Lesson Plan
Course Title: Interior Design
Session Title: Introduction to Architecture & Construction
Lesson Duration:
PPT & Lecture: 90 minutes
Student Portfolio: 180 minutes
Performance Objective: Student will be able to identify architectural styles exemplified in
housing (photographs or real examples).
Specific Objectives:
 Student will be able to identify and differentiate between Cape Cod, Salt Box, Garrison,
Spanish, French, Georgian, Queen Anne, Tudor, Colonial, Prairie, Ranch, and SplitStyle homes.
 Student will be able to explain features specific to each housing style listed above.
 Student will be able to explain reasons for different housing styles.
 Student will be able to describe reasons for different housing periods.
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.
TEKS 130.43(c)(1) The student demonstrates effective decision-making skills related to
housing needs throughout the life cycle. The student is expected to:
(A) determine housing characteristics common to various cultures and regions;
TEKS 130.43(c)(5) The student considers factors affecting housing construction when making
planning and consumer decisions related to housing. The student is expected to:
(A) identify architectural styles exemplified in housing;
Interdisciplinary Correlations:
English 110.32 (b)15(B) write procedural or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
110.32 (b)(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) quotation marks to indicate sarcasm or irony;
(ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) dashes to emphasize parenthetical information.
110.32 (b)(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check correct
spellings.
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Occupational Correlations: (reference O-Net http://www.onetonline.org/)
27-1025 Interior Designers
Plan, design, and furnish interiors of residential, commercial, or industrial buildings. Formulate design
which is practical, aesthetic, and conducive to intended purposes, such as raising productivity, selling
merchandise, or improving life style. May specialize in a particular field, style, or phase of interior
design.
Tasks:
 Confer with client to determine factors affecting planning interior environments, such as budget,
architectural preferences, and purpose and function.
 Advise client on interior design factors such as space planning, layout and utilization of
furnishings or equipment, and color coordination.
 Coordinate with other professionals, such as contractors, architects, engineers, and plumbers, to
ensure job success.
 Review and detail shop drawings for construction plans.
 Estimate material requirements and costs, and present design to client for approval.
 Subcontract fabrication, installation, and arrangement of carpeting, fixtures, accessories,
draperies, paint and wall coverings, art work, furniture, and related items.
 Formulate environmental plan to be practical, esthetic, and conducive to intended purposes, such
as raising productivity or selling merchandise.
 Select or design, and purchase furnishings, art works, and accessories.
 Render design ideas in form of paste-ups or drawings.
 Use computer-aided drafting (CAD) and related software to produce construction documents.
Knowledge:
Design — Knowledge of design techniques, tools, and principles involved in production of precision
technical plans, blueprints, drawings, and models.
Customer and Personal Service — Knowledge of principles and processes for providing customer
and personal services. This includes customer needs assessment, meeting quality standards for services,
and evaluation of customer satisfaction.
Building and Construction — Knowledge of materials, methods, and the tools involved in the
construction or repair of houses, buildings, or other structures such as highways and roads.
English Language — Knowledge of the structure and content of the English language including the
meaning and spelling of words, rules of composition, and grammar.
Administration and Management — Knowledge of business and management principles involved in
strategic planning, resource allocation, human resources modeling, leadership technique, production
methods, and coordination of people and resources.
Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling
products or services. This includes marketing strategy and tactics, product demonstration, sales
techniques, and sales control systems.
Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies
to promote effective local, state, or national security operations for the protection of people, data,
property, and institutions.
Psychology — Knowledge of human behavior and performance; individual differences in ability,
personality, and interests; learning and motivation; psychological research methods; and the assessment
and treatment of behavioral and affective disorders.
Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform
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works of music, dance, visual arts, drama, and sculpture.
Clerical — Knowledge of administrative and clerical procedures and systems such as word processing,
managing files and records, stenography and transcription, designing forms, and other office procedures
and terminology.
Skills:
Active Listening — Giving full attention to what other people a2re saying, taking time to understand
the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking — Talking to others to convey information effectively.
Reading Comprehension — Understanding written sentences and paragraphs in work related
documents.
Service Orientation — Actively looking for ways to help people.
