explaining any
misconceptions they might have about drafting a sloper.They will then draft
miniature patterns while following the instructor carefully to ensure proper
procedures are followed.

● Trainees- will write down the necessary notes from the white board, google
classroom, read the required information given from the textbook before and
during class and make necessary notation in their books to aid them when
discussing and studying the topic and drafting their large patterns..
● Group Exercise- The students will work in pairs to confirm measurements on
draft patterns.

● Conclusion- The instructor will engage the trainees in a summary discussion of

the lesson that was taught, highlighting key components of the lesson by doing a
presentation by way of a demonstration of adapting, laying and cutting out the
dress pattern.

● Spelling/Reading- Trainees will spell unfamiliar words and place them in their
notebooks.

● Finding out what the trainees learnt from the lesson- the teacher will give the
students about 5-10 minutes to summarize the lesson by demonstrating to their
classmates what they learnt on pattern drafting.

II. LECTURE PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style
Addressed

● Word definitions e.g. ● Safety uses of tools

Sloper and equipment Auditory
● Steps in pattern ● Trainees should list the Visual
adaptation
steps and tools needed
Drafting and in pattern development Tactile
cutting out and adaptations
pattern blocks ● Word Definitions

● Pattern Development Steps in the pattern

development Auditory
· drafting
· cutting
Tactile

Visual

III. PRACTICAL PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed

● Steps in pattern ● Safety uses of

drafting tools and Auditory
equipment Visual

● Drafting and Trainees will list and

cutting out show the steps and tools
pattern blocks needed in pattern
development and
adaptations
 ● Pattern Markings ● Trainees should
demonstrate the Tactile
ability to use Visual
pattern markings
on their patterns

● Drafting of ● Demonstrate competency

Patterns-Skirt in correctly following Tactile
instruction in drafting
basic pattern blocks and Visual
adapting pattern blocks
using their miniature
blocks.

IV. APPLICATION (Independent Practice)

· Trainees will complete given work in regular class time and for homework.
Research meaning of new words e.g.sloper, pattern, notches and identify different
types of slopers

V. EVALUATION
_____Oct. 21, 24 trainees started doing their skirt drafting pattern 90% of the class brought
their brown paper to create their patterns and started their patterns. However, the problem
that was observed is that the trainees had problems dividing by 2 and 4, finding ½ and ¼
measurements for the patterns.
The boys especially had issues working out the calculations and therefore more time had to
be spent with them so they could get the information.
We will continue to work on the patterns.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________
 Penwood High School

Ministry of Education

Technical and Vocational Education Unit

Lesson Plan

SKILL/QUALIFICATION: Textile, Clothing and Fashion

SECTION: One (1)

UNIT: Fibres, Yarns and Fabrics

TOPIC: Natural Fibres-Cotton, Linen

INSTITUTION: Penwood High School

INSTRUCTOR: T. Lawrence

UNIT DURATION: 10 hours 40 Mins.

GRADE: 11 Voc

DATE: Tuesdays September 13,20 and Thursdays September15, 22, 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop a working knowledge of the characteristics of a wide range of

textiles and their suitability for fashion design and clothing construction.
SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

· Knowledge of
● The importance of textiles
● Classification of textile fibres
● Terminologies relating to textile- fibres, yarns
● Describe the physical structure and properties of natural and
man-made fibres
● Conducting test to analyze fibres and fabrics

Preliminary – visual, burning, tactile

Confirmatory- microscopic, chemical
· Performance/Skill

The ability to:

● Read and write at a level where the importance of textiles are
understood and presented
● Employ questioning and active listening to confirm information
● Read and interpret production processes of natural fibre to
fabric
● Apply relevant procedures for test- visual, burning

· Attitude
● High sense of awareness of the importance of textile in life
● Ability to communicate effectively with classmate/teacher
● Demonstrate good thinking skills
● Ability to work in groups effectively
● Attentiveness when viewing fibre videos.
 CONDITIONS:

The class will be held in the Fashion, Textile and Clothing lab. Students will
be placed in groups therefore it is expected that they would display good
team spirit in the careful execution of their duties.

PERFORMANCE STANDARDS:

At the end of the lesson, trainees should be able to complete 97% of the
task given. These tasks include finding the meaning, production process,
advantages and disadvantages of different fibres.

EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating,

TEAM working, Organizing & Planning, Problem Solving

Collecting, Communicat Planning Working

analyzing ing- Writing and with others Creativity & Using Attention to
and -Speaking – organizing and in mathematic Quality
organizing Cooperating activities & teams & on Solving al ideas and
ideas and idea and Time Own Problems & techniques
information information Managemen initiative Decision
t making &
Technology

X X X X X X X
TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer

Speaker

Projector

Projector Screen

TEACHING AIDS/MATERIALS

Fashion, Textile and Clothing Curriculum

Written information and textbooks

Diagrams

Whiteboards

Candles & matches

Markers and dusters

Video presentation on fibres

Powerpoint Presentation

https://www.youtube.com/watch?v=PDuiSnBYCQc

https://www.youtube.com/watch?v=d6Xi7xHIoeU

REFERENCES
Neal, Melita M. ( 2005)Needlework for Schools (2nd Ed.). Pages 208-224
Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillian Publishers Ltd. Pages 3-13

Weber, Jeanette. (2008) Clothing-Fashion, Fabrics & Construction (5 th Ed.)

Glencoe/McGraw-Hill. Pages 197-204, 210-211, 217-218.

REQUIRED TEXT(S)

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillan Publishers Ltd. Pages 3-13

PROCEDURES

I. PREPARATION OF LEARNER

Put the trainees at ease by: The instructor will welcome trainees to the new
school year.

Things to do:

● State the task and objectives for the class and the topic-Fibres
● Instructor will welcome students to the new school year and review
the last school year(grade 10).
● Give overview and description of section
● Introduction to Topic- the teacher will introduce the topic
brainstorming the students about textile, fibres, fabric and giving a
summary of textile production.
● Opinion and Idea Sharing- The floor will be open for trainees to
share their ideas, views and opinions about the topic under
discussion. Trainees will give their answers/views/opinions of what
they believe the topic is all about. The instructor will have a
discussion to generate questions and answers so that trainees can
have a better understanding if necessary.

● Lecture and Discussion- The instructor using the projector and

computer will show students videos and give them handouts on the
 topic being discussed. Explaining any misconceptions they might
have about content. https://www.youtube.com/watch?
v=PDuiSnBYCQc

● Trainees- will write down the necessary notes from the white board,
read the required information given on handouts and in textbooks
before class and make necessary notation in their books to aid them
when studying the topic.
● Group Exercise- The students will be placed in groups (if and when it
is deemed necessary by instructor)

Conclusion- The instructor will engage the trainees in a summary

discussion of the lesson that was taught, highlighting key components of
the lesson. Trainers will be rewarded for class participation ( if it is deemed
necessary).

Finding out what the trainees learnt from the lesson- the teacher will give
the students about 5-10 minutes to summarize the lesson by using the pair
and share method.

The trainees were given the A-Z chart to identify words starting with these
letters that they learnt from the lesson this is done so that they will increase
their vocabulary.

II. LECTURE PRESENTATION

Steps/Sub-Topic Key Points/Things to do or Learning

say Style
Addressed

Definition of Textile Terms The instructor will discuss: Visual

-Textile meaning ● Textile meaning

● Uses of textile
 products
-Uses of different types of
Textiles

Classification of Fibres Textile Terminologies Auditory

Natural- Plant, ● Yarns, fibre,

Animal, Mineral fabric
● Properties

Manufacturing Processes of Classification of Textile Tactile

Natural Fibres fibres

Cotton Natural

Linen Plant- cotton,

linen
Silk
Animal- silk,
Wool wool

III. PRACTICAL PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed

Steps in Identifying the Trainees should demonstrate Tactile

difference between the ability to manipulate
fibre, yarn and fabric testing devices- Visual

Fabric Identification- Demonstrate competency in Visual

samples correctly identifying fibre, yarns
and fabric samples by placing
samples in notebook and
porfolio.

IV. APPLICATION (Independent Practice)

Trainees will complete given work in regular class time, but first writing it in
their notebooks and then transferring it to their portfolios.

Homework/Project

· Trainees will do read up on Natural Fibres- Cotton and Linen for

next class

V. EVALUATION

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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 Penwood High School

Ministry of Education

Technical and Vocational Education Unit

Lesson Plan

SKILL/QUALIFICATION: Fashion, Clothing and Textile

SECTION: One (1)

UNIT: Fibres, Yarns and Fabrics

TOPIC: Natural Fibres- Cotton and Linen

INSTITUTION: Penwood High School

INSTRUCTOR: T.Lawrence

UNIT DURATION: 10 hrs. 40 mins

GRADE: 11 Voc

DATE: Tuesdays September 27 , Oct. 4 and September September 29, Oct. 6, 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop a working knowledge of the characteristics of a wide range of textiles

and their suitability for fashion design and clothing construction.

SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

· Knowledge

Knowledge of

● Conducting test to analyze fibres and fabrics

Preliminary – visual, burning, tactile

Confirmatory- microscopic, chemical

● Production Processes of Silk and Wool

● Advantages and Disadvantages of Wool and Silk
 ● Care and uses of Wool and Silk fibres.

