Practicum in
Fashion Design
1
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Table of Contents
Introduction
3
Portfolio Information
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
5
General Housekeeping
6
Training Station Orientation
21
History
29
Leadership
46
Management and Interpersonal Skills
63
Goin’ Global
87
Math
111
Career Exploration
134
Program Forms
163
Additional Activities
178
Career Pathways
189
Personal Management
207
Portfolio
235
Project Management
247
Scholarships
264
2
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Practicum in Fashion Design
Introduction
This practicum is designed to be used by new and veteran teachers who would like to enhance
their students’ performance by utilizing computer-generated projects. The purpose of these
lessons is to transform the classroom into a lab setting with the students becoming self-driven
learners and the teacher taking on the role of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be
presented in any order the teacher chooses. There are many detailed forms that are necessary
to the onset of the school year or semester. So, the General Housekeeping unit should be
covered first. Detailed lesson plans are provided, which include handouts and activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use
a desktop or laptop computer attached to a projector in order to present the materials to the
class.
Customarily, students enrolled in a practicum course are placed on jobs prior to the onset of
the school year. There are often a few students who will need job placement by the teacher
once school starts. Students must be employed and a training plan must be filed within 14 days
after the start of the school year. In the event of an audit by a representative from the Texas
Education Agency, it is important that all TEA rules are followed and adequate records are kept.
The teacher is required to visit each training sponsor regarding student progress at least once
per each six-week grading period, regardless of whether or not the school calendar adheres to a
six-week or nine-week grading period.
Portfolio Information
All students are to keep a working digital portfolio, which will be updated regularly during the
school year. The portfolio can be a useful tool when applying for employment and scholarships
or completing college applications. Reproducible guidelines may be found on page 235. It is
important that students establish their portfolios early during the first few weeks of school, so
make sure to inform students during the General Housekeeping unit of the Practicum.
3
Copyright © Texas Education Agency, 2015. All Rights Reserved.
PREPARATION FOR THE FIRST CLASS DAY
Classroom
• Are the students desks arranged for optimal class instruction?
• Is your desk in an area where it will be easy to manage the class?
• Do you have everything you need in place at your desk? (calendar/unit planner, grade
book, pencils, pens, notepad, etc.)
• Is the furniture easy to walk around?
• Are bulletin boards prepared and attractive to students?
• Do you have a space prepared for students to turn in work?
• Is the lighting in the room appropriate?
• Are the materials organized and easy to access?
• Do you have an emergency exit plan posted in the room?
Students/Parents
• Have you prepared the letters to the students and parents within the General
Housekeeping portion of the practicum?
• Have you prepared home folders for the students?
Instruction
• Have you prepared a script of what you are going to do the first day?
• Do you have a classroom management plan prepared?
• Do you know what procedures you are going to use to manage your class?
• Is there a sign-in paper or roll calling system in place?
• Do you have an activity/procedure for students who arrive before the bell rings?
• Do you have a grading system you would like to use ready?
• Do you have ice breakers/team builders ready to do on the first day?
4
Copyright © Texas Education Agency, 2015. All Rights Reserved.
USEFUL WEBSITES
Texas Education Agency
www.tea.state.tx.us/
Career and Technical Education
http://cte.unt.edu/
O*NET
http://www.onetonline.org/
All Club Information
The Insert Club Name is an extension of Practicum in Fashion Design course instruction. Dues
and registration for most of the youth organizations is conducted online.
www.tea.state.tx.us/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
http://logos.cs.uic.edu/recruit/csstatistics.htm
PRACTICUM SCHEDULE
Topic
Activity
General Housekeeping
Forms
Training Station Orientation
Project
History
Notes, Activities, and Projects
Leadership
Notes, Activities, and Projects
Management and
Notes, Activities, and Projects
Interpersonal Skills
Goin’ Global
Notes, Activities, and Projects
Math
Notes, Worksheets, and Tests
Career Exploration
Notes, Activities, and Tests
Additional Activities
*Each Class Period is 45 – 50 minutes in length
Time Frame
5 Class Periods
12 Class Periods
7 Class Periods
15 Class Periods
20 Class Periods
10 Class Periods
20 Class Periods
10 Class Periods
9 Class Periods
5
Copyright © Texas Education Agency, 2015. All Rights Reserved.
General Housekeeping: Forms
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the characteristics necessary to
be a successful student in the Practicum in Fashion Design program.
Specific Objectives
 Students will identify the critical rules of program operation.
 Students will explain the procedures for reporting an absence from school or work.
 Students will learn the policies and procedures of the Practicum in Fashion Design
program.
 Students will obtain the necessary signatures on required forms.
This lesson should take five class days to complete.
TEKS Correlations
Preparation
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or
alterations to the activities may result in the elimination of any or all of the TEKS listed.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills, as required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities
needed to be employable, such as self-discipline, self-worth, a positive attitude,
integrity, and commitment;
(C) demonstrate skills related to seeking and applying for employment to find
and obtain a desired job, including identifying job opportunities, developing a
resume and letter of application, completing a job application, demonstrating
effective interview skills; and
(D) maintain a career portfolio to document work experiences, licenses,
certifications, and work samples.
6
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(3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information; and
(C) interpret and communicate information, data, and observations.
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected
to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as
figurative language, idioms, multiple meaning words, and technical
vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate students with learning differences by referring to the files found on
the Special Populations page of this website (cte.unt.edu).
7
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Preparation
 If possible, display each form on projector screen.
 Copy the handout sheets and rubric for the students.
 Have materials ready to go prior to the start of the lesson.
 SUGGESTION: Make folder packets for each student ahead of time. Have students write
their names on the folder. The folder becomes part of the year’s permanent record files
for the school year.
Instructional Aids
 Student handouts
Materials Needed
 Copies of all forms
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students why rules are necessary.
 Ask why daily attendance is important.
 Explain that it is an honor to be accepted into this program and that all students must
maintain high expectations to remain in the class.
Lesson Introduction
 Explain each form in detail and check for understanding.
 Tell the class that all forms must be returned with appropriate signatures by the end of
the first week of class.
 If a student has not secured employment by the first day of school, that student will not
be able to fill out the Training Plan form. However, make sure they fill in everything
except the employment information. (The student will need to do this once they are
employed.)
8
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Outline
MI
OUTLINE
The following forms are included in the students’
packets:
Training Plan Form
 Used by the teacher to complete a student’s
training plan
 Can also be used by the teacher when
visiting training stations, if kept in a
Visitation binder
Student Responsibilities
 Rules of the program should be strictly
adhered to in order to avoid problems.
 Key rule: if a student is absent from school,
that student is not to report to work
 Key rule: a student may not quit a job
without the teacher’s permission, or they
are in jeopardy of failing the class for the
grading period
 Key rule: theft is not condoned. Immediate
removal from the program
Syllabus
 Details what the students will learn
 Grading policy
Classroom Rules
 A must for every teacher
 Personalize to your methods
Unemployed Student Policy
Dependability Grade
NOTES TO TEACHER
Copy the instructions
and grading rubric
and make into a
packet.
Tell the class about
some of the things
you learned at
previous jobs.
Explain how those
skills helped you to
become a teacher.
Explain the necessity
of learning as much
as possible about a
job because some of
the skills learned will
help with future
employment.
Explain to the class
that customers see a
business much
differently than the
employees see it.
Ask the class if they
have ever wanted to
work at a place
where they shopped.
Have them give
reasons why.
9
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Summary Verification Signatures Form
 Ensures the parent received all the
paperwork
Wage and Hour Report
 This is an auditable document. All students
must keep an accurate record of the hours
worked. Keep these in the permanent
record files
 There are several samples included
“Mobile Me” Activity:
 Students will create a mobile about
themselves and will share it with the
class. Assign this on the first or
second day of class (due by the end
of the first week)
Go over all the
criteria in the
assignment and
check for
understanding.
Hand out the
instructions and go
over them for this
assignment. If
possible, it would be
helpful if the teacher
makes one to show
as an example.
Hang all of the
mobiles in the
classroom for the
first few weeks of
school.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
10
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Application
Guided Practice
The teacher will go over each form individually and thoroughly. It is extremely important that
all students understand what is required of them in order to be in the program.
Set a deadline (usually the end of the first week of school) for all forms to be returned with
signatures.
Keep in mind that during the first few days of classes, students will leave or enter your
program. You will need to keep up with all paperwork and will need to see that the new
students receive all documents.
Independent Practice
 Students will complete all worksheets and forms.
 Students will obtain appropriate signatures, as required by the deadline set by the
instructor.
Summary
Review
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from their job?
 What is the policy on theft?
Evaluation
Informal Assessment
 Incentive for turning in all forms before the deadline
Formal Assessment
 Daily grade or test grade on the deadline
11
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Practicum in Fashion Design Syllabus
Welcome to the dynamic world of Practicum in Fashion Design! You have been selected from
many applicants to experience a fun and rewarding year. It is my intent for you to learn a great
deal about the world of work as you learn about yourself.
This course consists of the following topics:
Introduction
Portfolio Information
Preparation for First Day of Class
Useful Websites
Practicum Schedule
General Housekeeping
Training Station Orientation
History
Leadership
Management and Interpersonal Skills
Goin’ Global
Math
Career Exploration
Program Forms
Additional Activities
Works Cited
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS! There will be a lot of information given and discussed in class
that is not in the text; however, you are still accountable for reading assigned chapters.
Students entered in the Practicum in Fashion Design competition are more successful due to
reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports, dependability grades (see
Dependability sheet), individual and group assignments, daily work, tests, and your employer
evaluation.
(Insert Club Name Here)
: Practicum in Fashion Design
All co-op students are expected to join (enter professional competition organization here) and
participate in competitive events. Dues are $______ for the school year.
_____________________________
Parent’s Signature
___________________________
Student’s Signature
12
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Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high-quality Cooperative Training Program for
(insert name of school or school district), it is essential that the student, the parents, the
training sponsor, the coordinator, and school administrators agree to these basic principles:
1. It is the responsibility of the coordinator to provide appropriate interview opportunities
for student job placement. The coordinator must grant final approval of all job
placements.
2. It is the responsibility of the student to remain at the same training station throughout
the training period. A change may be made only when approved by the coordinator.
3. A student will be removed from the Cooperative Training Program and lose state credits
for any of the following reasons:
a. If the student is dismissed from the training station and the coordinator
determines that the dismissal was for sufficient reasons. Example: theft or
unethical conduct.
b. The second time a student has been fired and/or quits without the permission of
the coordinator, the student is released from the program without credit.
c. If a student’s attendance drops below 90%, the student may be removed from
the Cooperative Education Program. Removal from the class will result in loss of
credit for the term.
4. The student is under school supervision at school, and during the work schedule at the
training station. School credit is given for four hours spent on the job, as well as in the
classroom. The student must work a minimum of 15 hours a week, 10 of which must be
Monday through Friday.
5. If the student is to be absent from school on any particular day for any reason, the
student is required to notify the teacher-coordinator no later than 12:00p.m. (noon) on
the day of the absence. Students may not report to the training station without having
first received permission from the coordinator. Failure to observe this rule will result in
unexcused absences in all classes missed.
6. A student who is fired or quits a job shall receive a nine weeks grade no higher than 60
for the grading period during which the student was fired. The student is expected to
find his or her own employment within five days. Grades will be reduced from the sixth
day forward.
13
Copyright © Texas Education Agency, 2015. All Rights Reserved.
7. Students enrolled in Cooperative Education are expected to belong to the youth
organization, as activities are related.
It is with the above understanding that we enter into this agreement to provide the best
training for the individual student.
_________________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
_________________________________
Coordinator’s Signature
______________________________
Principal’s Signature
** If you wish to communicate via e-mail, please list your e-mail address below:
14
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Classroom Rules
1. You must be in class on time – failure to do so may result in an after class detention on the
day you are late! Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR
TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course,
so you must devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we
like you as you are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone
else has the floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the coop program due to behavioral problems.
10. Park in the designated parking lot only. DO NOT park in the front of school or in the
teachers’ lot.
________________________________
Parent or Guardian’s Signature
_________________________________
Student’s Signature
15
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student
realizes the importance of being dependable on the job and in the classroom. To reinforce this,
a “DEPENDABILITY GRADE” has been created. It is treated as a MAJOR TEST GRADE and is
averaged in with the other major test scores.
When a student is absent from school for ANY REASON, the student must telephone their
practicum (co-op) teacher before NOON that day. If the teacher’s phone rings to voicemail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone their employer to report the absence from work in a
timely manner. Practicum students are also required to sign in each day on the Practicum
Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in
points being deducted from the “Dependability Grade” in the following manner:
ABSENT
0 DAYS = 100%
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent three or more continuous day, and you have a doctor’s note, you will be
exempt from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
16
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Policies Governing Unemployed Students
1. If a student is released from a job because they have been found guilty of theft and
or unethical conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft and/or unethical conduct, even
though they go to work at another job, may receive a NINE-WEEKS/SIX-WEEKS
(Circle one) grade of no higher than 60 for the grading period during which the
student was fired.
3. Students fired from jobs are expected to find their own employment within five
school days. Grades will be reduced from the sixth day forward.
4. Students who are laid off will have 10 days to find a job and the coordinator will
assist them in finding a job. Grades will be reduced from the 11th day forward.
5. If a student quits a job without permission from the coordinator, the student will
receive a NINE-WEEKS/SIX-WEEKS (Circle one) grade of no higher than 60 for the
grading period during which the student quit the job.
6. The second time a student has been fired and/or quits without permission from the
coordinator, the student will be released from the program with loss of credit.
I understand that any time the practicum student is not employed in an APPROVED training
station, the student must be under the supervision of the practicum instructor from the end of
the class period through the end of the school day, until a new training station is secured. The
student may be exempt from this restriction if the student has a scheduled appointment for a
job interview. (Documented proof of interview is required.)
__________________________
Parent/Guardian Signature
___________________________
Student’s Signature
17
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Summary Signature Verification Form
I have reviewed the following forms:
Practicum in Fashion Design (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
___________________________
Parent or Guardian’s Signature
__________________________
Student’s Signature
Please return this form to the teacher.
18
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Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for Three Weeks
_________________________
Student Signature
WEEK
Fill in by local
HOURS
From
WORKED
To
MONDAY
TOTAL
HOURS
CLASSES
MISSED
REASON FOR ABSENCE
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
TOTAL HOURS: MONDAY-FRIDAY
TOTAL HOURS FOR WEEK:
19
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Mobile Me
Objective: The student will introduce themselves to the class by creating a mobile that reflects
the individual’s interests and personality.
Materials Needed:
Coat hanger
String, ribbon or yarn
A one-hole punch
Family Pictures
Pictures and words cut out from magazines
Directions:
Make a mobile that depicts who you are and be prepared to share it with the class. You must
include a minimum of three pictures of yourself (or family) and at least six of the following
items:
Achievements
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents theirs
to the class.
20
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Training Station Orientation
Practicum In Fashion Design Activity
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or
her work place.
Specific Objectives
 Students will learn about or reinforce a basic knowledge of their respective training
stations.
 Students will demonstrate an understanding of what is expected from their training
sponsors.
 Students will compile information and will create a multimedia presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or
alterations to the activities may result in the elimination of any or all of the TEKS listed.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills as, required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities
needed to be employable such as self-discipline, self-worth, a positive attitude,
integrity, and commitment;
(C) demonstrate skills related to seeking and applying for employment to find
and obtain a desired job, including identifying job opportunities, developing a
resume and letter of application, completing a job application, and
demonstrating effective interview skills;
21
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(D) maintain a career portfolio to document work experiences, licenses,
certifications, and work samples; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) communicate with diverse individuals; and
(G) exhibit public relations skills independently and in groups.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
(E) Interact with audiences appropriately.
22
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handouts, trade journals, or
employee handbooks.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
23
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
Copy the instructions and grading
rubric and make into a packet.
Assignment Outline:
I. Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II. Grading:
a. Completion of packet
b. Multimedia presentation
c. Pictures
d. Professionalism during
presentation
III. Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
IV. Layout format must be followed
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they ever wanted to
work at a place where they have
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students can
set it up while working on the
Training Station Orientation project.
***Handout the Portfolio Guidelines
(p. 172)
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
24
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The
student will follow along and make notes on their hard copy. Students will be strongly
encouraged to take the assignment packet to their job sites so employers will know about the
activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this
document.
Give some ideas to students during the brainstorming session before the end of the first class
period.
Independent Practice
Employer Project
 Students will work at their own pace to complete the Employer Project activity.
 All work is done in class (other than interviews), so the teacher can check for
understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a
workable pace in order to complete the project on time.
 Students should be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation than that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during independent practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
25
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers and/or
co-workers. If you have an employee training manual, you may use it as a source. You might
even have to get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation.
You may bring the pictures to class on a flash drive, a memory card, or CD to import into your
project.
All information will be compiled to prepare a multimedia presentation, which will be shown to
the class when you present your project.
You will be graded on:
Completion of the packet
Multimedia presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor plan
Policies and procedures
History of the company
Supervisor (or owner) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either dispersed within presentation or at the end of the presentation)
If you were in charge, explain:
Three things you like about the training station
Two things you would change
One thing you have learned that will help you in your career choice
This project is due on: ___________________________
26
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, (typed and turned in separately) state what your first day on
the job was like
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time the manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling clients’ files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs or careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
27
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name: ___________________________
ID#: _____________________________
Organization
0–5
Audience cannot
understand
presentation
because there is no
sequence of
information.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Visuals
Student used no
visuals.
Mechanics
Delivery
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of the
class to hear.
Teacher: ___________________________
Date of Presentation: _________________
Criteria
6 – 10
11 – 15
16 - 20
Audience has
difficulty following
presentation
because student
jumps around.
Points
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation had
no more than two
misspellings
and/or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student incorrectly
pronounces terms.
Audience
members have
difficultly hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Student is
uncomfortable
with information
and is only able to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Total
Teacher Comments:
28
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Fashion Design
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of events in America’s
historical periods and how each period influenced the fashion, textiles and apparel fields.
Specific Objectives
 Students will identify major historical events.
 Students will evaluate the history of fashion, textiles and apparel field.
 Students will interpret how historical events influenced our fashion history.
This lesson should take three class days to complete; add at least two days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.95. Practicum in Fashion Design
(6) The student implements advanced knowledge of fashion, textile and apparel systems.
The student evaluates the history of the fashion, textile and apparel field. he student is
expected to:
(A) compare fashion history relative to current fashion trends.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine the meaning of words and phrases, such as
figurative language, idioms, multiple-meaning words, and technical
vocabulary.
29
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will view slideshow presentation and take notes.
 Students will research developments in fashion since the colonial period to create a
timeline of events that have occurred.
 Students will select, research, and give a formal presentation regarding fashion design
events that have occurred 1492-present.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student activity handouts
Materials Needed
 Butcher paper or poster board as an option for the “It’s About Time” activity
 Map pencils/markers
 Students can provide other materials as needed
30
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
No special preparation is needed for this lesson.
Lesson Introduction
 Introduce lesson by asking students to hypothesize what factors may influence fashion
trends over time.
 Ask students to verbally recall a historical fashion trend and its time period off the top of
their mind.
 Once each student has stated a historical fashion trend and time period, ask them to
brainstorm what major events may have occurred during that time that would have
influenced fashion. Tell students the class will evaluate each time period to learn what
happenings occurred in each and how these events influenced fashion.
 Ask students why they think it is important to see where fashion has been in the past.
 Use the multimedia presentation to present America’s historical time periods and how
each shaped fashion design to what it is today.
31
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
1.
Title slide
Notes are provided in the
multimedia presentation for
teacher extension.
2.
Objectives
3.
Periods we will examine
4.
Colonial America 1492-1763 and
Revolutionary Period 1764-1789
5.
The New Nation 1790-1828 and
Western Expansion and Reform
1829-1859
6.
Civil War 1860-1865 and
Reconstruction 1866-1877
7.
Guilded Age 1878-1889 and
Progressive Era 1890-1913
8.
Great War and Jazz Age 1914-1928
and Depression and World War II
1929-1945
9.
Modern Era 1946-1999
10.
21st Century 2000-present
Have the Student Notes Outline
ready to hand out at the beginning
of class. Have students fill in the
missing blanks during your
presentation. Then:
1. Do “It’s About Time,” which
involves students making and
presenting their own timeline.
2. Have the students complete
the “Peer Review” that goes
with this assignment.
3. Do “Then and Now.” Have
students complete both of
these assignments, which will
take at least four days total,
including student
presentations.
4. Use the suggested rubrics for
grading.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
32
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Application
Guided Practice
The teacher will show the multimedia presentation and explain the changes made in fashion
design since the Colonial period. Point out that change was inevitable as culture evolved and
influenced fashion. This should be a reference tool for the writing assignment in this unit.
Independent Practice
Students will complete two guided assignments: “Its About Time” and “Then and Now.”
Summary
Review
 What changes have taken place in fashion design over the years?
 How has fashion design become more complex?
 Which time period do you feel has experienced the biggest change? Why?
Application
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
33
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Fashion Design
Student Notes Outline
1.
History of Fashion Design (Title Slide)
2.
Objectives
Upon completion of this lesson, the student will be able to:
 Identify major historical events of each time period
 Evaluate the history of fashion, textiles and the apparel field
 Interpret how historical events influenced our fashion history
3.
Periods we will examine
 Colonial America 1492-1763
 Revolutionary Period 17641789
 The New Nation 1790-1828
 Western Expansion and
Reform 1829-1859
 Civil War 1860-1865
 Reconstruction 1866-1877