Social Perceptiveness — Being aware of others' reactions and understanding why they react as they
do.
Coordination — Adjusting actions in relation to others' actions.
Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of
alternative solutions, conclusions or approaches to problems.
Persuasion — Persuading others to change their minds or behavior.
Writing — Communicating effectively in writing as appropriate for the needs of the audience.
Complex Problem Solving — Identifying complex problems and reviewing related information to
develop and evaluate options and implement solutions.
Abilities:
Oral Comprehension — The ability to listen to and understand information and ideas presented
through spoken words and sentences.
Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or
to develop creative ways to solve a problem.
Oral Expression — The ability to communicate information and ideas in speaking so others will
understand.
Visualization — The ability to imagine how something will look after it is moved around or when its
parts are moved or rearranged.
Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas
is important, not their quality, correctness, or creativity).
Near Vision — The ability to see details at close range (within a few feet of the observer).
Speech Clarity — The ability to speak clearly so others can understand you.
Written Comprehension — The ability to read and understand information and ideas presented in
writing.
Deductive Reasoning — The ability to apply general rules to specific problems to produce answers
that make sense.
Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not
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involve solving the problem, only recognizing there is a problem.
Sample of reported job titles: Interior Designer, Designer, Interior Design Coordinator, Interior Design
Consultant, Interior Design Director, Certified Kitchen Designer, Color and Materials Designer,
Commercial Interior Designer, Decorating Consultant, Director of Interiors
Teacher Preparation:
Review PPT before instruction.
Add additional photo examples to PPT to further illustrate the housing styles.
Identify additional examples from magazines to show in class.
References:
Homes Today and Tomorrow by Ruth F Sherwood (Student Edition) ISBN 0-07-825144-3
Glencoe McGraw Hill Publishing
Instructional Aids:
1. Housing Styles PPT
2. Housing Styles Notes Worksheet (pages 1-6)
3. Housing Styles Portfolio Rubric (page 7)
4. Additional Housing Styles Project (page 8)
5. Housing Styles Venn Diagram (page 9)
Materials Needed:
1. Interior Design and Housing Magazines
2. Magazines with photographs of exterior home elevations
3. Cardstock
4. Rubber cement or glue
5. Scissors
6. Paper cutter
7. Computer access
8. Homes Today and Tomorrow textbook
Equipment Needed:
1. Computer
2. Projector
3. Screen
Learner Preparation: Students should have learned how culture and societal trends affect
housing. Students should have learned about primitive housing.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we will begin learning about some of the most popular housing styles and how they
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are different and from each other.
ASK: Imagine yourself standing in front of your home. Make a list of the features that make your
home different from that of your next door neighbors. As you begin to learn about housing, you
will more readily identify the features that make a house look different and unique. You will also
identify the features that help to categorize the house into a style category.
SHOW: Slide #1
SAY: Look at these two houses and try to identify the features that make the houses different.
Look closely. Use your Venn Diagram worksheet to list the features that you identify that are
different and similar in the two houses (have students work in groups of two to three for the
Venn Diagram activity).
ASK: Was it hard to identify features that were different in the houses?
SAY: As you learn about the different styles, your eye will become trained and you will begin to
notice the differences that exist in housing style more easily. You will also be able to identify the
features that are characteristic for each of the styles that you will learn about today.
ASK and SHOW: Ask for students to share some of the differences that they identified with the
class. Continue showing slide #1
SAY: Please keep your Venn Diagram handy as we go through the PPT. See if you can identify
the housing styles that these two houses best fit into. At the end of class today I will ask you
what style you think house A is and what style you think House B is.
ASK and SHOW: Do you all have a note-taking worksheet? Hold up the worksheet.
SAY: You will be listing the features of each housing style and drawing a sketch to help you
remember some of the features. Don’t worry you will not have to have a great deal of artistic
ability to draw the sketches. When you are drawing, focus on the features that are unique for the
style so that you will be able to identify the style in magazine photographs.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Deliver PPT Lecture
Be sure to review the
A. Note taking during PPT
PPT before delivering
B. Students should fill in the boxes on the
it to the students.