Performance/Skill

The ability to:

● Read and write at a level where the importance of wool and silk
production is understood and presented
● Employ questioning and active listening to confirm information
received
● Read and interpret production processes of wool and silk fibre to
fabric
● Apply relevant procedures for test- visual, burning

· Attitude

● High sense of awareness of the importance of textile in life

● Ability to communicate effectively with other trainee/instructor
● Demonstrate good thinking skills
● Ability to work in groups effectively
● Attentiveness when viewing wool and silk production videos.

CONDITIONS:

The class will be held in the Fashion, Textile and Clothing lab. Students will be
placed in groups therefore it is expected that they would display good team
spirit in the careful execution of their duties.

PERFORMANCE STANDARDS:
 At the end of the lesson, trainees should be able to complete 98% of the task
given. These tasks include finding the production process, advantages and
disadvantages, samples of different wool and silk fibres.

EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating, TEAM

working, Organizing & Planning, Problem Solving

Collecting, Communicating Planning Working

analyzing - Writing - and with Creativity Using Attention to
and Speaking – organizing others & mathematical Quality
organizing Cooperating activities and in ideas and
ideas and idea and & Time teams & Solving techniques
information information Managem on Own Problems
ent initiative & & Technology
Decision
making

X X X X X X X

TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer

Speaker

Photocopier

Multimedia projector
 Document camera (where necessary)

https://www.youtube.com/watch?v=tKLJ6KQAcjI

https://www.youtube.com/watch?v=QHgNoSYlhYs- Cotton production

https://youtu.be/Fve2rDj9zrc- Linen Production

TEACHING AIDS/MATERIALS

Fashion, Textile and Clothing Curriculum

Written information and textbooks

Diagrams

Whiteboards

Video presentation on fibres

REFERENCES

Neal, Melita M. ( 2005 )Needlework for Schools (2 nd Ed.). Pages 208-224

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillian Publishers Ltd. Pages 3-13

Weber, Jeanette. (2008) Clothing-Fashion, Fabrics & Construction (5 th Ed.)

Glencoe/McGraw-Hill. Pages 197-204, 210-211, 217-218.

Bull, Winefride M. (1979) Basic Needlework (5th Ed.) Longman. Pages 6-8,15-19
 REQUIRED TEXT(S)

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond
Macmillan Publishers Ltd. Pages 3-13

PROCEDURES

I. PREPARATION OF LEARNER

Put the trainees at ease by: The instructor will recap previous lessons taught-
Fibres and Yarn IceBreaker.

Things to do:

State the task and objective- Cotton and Linen Identification

Introduction to Topic- the teacher will introduce the topic by recapping

previous lessons taught on textile, fibres, fabric, cotton and linen production.

Opinion and Idea Sharing- Trainees will share their ideas, views and opinions
about the topic under discussion. The instructor will have a discussion to
generate questions and answers so that trainees can have a better understanding
of silk and wool production.

Lecture and Discussion- The instructor will show trainees videos on the
production processes of Cotton and Linen.

https://www.youtube.com/watch?v=tKLJ6KQAcjI

https://www.youtube.com/watch?v=QHgNoSYlhYs
 Explaining any misconceptions they might have about content.

Trainees- will write down the necessary notes from the white board, read the
required information given from the textbook before and during class and make
necessary notation in their books to aid them when discussing and studying the
topic.

Group Exercise- The students will be placed in groups (if and when it is deemed
necessary by instructor)

Conclusion- The instructor will engage the trainees in a summary discussion of

the lesson that was taught, highlighting key components of the lesson by doing a
presentation the A-Z chart where they would identify key words discussed in the
lesson. Trainers will be rewarded for class participation (if it is deemed necessary).

Finding out what the trainees learnt from the lesson- the teacher will give the
students about 10-15 minutes to summarize the lesson by doing a puzzle.

II. LECTURE PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed

Steps in Identifying fibres- Trainees should list the steps needed in Auditory
Burning Test doing identification tests.
Production Processes of Steps in the production processes of: Auditory
Natural fibres
· Cotton- Ginning,
Cotton carding, combing,
spinning, weaving

· Linen- Jute
fibres are extracted Visual
from the jute plant by
keeping the stem of
Linen the plant soaked in
water for a few days.
This loosens the fibre
from the stem. The
stem softens, allowing
jute fibre to be
separated by hand.

Advantages and Advantages: Tactile

disadvantages
Cotton – strong and
Cotton durable, absorbent. Linen-
cool to wear
Linen
Disadvantages:

Cotton – damage by mildew

Linen-Crush easily if not

 treated.