Gilded Age 1878-1889
Progressive Era 1890-1913
Great War and Jazz Age
1914-1928
Depression and World War II
1929-1945
Modern Era 1946-1999
21st Century 2000-present
I. Colonial America 1492-1763
Historical Events:
A. First settlers established ___________ in the new land for ___________.
B. Settlers created trade ___________ and sent them to England.
C. Many of the first settlers were poor farmers or were wealthy dignitaries.
Fashions of the time:
A. Clothing was made locally by ___________ or was ___________.
B. Clothing choices were dictated by ___________ ___________.
C. Other clothing influences were climate, formal or informal activity and
___________.
II. Revolutionary Period 1764-1789
Historical Events:
A. England increased ___________ on colonies to offset ________ expenses.
B. Colonists ___________ tax increase without direct ___________ in Parliament.
Fashions of the time:
A. Ladies appeared in ___________ gowns.
B. Men in battle adopted the ___________ shirt.
34
Copyright © Texas Education Agency, 2015. All Rights Reserved.
III. The New Nation 1790-1828
Historical events:
A. Americans experimented with how to ___________ themselves under the
Articles of ___________ and form a new ___________.
B. President ___________ doubled the size of the nation by purchasing the
___________ Territory.
Fashions of the time:
A. ___________ ___________ is invented; ___________ becomes leading textile.
B. ___________ influence is seen in women’s fashions – higher ___________ and
lower ___________.
IV. Western Expansion and Reform 1829-1859
Historical events:
A. Western expansion sets America to be the world’s ___________ ___________.
B. Americans felt optimistic and approved ___________ ___________, such as the
public school system and improving treatment of the insane and imprisoned.
Fashions of the time:
A. Women began using the ___________ to support a fuller skirt silhouette.
B. The hoop was used by women of various ___________ standings.
V. Civil War 1860-1865
Historical Events:
A. Tension in the country grew over the conflict of how much ___________ the
___________ government should have over the ___________.
B. The ___________ War began and lasted four years, at a cost of more than half a
___________ lives.
Fashions of the time:
A. ___________ stores were established in ___________ areas, increasing the
availability of ready-to-wear clothing.
B. Women had to make smaller hoop skirts due to the ___________ shortage from
___________ mills.
VI. Reconstruction 1866-1877
Historical Events:
A. President Andrew ___________ initiated the ___________ Acts to reunite former
opponents of the war.
Fashions of the time:
A. Women’s bodices had high ___________ and fitted ___________ with small
___________ hoops to keep all the draped fabric away from the feet.
35
Copyright © Texas Education Agency, 2015. All Rights Reserved.
VII. Gilded Age 1878-1889
Historical Events:
A. ___________ iron, steel and lumber industries increased demand for improved
___________.
B. Many people produced great ___________ in this period.
Fashions of the time:
A. ___________ fabrics like velvet, satin and wool were used – except in the
summers.
B. This period had many restricting tight ___________ and ___________.
VIII. Progressive Era 1890-1913
Historical Events:
A. America entered ___________ war with ___________.
B. Americans faced problems of ___________ and class ___________ after the fast
rise of Industry.
Fashions of the time:
A. Dresses were very well ___________ and had a lot of ___________, such as lace,
cording, applique and beading.
B. Tight ___________ of the previous period were loosened.
IX. Great War and Jazz Age 1914-1928
Historical Events:
A. America became more involved in foreign affairs, joined the Allied Powers and
entered ___________ ________ __.
B. Women gained the right to ___________.
C. African American ___________ was celebrated with the popular onset of
___________ music.
Fashions of the time:
A. Skirt hems rose to ___________ -___________.
B. Fashion trends were loosened, __________ in design and made more
__________.
X. Depression and World War II 1929-1945
Historical Events:
A. October 29, 1929 is known as “Black Tuesday,” the day the stock market _______.
B. ___________ and ___________ hit all time peaks.
C. America got out of the depression in about 1941 when we entered __________
_______ ____ .
Fashions of the time:
A. Americans began using ________, __________ and ________________ more
commonly.
B. _________ influenced fashion trends; women wore __________ cut dresses as
seen in ___________.
36
Copyright © Texas Education Agency, 2015. All Rights Reserved.
XI. Modern Era 1946-1999
Historical Events:
A. In 1949, President Truman enacted “________ _______” that made it illegal to
not hire employee an American due to his/her ___________ or _________.
B. America won the _________ race in 1969 with _________ ___________ as the
first man to walk on the ___________.
Fashions of the time:
A. Dior introduced the “_____ __________” that consisted of fuller ____________
and exaggerated __________ ______________.
B. 1950s birthed pret-a-porter (ready-to-wear) garments. US War Production Board
measured ____________ women to ___________ ___________ for the garment
industry.
C. 1960s fashion took an opposite turn with “______ ___ _________” principle.
XII. 21st Century 2000-present
Historical Events:
A. In2001, America was attacked by terrorists at the __________ __________
__________ in New York and the ___________ in DC.
Fashions of the time:
A. Pants sat lower on __________and were more ___________ down the leg.
37
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Fashion Design
Student Notes Outline
1.
History of Fashion Design (Title Slide)
2.
Objectives
Upon completion of this lesson, the student will be able to:
 Identify major historical events of each time period
 Evaluate the history of fashion, textiles and the apparel field
 Interpret how historical events influenced our fashion history
3.
Periods we will examine
 Colonial America 1492-1763
 Revolutionary Period 17641789
 The New Nation 1790-1828
 Western Expansion and
Reform 1829-1859
 Civil War 1860-1865
 Reconstruction 1866-1877






Gilded Age 1878-1889
Progressive Era 1890-1913
Great War and Jazz Age
1914-1928
Depression and World War II
1929-1945
Modern Era 1946-1999
21st Century 2000-present
I.
Colonial America 1492-1763
Historical Events:
A. First settlers established colonies in the new land for England.
B. Settlers created trade goods and sent them to England.
C. Many of the first settlers were poor farmers or were wealthy dignitaries.
Fashions of the time:
A. Clothing was made locally by hand or was imported.
B. Clothing choices were dictated by social standing.
C. Other clothing influences were climate, formal or informal activity and modesty.
II.
Revolutionary Period 1764-1789
Historical Events:
A. England increased taxes on colonies to offset war expenses.
B. Colonists resented tax increase without direct representation in Parliament.
Fashions of the time:
A. Ladies appeared in homespun gowns.
B. Men in battle adopted the hunting shirt.
38
Copyright © Texas Education Agency, 2015. All Rights Reserved.
III. The New Nation 1790-1828
Historical events:
A. Americans experimented with how to govern themselves under the Articles of
Confederation and form a new Constitution.
B. President Jefferson doubled the size of the nation by purchasing the Louisiana
Territory.
Fashions of the time:
A. Cotton gin is invented; cotton becomes leading textile.
B. French influence is seen in women’s fashions – higher waistlines and lower
necklines.
IV. Western Expansion and Reform 1829-1859
Historical events:
A. Western expansion sets America to be the world’s largest democracy.
B. Americans felt optimistic and approved social reforms, such as the public school
system and improving treatment of the insane and imprisoned.
Fashions of the time:
A. Women began using the hoop to support a fuller skirt silhouette .
B. The hoop was used by women of various social standings.
V. Civil War 1860-1865
Historical Events:
A. Tension in the country grew over the conflict of how much control the federal
government should have over the states.
B. The Civil War began and lasted four years, at a cost of more than half a million
lives.
Fashions of the time:
A. Department stores were established in urban areas, increasing the availability of
ready-to-wear clothing.
B. Women had to make smaller hoop skirts due to the cloth shortage from northern
mills.
VI. Reconstruction 1866-1877
Historical Events:
A. President Andrew Johnson initiated the Reconstruction Acts to reunite former
opponents of the war.
Fashions of the time:
A. Women’s bodices had high necklines and fitted sleeves, with small skirt hoops to
keep all the draped fabric away from the feet.
VII. Gilded Age 1878-1889
Historical Events:
39
Copyright © Texas Education Agency, 2015. All Rights Reserved.
A. Growing iron, steel and lumber industries increased demand for improved
transportation.
B. Many people produced great fortunes in this period.
Fashions of the time:
A. Sturdier fabrics like velvet, satin and wool were used – except in the summers.
B. This period had many restricting tight corsets and bustles.
VIII. Progressive Era 1890-1913
Historical Events:
A. America entered Cuba’s war with Spain.
B. Americans faced problems of poverty and class warfare after the fast rise of
Industry.
Fashions of the time:
A. Dresses were very well constructed and had a lot of details, such as lace, cording,
applique and beading.
B. Tight corsets of the previous period were loosened.
IX. Great War and Jazz Age 1914-1928
Historical Events:
A. America became more involved in foreign affairs, joined the Allied Powers and
entered World War I.
B. Women gained the right to vote.
C. African American history was celebrated with the popular onset of Jazz music.
Fashions of the time:
A. Skirt hems rose to knee length.
B. Fashion trends were loosened, simplified in design and made more practical.
X. Depression and World War II 1929-1945
Historical Events:
A. October 29, 1929 is known as “Black Tuesday,” the day the stock market crashed.
B. Unemployment and poverty hit all time peaks.
C. America got out of the depression in about 1941 when we entered World War II.
Fashions of the time:
A. Americans began using rayon, nylon and zippers more commonly.
B. Films influenced fashion trends; women wore bias cut dresses as seen in
Hollywood.
XI. Modern Era 1946-1999
Historical Events:
A. In 1949, President Truman enacted the “Fair Deal” that made it illegal to not hire
employee an American due to his or her religion or race.
B. America won the space race in 1969 with Neil Armstrong as the first man to walk
on the moon.
40
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Fashions of the time:
A. Dior introduced the “New Look” that consisted of fuller skirts and exaggerated
bust lines.
B. 1950s birthed pret-a-porter (ready-to-wear) garments. US War Production Board
measured 100,000 women to standardized measurements for the garment industry
C. 1960s fashion took an opposite turn with the “less is more” principle.
XII. 21st Century 2000-present
Historical Events:
A. In 2001, America was attacked by terrorists at the World Trade Center in New
York and the Pentagon in DC.
Fashions of the time:
A. Pants sat lower on hips and were more fitted down the leg.
41
Copyright © Texas Education Agency, 2015. All Rights Reserved.
“It’s About Time”
OBJECTIVE: Students will organize and develop a personal timeline. The purpose of this activity
is to classify and explain key events related to fashion design in their lifetime.
PROCEDURE: You are to design a personal timeline that includes the following information:



5 Historic events
7 Fashion Design events from 1993 to the current year
10 personal milestones in your life
MATERIALS NEEDED:
Poster boards or butcher paper, string or yarn, rope, pictures, computer, printer and paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut, and pasted. The string,
yarn, or rope should be used to make the actual timeline and should be adhered to the poster
board or butcher paper.
TIME ALLOTTED: _____________________
Be ready to share your timeline with the rest of the class.
42
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Individual Presentation Rubric
Presentation Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
Date of Presentation:___________
Organization
0–5
Audience cannot
understand
presentation
because there is no
sequence of
information.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Visuals
Student used no
visuals.
Mechanics
Delivery
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for students
in the back of the
class to hear.
Criteria
6 – 10
Points
11 – 15
16 - 20
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation had
no more than two
misspellings
and/or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student incorrectly
pronounces terms.
Audience
members have
difficultly hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is only able to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Total
Teacher Comments:
43
Copyright © Texas Education Agency, 2015. All Rights Reserved.
“Then and Now”
OBJECTIVE: Students will conduct research and investigate similarities and differences between
selected forms of fashion design by comparing past and present concepts.
PROCEDURE: You are to research one or two forms of fashion design from the past. Compare
and contrast your choice(s) with one or two current forms of fashion design. Answer these
questions in your response:
How would you rate your selections?
What are your opinions of the two fashion design methods you selected?
How would you compare the day-to-day activities using the past form of fashion design
to that of the current form?
Summarize your findings in a 450-500 word typed essay.
44
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Research Report Rubric
Research Report Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
1
Criteria
2
Points
3
Introduction/
Topic
Questions or
problems are
teachergenerated.
Student(s) require
prompts to
generate questions
and/or problems.
Student(s)
generate questions
and/or problems.
Conclusions
Reached
A conclusion is
made from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Information
Gathering
Information is
gathered from
non-electronic or
electronic sources
only.
Information is
gathered from
limited electronic
and non-electronic
sources.
Information is
gathered from
multiple electronic
and non-electronic
sources.
Summary
Paragraph
Weakly organized.
Well organized, but
demonstrates
illogical sequencing
and sentence
structure.
Well organized, but
demonstrates
illogical sequencing
or sentence
structure.
Punctuation,
Capitalization,
and Spelling
There are four or
more errors in
punctuation and
or capitalization.
There are two or
three errors in
punctuation and/or
capitalization.
There is one error
in punctuation
and/or
capitalization.
4
Student(s)
properly
generate
questions
and/or
problems
around a topic.
Numerous
detailed
conclusions are
reached from
the evidence
offered.
Information is
gathered from
multiple
electronic and
non-electronic
sources and
cited properly.
Well organized,
demonstrates
logical
sequencing and
sentence
structure.
Punctuation
and
capitalization
are correct.
Total
Teacher Comments:
45
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Leadership
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits and
will determine the characteristics necessary to be successful leaders.
Specific Objectives
 Students will explain what people look for in a leader.
 Students will evaluate leadership roles.
 Students will determine the type of leader they want to be or want to follow.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.95. Practicum in Fashion Design
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities
needed to be employable such as self-discipline, self-worth, positive attitude,
integrity, and commitment;
(C) demonstrate skills related to seeking and applying for employment to find
and obtain a desired job, including identifying job opportunities, developing a
resumé and letter of application, completing a job application, and
demonstrating effective interview skills;
(D) maintain a career portfolio to document work experiences, licenses,
certifications, and work samples; and
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
(E) demonstrate skills in evaluating and comparing employment opportunities.
(3) The student implements advanced professional communications strategies. The student
is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations; and
(F) communicate with diverse individuals.
(4) The student implements advanced problem-solving methods. The student is expected to
employ advanced critical thinking and interpersonal skills independently and in groups.
(8) The student implements leadership characteristics in classroom and professional
settings. The student is expected to:
(A) employ leadership skills to accomplish collective goals;
(B) employ practices for effective working relationships, such as providing
constructive praise and criticism, demonstrating sensitivity to and value for
diversity, managing stress and controlling emotions; and
(C) conduct and participate in meetings using parliamentary procedure; and
(D) employ mentoring skills to inspire others.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as
figurative language, idioms, multiple meaning words, and technical
vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
47
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Tasks
 Students will complete all note sheets per the multimedia presentations.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during the lecture.
 Identify a personality test from the Internet or another source for students to take
before completing activities.
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.
 Ask what positive and negative skills attract or sway them from others.
 Ask students if they have held leadership positions and if so, which type?
 Hand out Student Notes sheets.
48
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Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout
sheet.
 Present multimedia, “How to be a Team Player,” and lead the class in discussion. (Take
about 15-20 min.)
 Present multimedia, “Leadership Play Book,” and have students take notes. (About 15
min.)
 Show “Leaders in the World.”
 Go around the room and ask students to share the leader’s name they wrote down and
tell why they chose that person. How many students chose the same person?
49
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
Outline
I. How to be a Team Player
II. Are you sensitive when your friend
has personal problems?
III. Are you on time when you are
supposed to meet friends?
IV. Do you offer support or offer to find
someone who can help?
V. Do you accept your friends as they
are?
VI. Are you excited for your friends when
something good happens to them?
VII. Do you eagerly lend a helping hand?
VIII. If you answered, “Yes” to the
questions then you are on your way to
being a great teammate!
NOTES TO TEACHER
The purpose of this activity
is to demonstrate to
students that compassion
is a necessary quality of a
great leader. Often,
students choose their
school or team leaders by
how popular or smart they
are, without considering
that anyone with the
qualities in this
presentation would make a
good leader.
Leadership Play Book
i. Together Everyone Achieves
More
1. What makes a good team?
2. Knowledge
50
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Every member within the group has
important information or skills to share.
Learning is a life-long process. We grow
as we learn.
i. Cooperation
1. All team members must work
together in harmony. Everyone
has a job to do to keep the
team operating smoothly.
ii. Flexibility
1. It is important for all team
members to be able to adjust
their ideas and to be able to
set their opinions aside in
order to achieve the goal the
team is pursuing.
This lesson gives
introspective thought to
each student in order to
prepare him or her for the
rest of the activities in this
unit.
This presentation explains
qualities of leaders.
Students should write
down the notes from the
slides to keep in their
folders for reference.
51
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead a class discussion during each
one. Students will take the personality test and will self-grade to get the results. The teacher
will lead the class in a debriefing to talk about what students discovered about themselves.
There are numerous activities in this unit. The order in which the activities are completed is up
to the discretion of the teacher. It is suggested that the activities be broken up so that they are
all completed within the recommended timeframe. Note: there are a couple of activities that
may be used as sponge activities. It is suggested these forms and the activities be kept in the
students’ folders for later evaluation and to be used in the event a student should decide to run
for club office.
Independent Practice
 Students will research an influential leader and write a 500 word essay on this person.
Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type personality a person has in order for them to work with
others on a team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
52
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Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
53
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Name:___________________________ Date:_____________________ Class:____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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Name:
DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may
use a letter more than once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
55
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are
suggestions, by all means feel free to add your own “spin” to customize the activities for your
students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their
current age. (Answers will vary, but here are a few to get you started: played a team
sport, played an individual sport, travelled to another country, planted a tree, rode an
elephant, rode on a hot air balloon, etc.) The number of opportunities should match
the number of students in your class. Give students a copy of this list and have them
go about the room getting signatures on each activity, as it applies to members of the
class. Allow about 10 minutes, and then see if anyone was able to get all the blanks
filled.
b. MATERIALS NEEDED: Predetermined list designed by teacher, paper, and pencil.
c. DISCUSSION: Explain that many people share similar likes and dislikes. This is how
groups are established. Ask if anyone found out something about a classmate they did
not know before taking part in this activity. Ask the group if they had trouble getting
their list filled out in 10 minutes. Discuss how this could be changed if a team effort
was used when getting signatures.
NOTES:
56
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2. “Marooned” [Intended to be used after the multimedia presentations in the Leadership
unit.]
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.).
b. Students are marooned on a deserted island. Depending on how many students are
on each team, have each team member list an item they would bring with him or her
if they knew there was a chance they would be stranded. They must then discuss the
items and select ONE ITEM per team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at
the ONE ITEM.
e. EXTENSION: have students hypothesize how life would be different with only the
items the entire group brought with them to the island. Point out that the key to a
successful operation is COMMUNICATION! If all groups were allowed to communicate
with each other, the items could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: paper, pencil ,whiteboard or poster board, and markers.
NOTES:
57
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3. “Take Me to Your Leader” [This activity helps students to recall, brainstorm and identify
various leaders in business and industry.]
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will
need. (DO NOT disclose the objective of this lesson yet!) The leaders will need to get the
amount they think they will need and take the candies to their groups. DO NOT LET
THEM EAT THE CANDY! When all teams are ready, decide how much time you want to
allow, and then give them the student directions.
b. MATERIALS NEEDED: Paper/pencil, Internet, assorted candy (miniature bars, individual
packages, etc.)
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as many leaders in
business and the industry as possible. Your team will need to brainstorm and identify
one leader in business or the industry for each piece of candy at your table. You will
need to list the company and the leader associated with it. At the end of the allotted
time, your team will have to forfeit any candy that does not correspond to a name on
your list!
c. After the time allotted has expired, (suggested: 15-20 min) have each team share their
answers with the class. Discuss. Eat the candy as a reward!
a. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still be alive. (This
makes it a little tougher.)
ii. Divide the requirements into categories, such as: retail, sports, technology,
entertainment, food, and transportation. (You may want to allow more time, but it is
your option.)
NOTES:
58
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Influential Leaders Report
ASSIGNMENT: Research a leader in the fashion industry that you admire. Type a report with a
minimum of 500 words, and include the following:




Accomplishments this person has made
Contributions he or she has made to society on the local, national or international level
Background
Personal triumphs
59
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Character Traits of a Good Leader
DIRECTIONS: Brainstorm with your partner and develop a list of traits, then be ready to share
with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
60
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Suggested Club Activities
This list is compiled from various teachers across Texas.
 Organize an alumni chapter
 Show movies, films, videos, etc. during lunch
 Present awards to students who deserve recognition at an assembly on campus
 Be responsible for an entire school assembly
 Set up a student ethics committee
 Work for improved school attendance
 Hold an Achievement Day
 Present a Teacher of the Month award
 Recognize teachers on their birthdays
 Build a student lounge out of unused space
 Improve the school library
 Paint the hall
 Serve on the principal’s advisory committee
 Clean trophy cases and polish trophies
 Conduct tours of the school for incoming freshmen
 Plan activities for Crime Prevention Week
 Host an awards breakfast or luncheon each quarter/semester during the year
 Host a birthday breakfast for teachers once a month
 Plan an activity to welcome new teachers in the fall
 Plan a Yearbook Signing Party
 Host a father/daughter or mother/son lunch, tea, brunch, etc.
 Organize a senior breakfast
 Host a pizza party
 Organize a chili cooking contest
 Plan a progressive dinner
 Plan a scavenger hunt; include food for a local pantry on the list and donate what is
collected
 Sponsor a Career Day
 Invite a guest speaker each month to talk about careers during lunch
 Sponsor tours of local college campuses
 Arrange tours of major businesses in the area
 Plant a tree to honor a community leader, veterans, or distinguished citizen
 Participate in a toys for tots campaign
 Spend time with children at a shelter or orphanage
 Entertain children while parents vote
 Entertain children during open house at your school
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







Maintain a community bulletin board
Visit senior citizens in their homes or nursing homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior citizens’ home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school. (Great for football or basketball team.)
Have students enter the contest to guess the baby picture match up.
62
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Management and Interpersonal Skills
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates
to efficient operation of fashion design projects. Students will discuss the relationship of
interpersonal and team building skills and how mangers use them effectively.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team building skills are vital to an
employee, management, and customer interaction.
 Students will demonstrate effective interpersonal and team building skills by working
together to complete various fashion design projects.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.95 Practicum in Fashion Design
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills as required by
business and the industry. The student is expected to:
(F) examine employment opportunities in entrepreneurship.
(3) The student implements advanced professional communication strategies. The
student is expected to:
(G) exhibit public relation skills to increase internal and external
customer/client
satisfaction.
63
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(5) The student implements advanced information technology applications. The student
is expected to use personal information management, email, Internet, and industry
programs for fashion, textiles, and apparel projects.
(10) The student implements technical skills for efficiency. The student is expected to
employ planning and time management skills to complete work tasks.
(11) The student implements an increasing understanding of the business aspects of
fashion, with emphasis on promotion and retailing. The student is expected to:
(B) describe the relationship between marketing and the fashion industry by:
(i) explaining the marketing concept;
(ii) relating marketing functions to the fashion industry;
(iii) explaining how each component of the marketing mix contributes to
successful fashion marketing;
(iv) explaining the importance of target markets;
(v) describing advantages and disadvantages of market segmentation and
mass marketing;
(vi) researching trends and emerging technologies affecting fashion
marketing;
(vii) determining examples of niche marketing;
(viii) describing cultural and societal influences on the fashion market;
and
(ix) describing how international marketing has affected the fashion
industry.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
64
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Tasks
 Students will view multimedia presentation and take notes as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments
 Computer with lab access
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
 Explain how effective interpersonal skills are necessary for managers to function in
business.
 Tell students the information they will learn in this lesson will be important to them in
their chosen fields.
65
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Outline
MI
Outline
Management
I.
II.
III.
IV.
V.
VI.
Management: Another
piece of the puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Interpersonal Skills
I.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative,
Responsibility
Attitude
Self-control or Orderliness
Self-awareness and
Willingness to Change
Self-esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion
of material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually,
in pairs, or groups at the
discretion of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of
self-director.
It is suggested that the students
present all projects to the class.
Option: The teacher may want
to set up a competition among
the students and offer a small
prize. Counselors or school
administrators could serve as
judges.
66
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
Guided Practice
The teacher will present the multimedia presentations (one each for management and
interpersonal skills) and have students complete the included assignments. It is up to the
teacher’s discretion whether to assign some of the larger projects to pairs or small groups
instead of individual students.
Independent Practice
 Students will research and plan an “Afternoon of Fashion” program within their
community.
 Students will develop a personal brand by creating a fashion label.
 Students will implement marketing and technology applications to develop a mock
shopping center.
Review



Summary
We all possess personal traits that make us unique.
Everyone has a set of personal ethics. However, the degree to which we use them is an
individual choice.
Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation: it is up to the teacher’s discretion how to grade the daily work and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Formal Evaluation: Students will complete extensive projects to demonstrate knowledge of the
material covered in this unit. Rubrics have been provided.
67
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization
(consists of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________
management; plan ways to implement ___________; communicate with __________________
level management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of Middle and Top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ and
make their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and
willingness to take ________________________.
MANAGING: ______________________ the___________ of an organization through its
__________ and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________,
serving goals ranging from one to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
68
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards, areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows an employee to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow process, but it’s easier to get employee’s approval
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E. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
AN EFFECTIVE MANAGER…
 Shows a __________ __________
o It’s ok to smile! It’s contagious!
 Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
 Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
 Listens
o _______ questions
o __________ information
 Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes KEY
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of
Top, Middle, and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect
on the company.
MIDDLE MANAGEMENT: Implements the decisions of Top management; plans ways to
implement goals; communicates with Supervisory level management.
SUPERVISORY LEVEL MANAGEMENT: Supervises the activities of employees; carries out the
instructions of Middle and Top management; assigns tasks and evaluates performance of
employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals and make their own
decisions. Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take
responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the
company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and
goals for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals range from one
to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1.
2.
3.
4.
Became popular due to downsizing in the 1980s and 1990s.
Self-managing teams set own goals and make own decisions.
Customer oriented
Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
My way or the highway
B. Chaotic:
Allows an employee to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow process, but it’s easier to get employee’s approval
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E. Laissez-faire:
Manager acts as a mentor; allows employees some control;
Focus on results, not how work gets done
F. Persuasive:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says thank you
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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“An Afternoon of Fashion in ________ County”
OBJECTIVE: Students will use management, decision-making skills to complete all the necessary
tasks of staging a fashion event.
MATERIALS NEEDED: Computers; projector; Internet access; paper and printer for print items
PROCEDURE:
You are the chairperson of “An Afternoon of Fashion in Your County” committee. (You supply
the name of your county.) Your goal is to ensure 100% occupancy by fashion retailers located
within YOUR county. You have space for 45 booths. The event will take place on PICK A DATE.
Your duties are as follows:
1. Determine your target market (who you want to draw to your event).
2. Select the fashion retailers who will participate (plan for variety).
3. Decide on admission charges.
4. Plan the arrangement, or the floor plan for the event.
5. Secure the site (must be in YOUR county). Look up the location on Internet.
6. Decide how you will promote the event to the public.
7. What type of entertainment will be provided? When? Variety?
8. Advertising:
a. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone who has participated in the past
c. One TV commercial (use multimedia software or a video production software)
d. One non-traditional promotion, such as an airplane trailer, a “sandwich promo”
walker, skydiver, etc.
9. Design a layout or floor plan, and list the participating fashion retailers in their booth
locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating fashion
retailers within your chosen site?
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“An Afternoon of Fashion” Presentation Rubric
Presentation Title:
Name:
Teacher:
Date of Presentation:
Title of Work:
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
1
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
2
Audience has
difficulty following
presentation
because student
jumps around.
Points
3
Student presents information
in logical sequence which
audience can follow.
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student is at ease with
content, but fails to elaborate.
Student
occasionally used
visuals that rarely
support text and
presentation.
Visuals related to text and
presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has no more than
two misspellings and/or
grammatical errors.
Presentation has
no misspellings or
grammatical
errors.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is clear.
Student pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
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Group Progress Rubric
Name: _____________________
Teacher: ___________________
Date: ______________________
Title of Work: ______________
Skills
Helping:
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students
working from each other's ideas.
Criteria
Points
0
10
15
20
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
____
____
Participating:
The teacher observed each
student contributing to the
project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
____
____
____
Total Points ____
Teacher Comments:
76
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Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create and market a
fashion label that represents you as you look toward life after high school. You will use a tri-fold
board to display your label and your marketing techniques.
MATERIALS NEEDED:
Computer, Internet access, printing capability, copy paper, tri-fold display board





