Careers: Employment and Entrepreneurship
Fashion Design
Arts, Audio/Visual Technology, and Communications
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will be able to identify and demonstrate
employability skills.
Specific Objective
 Students will identify and demonstrate positive work behaviors and personal qualities needed
to be employable.
 Students will examine employment opportunities in entrepreneurship.
Terms
Employability
Entrepreneur
Critical thinking
Time
When taught as written, this lesson should take approximately 1 class period to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
130.93. Fashion Design. (c) Knowledge and Skills.
(8) The student develops employability characteristics. The student is expected to:
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable; and
(E) examine employment opportunities in entrepreneurship.
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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Interdisciplinary Correlations:
110.32. English Language Arts and Reading, English II
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to
support their understandings. Students are expected to:
(B) distinguish between different kinds of evidence (e.g., logical, empirical, anecdotal)
used to support conclusions and arguments in texts
(C) make and defend subtle inferences and complex conclusions about the ideas in text
and their organizational patterns
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Fashion Designer
O*Net Number: 27-1022.00
Reported Job Titles: Apparel Fashion Designer, Clothing Designer, Costume Designer, Product
Developer
Tasks:
 Direct and coordinate workers involved in drawing and cutting patterns and constructing
samples or finished garments.
 Examine sample garments on and off models, modifying designs to achieve desired effects.
 Sketch rough and detailed drawings of apparel or accessories, and write specifications such as
color schemes, construction, material types, and accessory requirements.
 Confer with sales and management executives or with clients to discuss design ideas.
 Identify target markets for designs, looking at factors such as age, gender, and socioeconomic
status.
 Provide sample garments to agents and sales representatives, and arrange for showings of
sample garments at sales meetings or fashion shows.
Soft Skills: Active listening, speaking, writing, social perceptiveness, judgment and decision making
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified
or accommodated to your students with learning differences by referring to the files found on the
Special Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology and instructional materials.
 Search online for the video clip on waitressing and have it ready for viewing prior to the start of
the lesson.
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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


Search online for short movie clips that show both acceptable and unacceptable employee
characteristics and behaviors in the fashion industry.
Provide an area where students will perform their skits and provide any props that might be
needed.
Review and select an additional online class activity (if desired) to demonstrate a particular
employability skill, such as critical thinking.
References
Liddell, L., & Samuels, C. (2004). Clothes and your appearance. Tinley Park, Illinois: The GoodheartWillcox Company, Inc.
Instructional Aids
 Lesson Plan: Careers: Employment and Entrepreneurship
 Slide Presentation: Careers: Employment and Entrepreneurship
 Lists of possible skit scenarios
Introduction
Introduce the lesson by discussing employability skills. Ask students to identify both acceptable and
unacceptable employee behaviors. Search online for a video clip about “Rachel waitressing”. After
viewing the video clip, open a class discussion where students discuss Rachel’s skills. Compare and
contrast the skills she had versus the skills she lacked as a waitress.
Display and discuss slide presentation with class. Students may take notes. (Optional)
Explain that students will participate in a group activity in which they will choose a scenario and
present a skit demonstrating both good and bad employee attributes.
*Note: Teachers may search online for additional activities for students to demonstrate employability
skills. An example is critical thinking, since most employers consider this to be an important quality.
You may search online for “teaching critical thinking skills” and select an activity from the list of
websites that appear.
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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Outline
MI
Outline
Go through the Slide Presentation with
students. Discuss the following:
I: Title slide
Instructor Notes
Begin Slide Presentation here.
II. Overall Objectives
a. What students will learn
b. How students will demonstrate
their learning
III. Employability Skills
Slide 2: Discuss what students
will learn in this lesson.
Slide 3: Students identify
occupational skills and core
academics
IV. Employability Skills
Slide 4: Students identify
workplace basics and critical
thinking skills
V. Entrepreneurship
Slide 5: Students identify
entrepreneur opportunities
VI. Student Assignment
Slide 6: Teacher reviews
students’ skills activity and
expectations
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Application
Guided Practice
Throughout the slide presentation, the teacher will stop periodically for the class to participate in short
activities.
 After Slide #4, the teacher may choose to show short movie clips depicting both acceptable and
unacceptable employee behaviors in the fashion industry. Students will identify and discuss
which employability skills the character had and which ones were lacking.

For Slide #5, students will discuss what skills are needed to be successful as an entrepreneur,
the benefits and risks of entrepreneurship, and the fashion industry entrepreneur
opportunities.
Independent Practice
 Students will participate in group skits demonstrating employability skills.
Summary
Review
Teacher will review information learned. Students may do a self-reflection activity to identify skills they
feel they strongly possess and which skills they should improve before entering the workforce.
Evaluation
Informal Assessment
Any and all of the following can be used as informal assessments…
 Check student participation in class discussions
 Prompting
 Check students’ understanding based on guided practice activities
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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Visual/
Spatial
Formal Assessment
Any and all of the following may be used as formal assessments…
 Notes on slide show presentation
 Assess student participation in the group activity
Enrichment
Extension
The teacher may choose additional online activities for students on the topic of critical thinking skills
needed in the workplace.
Students may continue this lesson by completing an online search for skills needed for their desired
profession.
Students may also research their professions’ regular work tasks, job outlook, education, training
required, and salary averages, which can be found at: www.onetonline.org
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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Skit Scenarios
The following is a list of possible skit scenarios that small groups of students may act out to
demonstrate both acceptable and unacceptable employability skills. The teacher or students may add
to this list.
1. Scenario: A hair and beauty salon, or spa. Your group should demonstrate both acceptable
and unacceptable employability skills that might come into play as employees interact with
clients in a hair salon or spa.
2. Scenario: A fashion show. Your group is responsible for the backstage preparations for a
fashion show and should demonstrate both acceptable and unacceptable skills that may
come into play in this scenario.
3. Scenario: A high-end clothing store. Your group should demonstrate both acceptable and
unacceptable employability skills that might come into play as employees interact with
customers in a high-end clothing store.
4. Scenario: The make-up and perfume counter of a high-end department store. Your group
should demonstrate both acceptable and unacceptable employability skills that might come
into play as beauty analysts interact with customers at the make-up and perfume counter in
a high-end department store.
5. Scenario: A clothing designer. Your group works with a clothing designer and should
demonstrate both acceptable and unacceptable employability skills that might come into
play in this scenario.
AAVTC: Fashion Design: Careers: Employment and Entrepreneurship
Copyright © Texas Education Agency, 2014. All rights reserved.
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