III. PRACTICAL PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed

Steps in Identifying fibres- Trainees should demonstrate the Tactile

Burning Test ability to manipulate testing devices-
Visual
matches/candle, tong, fabric samples

Fabric Identification- Demonstrate competency in correctly Olfactory (smell)

samples identifying fabric samples by odour and
burning reaction and putting samples
correctly in portfolio.

Trainees will do this on their own

following safety rules
 IV. APPLICATION (Independent Practice)

Trainees will complete given work in regular class time, but first writing it in
their notebooks and then transferring it to their portfolios.

V. EVALUATION

__Trainees did not put out enough effort in reading and appreciating the
importance of fibers in their lives.

It was observed that reading was an issue so the facilitator had to let them
read during class time.

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Penwood High School

Ministry of Education

Technical and Vocational Education Unit

Lesson Plan
SKILL/QUALIFICATION: Fashion, Clothing and Textile

SECTION: One (1)

UNIT: Fibres, Yarns and Fabrics

TOPIC: Natural Fibres- Wool and Silk

INSTITUTION: Penwood High School

INSTRUCTOR: T.Lawrence

UNIT DURATION: 4 Hours

GRADE: 11 Voc

DATE: Tuesdays October 11,18 and Oct. 13,20 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop a working knowledge of the characteristics of a wide range of textiles and their
suitability for fashion design and clothing construction.

SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

· Knowledge

Knowledge of

● Conducting test to analyze fibres and fabrics

Preliminary – visual, burning, tactile

Confirmatory- microscopic, chemical

● Production Processes of Silk and Wool

● Advantages and Disadvantages of Wool and Silk
● Care and uses of Wool and Silk fibres.

Performance/Skill

The ability to:

 ● Read and write at a level where the importance of wool and silk
production is understood and presented
● Employ questioning and active listening to confirm information received
● Read and interpret production processes of wool and silk fibre to fabric
● Apply relevant procedures for test- visual, burning

· Attitude

● High sense of awareness of the importance of textile in life

● Ability to communicate effectively with other trainee/instructor
● Demonstrate good thinking skills
● Ability to work in groups effectively
● Attentiveness when viewing wool and silk production videos.

CONDITIONS:

The class will be held in the Fashion, Textile and Clothing lab. Students will be placed in
groups therefore it is expected that they would display good team spirit in the careful
execution of their duties.

PERFORMANCE STANDARDS:

At the end of the lesson, trainees should be able to complete 98% of the task given.
These tasks include finding the production process, advantages and disadvantages,
samples of different wool and silk fibres.

EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating, TEAM working,

Organizing & Planning, Problem Solving
Collecting, Communicat Planning Working
analyzing ing- Writing and with others Creativity & Using Attention to
and -Speaking – organizing and in mathematic Quality
organizing Cooperating activities & teams & on Solving al ideas and
ideas and idea and Time Own Problems & techniques
information information Managemen initiative Decision
t making &
Technology

X X X X X X X

TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer

Speaker

Photocopier

Multimedia projector

Document camera (where necessary)

https://www.youtube.com/watch?v=PDuiSnBYCQc

https://www.youtube.com/watch?v=uVz-RRzsP8c

https://www.youtube.com/watch?v=fPjyMh9n7Mw

TEACHING AIDS/MATERIALS

Fashion, Textile and Clothing Curriculum

Written information and textbooks

 Diagrams

Whiteboards

Video presentation on fibres

REFERENCES

Neal, Melita M. ( 2005 )Needlework for Schools (2 nd Ed.). Pages 208-224

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond Macmillian
Publishers Ltd. Pages 3-13

Weber, Jeanette. (2008) Clothing-Fashion, Fabrics & Construction (5 th Ed.)

Glencoe/McGraw-Hill. Pages 197-204, 210-211, 217-218.

Bull, Winefride M. (1979) Basic Needlework (5th Ed.) Longman. Pages 6-8,15-19

REQUIRED TEXT(S)

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond Macmillan
Publishers Ltd. Pages 3-13

PROCEDURES

I. PREPARATION OF LEARNER

Put the trainees at ease by: The instructor will recap previous lessons taught- ice
breaker,on cotton and linen.

Things to do:

State the task and objective- Wool and Silk Identification

 Introduction to Topic- the teacher will introduce the topic by recapping previous
lessons taught on textile, fibres, fabric, cotton and linen production.

Opinion and Idea Sharing- Trainees will share their ideas, views and opinions about the
topic under discussion. The instructor will have a discussion to generate questions and
answers so that trainees can have a better understanding of silk and wool production.

Lecture and Discussion- The instructor will show trainees videos on the production
processes of wool and silk. https://www.youtube.com/watch?v=fPjyMh9n7Mw

https://www.youtube.com/watch?v=uVz-RRzsP8c

Explaining any misconceptions they might have about content.