Housing Styles Notes Worksheet (pages 1- Review the notes for
6) with a sketch of the house pictured in
each PPT slide in
the PPT. The bullets can be completed
order to understand
with the information from each of the PPT. the housing style and
Students will be listing the features of each sketch example. You
of the housing styles covered in the PPT.
may want to add
C. Encourage student comment and
additional
discussion on each slide before going on
photographs to the
to the next slide.
PPT to further
illustrate each housing
style. You may also
refer to the Homes
Today and Tomorrow
text book for
additional background
information.
II. Identifying the principles of housing styles in
Ask students to begin
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5
.
magazine photographs. Distribute Housing Styles
Portfolio Rubric (page 7).
A. Remind the students to follow all directions
and that the portfolio submission should be
neat and professional in appearance.
B. Portfolios should not have any free hand
writing.
C. Suggest to students that they should use
their notes in constructing the sentences to
describe the housing style illustrated in the
magazine photograph. The features of the
housing style may be incorporated into the
construction of the sentence used to describe
the photograph. Students may also take their
own photographs with their own camera. The
photographs can be printed in black and white
for the portfolio assignment
III. Using the textbook students can define the styles
not covered in the PPT. Students can complete
Additional Housing Styles Project (page 8)
A. Adam
B. Early Classical Revival
C. Greek Revival
D. Gothic Revival
E. Italianate
F. Mansard
G. Chateauesque
H. Mission
I. Craftsman
J. International
K. Contemporary
L. Shed Styles.
IV. Informal Assessment
A. Ask students to share their portfolios with
their student partner.
B. Student partners should critique each of the
pictures in the portfolio for accuracy.
C. Student partners may utilize Housing Styles
Portfolio Rubric (page 7) for writing comments.
D. Give students an opportunity to redo any
pages in the portfolio that may be
questionable.
collecting magazines
that have pictures of
outdoor elevations.
Some good places to
source magazines are
Good Will and Half
Price Books. You can
decide whether or not
to allow students to
source pictures from
the internet. I usually
don’t like to do this
because it is so easy
to Google the housing
style and not have to
look for the features
that relate to the style.
I believe the training
of the eye happens
more when the
students have to look
for photographs or
take photographs.
If further
reinforcement is
necessary for the
styles covered in the
PPT, ask students to
add descriptive
statements for each
style on the notes
worksheet.
Ask student partners
to apply their
signature to the rubric
so that you are able to
identify the partner
when grading the
portfolio for accuracy.
You can ensure that
both students are
notified if a picture in
the portfolio is not
accurate.
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6
V. Formal Assessment
A. Using the Housing Styles Portfolio Rubric
(page 7) grade the portfolio.
B. Write teacher comments on the rubric
where applicable.
Example teacher
comments:
Good Example; Good
definition; Attractive
lay-out; Incorrect
definition; Neatness
needed: straight
edges please.
VI. Ask the students to list all the styles covered in the
PPT and write two historical facts about each style.
The facts:
a. Describe how one of the housing features
originated.
b. Describe why the feature originated (what
necessitated the feature).
c. Describe what was happening in history that led
to the housing style.
Students may use the textbook in class to complete
this assignment.
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmic
Bodily
Kinestheti
c
Intrapersonal
Interpersona
l
Naturalis
t
Existentialis
t
Application
Guided Practice (LSI Quadrant III):
 Student will take notes and draw sketches during PPT presentation and lecture on
Housing Styles Notes worksheet.
 Teacher will describe features of each housing style in the PPT.
 Encourage students to comment on the examples in the PPT.
Independent Practice (LSI Quadrant III):
 Student will create portfolio pages with examples for each of the housing styles
described in the PPT (refer to Housing Styles Portfolio Rubric Hand-Out).
 Student will be able to explain/define/describe features of the housing style in relation to
the portfolio page created.
 Student can complete Housing Styles Homework Assignment (page 10).
Summary
Review (LSI Quadrants I and IV):
Question: Let’s go back to your Venn Diagrams. What style do you think that House A is? Why?
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Answer: House A has a Tudor Style influence: Steeply pitched front gables, brick exterior, long
narrow windows.