Select a fashion label name that represents the “real you.” (This is a made-up name, not
a real firm name.)
Create a logo for your label and include it on your tri-fold
Select a tagline for your label that represents how you want others see you, include it on
your tri-fold
Sketch six garments for your label. Include price, fabric content, target market, and a
description for each garment. Description should let your customer know if it is casual
or formal wear and give an example of what kind of event you would wear the garment
to. Include sketches on the tri-fold.
Choose a project mentor – an established fashion designer that has inspired you and
your collection. State how this designer influenced you. Include on the tri-fold.
Written Report
How would you market your label? Type a summary on the following (one page minimum):
 Price: What would the price range of your garments be?
 Place: Where can people contact you?
 Promotion: How will you promote your firm?
Extra credit
Design a hangtag for your label’s garments, including the following:
 Label’s logo and tagline on one side
 On the other side: a short message to your customer (no more than 20 words) and a
(fictional) website where customers could find more of your merchandise
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Personal Brand Project Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
2. Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
3. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
4. Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product. Directions were
followed
2. Properly organized to complete project
Product (Project)
Total:
Total Score:
Teacher Comments:
78
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Interpersonal Skills
Student Notes
I. Personal Traits
Personal ethics
Creativity, initiative and responsibility
Attitude
Self-control or orderliness
Self-awareness and willingness to change
Self-esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity initiative and responsibility
 _________________________________________
 _________________________________________
 _________________________________________
Attitude
 _________________________________________
 __________________________________
 __________________________________
Self-control or orderliness
 _________________________________________
 _________________________________________
Self-awareness and willingness to change
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
Self-esteem
 _________________________________________
 _________________________________________
 _________________________________________
 ___________________________________
 ___________________________________
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Empathy
 _________________________________________
 _________________________________________
II. Personal skills
Assertiveness:
 _________________________________________
 _________________________________________
 _________________________________________
Time management:
 _________________________________________
 _________________________________________
 _________________________________________
Goal setting:
 _________________________________________
 _________________________________________
 __________________________________________
 __________________________________________
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Interpersonal Skills KEY
Student Notes
I. Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness and Willingness to Change
Self Esteem
Empathy
Personal ethics:
 Honesty
 Integrity
 Play Fair
Creativity Initiative and Responsibility
 Find new ways to do your job (cuts boredom)
 Doing what needs to be done without being told
 Be accountable for your actions
Attitude
 Develop a positive attitude
 View difficult assignments as a challenge
 Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness and Willingness to Change
 Make a list of strengths and weaknesses
 You may think you know everything!
 The first 100 years are the hardest!
 Adaptable employees are valuable
Self-Esteem
 The way you see yourself---your value
 Demonstrate self-esteem on the job by showing confidence in your work
 Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
Empathy
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

Understand another’s situation or frame of mind
Putting oneself in another’s place
II. Personal Skills
Assertiveness:
 Stand up for yourself, but don’t be pushy
 Don’t boss others
 Make sure you know what you’re talking about
Time Management:
 Budget your time
 Don’t over commit yourself or you will regret it
 Sometimes “NO” is okay!
Goal Setting:
 What do you want out of:
o Life?
o Career?
o Personal Relationships?
 Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need use a word
processing program to devise a list of 50 things to do before you reach age 65. Include a brief
(one or two sentence) explanation as to why you would do each task or activity. You may not
repeat or combine any! Your list must include:
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each place counts as one “thing”)
2 career options (each counts as one “thing”)
2 personal goals (each counts as one “thing”)
3 activities that include your family members
2 things you would do for someone else (each counts as one “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: _________________________
83
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Shopping Center Development
OBJECTIVE:
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this shopping center development project.
MATERIALS NEEDED:
Computers, Internet access, projector for presentations, printer, and paper for proposal and
brochure
Shopping centers have become part of America’s pastime. In this project, your team, as part of
the Department for Product Design and Development for AlphaGenX Shopping Centers, is vying
for your idea to be the one chosen as the new “Fashion Shopping Center” in your area.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your Math or English classes. The survey is to
find out what your peers would like in a new “fashion” shopping center. The survey
must include at least 10 QUALITY questions. Type the questions and turn them in and
include the number of copies you will need.
C. After the surveys have been examined, you are to write a final analysis of "A New
Fashion Shopping Center for Your Generation," based on personal ideas and survey
results.
Part 2: Research and Development
A. Research two actual shopping centers that are similar to your idea. (They can be located
anywhere.) For each of the two shopping centers, you will need to find the following:
1. Name of the shopping center
2. Location of the shopping center
3. Number of retailers it hosts
4. Names of all its retailers
5. Names of kiosk vendors
6. Other attractions for shoppers
7. Available food and beverages
8. Any other pertinent information you discover
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Part 3: Your Proposed Shopping Center Outline
This is the section where YOUR design of YOUR shopping center comes to life. Brainstorm and
research the following: (You CANNOT have the same exact ideas, features or themes as another
shopping center or mall!)
1. Overall shopping center theme
2. Location of shopping center
3. Type of shopping center
4. Square footage of shopping center
5. Type of parking facilities and number of available parking spots
6. Number of retailers
7. Names of retailers
8. Number and types of kiosks
9. Other attractions for shoppers
10. Available food and beverages
11. Any other pertinent information you discover
Considerations
- Define your target market, location and type of shopping center. Be prepared to defend
your reasoning.
- What is the name of your shopping center?
- What type of shopping center will it be?
-What are the general rules and guidelines of your shopping center?
-What will your hours of operation be?
-What dates will be your seasonal showcase for fashion?
-How will you market your fashion shopping center? Will there be an app?
-Describe the number and location of restroom and handicap facilities.
You must include the following:
- A typed proposal for the shopping center (limited to seven pages)
- A brochure for the new shopping center
- A detailed map of the new shopping center, including its retailers, restroom facilities and
food and beverage locations
The project must be neat and look professional.
All written information must be typed, formatted, and documented using a word processing
program.
Prepare a multimedia presentation or video to present your project to the Board of Directors.
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Shopping Center Development Rubric
Presentation Title:
Name:
Date of Presentation:
Criteria
Teacher:
Title of Work:
Points
3
1
2
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Visuals
Mechanics
Delivery
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Student is
uncomfortable
with information
and is able to only
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student presents
information in
logical sequence
which audience
can follow.
4
Points Earned
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total Points
Teacher Notes:
86
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Goin’ Global
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how international business
practices affect local fashion retailing.
Specific Objectives
 Students will learn about the processes for retail buying.
 Students will assess the benefits of international trade.
 Students will determine the cultural, economic, and political factors that should be
considered when deciding whether to do business abroad.
This lesson should take five class days to complete.
Preparation
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.95 Practicum in Fashion Design
(c) Knowledge and skills
(2) The student applies academic knowledge and skills in fashion, textile, and apparel
projects. The student is expected to:
(A) apply English language arts knowledge by demonstrating skills, such as the
correct use of content, technical concepts and vocabulary use of grammar,
punctuation, and terminology to write and edit a variety of documents; and
(3) The student implements advanced professional communications strategies. The student
is expected to:
(D) present formal and informal presentations;
(9) The student applies ethical decision making and complies with legal practices related to
fashion, textiles, and apparel. The student is expected to:
(A) exhibit ethical conduct; and
(B) apply copyright laws.
(10) The student implements technical skills for efficiency. The student is expected to
employ planning and time management skills to complete work tasks.
(11) The student implements an increasing understanding of the business aspects of
fashion, with emphasis on promotion and retailing. The student is expected to:
(A) describe fundamentals of fashion buying by:
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
are
(i) explaining processes for retail buying;
(ii) identifying wholesale market resources;
(iii) comparing various apparel markets;
(iv) analyzing how timing and pricing of fashion apparel and accessories
determined;
(v) analyzing the price of a fashion product;
(vi) describing various types of retail outlets;
(vii) describing how offshore sourcing impacts fashion retailing; and
(viii) composing a scenario plan for retail pricing, sales and inventory, and
purchasing.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will view slide presentation and take notes.
 Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
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It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Make copies of all handouts for this unit.
 Secure a computer lab, if one is not readily available to your class.
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet access
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for digital presentation)
References and Helpful Websites

SelectUSA - http://selectusa.commerce.gov/industry-snapshots/software-andinformation-technology-services-industry-united-states
Introduction
Learner Preparation
 Ask why it is necessary to get goods from other countries.
 Ask why our government put trade restrictions on imports.
 Ask how emerging nations become involved in international trade.
Lesson Introduction
 Show the multimedia presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the impact of cultural and social environments on global trade.
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Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the
multimedia presentation)
Business Cycle: (diagram in
presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
”Approximately 1/3 of worldwide
production is sold outside of the
“home” country.”
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multimedia
presentation. Explain to the class
that the vocabulary will be on an
exam, so it is important they fill in
all blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the class to partner up or just have
each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
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Importance of International Trade
Over 250,000 U.S. businesses export
products
11% of GNP
95% are small to medium sized
Eight of top 100 SaaS vendors are
based in U.S.
Export over $500 billion in products
Wholesalers export over $100 billion
U.S. is 2nd largest exporter
U.S. is home to nine of the world’s
largest software companies
U.S. trade deficit in 1971
Assign “Cultural Differences”
project. This project will take
approximately three to four class
periods to complete and one to
two class periods to present to the
class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when
researching.
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will present the multimedia presentation while students take notes using their
handout. Students will work in class to complete the Notes Completion Activity to ensure
understanding of the material.
Independent Practice
 Students will use research skills to investigate the customs and culture of various
countries.
 Students will examine some of the fashion products the U.S. and other countries have
available to export.
Summary
Review
 Why do countries trade with each other?
 Why do governments put trade restrictions on businesses?
 Why is it important to an economy to maintain a balance of trade?
Evaluation
Informal Evaluation:
Daily assessment on progress of projects. The teacher will become the facilitator, since the
Cultural Differences and Globalization activities are student-driven. As a suggestion, the teacher
may want to have students evaluate their peers as well. If so, copy extra rubrics ahead of time.
Formal Evaluation:
Rubrics will be used to assess completed projects.
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The Global Economy
Student Notes
Fill in the blanks as we discuss the multimedia presentation. Keep this as a study guide.
TERMINOLOGY:
 ________: North American Free Trade Agreement
 ______: World Trade Organization
 _____: European Union
 International Trade: The _____ of products/services to people in _______ countries
 Imports: Products/services _______________ from another _____________
 Exports: Products/services _______ to _____________ country
 Indirect Exporting: Marketers with ______________ experience __________ the
____________ company; ____________ for the _________ of products in other
countries
 Direct Exporting: Company handles ____ responsibilities to market products in other
___________
 Balance of Trade: The ________________ between a country’s _________ and
__________
 Foreign Production: A company ______ and __________ production ___________ in
another country
 Joint Venture: ____ or_____ companies in ____________ countries with
_____________ interests develop a _______________ to join in ____________
__________________activities
 Multinational Companies: Businesses that have_________________ all over the
___________ and conduct planning for _________________ markets
 Pre-industrial Economy: Based on _________________ and ______
_____________development; _____ standard of living
 Post-industrial Economy: Based on____ of business and consumer
_____________________ produced and marketed in the__________ marketplace
 Gross Domestic Product: The ________ $ value of all ______________________
produced within a country in____ year
 Gross National Product: The total___________ of all goods/services (_____________
_____________) produced within a country in one year
 Quota: _________ on the numbers of ___________ _________ of products
____________ _________________ can ______ in a country
 Tariffs: _________ placed on imported products to increase the ____________
__________
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





Subsidy: ___________ provided to a business to _______ in the development and sale
of products
Standard of Living: A ______________ of the quality of life for the citizens of a country
Software as a Service (SaaS): Distribution model where users utilize
made available over a
such as the
, instead of the traditional method of installing the software on their
machine. Users typically pay a
fee for using the software for
a period of time.
Productivity: The____________ output by workers for a ______________ period of time
Purchasing Power: The ___________ of goods/services that can be bought with a
______________ $ amount of money
Consumer Price Index: The _____________ in the ________ of a specified set of goods
over _______

____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and
Inflation

: Describes the process for planning,
creating, testing, and deploying software systems
U.S. and International Trade
 World Interdependence
o ”Approximately _____ of world-wide production is sold _________ of the
_______ country.”
o U.S. __________music, movies, software, and IT services among many other
things

International Trade is Changing
o
once were an abundant commodity; today
makes up less than of world’s exports
o
goods/services are most popular
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o _____________ (communications, travel, education, and financial) are the most
popular exchanges between _______________
o _______ is transferred via phone, fiber optics, or satellite on a daily basis
o New software services such as
and
are creating new
business models
 SaaS is
changing the face of international software
marketing due to this fact
Businesses are Going Global
 _____________ are changing.
o ____________ markets are enticing to ________________ businesses who
experience dropping sales and profit
o Foreign markets are another way to expand ________________and increase
worldwide ___________for products and

is replacing standard
due to
availability of
devices and low-cost apps
 World leader in software
is located in US and obtains
of its revenue from SaaS
 Benefits of international marketing
o Government support is
 Companies are
to developing software in the US due to
strong enforcement of
o Software and IT Services Industry
annual
by an
average of 6% in 2011 with a projected growth of almost 17% over the next two
years

accounts for more than
of
Importance of International Trade
 U.S. economy: over ___________ businesses _________ products
 Accounts for over _____ of GNP
 _____ of U.S. exporting businesses are small to medium sized
 As of 2011
of the top 100
vendors are based in the
 Manufactured ________ over $500 billion of products
 Wholesalers export over $____ billion worth of products
 U.S. is __________ largest exporter
 U.S. is home to
of the world’s largest
companies
 _____________ is #1 exporter
 U.S. is #1 ___________ of products
 Germany is _____ importer
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
_____ had 1st_________ deficit of the 20th Century in ______ (imports exceeded exports
by
over $1 billion that year)
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The Global Economy
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:





















NAFTA: North American Free Trade Agreement
WTO: World Trade Organization
EU: European Union
International Trade: The sale of products/services to people in other countries
Imports: Products/services purchased from another country
Exports: Products/services sold to another country
Indirect Exporting: Marketers with exporting experience represent the exporting
company; arranges for the sale of products in other countries
Direct Exporting: Company handles all responsibilities to market products in other
countries
Balance of Trade: The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another
country
Joint Venture: Two or more companies in different countries with common interests
develop a relationship to join in common business activities
Multinational Companies: Businesses that have operations all over the world and
conduct planning for worldwide markets
Pre-industrial Economy: Based on agriculture and raw material development; low
standard of living
Post-industrial Economy: Based on mix of business and consumer products/services
produced and marketed in the global marketplace
Gross Domestic Product: The total $ value of all goods/services produced within a
country in one year
Gross National Product: The total $ value of all goods/services (including imports)
produced within a country in one year
Quota: Limits on the numbers of certain types of products foreign companies can sell in
a country
Tariffs: Taxes placed on imported products to increase the selling price
Subsidy: Money provided to a business to help in the development and sale of products
Standard of Living: A measure of the quality of life for the citizens of a country
Software as a Service (SaaS): Distribution model where users utilize software made
available over a network, such as the Internet, instead of the traditional method of
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



installing the software on their local machine. Users typically pay a subscription fee for
using the software for a period of time.
Productivity: The average output by workers for a specified period of time
Purchasing Power: The amount of goods/services that can be bought with a specific $
amount of money
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Recovery
Recession
Depression