Trainees- will write down the necessary notes from the white board, read the required
information given from the textbook before and during class and make necessary
notation in their books to aid them when discussing and studying the topic.

Group Exercise- The students will be placed in groups (if and when it is deemed
necessary by instructor)

Conclusion- The instructor will engage the trainees in a summary discussion of the
lesson that was taught, highlighting key components of the lesson by doing a
presentation the A-Z chart where they would identify key words discussed in the lesson.
Trainers will be rewarded for class participation (if it is deemed necessary).

Finding out what the trainees learnt from the lesson- the teacher will give the students
about 10-15 minutes to summarize the lesson by doing a quizizz game

II. LECTURE PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning

Style
 Addressed

Steps in Identifying fibres- Trainees should list the steps needed in Auditory
Burning Test doing identification tests.

Production Processes of Steps in the production processes of: Auditory

Natural fibres
· Silk- reeling,
Wool throwing, boiling
off and weighting,
Silk
dyeing and
weaving
Visual
· Wool-
shearing,
sorting/grading,
scouring, carding
and combing,
gilling, dyeing,
drawing and
spinning.

Advantages and Advantages: Tactile

disadvantages
Wool – high in luster,
Silk absorbent - Silk- good
resiliency, high elasticity
 Wool Disadvantages:

Wool – weak when wet,

damaged by insects e.g.
moths

Silk- damage by heat,

very expensive.

III. PRACTICAL PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed

§ Steps in Identifying ü Trainees should demonstrate Tactile

fibres- Burning Test the ability to manipulate testing Visual
devices- matches/candle, tong,
fabric samples

Fabric Identification- Demonstrate competency in Olfactory (smell)

samples correctly identifying fabric
samples by odour and burning
reaction and putting samples
correctly in portfolio.

Trainees will do this on their

own following safety rules

IV. APPLICATION (Independent Practice)

Trainees will complete given work in regular class time, but first writing it in their
notebooks and then transferring it to their portfolios.

V. EVALUATION 1

_Burning test was not done because trainees did not carry their samples of fabric to be
burnt for observation. This will be done later on
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Penwood High School

Ministry of Education
Technical and Vocational Education Unit

Lesson Plan

SKILL/QUALIFICATION: Textile, Clothing and Fashion

SECTION: Six (6)

UNIT: Fashion Sketching, Drawing and Pattern Development

TOPIC: Pattern Drafting

INSTITUTION: Penwood High School

INSTRUCTOR: T. Lawrence

UNIT DURATION: 8 hours

GRADE: 11 VOC

DATE: Tuesdays October 25, November 1 and Oct. 27, November 3, 2022

GENERAL OBJECTIVE:

At the end of this unit trainees will be able to:

Develop skills in the use of the principles, equipment, tools and material
associated with pattern development.

SPECIFIC OBJECTIVES:

At the end of this unit trainees should be able to:

· Knowledge of:
● Pattern Development
● Pattern Adaptation
● Pattern Symbols
● Drafting and cutting patterns

· Performance/Skill
The ability to:
● Read and write at a level where pattern development and adaptation is
understandable.
● Employ questioning and active listening to confirm information received
● Read and interpret pattern adaptation and development.
● Apply relevant procedures for drafting pattern blocks.

· Attitude
● High sense of awareness for pattern adaptation and development
● Ability to communicate effectively with other trainee/instructor
● Demonstrate good thinking skills
 ● Ability to work in groups effectively
● Attentiveness when applying and adapting patterns.

CONDITIONS:

The class will be held in the Textile, Clothing and Fashion lab. Trainees will work in pairs
therefore it is expected that they would display good team spirit in the careful execution
of their duties.

PERFORMANCE STANDARDS:

At the end of the lesson, trainees should be able to complete 90% of the task given.
These tasks include using pattern principles in adaptation and development of pattern.

EMPLOYABILITY SKILLS: (Identified with an X)

Professionalism (Managing your Learning Performance), communicating, TEAM working,

Organizing & Planning, Problem Solving

Collecting, Communica Planning and Working with

analyzing ting- organizing others and in Creativity & Using Attention to
and Writing - activities & teams & on mathematical Quality
organizing Speaking – Time Own initiative Solving ideas and
ideas and Cooperating Management Problems & techniques
information idea and Decision
information making & Technology

X X X X X X X

TOOLS AND EQUIPMENT (THEORY & PRACTICAL)

The tool(s) that will be used are:

Computer
Speaker
Photocopier
Google Classroom
Youtube

TEACHING AIDS/MATERIALS
Textile, Clothing and Fashion Curriculum
Written information and textbooks
Whiteboards
Pattern Blocks/Slopers
Markers and duster
 Rulers
Hip Curve
Pencils
L-square
French Curve
Eraser
Brown/White Paper
Tracing Wheel Dressmakers carbon Paper

REFERENCES

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond Macmillian
Publishers Ltd. Pages 106-107

Stanley , Henry. (1991) 3rd Edition -Flat Pattern Cutting and Modelling for Fashion
Stanley Thornes Publishers Ltd. Pages 12-13.