Question: What style do you think House B is? Why?
Answer: House B has a Spanish Style influence: Stucco, circular entry tower, eave brackets.
Evaluation
Informal Assessment (LSI Quadrant III):
Partner discussion as students are selecting pictures from magazines.
Formal Assessment (LSI Quadrant III, IV):
Students will turn in a completed portfolio according to the portfolio rubric. Teacher will grade
portfolio to assess student comprehension of housing styles.
Extension
Extension/Enrichment (LSI Quadrant IV):
Assign Additional Housing Styles Project. Students will independently research styles not
covered in the PPT. Students will sketch the style and describe the features of the style on the
project worksheet.
Teacher may assign as few as three additional styles or as many as twelve styles.
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Select from the following list of housing styles: Adam, Early Classical Revival, Greek Revival, Gothic
Revival, Italianate, Mansard, Chateauesque, Mission, Craftsman, International, Contemporary or
Shed Styles. Sketch the housing style and list features of the housing style sketched.
Housing Style Sketch
Style: ______________________
Features

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Style: ______________________
Features

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Style: ______________________
Features

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Copyright © Texas Education Agency 2012. All rights reserved.
Housing Styles Homework Assignment
In the space below, draw a sketch of your home. Be sure to include details of the features that help
identify the style of your home.
Features of my home:


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
Style of my home: ______________________________________________________________
My Address: ___________________________________________________________________
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Housing Styles
 Current home designs are ______________________________________________________
 As the country has grown, styles have ____________________________________________
 Styles have been modified to ___________________________________________________
 Technology has made it possible to ______________________________________________
 All styles do not look __________________________________________________________
 Architects and builders add _____________________________________________________
 Look for an __________________________________________________________________
Housing Periods
 Architectural history is divided into ____________________________________________________
 Each period is related to ________________________________________________________ and
_______________________________________________________________________________
 One period may ___________________________________________________________________
 Historical homes that remain were ___________________________________________________
Early American Period – 1640 to 1720
 Dates back to _____________________________________________________________________
 English settlements looked like _______________________________________________________
Cape Cod
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Salt Box
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Garrison
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Spanish
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French
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18th Century
 Much ______________________
o Frontier __________________________________________________
o East Coast ________________________________________________
o Immigrant Style ___________________________________________
 English ______________________________________________
 Dutch _______________________________________________
 German _____________________________________________
 Swedes _____________________________________________
 Spanish _____________________________________________
 Made up of two periods:
o Georgian Period

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
o Federal Period
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
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Georgian
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19th Century
Made up of two periods
 Romantic Revival Period
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 Victorian Period
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Queen Anne - Victorian
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20th Century
 Period Revival Styles _____________________________________________
 Modern Styles __________________________________________________
 Postwar Modern Styles ___________________________________________
Tudor
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Colonial Revival
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Prairie Style
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Ranch Style
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Split-Level
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Copyright © Texas Education Agency 2012. All rights reserved.
Building Styles Portfolio Rubric
Student Name: ____________________________
Directions:
 Using magazines, locate large, clear pictures that illustrate the following examples of Housing styles.
 Mount each picture on a sheet of cardstock—one picture per page.
 Using professional lettering and presentation methods as discussed in class, label each picture with the
appropriate title (front of page).
 Using professional lettering techniques, write a complete sentence or sentences describing why the
picture is an example of the housing design. Spelling and sentence structure will be evaluated.
 Place these pictures in the correct order, as listed below.
 Attach this sheet to the front of your assignment.
 REMEMBER NEATNESS AND PRESENTATION ARE IMPORTANT!
 Each Box is worth 2.08 points (100 Points Total)
Total Points _________________/100 possible
Grade: ___________
Comments:
Subject:
Building Styles
Picture (Correct and
Accurate)
Explanation (Typed,
Accurate and Correct)
Neatness (straight edges,
neat: overall clean appearance)
Cape Cod
Salt Box
Garrison
Spanish
French
Georgian
Queen Anne Victorian
Tudor
Colonial
Prairie
Ranch
Split-Level
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Creativity (Attractive; Use
of color; )