Software Lifecycle: Describes the process for planning, creating, testing, and deploying
software systems
U.S. and International Trade
 World Interdependence
o “Approximately 1/3 of world-wide production is sold outside of the “home”
country.”
o U.S. exports music, movies, software, and IT services among many other things
 International Trade is Changing
o Raw materials once were an abundant commodity; today makes up less than 1/3
of world’s exports
o Manufactured good/services are most popular
o Services (communications, travel, education, and financial) are the most popular
exchanges between countries
o Data is transferred via phone, fiber optics, or satellite on a daily basis
o New software services such as cloud computing and SaaS are creating new
hybrid business models
 SaaS is dramatically changing the face of international software
marketing due to this fact
Businesses are Going Global
 Markets are changing.
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
o Foreign markets are enticing to domestic businesses who experience dropping
sales and profit
o Foreign markets are another way to expand competition and increase worldwide
demand for products
o Increasing worldwide demand for products and software
 SaaS is replacing standard licensing due to availability of mobile devices
and low cost apps
 World leader in software development is located in U.S. and obtains 84%
of its revenue from SaaS
Benefits of international marketing
o Government support is available
o Companies are attracted to developing software in the US due to strong
enforcement of copyright laws
o Software and IT Services Industry increased annual revenue by an average of 6%
in 2011 with a projected growth of almost 17% over the next two years
 U.S. accounts for more than 55% of global IT research
Importance of International Trade
 U.S. economy: over 250,000 businesses export products
 Accounts for over 11% of GNP
 95% of U.S. exporting businesses are small to medium sized
 As of 2011 eight of the top 100 SaaS vendors are based in the U.S.
 Manufacturers export over $500 billion of products
 Wholesalers export over $100 billion worth of products
 U.S. is second largest exporter
 U.S. is home to nine of the world’s largest software companies
 Germany is #1 exporter
 U.S. is #1 importer of products
 Germany is #2 importer
 U.S. had 1st trade deficit of the 20th Century in 1971 (imports exceeded exports by over
$1 billion that year)
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Cultural Differences Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut in strips so
the students can draw to see which country (and partner) they will get and the other is to be
used to write the students’ names beside the country, so you will have record of which
students are assigned to which country.
India
India
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
China
China
Nigeria
Nigeria
Japan
Japan
Poland
Poland
United Arab Emirates
United Arab Emirates
Algeria
Algeria
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Austria
Austria
Norway
Norway
Russia
Russia
Columbia
Columbia
Iceland
Iceland
Korea
Korea
Switzerland
Switzerland
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Cultural Differences
Globalization Part I
OBJECTIVE: Students will research an assigned country to obtain required information. This
information will be used to market fashion garments from your previously developed fashion
label.
PROCEDURE: You have been assigned a country to research using the website below. You are to
read over the following categories and take notes. Compare your country’s information with
the United States.
www.cia.gov/library/publications/the-world-factbook/
Country
Language
Religion
General Attitudes
Personal Appearance
CUSTOMS AND COURTESIES
1. Greetings
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2. Gestures
3. Visiting
4. Eating
LIFESTYLE
1. Family
2. Dating or Marriage
3. Diet
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4. Recreation
5. Commerce
SOCIETY
1. Government
2. Economy
_____
3. Transportation/communication
4. Education
Literacy Rate: ______________________
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5. Health
Life Expectancy: ____________________
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Globalization Part II:
Design a multimedia presentation about your designated country, which includes information
you discovered in Part 1. Your presentation should include five U.S. fashion products from your
label that you will market to the people in this country. Then determine three fashion products
that this country could export to the U.S. Prepare a multimedia presentation documenting your
research and all eight fashion products. BE CREATIVE! Also, be prepared to present your project
to the class.
U.S. FASHION PRODUCTS TO MARKET TO ______________________
Type in your answers below and save this in a word-processed file.
Product #1 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #2 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #3 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #4 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #5 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
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FASHION PRODUCTS TO BE EXPORTED TO MARKET WITHIN THE U.S.:
Product #1 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #2 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #3 _____________________________ Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. Daily progress on the project
3. Appropriateness of your selections
4. Slide presentation to the class (oral)
5. Appearance of slide presentation (minimum of 14 slides)
6. Your appearance
7. Realistic nature of the project
8. Presentation: Audience will be from the “country” that has been assigned to you.
***All people must present
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Detail Sheet:
Record each person’s responsibilities for this project. Check off the tasks as they are
completed. This will be a graded portion of your project.
Assigned Task
Name
Task Completed
On (MM/DD/Year)
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Cultural Differences Presentation Rubric
Name:
Presentation Title:
Date of Presentation:
Criteria
Country:
Teacher:
Title of Work:
Points
3
1
2
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Visuals
Mechanics
Delivery
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Student is
uncomfortable
with information
and is only able to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student presents
information in
logical sequence
which audience
can follow.
4
Points Earned
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total Points
Teacher Notes:
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Date:
Skills
0
Helping:
The teacher observed the
students offering
assistance to each other.
Listening:
The teacher observed
students working with
each other's ideas.
Participating:
The teacher observed
each student
contributing to the
project.
Persuading:
The teacher observed the
students exchanging,
defending, and
rethinking ideas.
Sharing:
The teacher observed the
students offering ideas
and reporting their
findings to each other.
Teacher:
Title of Work:
Criteria/Points
10
15
20
None of the
Time
Some of the
Time.
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
Points
Earned
Total Points
Teacher Notes:
110
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Math
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to perform the mathematical
formulas to correctly compute fashion garment production costs and sell prices.
Specific Objectives
 Students will analyze single garment costs.
 Students will calculate single garment profit costs.
 Students will differentiate overhead and marginal costs.
 Students will calculate costs using an apparel production sample cost sheet.
 Students will differentiate wholesale and retail mark ups.
This lesson should take 10-12 class days to complete.
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.
130.95. Practicum in Fashion Design
(c) Knowledge and skills
(2) The student applies academic knowledge and skills in fashion, textile, and apparel
projects. The student is expected to:
(B) apply mathematics by demonstrating skills, such as the use of whole
numbers, decimals, fractions; and knowledge of arithmetic operations;
(11) The student implements an increasing understanding of the business aspects of
fashion with emphasis on promotion and retailing. The student is expected to:
(A) describe fundamentals of fashion buying by:
(v) analyzing the price of a fashion product;
(viii) composing a scenario plan for retail pricing, sales, inventory, and
purchasing;
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Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as
figurative language, idioms, multiple meaning words, and technical
vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will utilize provided notes and slide presentation to complete notes pages.
 Students will complete worksheets.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Copy the handouts.
 Have multimedia presentations ready to show the class.
Instructional Aids
 Student Notes sheet
 Student worksheets
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Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for slide presentation)
Introduction
Learner Preparation
 No special preparation is needed for this lesson.
Lesson Introduction
 Ask students to recall a recently purchased fashion garment. Encourage students to
discuss what the garment was, the cost and if the item was on sale.
 Ask students to hypothesize how much it would cost to make their item.
 Have students brainstorm a list of why designers mark up the price of their
merchandise.
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Outline
NOTES TO TEACHER
OUTLINE
MI
Slides 1-2 Introduction
a. Title slide
b. Objectives
Each student should have a student
notes sheet to complete during the
multimedia presentation. Timeline of
delivery is at discretion of instructor.
Slides 3-11
a. Calculating single garment
costing
Slides 12-24
a. Calculating costing garments in
bulk
Have students take notes to keep in
notebook.
Upon completion of slide 11, give
students the single garment cost
worksheet.
Upon completion of slide 24, give
students the apparel production cost
worksheet.
III.
Upon completion of both worksheets,
students will assess knowledge by
taking the Costing Garments Test. A
test key is provided in this lesson.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
Students will use the provided slide presentation to complete the notes handouts pages.
Independent Practice
 Students will complete single garment cost worksheet.
 Students will complete apparel production in bulk cost worksheet.
 Students will complete costing garments test.
Summary
Review
 What are the purposes of adding overhead and marginal costs to the price of
production?
 Why is there a standardized markup added to all apparel production costs?
 What is the difference between wholesale and retail?
Evaluation
Informal Evaluation:
 The teacher will check frequently for understanding.
 Very small work group option (peer tutoring).
Formal Evaluation:
 Worksheets and test over the material.
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Costing Garments Student Notes
Single Garment Costing
1. ________________ is the economic value placed on ________________ to make a fashion
________________.
2. Fashion ________________ must know how to accurately cost an item. Accurate costing will
ensure the designer is ________________ for all materials used to make the garment,
________________, and a ________________ percentage.
3. First: Calculate ________________: Multiplying the cost of fabric per ________________ by
the number of yards ________________ to make the garment.
Example: $7.99 per yard x 3 yards used = 23.97
4. Second: Calculate ________________ and ________________ (only if needed): Multiply the
cost of lining/interfacing per ________________ by the number of yards ________________
to make the garment
Example: $2.99/yard x 3 yards used = $8.97
5. Third: Calculate ________________: Add cost of notions to previous ________________
Example: 32.94 (fabric and lining) + .75 (1 zipper) + .15 (1 button) = $33.84
6. Fourth: Calculate the ________________ ________________ for ________________:
Multiply the ________________ it took to cut the fabric (and possibly lining) by the amount
you are willing to pay someone to cut
Example: 1 hour to cut x $8.00 an hour wage = $8.00 $33.84 + 8.00 = $41.84
7. Fifth: Calculate ________________ ________________ for ________________: Multiply the
________________ it took to sew the fabric (and possibly lining) by the amount you are
willing to pay someone to sew
Example: 4 hours to sew x $12.00 an hour wage = $48.00 41.84 (cutting labor) + 48.00
(sewing labor) = $89.84
8. Sixth: Calculate ________________ costs: Add ______ of the subtotal to your cost.
Overhead covers resources needed to _______________, such as facility rent or utility costs.
Example: 89.84 x .12 = $10.78 (overhead) Add 10.78 to 89.84 = $100.62 new subtotal
9. Seventh: Calculate your ________________ cost of ________________: Add ______ of the
subtotal to your cost. This cost is added for the extra ______________ it takes to make just
one piece instead of multiples at once.
Example: 100.62 x .20 = $20.12 (margin) Add 20.12 to 100.62 = $120.74 This is the total
cost to make your single garment
10. Eighth: Calculate your ________________: Now you get to get paid! Multiply total cost by
_______ This is the industry-________________ calculation to determine how much the
designer should be paid.
Example: 120.74 x 2.2 = $265.63 Final sells price of garment
The garment cost $120.74, you make $144.89 on your garment
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Apparel Production in Bulk Costing
11. Designers use apparel production cost sheets to analyze their expenses in making garments
and to analyze profit margins. In a professional cost sheet you will need to know how many
________________ you will order, the ________________ they are to be sold in retail, seam
________________ to be used in construction, a ________________ of the garment, sizes
and colors you would like it made in, ________________ and price of fabrics and trimmings
needed.
12.
A. Date field: Enter the __________ you plan to ______________ your order
B. Style #: Enter a style number that you ____________ to your garment.
This will help keep your orders ____________ when ordering more than
one garment
C. Allowance: Enter the ____________ allowance you want used when your
garment is being constructed
D. Description: Enter a short description of your garment for the
manufacturer’s ____________
E. Season: Enter what season this garment will be ____________ and sold to
F. Colors: Enter what colors you want the ____________ to be made in
G. Size ranges: Enter what __________ you want the garment to be made in
H. Wholesale price: Enter what the garment will be _______ for at wholesale
I.
Retail price: Enter what the garment will be sold for at ___________
13.
A. ____________ is the outside ____________ of the garment.
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B. Yards, price, and amount fields for self: Multiply yards needed to make all
shorts by ____________ per ____________. This will give you the total
cost of your self fabric needed. Example: 150 x 2.5 = 375.00
C. Yards, price, amount fields for lining and interfacing: You would need to
do the same calculation for the lining and interfacing needed. In this
example, our shorts do not need interfacing or lining.
14.
A. For each trimming item, multiply it’s ____________ amount by its
__________ amount for its cost.
B. Before you order from the manufacturer, you will need to confirm the
amounts of each ____________ they need to make your full
____________ of garments.
15.
A. For each labor cost, multiply the __________ it took to perform the
__________ by the __________ amount paid to that worker to get the
total amount that employee was paid for his or her labor.
B. Before you order your garment, you can get an ____________ cost for
each labor item. Know that it is possible for the ____________ amount to
change ____________.
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16. For each garment you are seeking to get manufactured, include a garment
____________ of what you are wanting it to look like. Include the
garments ____________ and ____________ in your sketch. In an actual
cost sheet, you will use graphic design software. This example has a mock
sketch using clip art.
17. Calculating total cost: After you have filled out all portions of your cost sheet, you are ready
to get your ____________ ___________. For our example, you would add:
375 + 6.75 + 22.50 + 52.50 + 18.75 + 11.25 + 11.25 + 7.50 + 90 + 300 + 20 + 10 = $925.50
total cost
18. Add overhead cost: Overhead cost is typically __________. Calculate what _________ of
your total cost is and add it to your total cost.
Example: 925.50 * .12 = $111.06 overhead cost
925.50 + 111.06 = $1036.56 total with overhead
19. Add FOB cost: FOB cost is the amount you would have to pay to get the garments
____________ to you, either by ____________ or _______. Sea freight is calculated based
on your garments’ ____________. Airfreight is based on your garments’ ____________. You
should ____________ to decide what freight works best for your garments based on your
timeline and price before you start ____________ of garments. Ask your manufacturer for
an approximation of volume and weight to get an estimate for your ______ cost.
20. Calculating mark-up: Once you have your total cost, overhead and FOB, you will need to
determine your ____________. Mark-up is the ____________ you add after all the expenses
to ____________ from your garments. Add your total cost, overhead and FOB
925.50 + 111.06 + 32 = 1068.56
Multiply this total by 2.2 to get your mark-up
1068.56 x 2.2 = $2350.83
Your cost with mark-up is what you would _________ your garments for at ____________.
21. Calculating wholesale cost: Wholesale is what you, the designer, would ________ your
shorts for to the ____________ that will then _________ them to the ____________.
Example: $2350.83 / 75 (number of shorts made) = $31.34 price per unit (shorts)
22. The ____________ will then ____________ the cost of the shorts so that the ____________
can also ____________ from each sale.
For example, if the store paid $31.34 per shorts, they may mark up the price 50%. This
would make the shorts $47.01 to the customer.
31.34 x .5 = 15.67
15.67 + 31.34 = $47.01
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Costing Garments Student Notes Key
Single Garment Costing
1. Costing is the economic value placed on resources to make a fashion product.
2. Fashion designers must know how to accurately cost an item. Accurate costing will ensure
the designer is paid for all materials used to make the garment, shipping, and a profit
percentage.
3. First: Calculate fabric: Multiply the cost of fabric per yard by the number of yards used to
make the garment. Example: $7.99 per yard x 3 yards used = 23.97
4. Second: Calculate lining and interfacing (only if needed): Multiply the cost of
lining/interfacing per yard by the number of yards used to make the garment
Example: $2.99/yard x 3 yards used = $8.97
5. Third: Calculate notions: Add cost of notions to previous total.
Example: 32.94 (fabric and lining) + .75 (1 zipper) + .15 (1 button) = $33.84
6. Fourth: Calculate the labor cost for cutting: Multiply the hours it took to cut the fabric (and
possibly lining) by the amount you are willing to pay someone to cut.
Example: 1 hour to cut x $8.00 an hour wage = $8.00 $33.84 + 8.00 = $41.84
7. Fifth: Calculate labor cost for sewing: Multiply the hours it took to sew the fabric (and
possibly lining) by the amount you are willing to pay someone to sew.
Example: 4 hours to sew x $12.00 an hour wage = $48.00 41.84 (cutting labor) + 48.00
(sewing labor) = $89.84
8. Sixth: Calculate overhead costs: Add 12% of the subtotal to your cost. Overhead covers
resources needed to operate, such as facility rent or utility costs.
Example: 89.84 x .12 = $10.78 (overhead) Add 10.78 to 89.84 = $100.62 new subtotal
9. Seventh: Calculate your marginal cost of production: Add 20% of the subtotal to your cost.
This cost is added for the extra time it takes to make just one piece instead of multiples at