REQUIRED TEXT(S)

Dyer, Rita. Maynard, Norma. (2005) Clothing and Textile- Csec and Beyond Macmillan
Publishers Ltd. Pages 106-107

https://youtu.be/0WVOhnq1cro Pattern Drafting.

https://youtu.be/KnoF5UmdsKA- Difference between a sloper and a pattern

PROCEDURES
I. PREPARATION OF LEARNER

Put the trainees at ease by: The instructor will show the trainees a video of pattern
drafting . https://youtu.be/0WVOhnq1cro

Things to do:
State the task and objective-using drafting patterns to make blouse SBA#2

● Give overview and description of section

● Introduction to Topic- the teacher will introduce the topic by brainstorming
trainees on video that was shown on pattern drafting which the trainees would
have watched.
● Opinion and Idea Sharing- Trainees will share their ideas, views and opinions
about the topic under discussion. The instructor will have a discussion to
 generate questions and answers so that trainees can have a better understanding
of pattern adaptation and development to make a skirt and blouse slopers.

● Lecture and Discussion- Key words will be highlighted in the content and
students will search for the meanings. A video will be shown to help them with
the meanings of unfamiliar words. https://youtu.be/KnoF5UmdsKA - sloper vs
Block Pattern..
The instructor will then use these terms while showing students by way of
demonstration on using basic measurements to draft patterns. Explaining any
misconceptions they might have about drafting a sloper.They will then draft
miniature patterns while following the instructor carefully to ensure proper
procedures are followed.

● Trainees- will write down the necessary notes from the white board, google
classroom, read the required information given from the textbook before and
during class and make necessary notation in their books to aid them when
discussing and studying the topic and drafting their large patterns..
● Group Exercise- The students will work in pairs to confirm measurements on
draft patterns.

● Conclusion- The instructor will engage the trainees in a summary discussion of

the lesson that was taught, highlighting key components of the lesson by doing a
presentation by way of a demonstration of adapting, laying and cutting out the
dress pattern.

● Spelling/Reading- Trainees will spell unfamiliar words and place them in their
notebooks.

● Finding out what the trainees learnt from the lesson- the teacher will give the
students about 5-10 minutes to summarize the lesson by demonstrating to their
classmates what they learnt on pattern drafting.

II. LECTURE PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed
 ● Word definitions e.g. ● Safety uses of tools
Sloper and equipment Auditory
● Steps in pattern ● Trainees should list the Visual
adaptation
steps and tools needed
Drafting and in pattern development Tactile
cutting out and adaptations
pattern blocks ● Word Definitions

● Pattern Development Steps in the pattern

development Auditory
· drafting
· cutting
Tactile

Visual

III. PRACTICAL PRESENTATION

Steps/Sub-Topic Key Points/Things to do or say Learning Style

Addressed

● Steps in pattern ● Safety uses of

drafting tools and Auditory
equipment Visual

● Drafting and Trainees will list and

cutting out show the steps and tools
pattern blocks needed in pattern
development and
adaptations

● Pattern Markings ● Trainees should

demonstrate the Tactile
ability to use Visual
 pattern markings
on their patterns

● Drafting of ● Demonstrate competency

Patterns-Blouse in correctly following Tactile
instruction in drafting
basic pattern blocks and Visual
adapting pattern blocks
using their miniature
blocks.

IV. APPLICATION (Independent Practice)

· Trainees will complete given work in regular class time and for homework.
Research meaning of new words e.g.sloper, pattern, notches and identify different
types of slopers

V. EVALUATION

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Name: Tanya Lawrence

Subject: Resource and Technology

Module: Home and Family Management

Grade: 9 Voc

Date: Mondays October 10,24 and Fridays Oct. 21,28, 2022

October 13, 14 and 17- Heroes Holiday

Topic: Fibres and Fabrics

Lesson: Theory

No. of Students: 18
No. of Sessions: 8 sessions/2 weeks

Attainment Target1: Strand-Creativity and innovations

Through a project-based approach, students will be able to apply creativity and

innovations to fabric selection, use and care.