once. Example: 100.62 x .20 = $20.12 (margin) Add 20.12 to 100.62 = $120.74 This is the
total cost to make your single garment
10. Eighth: Calculate your profit: Now you get to get paid! Multiply total cost by 2.2. This is the
industry standard calculation to determine how much the designer should be paid.
Example: 120.74 x 2.2 = $265.63 Final sells price of garment
The garment cost $120.74; you make $144.89 on your garment
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Apparel Production in Bulk Costing
11. Designers use apparel production cost sheets to analyze their expenses in making garments
and to analyze profit margins. In a professional cost sheet you will need to know how many
garments you will order, the season they are to be sold in retail, seam allowance to be used
in construction, a diagram of the garment, sizes and colors you would like it made in,
quantity and price of fabrics and trimmings needed.
12.
A. Date field: Enter the date you plan to place your order
B. Style #: Enter a style number that you assign to your garment. This will
help keep your orders organized when ordering more than one garment
C. Allowance: Enter the seam allowance you want used when your garment
is being constructed
D. Description: Enter a short description of your garment for the
manufacturer’s reference
E. Season: Enter what season this garment will be marketed and sold to
F. Colors: Enter what colors you want the garment to be made in
G. Size ranges: Enter what sizes you want the garment to be made in
H. Wholesale price: Enter what the garment will be sold for at wholesale
I.
Retail price: Enter what the garment will be sold for at retail
13.
A. Self is the outside shell of the garment
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B. Yards, price, and amount fields for self: Multiply yards needed to make all
shorts by price per yard. This will give you the total cost of yourself fabric
needed. Example: 150 x 2.5 = 375.00
C. Yards, price, amount fields for lining and interfacing: You would need to
do the same calculation for the lining and interfacing needed. In this
example our shorts do not need interfacing or lining.
14.
A. For each trimming item, multiply its quantity amount by its price amount
for its cost
B. Before you order from the manufacturer, you will need to confirm the
amounts of each trimming they need to make your full order of garments.
15.
A. For each labor cost, multiply the hours it took to perform the labor by the
wage amount paid to that worker to get the total amount that employee
was paid for his or her labor.
B. Before you order your garment, you can get an approximate cost for each
labor item. Know that it is possible for the pre-order amount to change
post-production.
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16. For each garment you are seeking to get manufactured, include a garment
sketch of what you are wanting it to look like. Include the garments
front and back in your sketch. In an actual cost sheet, you will use graphic
design software. This example has a mock sketch using clip art.
17. Calculating total cost: After you have filled out all portions of your cost sheet, you are ready
to get your total cost. For our example, you would add:
375 + 6.75 + 22.50 + 52.50 + 18.75 + 11.25 + 11.25 + 7.50 + 90 + 300 + 20 + 10 = $925.50
total cost
18. Add overhead cost: Overhead cost is typically 12%. Calculate what 12% of your total cost is
and add it to your total cost.
Example: 925.50 * .12 = $111.06 overhead cost
925.50 + 111.06 = $1036.56 total with overhead
19. Add FOB cost: FOB cost is the amount you would have to pay to get the garments shipped to
you, either by flight or sea. Sea freight is calculated based on your garments’ volume.
Airfreight is based on your garments’ weight. You should research to decide what freight
works best for your garments based on your timeline and price before you start production
of garments. Ask your manufacturer for an approximation of volume and weight to get an
estimate for your FOB cost.
20. Calculating mark-up: Once you have your total cost, overhead and FOB, you will need to
determine your mark-up. Mark-up is the increase you add after all the expenses to profit
from your garments. Add your total cost, overhead and FOB.
925.50 + 111.06 + 32 = 1068.56
Multiply this total by 2.2 to get your mark-up
1068.56 x 2.2 = $2350.83
Your cost with mark-up is what you would sell your garments for at wholesale.
21. Calculating wholesale cost: Wholesale is what you, the designer, would sell your shorts for
to the retailer that will then sell them to the customer. Example: $2350.83 / 75 (number of
shorts made) = $31.34 price per unit (shorts)
22. The retailer will then mark up the cost of the shorts so that the store can also profit from
each sale.
For example, if the store paid $31.34 per shorts, they may mark up the price 50%. This would
make the shorts $47.01 to the customer.
31.34 x .5 = 15.67
15.67 + 31.34 = $47.01
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Single Garment Costing Worksheet
Complete this worksheet with the following information:
You, the designer, are asked to make one formal gown. After taking measurements, you
calculate you will need five yards of fabric at $11.00/yard and five yards of interfacing at
$6.00/yard. You will need one 14-inch invisible zipper at $3.15 and a spool of thread for $2.19.
You will pay yourself $7.00/hour for the labor. It will take you two hours to cut and eight hours
to sew the gown.
1. Fabric
______________ yards needed
x
$_____________ cost per yard = $___________
2. Lining/interfacing
___________ yards (lining)
x $______________ cost per yard = $______________
_________ yards (interfacing) x $_____________ cost per yard = $______________
3. Notions
____________ quantity
x
____________ quantity
x
____________ quantity
$_____________ price per unit = $______________
$_____________ price per unit = $______________
x
$_______________ price per unit = $______________
4. Cutting Labor
____________ hours to cut
x
$___________ an hour wage = $____________
____________ hours to sew
x
$____________ an hour wage = $____________
5. Sewing Labor
6. Overhead
Calculate subtotal = $______________
$____________ subtotal x
12% = $____________ overhead
$____________ overhead +
$____________ subtotal = $____________ new subtotal
7. Marginal cost
$____________ new subtotal x
20% = $____________ margin
$____________ margin + $____________ new subtotal = $____________ This is
the total cost to make your single garment
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8. Profit
$____________ total cost
x
2.2 = $____________ final sells price of garment
$____________ final sells price - $____________ total cost to make garment =
$____________ your profit on garment
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Single Garment Costing Worksheet Key
Complete this worksheet with the following information:
You, the designer, are asked to make one formal gown. After taking measurements, you
calculate you will need five yards of fabric at $11.00/yard and five yards of interfacing at
$6.00/yard. You will need one 14-inch invisible zipper at $3.15 and a spool of thread for $2.19.
You will pay yourself $7.00/hour for the labor. It will take you two hours to cut and eight hours
to sew the gown.
1. Fabric
5 yards needed
x
$11.00 cost per yard = $55.00
2. Lining/interfacing
5 yards (lining)
x
$6.00 cost per yard = $30.00
0 yards (interfacing) x $0 cost per yard = $0
3. Notions
1 quantity
x
$3.15 price per unit = $3.15
1 quantity
x
$2.19 price per unit = $2.19
0 quantity
x
$0 price per unit = $0
4. Cutting Labor
2 hours to cut
x
$7.00 an hour wage = $14.00
5. Sewing Labor
8 hours to sew
x
$7.00 an hour wage = $56.00
6. Overhead
Calculate subtotal = $160.34
$160.34 subtotal x
$19.24 overhead +
7. Marginal cost
12% = $19.24 overhead
$160.34 subtotal = $179.58 new subtotal
$179.58 new subtotal x
$35.92 margin +
single garment
20% = $35.92 margin
$179.58 new subtotal = $215.50 This is the total cost to make your
8. Profit
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$215.50 total cost
x
2.2 = $474.10 final sells price of garment
$474.10 final sells price - $215.50 total cost to make garment = $258.60 your profit
on garment
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Apparel Production in Bulk Costing Worksheet
Complete this worksheet with the following information. In one week, you are going to order
150 juniors pants for fall, style #8510 in black and navy, sizes extra small through extra large.
For construction, you will need 225 yards of fabric ($5.50/yard) and lining ($2.75/yard), 50
spools of thread (.45 each) and have it sewn on a ¼ inch seam allowance. Each pant will need a
7-inch zipper ($45 for 150), one button ($15 for 150), a label and a care label (each is $24 for
150) and a hangtag ($15 for 150). It will take a total of 81 hours to equally grade, mark and cut.
Employees will be paid $2.50/hour. It will take a total of 120 hours to sew the pants. Employees
that sew will be paid $4.00/hour. Total weight of the pants will be 25 pounds; airfreight will
cost $1.75 per pound. Retail mark-up is 50%.
Date:
Description:
Size Range:
Style #:
Season:
Wholesale price:
Allowance:
Colors:
Retail price:
Yards
Price
Amount
Garment front and back
Trimmings
Quantity
Price
Amount
Labor
Cutting
Sewing
Grading
Marking
Hours
Wage
Amount
Materials
Self
Lining
Interfacing
Total cost:
Overhead cost:
FOB cost:
Mark up:
Wholesale cost per garment:
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Apparel Production In Bulk Costing Worksheet Key
Complete this worksheet with the following information: In one week, you are going to order
150 juniors pants for fall, style #8510 in black and navy, sizes extra small through extra large.
For construction, you will need 225 yards of fabric ($5.50/yard) and lining ($2.75/yard), 50
spools of thread (.45 each) and have it sewn on a ¼ inch seam allowance. Each pant will need a
7-inch zipper ($45 for 150), one button ($15 for 150), a label and a care label (each is $24 for
150) and a hangtag ($15 for 150). It will take a total of 81 hours to equally grade, mark and cut.
Employees will be paid $2.50/hour. It will take a total of 120 hours to sew the pants. Employees
that sew will be paid $4.00/hour. Total weight of the pants will be 25 pounds. Airfreight will
cost $1.75 per pound. Retail mark-up is 50%.
Date: 1 week from today
Description: juniors pants
Size Range: XS-XL
Style #: 8510
Season: Fall
Wholesale price: $44.73
Allowance: ¼ inch
Colors: black and navy
Retail price: $67.10
Materials
Self
Yards
225
Price
5.50
Amount
1237.50
Garment front and back
Lining
Interfacing
225
0
2.75
0
618.75
0
Trimmings
Thread
7” zippers
Buttons
Label
Care label
Hangtag
Quantity
50
150
150
150
150
150
Price
.45
.30
.10
.16
.16
.10
Amount
22.50
45.00
15.00
24.00
24.00
15.00
Labor
Cutting
Sewing
Grading
Marking
Hours
27
120
27
27
Wage
2.50
4.00
2.50
2.50
Amount
67.50
480.00
67.50
67.50
Total cost: $2684.25
Overhead cost: $322.11
FOB cost: $43.75
Mark up: $6710.24
Wholesale cost per garment: $44.73
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Costing Garments Test
Part I: Single garment costing.
1.
Why is costing important to a designer?
2.
What are overhead costs?
3.
What is the formula to calculate overhead?
4.
What are marginal costs?
5.
What is the formula to calculate margin?
6.
What is the formula to calculate the garment cost with profit?
Complete the single garment fields with the information provided:
Your Subtotal is $823.00:
7.
Calculate your overhead: $ ________________
8.
Calculate your new subtotal (with overhead added): $_____________________
9.
Calculate margin: $ ________________
10.
Calculate your new subtotal (with margin added) : $ ________________
11.
Calculate cost with profit: $ ________________ final sells price of garment
12.
Calculate your profit from garment: $ ________________
Part II: Apparel production in bulk costing.
13.
What is self-material?
14.
What are trimmings?
15.
Why is having a garment sketch useful in an apparel production cost worksheet?
16.
What is FOB? Why is the calculation different if it is by air or sea?
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Complete the single garment fields with the information provided:
Your Subtotal is $1435.00:
17.
Calculate overhead: $ ________________
18.
Calculate your new subtotal (with overhead) and add $47 FOB: $ ________________
19.
Calculate mark up: $ ________________
20.
Calculate your wholesale cost per garment (with 500 units): $ ________________
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Costing Garments Test Key
Part I: Single garment costing.
1.
Why is costing important to a designer? Designers must ensure they know what to pay
for all their materials, labor and other expenses. Designers must also know how to
calculate their profit margins.
2.
What are overhead costs? Costs needed to operate, such as facility rent or utilities.
3.
What is the formula to calculate overhead? Add 12% to your subtotal
4.
What are marginal costs? Costs added to make a single garment item
5.
What is the formula to calculate margin? Add 20% of your subtotal to your cost
6.
What is the formula to calculate the garment cost with profit? Multiply subtotal by 2.2
Complete the single garment fields with the information provided:
Your Subtotal is $823.00:
7.
Calculate your overhead: $ 98.76
8.
Calculate your new subtotal (with overhead added): $921.76
9.
Calculate margin: $ 184.35
10.
Calculate your new subtotal (with margin added) : $ 1106.11
11.
Calculate cost with profit: $ 2433.44 final sells price of garment
12.
Calculate your profit from garment: $ 1327.33
Part II: Apparel production in bulk costing.
13.
What is self-material? The outside shell of the garment
14.
What are trimmings? Notions, labels, care labels, poly bags, hangers, size tickets
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15.
Why is having a garment sketch useful in an apparel production cost worksheet? It helps
the manufacturer understand what you are looking for in the garment
16.
What is FOB? Why is the calculation different if it is by air or sea? FOB is the cost you
need to pay to get the garments shipped. It is calculated by volume for sea freight;
calculated by weight for airfreight
Complete the single garment fields with the information provided:
Your Subtotal is $1435.00:
17.
Calculate overhead: $ 172.20
18.
Calculate your new subtotal (with overhead) and add $47 FOB: $ 1654.20
19.
Calculate mark up: $ 3639.24
20.
Calculate your wholesale cost per garment (with 500 units): $ 7.28
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O*NET
Career Exploration
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future
career.
Specific Objectives
 Students will identify the criteria necessary for a resume.
 Students will prepare a cover letter, resume, and letter of resignation.
 Students will evaluate their career readiness by using the O*NET website.
Terms
 O*NET: a free website that contains hundreds of occupation-specific careers. It helps to
evaluate or investigate career options.
 Resume: a document that is used to “sell” applicant’s abilities to prospective employers
 Cover Letter: serves as an “introduction” of the applicant and gives an overview of
qualifications
 Letter of Resignation: formal advance notice of intent to leave current position
 Basic Skills: entry level; basic math and writing knowledge; little or no experience
 Advanced Skills: more direct knowledge; complex math and writing abilities; experience
handling complex situations; analytical skills; a track record of successes; leadership
skills; may have advanced computer knowledge of software applications.
Time
This lesson should take seven to nine days to complete.
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.
§130.95 Practicum in Fashion Design
(c) Knowledge and skills
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(1) The student demonstrates professional standards/employability skills as required by
business and the industry. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrate skills related to seeking and applying for employment to find and
obtain a desired job, including identifying job opportunities, developing a resume and
letter of application, completing a job application, and demonstrating effective
interview skills;
(D) maintain a career portfolio to document work experiences, licenses, certifications,
and work samples;
(E) demonstrate skills in evaluating and comparing employment opportunities; and
(F) examine employment opportunities in entrepreneurship.
(7) The student applies safety regulations. The student is expected to implement personal
and workplace safety rules and procedures.
Interdisciplinary Correlations
§110.42 English
(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
§110.58. Communication Applications
(4) Presentations. The student makes and evaluates formal and informal professional
presentations. The student is expected to:
(C) research topics using primary and secondary sources, including electronic technology;
(G) prepare and use visual or auditory aids, including technology, to enhance
presentations;
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(H) use appropriate techniques to manage communication apprehension, build
self-confidence, and gain command of the information;
(K) make individual presentations to inform, persuade, or motivate an audience;
§110.54. Practical Writing Skills
(b) Knowledge and skills
(1) The student uses the conventions and mechanics of written English to communicate
clearly. The student is expected to:
(A) employ written conventions appropriately such as capitalizing and
punctuating for various forms;
(B) use correct spelling;
(C) produce error-free writing by demonstrating control over grammatical
elements, such as subject-verb agreement, pronoun-antecedent agreement,
and appropriate verb forms;
(D) use varied sentence structures to express meanings and achieve desired
effect; and
(E) use appropriate vocabulary.
(15) Writing/expository and procedural texts. Students write expository and procedural or
work-related texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals,
college applications, operation manuals)
Occupational Correlation (O*Net – www.onetonline.org/)
Job Zone Three: Medium Preparation Needed; most occupations require training in vocational
school, related on-the-job experience, or an associate’s degree. Previous work-related skill,
knowledge, or experience is required for these occupations.
Job Zone Four: Considerable Preparation Needed; most of these occupations require a fouryear bachelor’s degree, but some do not. A considerable amount of work-related skill,
knowledge, or experience is needed.
Job Zone Five: Extensive Preparation Needed; most occupations require graduate school. For
example, they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law
degree)
O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
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Soft Skills:
 Time management
 Flexibility
 Active learning
 Personal effectiveness
 Decision making
 Honesty
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website http://www.cte.unt.edu
Preparation
 Review and familiarize yourself with the terminology, the website links, and review
elements of a resume, cover letter writing and social media.
 Review and familiarize yourself with the functions of O*NET and the links listed in the
presentation.
 Have materials and websites ready to go prior to the start of the lesson.
References
 O*NET (http://www.onetonline.org)
 Social Media sites
 Job search sites
Instructional Aids
 Portfolio
 “Would YOU Hire YOU?” Digital Presentation
 “Would YOU Hire YOU?” Student Outline Fill-in Notes
 O*NET Scavenger Hunt
 O*NET Scavenger Hunt Answer Key
 O*NET, Part II Activity
 Career Project
 Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
 Rubric for Career Project (overall project)
 140 Words! Activity
 Internet access
Materials Needed
 Printer paper
 Notebook paper
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
Flash drive (optional for students to save their work)
Equipment Needed
 Computers (for students to complete projects)
 Projector (for digital presentation)
 Internet Access
Instruction
Learner Preparation
 Ask students to raise their hand if they currently have a job. Ask them if they intend to
keep that job until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?