Science Standards: Students should explore the structure of fabrics and their
properties

Mathematics Standards: create and interpret tables to classify information on

fibres

Resources: materials–samples of fibre, wool, cardboard,

Home Economics for CSEC Examinations –Clothing and Textiles

page 12 (concept handouts), Fibre worksheet

Videos Fibre to Fabric- https://youtu.be/d6Xi7xHIoeU

Learning Objectives: By the end of the lesson, students should be able to:

(Week 1)

1. Explain the meaning of the terms –fibre, yarn, fabric, staple fibres, filament
fibres, regenerated fibre, synthetic fibre, natural and artificial fibres

2. Describe textile products being used in their environment

3. Explain the process used to create fabrics using keywords: fibres, yarns, weave,
spin, knit, fabrics
 4. Name the three groups into which natural fibres are divided – plants,
animals and minerals

5. Identify at least three examples each of natural fibres (plants and animal)

6. State an example of mineral fibre used in clothing construction

7. Create a concept map classifying natural fibres.

8. Distinguish between the physical characteristics of plant, animal and mineral

fibres

(Week 2)

9. Outline at least two uses of plant, animal and mineral fibres. - Cotton –
corduroy, flannel, denim, terry towel; Wool – crepe, worsted; Silk - chiffon,
organza; Linen –handkerchief, table cloth.

10. Distinguish between natural and artificial fibres

11. Identify at least three examples of artificial fibres and state one use for each

12. Describe the three ways of identifying fibres: microscope, chemical and
burning test

13. Identify at least five fibres based on their burning characteristics.

Content Outline:
Yarn: is a spun thread made up of fibres

Staple fibres: these are short fibres

Natural fibre: these fibre come from plants, animals and minerals

Filament fibre: these are long continuous strands especially in manufactured

fibres

Regenerated fibre: made by chemically changing natural materials that come

from plants

Synthetic fibre: textile fibre made from chemicals that come from oil and coal

Cellulosic fibre: textile fibre composed of pure cellulose. They can be natural
(cotton, flax, sisal) or man-made (viscose).

TEXTILE IN THE ENVIRONMENT

CLASSIFICATION OF FIBRES
BURNING TEST

MICROSCOPE TEST
Activity Highlights

(Week 1):

Engagement:

● Students will view a concept circle on the WB, they will be prompted to
find one word which would explain the relationship displayed. The term
“Fabric/textile” will be accepted and explored

● Students will be led to say what a textile is. Teacher will record key
definitions on the WB. Students will volunteer to say all they know about
textiles.
 ● Students will work in groups of five, each group will be assigned a place –
bedroom, bathroom, kitchen, living room, school, bank, hospital, church,
movie theatre, airport - They will identify and present a list of examples of
textile products in their environment.
● In groups, they will use their research tool (dictionary/textbook) to help
them to complete a matching table to correctly define key terms.

KEY TERM DEFINITION ANSWER

1. Yarn (a) refer to woven fabrics as well as knits, felts,

lace

, braids and nets

2. Natural (b) fine strands measuring from 1 cm to 20cm

fibre
that can be twisted into Yarns.

3.Synthetic (c) is a spun thread made up of fibres

fibre
4. Textiles (d) these are short fibres

5. Filament (e) these fibre come from plants, animals and

fibre minerals

6. Staple (f) these are long continuous strands especially

fibres in manufactured fibres

7. (g) made by chemically changing natural

Regenerated materials that come from plants
fibre

8. Fibre (h) textile fibre made from chemicals that come

from oil and coal

● Exploration:

Students will say where they think textiles come from, the concept of
natural and man-made fibres will be highlighted. Students will name as
many fibres as they can, and the teacher will create a whiteboard summary
of students’ responses.

● Students will be directed to watch YouTube concept videos HOW LINEN

IS MADE, HOW COTTON IS MADE. They will summarize key concepts
observed. Students will write a short paragraph detailing the process
 observed. (OUT OF CLASS: students will use wool and cardboard to
demonstrate the weaving technique used to make fabric)
● Teacher will create a table on the in the google classroom,, students will
use the keywords provided by the teacher to complete a classification
table showing Fibres. (see key concept above)
● (Week 2):
● Explanation:
● Students will display their sample fabrics; they will be guided to say how
they would be able to identify the type of fabric displayed by the teacher.
Teacher will record key points on the WB.
● Students will be directed by the teacher to read their concept handouts in
groups. Students will create a table as instructed by the teacher using the
headings in the burning test (above).
● The class will be directed to watch a YouTube concept video on the
burning characteristics of fibre as well as on identification of fibres.
Students will use the information seen in the video to complete the table.
● A guided class discussion will occur based on information seen.
Misconceptions will be clarified by the teacher.

Elaboration: Create a table showing natural fabric and their household / apparel
uses. Example Cotton – corduroy, flannel, denim, terry towel, Wool – crepe,
worsted; Silk - chiffon, organza, Linen –handkerchief, table cloth.
 Name of Product name and Properties of the Uses
Fibre picture fibre

e.g. Cotton Cotton fibre- made It is cool to wear Gauze, Q-tips

from the cotton tree

Evaluation:

Students will complete a worksheet on Fibre ( see below)

Prior Learning :

Students are aware of textiles used in apparel and home furnishings, Students’
use products made from fabric in everyday life such as clothing and household
articles.

Learning Outcomes: Students will be able to:

Select appropriate clothing for different occasion

Recognize various reasons for wearing clothes

Evaluation#2
 ● Students will glue sample fabrics in their booklets, they will research uses
and properties of each type of fabric. (HOME WORK)

Evaluation

Students were able to identify different types of fibers and place them in
their notebooks however, reading is an issue so more time is spent on
letting them read and do some spelling.

Teacher will ensure that more reading activities are done.

Name: Tanya Lawrence

Subject: Resource and Technology

Module: Home and Family Management

Grade: 9

Date: Mondays September 12,19, and Fridays September 16, 23, 2022, Extended
September 26, October 3 & September 30, Oct. 7, 2022
Topic: Fashion Design Cycle

Lesson: Theory

No. of Students: 18

No. of Sessions: 8 sessions/2 weeks

Attainment Target 2: Explore Methods and Procedures-through a project-based

approach student will be able to explore methods and procedures in solving
problems relating to textile/clothing fabrics.

Science Standard: Students should explore a range of matter, energy and forces,
in everyday situations and also from a scientific perspective.

Mathematics Standard: Use the correct units, tools and attributes to estimate,
compare and carry out the processes of measurement to given degree of
accuracy,

Technology Standard: Students will develop an understanding of the attributes

of design engineering design.

Resource Materials

Internet, computer, audio visual, magazines, pictures.

Learning objectives: Explore the evolution of fashion trends in the society

through the use of the fashion design cycle.

Students will:

Define /differentiate between fashion related terms e.g. Avant-garde - ahead of its
time, comes straight off the runway, Trend - fashion that is always changing and is related to
fads.

1. Discuss the fashion design cycle

2. Examine the effects of fashion design cycle on businesses and the
consumer
3. Investigate how fashion evolve throughout different periods of time
Content Outline

Fashion related terms- fashion, classic, vogue, style, fad, silhouette, couture,
fashion cycle Fashion design cycle
Effects of fashion design cycle
Fashion Evolution

Classroom/home Safety: Use tools and equipment in a safe manner and assume
responsibility for their safety and safety of others when completing activities.

Demonstrate courtesy in regard to the ideas expressed by classmates and will

show appreciation for the efforts of others on the online platform.

Demonstrate the appropriate safety procedures for hand disposing of paper

clipping and other materials used when doing projects at home and school.

Activity Highlights:

Engagement
Students will watch video/view pictures of fashion evolving throughout different
eras https://youtu.be/9ykYqS63Go0 100 years of fashion video.

Students will be asked to state the changes they recognized occurred with
fashion over the years, how they think the fashions came about, how the fashion
became popular, what happened why it declined in popularity, what happens
when that fashion goes out of style, does all fashion go out of style, do they see
any of the fashion shown being worn in society today or any aspect of the
fashion shown in today’s fashion trends?

Exploration
Participate in fashion word search. In groups, Students will be assigned an era to
research fashion trends on the internet, and find out if there are any classic
fashion from the era assigned. View powerpoint presentation on fashion design
cycle.

Explanation

Reveal the fashion words found and explain their meaning.

Students will present the fashion/s from the era assigned and explain the cycle of
changes the fashion went through before the next era; highlight any classic
fashion from the assigned era.

Discuss how fashion has changed today and the effect it has on consumers and

merchandisers Extension

Your school will be hosting their annual fundraiser, Retro style dubbed ‘OLDIES &
GOODIES’ . They have asked your class to help educate the school population on
fashion from the late 70’s that can be worn to make the event a smashing fashion
hit. Based on your knowledge of fashion design, use creative ways to showcase
appropriate fashion dating from the 70’s for the party.

Evaluation

Use checklist to evaluate presentations

Enrichment

Do a class display (using PowerPoint/Google slides) on fashion trends

throughout the years and invite schoolmates to view.

Evaluation

12/9/22- 12 out of 18 students were present for class. The lesson was well
planned, content was aligned with objectives. The lesson encouraged active
student participation.
Both teacher and students got to know each other better. Teacher explained the
rules of the class and what the subject was all about.

16/9/22 - 16 out of 18 students were present for class. Lesson was planned and
aligned with objectives. But there was some addition to my class because of
teacher absenteeism. Because of this it affected the successful delivery of the
lesson .

19 - Lessons were taught and students did their activities.