Explain that high school students are often required to submit a resume when seeking
employment.

Ask students what they think should be on a resume. List their answers on the board.

Ask students what qualifies as social media. Ask for a show of hands if they have any
social media accounts.

Ask them if they have ever deleted questionable material from their accounts.
o Explain the importance of maintaining a professional image on all social media when
applying for a job (and college too!)
Lesson Introduction
 Ask students to list their strengths and weaknesses on a sheet of notebook paper. Tell
them to be honest!
 Now break the class into pairs. Have them examine the strengths and weaknesses of
each other. Tell them to look at their lists, compare it to the list their partners made and
put a check mark beside the trait if they agree. Are the lists similar or different? Tell
them to save these papers for future use. (Take about 10 minutes for this activity.)
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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the
student-learner will be able to:
a. Investigate the O*NET website
b. Assess necessary skills for
employment
c. Select a prospective career
d. Compare one’s skills with job
requirements
e. Probe techniques that
prospective employers use in the
hiring process
f. Scrutinize possible questions
interviewers may ask on an
interview
II. O*NET
a. What is O*NET and how can I use
it?
1. Free; contains hundreds of
occupation-specific careers
2. Helps to evaluate or investigate
career options
NOTES TO TEACHER
DO: Read these objectives
out loud and have students
copy them onto their
Student Notes Handout.
O*NET is the nation’s
primary FREE source of
occupational information
that contains hundreds of
occupation-specific career
descriptions. This site may
be used throughout your
life in the event you decide
to change jobs later on.
There are surveys that will
lead to career options so
students can investigate
career options and evaluate
career expectations.
Have students write the
website on their student
note sheet under the
proper section.
Click on the links so the
students can see what you
are referring to. Explain that
there will be an opportunity
later during this unit to
further investigate O*NET.
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III. QUESTIONS:
a. How many times does the
average person change jobs
in a lifetime?
b. What is the difference
between entry-level and
advanced level skills?
c. What purpose does the
resume serve?
d. Why is a cover letter
important?
e. How is social media used in
the job search process?
1. Network with others and
join their networks to
enhance opportunities
2. Have an “apply now”
button for immediate
resume upload; sends it
directly!
3. Some recruiters use
online process because it is
brief
ASK: these questions, one at a time,
then tell the class this lesson will
uncover the answers. They will need
to record their answers on their
Student Notes sheet.
You may want to check out videos
that help with job searches. There are
several titles posted. Be careful about
watching independent videos because
some of them are satires and give
erroneous tips. There are professional
forms of social media that allow
people to form connections for
networking purposes to aid in the job
search. Also those in your network
can “recommend” you, as their
comments stay in your profile. People
in your network can also send your
resume and profile information to
others, which enhances your chance
to land that interview.
Always keep your professional social
media accounts updated. You never
know who is reviewing your
information! You may even get a job
offer when you aren’t even looking!
Be sure any comments you make,
especially on professional social
media websites, are positive!
4. Link your social media
accounts to your personal web
page so recruiters can see
more details of your skills
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IV. PERSONAL WEB PAGE
a. Increasingly popular
b. Can be linked to your
resume, etc.
c. Display qualifications in
detail, including video,
pictures, samples of your
work, etc.
V. SUMMARY
a. What is O*NET?
b. What is the difference
between entry-level and
advanced level skills?
SAY: It costs an average of $3,400 to hire
a new employee. For that reason, many
companies are using “Screening Systems”
to extract names of likely candidates.
Once an applicant makes it past the
screen system, a recruiter reviews the
applicant’s data and then has him or her
complete a questionnaire about their
skills. If the applicant’s skills are
compatible with the job, then the
recruiter schedules either a live, inperson, or automated phone interview.
BIG TIP: Make sure you use key words
from the job description in your resume
when you can. Post the dates of
employment or education on the right
margin of your resume because most
screen systems cannot read numbers on
the left margin.
QUESTION: Does anyone own a personal
webpage?
QUESTION: What sort of categories or
postings should you have on your
personal webpage? (List on the board, if
possible)
Possible answers may include:
interests, hobbies, videos,
pictures, personal philosophy,
samples of work,
recommendations, etc.
SAY: O*NET is the nation’s primary FREE
source of occupational information that
contains hundreds of occupation-specific
career descriptions.
Say: Entry-level skills are very basic, such
as simple math, basic reading and writing
skills; possibly basic computer skills.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and
resume preparation using O*NET. The teacher will give students the Student Notes Outline to
fill in while the teacher presents the material.
Introductory sponge activity: The teacher will divide the class into partners and instruct them to
develop a list of strengths and weaknesses of each other. Then students will draw up a list of
what they consider to be their own strengths and weaknesses. Then they will compare findings
and discuss (approximately 10-15 min.).
Independent Practice
 “Would You Hire YOU?” Students’ Notes Handout
This is to be used in conjunction with the digital presentation. Students will be given
opportunities to fill in the blanks as the instructor presents the material. The instructor
has the discretion to use this as a daily grade or a completion grade.

O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information
using the O*NET website. The purpose of this activity is to help students familiarize
themselves with O*NET. An answer key is provided. The teacher should go over the
answers and discuss the material. The teacher is encouraged to refer to O*NET often,
during the digital presentation.

O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is
required. This is intended as a completion grade.
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
Career Project
This is a very in-depth assignment. Students will use O*NET to research at least three
careers, and then write a paper reflecting their research and career choices. Upon
completion of part 1, students will type a resume, cover letter, and letter of resignation
using examples found on the Internet. Students will also prepare a multimedia
presentation, which includes things such as what to wear on a job interview.
Rubrics are provided for this activity. A summary sheet is provided as a checklist to
make sure students have met all requirements for the activity. This sheet may be turned
in to the instructor for grading purposes, if desired.
Summary
Review
Q. What is O*NET?
A. O*NET is the nation’s primary FREE source of occupational information that contains
hundreds of occupation-specific career descriptions.
Q. What is the difference between entry-level and advanced level skills?
A. Entry-level skills are very basic skills, such as basic math, reading and writing skills
and basic computer skills. Advanced skills require more training. Examples would be
more difficult math calculations, interpersonal skills, specific software applications,
leadership skills, managerial experience, etc.
Q. What purpose does the resume serve?
A. The resume is basically your life on paper or when submitted on computer, it is your
professional profile.
Q. Why is a cover letter important?
A. The cover letter is used to “introduce you and give an overview of your skills.”
Q. How is social media used in the job search process?
A. Social media is becoming a valuable tool for both recruiters and job seekers. It’s
more economical and direct than using classified ads or personnel agencies.
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Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
Answer keys have been provided for the following Independent Practice assignments:
 “Would You Hire YOU?” Student Notes Handout
 O*NET Scavenger Hunt
**O*NET Search, Part II is a completion grade; therefore, no rubric or key is provided.
**Use the rubrics included to evaluate the following Independent Practice assignment:
 Career Project (Two rubrics; one for resume, cover letter, and letter of resignation and
one for project presentation)
Enrichment
Extension
 Students will present their career projects to the class.
 A rubric is provided for this activity
 “What a Character!”
o Students will write their resume in a social media format, using only 140 characters.
Hint: they can do a word count, using the Review Tab in the word processing
software, then select “word count.” Have the students send their resume to their
classmates using some form of social media.
 A rubric is provided for this activity.
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Student Portfolio
TASK: Compile a working electronic portfolio and keep it up to date.
OBJECTIVE: To prepare and collect documents necessary for college and employment
applications.
MATERIALS NEEDED:
 Computer
 Scanner or cell phone with a scanner app (to add documents to portfolio)
 Paper
 Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED: This is an ongoing activity, with deadlines established by the instructor.
DIRECTIONS: As part of this class, you will be responsible for the compilation of your personal
portfolio. From time to time, you will be expected to add documents to your portfolio, which
you will then use when applying for employment for college. Note: some documents may need
to be scanned into your electronic file.
REQUIRED DOCUMENTS:
 Teacher recommendations (at least five)
 Recommendations from clergy, counselors, family friends
 Employer recommendations
 Documented awards and honors (including academic, sports, and extracurricular
activities)
 Transcripts (unofficial)
 ACT or SAT scores
 Community Service Record
 Samples of student-created work
 Resume
 Generic cover letter
Pointers regarding recommendation requests:
1. Keep your request simple and put it in writing (typed). State why you are requesting the
person’s assistance. In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has
been awhile since you were in that person’s class, or since you have seen this person.
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3. State the date you need it by. DO NOT wait until the last minute. Make your request at
least one week prior to the due date. Be sure to return to the teacher on that date (or
the day before) to pick it up.
4. Provide a self-addressed, stamped envelope for those outside of school. For teachers,
provide an envelope with your name on the front. You may want to include the room
number of your practicum teacher in the event the recipient chooses to hand deliver the
material.
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Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES:
1.
2.
3.
4.
5.
II. O*NET:
6. O*NET is
and contains
specific
7. It helps to
of
-
.
or
career
.
8. The main website is:
9. The online survey link is: ________________________________________
10. If you already have a career in mind, use this link:
_______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ____________ or
___________ ________________________.
14. ___________ -level skills: __________ skills.
15. ________________ skills: require ___________ knowledge pertaining to the job or
could be previous ________ experience.
16. A ____________ is used to “________” abilities to ______________
_______________.
17. A ____________ letter is used to “_________________” the applicant and give an
overview of one’s _____________________.
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18. Resumes may be ______ _______________, _______________, or sent via
_________.
19. Some sites allow for ___________________ _____________________.
20. Keep the resume to ______ page.
21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use good, quality _________ _____________.
30. Do not include ____________________ on the resume.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
33. Re-evaluate your _____________ on Social Media.
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Would YOU Hire YOU?
Student NOTES
ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
III. OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
IV. O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The main website is: http://www.onetonline.org
9. The online survey link is: http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge pertaining to the job or could be possible
work experience.
16. A resume is used to “sell” abilities to prospective employers.
17. A cover letter is used to “introduce” the applicant and give an overview of one’s
qualifications.
18. Resumes may be hand delivered, mailed, or sent via e-mail.
19. Some sites allow for immediate uploading.
20. Keep the resume to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per statement.
23. Make sure to have a professional email address.
24. Use bullet points where applicable.
25. Capitalize or use bold font on section headings.
26. Single space within sections; double space between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use good, quality bond paper.
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30. Do not include references on the resume.
31. 37% of companies research candidates via social media.
32. Delete questionable pictures.
33. Re-evaluate your “friends” on social media.
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Median $$$
Skills
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations?
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6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________
employment demand.
8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that
contains hundreds of occupation-specific careers. It helps to evaluate or investigate
career options.
2. List THREE occupations that fall into the “Rapid Growth” sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” sector? 69
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Answers will vary based
Median $$$
on answers in question 1
Skills
Answers will vary
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
7. The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
8. Green Occupations are linked to GREEN ECONOMY SECTORS.
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9. List the NINE categories one could research using the Advance Search feature:
(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
(Answers Will Vary)
______________________ ______________________ ________________________
______________________ ______________________ ________________________
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search.” Next click “Go to Skills Search,” which is right under “Skills
Search.” Check the boxes that you think apply to you in each category, and then click “GO.”
Note the assortment of occupation titles that represent your skill’s interests. Are any titles
tagged “Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to
search is to browse under “Find Occupations.” If you select this method, you will notice a
wide variety of choices that will assist you in your career search.
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Career Project
Instruction Sheet
PART I
Use word processing to compose a report, using the research material you gathered from the
O*NET website. (www.onetonline.org)
FORMAT FOR PAPER:
Use word processing to prepare the report. Begin the report, with the main title centered, on
the first line, double Space, and then type your name. Triple space after your name. Double
space the entire report and indent paragraphs.
OUTLINE OF PAPER:
 Paragraph 1- Introduce the three careers you researched.
 Paragraph 2- Career 1 (with explanation)
 Paragraph 3- Career 2 (with explanation)
 Paragraph 4- Career 3 (with explanation)
 Paragraph 5- Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
 Definition or nature of work
 Requirements for employment
 Opportunities for experience and/or exploration
 Related occupations (at least four)
 Methods of entering the field
 Advancement
 Employment outlook
 Earnings (wages) and prospective pay increases
 Conditions of work
 Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if
approved by your instructor. Remember: all work must be cited at the end of this project, so
keep track of your sources!
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PART II
Once you have completed the essay, you will select one of the careers you explored to
complete the next assignments. You may assume you are a college graduate in order to meet
the qualifications. Use the Internet to find samples of a resume, cover letter, and letter of
resignation. Make sure you print the samples!
Follow these next directions:
1. Type a cover letter to introduce yourself to your prospective employer.
2. Type a resume that reflects the skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a letter of resignation to
your current employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will probably have
more than five slides.)
Include the following:
1. What to wear or what not to wear (male and female)
2. How to prepare for the interview
3. Five Interview tips you have researched
4. How to know when it is time to change jobs
5. How to change jobs
6. Compile a list of 15 questions that one could be asked on a job interview.
7. Compile a list of at least five questions that are considered illegal and cannot be asked
on an interview
8. Compile a list of five questions one might ask the person conducting the interview
9. Works cited slide (does not count toward the five slide minimum)
**If you prefer, you may make a video; however, you must address the same requirements for
the slide presentation.
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Career Project Checklist
Use the checklist below to make sure you have completed all the requirements for this
project.
SUMMARY CHECKLIST:
_____All documents are typed in a word processer
_____Career essay typed in proper format (did you check your spacing?)
_____Resume completed for career selected
_____Cover letter completed for career selected (goes on top of resume)
_____Letter of resignation completed
_____Sample of resume from your research (print it and include it)
_____Sample of cover letter from your research (print it and include it)
_____Was the cover letter customized to the qualifications for the career?
_____Sample letter of resignation (for your “current job”)
_____Media presentation (or video)
_____At least five slides
_____What to wear or not to wear (male or female)
_____How to prepare for the interview
_____Five interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked on an interview
_____Five questions that are considered illegal
_____Five questions an applicant might ask
_____Works cited (include all research for this project)
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Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Date Submitted:
Criteria
0-5
Teacher:
Title of Work:
Criteria/Point Scale
6-12
13-17
Organization
Sequence of
information is
difficult to
follow.
Reader has
difficulty
following work
because student
jumps around.
Content
Knowledge
Student does
not have grasp
of information;
student work
does not
demonstrate
completion.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Grammar and
Spelling
Work has four or
more spelling
errors and/or
grammatical
errors.
Neatness
Work is Illegible
or incomplete.
Attachments
Required
samples were
not submitted
with completed
work.
Presentation has
three
misspellings
and/or
grammatical
errors.
Work has three
or four areas
that are sloppy.
Work does not
have the
appropriate
number of
required
attachments
included with
completed work.
Student
presents
information in
logical sequence
which reader
can follow.
Student is at
ease with
content, but fails
to elaborate.
One to two
elements are
missing.
Presentation has
no more than
two misspellings
and/or
grammatical
errors.
Work has one or
two areas that
are sloppy.
Required
samples were
present, but
were attached
out of order.
18-20
Points Earned
Information is
logical,
interesting;
spacing and
format
directions were
followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs were
present.
Presentation has
no misspellings
or grammatical
errors.
Work is neatly
typed in
Microsoft Word.
Required
samples were
attached and
entire packet
was submitted
in proper order.
Total Points
Teacher Notes:
159
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Career Project Rubric
Name:
Date:
Presentation
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (correct # of slides)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
Followed directions
2. Properly organized to complete;
Presentation was easy to follow
3. Managed time wisely
4. Acquired needed knowledge base
**Works Cited was included
5. Communicated efforts with teacher
Product (Project)
Total:
Total Score:
Teacher Comments:
160
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WHAT A CHARACTER!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume
writing skills!
DIRECTIONS: Send an abbreviation of your resume in social media language, using 140
characters or less. It’s that simple…or is it?
Use either a word processor software or media presentation software to count your characters.
Include your picture, and then type in your resume.
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Enhancement Rubric
Name:
Date:
Project Title
“What a Character!”
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge of lesson
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format: 140 characters or less
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity in presentation
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
Followed directions
2. Properly organized to complete;
Presentation was easy to follow
3. Managed time wisely
Product (Project)
Total:
Total Score:
Teacher Comments:
162
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PROGRAM FORMS
163
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Dear Parent(s):
(Date)
Your son/daughter is enrolled in the Practicum in Fashion Design (co-op) program for this
school year. This unique course, which runs the entire 36 weeks, enables students to take core
courses and work within the community for
credits toward graduation.
(fill in this blank)
It is my job as Practicum in Fashion Design Coordinator to determine that students are working
in jobs that are related to their interests, and that employers are training them adequately and
treating them fairly. There are specific rules and guidelines, which must be met by employers
when hiring a co-op student. I serve as the liaison between students and employers. If
problems arise on the job, students are to inform me immediately so we can determine the
best way to handle the situation. By the same token, students are expected to behave ethically
and professionally while at work. Students MAY NOT quit a job arbitrarily without the risk of
failing Practicum in Fashion Design and losing credit for the course.
Because your child is enrolled in this program, they have the opportunity to join (insert
professional organization here). As members of (insert professional organization here),
students will be given various opportunities to participate in co-curricular activities, such as
leadership training, community service, and local, state, and international competition. These
activities make the co-op experience unique and add fun to learning.
Membership in (insert professional organization here) is $____, which is due by ??????. (This
includes the $_____ fee for dues.) I urge you to encourage your child to participate in all (insert
professional organization here) activities—even encourage him or her to run for office! The
benefits and opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible,
productive young adults who can succeed in the “real world.”
It’s going to be a great year! If you should have any questions or concerns, please feel free to
call me anytime at school at (phone number). If you prefer, you may e-mail me at: (email
address)
Regards,
(Your Name)
Practicum in Fashion Design Coordinator and (insert professional organization here) Sponsor
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Practicum in Fashion Design Practicum (Co-op) Application
NAME
SCHOOL I.D. #
Date of Birth
Grade Level
Present age
Address
Cell Phone #
Home Phone #
Father/Guardian Name
Work Phone#
Father/Guardian work
Mother/Guardian Name
Work Phone#
Mother/Guardian work
Will you have transportation to/from job?
What discipline problems have you had?
# of days absent this year ____ fall ____ spring (Practicum students: limit is 3 per nine
weeks)
List your school activities:
What promoted your interest?
Ask three teachers to sign below as a reference for you:
Name
1.
2.
3.
Course
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List your current schedule:
TEACHER
COURSE
RM. #
EMPLOYMENT HISTORY (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s) signature:
(Required before application may be processed.)
166
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EMPLOYMENT INFORMATION
(To be used to complete the student’s Training Plan)
GRADE:
AGE:
SCHOOL I.D. NUMBER:
STUDENT NAME:
CELL #:
COMPANY NAME:
DESCRIBE YOUR DUTIES:
SUPERVISOR’S NAME:
WORK PHONE NUMBER:
WAGE PER HOUR:
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such):
Day
Typical Clock-in Time
Typical Clock-out Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DIRECTIONS TO YOUR TRAINING STATION (YOU MAY DRAW A MAP)
167
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Practicum in Fashion Design SYLLABUS
Welcome to the dynamic world of Practicum in Fashion Design! You have been selected from
many applicants to experience a fun and rewarding year. It is my intent for you to learn a great
deal about the world of work as you learn about yourself.
This course consists of the following topics:
 Economics
 International Business
 Practicum in Fashion Design Mathematics
 Human Relations
 Management
 Promotion
 Sales
 Visual Merchandising/Advertising
 Business Etiquette
 Entrepreneurship
 Practicum in Fashion Design Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS! There will be a lot of information given and discussed in class
that is not in the text; however, you are still accountable for reading assigned chapters.
Students entered in (insert professional organization here) competitions are more successful
due to reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports, dependability grades (see
Dependability sheet), individual and group assignment, daily work, tests, and your employer
evaluation.
Insert Club Name Here:
All Practicum in Fashion Design co-op students are expected to join (insert professional
organization here) and to participate in respective competitive events. Dues are $______ for
the school year.
Parent Signature
Student Signature
STUDENT RESPONSIBILITIES in Practicum in Fashion Design TRAINING PROGRAM
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Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high-quality type of Cooperative Training
Program for (insert name of school or school district), it is essential that the student, the
parents, the training sponsor, the coordinator, and school administrators agree to these basic
principles:

It is the responsibility of the coordinator to provide appropriate interview opportunities for
student job placement. The coordinator must grant final approval of all job placements.

It is the responsibility of the student to remain at the same training station throughout the
training period. A change may be made only when approved by the coordinator.

A student will be removed from the Cooperative Training Program and lose state credits for
any of the following reasons:
o If the student is dismissed from the training station and the coordinator determines
that the dismissal was for sufficient reasons. Example: theft and/or unethical conduct.
o The second time a student has been fired and/or quits without the permission of the
coordinator, the student will be released from the program without credit.
o If a student’s attendance drops below 90%, the student may be removed from the
Cooperative Education Program. Removal from the class would result in loss of credit
for the term.

The student is under school supervision at school and during the work schedule at the
training station. School credit is given for four hours spent on the job, as well as in the
classroom. The student must work a minimum of 15 hours a week, 10 of which must be
Monday through Friday.

If the student is to be absent from school on any particular day for any reason, the student
is required to notify the teacher-coordinator no later than 12:00 (noon) on the day of the
absence.

The student may not report to the training station without having first received permission
from the coordinator. Failure to observe this rule will result in unexcused absences in all
classes missed.

A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for
the grading period during which the student was fired. The student is expected to find his or
her own employment within five days. Grades will be reduced from the sixth day forward.
Students enrolled in cooperative education are expected to belong to the youth
organization, as activities are related.

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It is with the above understanding that we enter into this agreement to provide the best
training for the individual student.
STUDENT
PARENT OR GUARDIAN
COORDINATOR
PRINCIPAL
*** If you wish to communicate via e-mail, please list your address:
170
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CLASSROOM RULES

You must be in class on time, failure to do so may result in an after class detention on the day
you are late! Class is from INSERT TIME

Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR
TEXTBOOK.

Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.

No work from other classes is to be done in our class. You are earning credit for this course, so
you must devote your attention to our subject material.

Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like
you as you are.

Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.

RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else
has the floor.

NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.

You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the co-op
program due to behavioral problems.

Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’
lot.
Parent’s Signature
Student’s
Signature
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Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student
realizes the importance of being dependable on the job and in the classroom. To reinforce this,
a “DEPENDABILITY GRADE” has been created. It is treated as a MAJOR TEST GRADE and is
averaged in with the other major test scores.
When a student is absent from school for ANY REASON, the student must telephone their
practicum (co-op) teacher before NOON that day. If the teacher’s phone rings to voicemail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone their employer to report the absence in a timely
manner from work. Practicum students are also required to sign in each day on the Practicum
Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in
points being deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY……………………………………………………………………………..…………100%
ABSENT
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent three or more continuous day, and you have a doctor’s note, you will be
exempt from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
(Parent signature)
(Student signature)
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
POLICIES GOVERNING UNEMPLOYED STUDENTS
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1. If a student is released from a job because they have been found guilty of theft and or
unethical conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft and or unethical conduct, even
though they go to work at another job, may receive a NINE WEEKS/ SIX WEEKS (circle
one) grade of no higher than 60 for the grading period during which the student was
fired.
3. Students fired from jobs are expected to find their own employment within five school
days. Grades will be reduced from the sixth day forward.
4. Students who are laid off will have 10 days to find a job and the coordinator will assist
them in finding a job. Grades will be reduced from the 11th day forward.
5. If a student quits a job without permission from the coordinator, they will receive a NINE
WEEKS/SIX WEEKS (circle one) grade of no higher than 60 for the grading period during
which the student quit the job.
6. The second time a student has been fired and/or quits without permission from the
coordinator, the student will be released from the program with loss of credit.
I understand that any time the practicum student is not employed in an APPROVED training
station, the student must be under the supervision of the practicum instructor from the end of
the class period through the end of the school day, until a new training station is secured. The
student may be exempt from this restriction if they have a scheduled appointment for a job
interview. (Documented proof of interview is required.)
Parent/Guardian Signature
Student’s Signature
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SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:





Practicum in Fashion Design (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
Parent’s Signature
Student’s Signature
Please return this form to the teacher
(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
174
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(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee:
Training Station:
FACTOR
WORK VOLUME
DEPENDABILITY
QUALITY OF WORK
DONE ON ROUTINE
TASKS
ATTITUDE and
ENTHUSIASM FOR JOB
SUPERVISION
REQUIRED ON
ROUTINE TASKS
JUDGMENT SHOWN
ON THE JOB
USE OF HUMAN
RELATIONS SKILLS
APPEARANCE AND
GROOMING
RESPONSE TO
SUGGESTIONS MADE
BY SUPERVISOR
RESULTS OF
SUGGESTIONS
Job Classification:
RETURN BY:
10
Exceptionally fast;
output high
Always on time;
always present
9-8
Usually does more
than expected
Usually on time;
seldom absent
7-6
5
Adequate volume
Does less than required
Usually on time;
frequently absent
Seldom on time;
excessively absent
Always neat and
accurate
Usually neat and
accurate
Sometimes neat and/or
accurate
Never neat and/or
accurate
Very enthusiastic; very
cooperative
Interested in job;
cooperative
Indifferent to job; some
cooperation
Dislikes job; poor
cooperation
Finishes assignments
and takes initiative
Finishes assignments
with little supervision
Needs some supervision
Needs constant
supervision
Clearly outstanding for
level of training
Above average; always
tactful, poised
Professional for
jobsite
Usually correct and
with confidence
Average; often tactful,
poised
Appropriate for jobsite
Usually correct but lacks
confidence
Needs improvement; tries
to be tactful
Usually appropriate for
jobsite
Poor; seldom tactful or
poised
RATING
Poor
Needs improvement
Welcomes suggestions
Accepts suggestions
Indifferent to suggestions
Rejects suggestions
Steady improvement
with minimum
supervision
Steady improvement
with supervision
Slow improvement with
supervision
No improvement
TOTAL POINTS
COMMENTS:
DAYS ABSENT AT JOBSITE _____________________
DAYS LATE TO JOBSITE___________
EMPLOYER/SUPERVISOR _______________________
DATE____________________________
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #
Phone #
175
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_______________________________High School Practicum in Fashion Design
I.
Student Disciplinary Action
Student Name:
ID#:
Grade:
1. Infraction
Date
Time
Location
2. Description
3. Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant Principal
Date
176
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WAGE AND HOUR REPORT
Name/ID #
Hourly Wage $
Training Station:
Total Hours for 3 Weeks
Student Signature:
Your signature verifies the information on this report is accurate and honest.
WEEK
9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
177
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Additional Activities
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Activity Evaluation
Using the table below, please rate each activity on a scale of 1 to 10 (with one being considered the lowest
score and 10 the highest). List the name of the activity in the space allocated. Total your responses in the last
column.
Activity Name
Assignment
was
intellectually/
academically
challenging
Adequate
time was
allowed
Assignment
instructions
were clear
The
assignment
was
interesting
Repeat
assignment
next year
Total
Points
179
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College Investigation Project
OBJECTIVE: The student will research a prospective college/university and prepare informative documents.
The purpose of this activity is to introduce students to various college websites, which will serve as tools for
use when making application.
PROCEDURE:
Pick any college or university that interests you but consider your planned major to be certain it is offered.
After completing your investigation, you will be responsible for the following activities:
1. In typed format, gather the following information, which MUST include:
a. Date school was founded and its location
b. Size of campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. You are going to prepare a newsletter of information regarding your chosen college/university. Use
your own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own
pictures, etc.
Your newsletter will be a minimum of two pages in length. When you print, only print the two pages. (Print
current page only for each one)
You must include information from the following categories:
Admission information, including deadlines
Student life
New student orientation
Sports (limit to two or three different sports and include information on each)
Clubs and activities
Housing information (dormitories/apartments on campus)
Financial Aid
Three other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
180
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EMERGING LEADERS
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about the types of political societies may also
take place.
MATERIALS NEEDED:
LEGOS, Tinker Toys, or building blocks (enough for an entire class). These items should be secured well in
advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED: One class period. (Make sure time is allowed for discussion and take away. Suggested
discussion time: 20 minutes.)
DIRECTIONS:
Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions as given by the teacher. (See Group A-E below)
Teacher’s Directions:
1.
Divide the class into groups of three or four by handing out numbers, colors, etc.
2.
Secure the materials in the front of the room, near your desk.
3.
Designate the youngest (oldest or whatever category you choose) as the leader of the group.
a. The youngest (oldest or the one with the most brothers/sisters, etc.) is in charge of
procuring materials for the group. The procurers are the only ones who may approach the
materials area. The procurers are to take back to their groups only what they can carry in
two hands. (It is up to the teacher to decide when to call the procurers back to the materials
area to secure more materials.)
4.
Make sure each member has a responsibility. Depending on the size of the group, someone may
have more than one job.
5.
The spokesperson in each group will have the largest (or smallest hand or foot). You decide.
6.
Once the groups have been established and relocated within the classroom, give each group their
instructions for completing the task. Due to variations in class size, some products or decision
making processes may be repeated.***
7.
After about 10 minutes, instruct the groups to barter at least one of their materials with another
group. This is the job of the procurer.
8.
Walk around the room, listen and observe. You will see leaders emerge.
181
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Suggestions:
Group A: All members may provide input. Design and name a skyscraper that doubles as an aircraft.
Group B: Group leader makes all decisions. Design and name a futuristic retail establishment.
Group C: All members must vote on all decisions. Design and name a new tech product.
Group D: No talking is allowed while building the product. Design and name a new educational product.
Group E: Each member will have tasks assigned by the group leader. Design and name a new means of
transportation.
** Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as
explaining their invention. Have the members discuss the decision making process and how they felt during
the process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
182
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CURRENT EVENT SUMMARY
Title of Article: __________________________________________________________
Source of Article: ________________________________________________________
State the key point of the article: ___________________________________________
____________________________________________________________________
Summarize the supporting facts of the article: ________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What information did you learn? ___________________________________________
____________________________________________________________________
____________________________________________________________________
Definitions to NEW WORDS: (You cannot leave this blank)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
***Attach a copy (or the original) article to this sheet.
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(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
Product Development Strategy
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and sports
drinks, to name a few. Evaluate the positioning of three brands on the market. For example, compare the
positioning of several different iced tea products on the market. You may have to look on the Internet to help
you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Some yogurt makers are catering to
children as well as adults. Develop a yogurt of your own (complete with name) and devise your appeal to the
age bracket of your customers. What would make them want to eat your product over the competitors’?
3. List an assortment of business establishments (by name) that you would like to have in your city or town.
Also list where they would be located. What would this do to our current economic situation? What would
happen to the existing businesses?
184
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THINKING DEMOGRAPHICALLY
OBJECTIVES:
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED:
Library for research
Internet for research
TIME ALLOCATED: One class period
DIRECTIONS:
You will log into the computer to prepare for research.
You will research three different cities or towns in one state:
1. Write down the name of the city you choose and write down ALL of the demographic information for each
town or city. (Ex. Age, income, gender, etc.)
2. After you have researched the three cities, you are to assume the role of a product development manager
of a major car company you are to decide what product would be a candidate for this specific area.
185
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City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students.
Based on research you conducted, where would you spend your advertising dollars, and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This entire
complete report is due at the end of class.
186
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Should You Become an Entrepreneur?
1. How are entrepreneurs different from employees?
2. Describe different types of entrepreneurial businesses.
3. Name one historical entrepreneur and describe what he or she did.
4. Why are small businesses so important to our economy?
5. What are the reasons for wanting to become an entrepreneur?
6. Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7. What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8. Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in the
United States and throughout the world. What do you think a typical family’s daily eating habits were
like at the end of the 19th century? Write a short scenario describing them.
187
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Gradebook Project
Instructions: Read the case problem below and execute your plan. When you are finished, print your
responses and SUBMIT your work.
PERFORMANCE INDICATORS:
 Determine customer wants and needs.
 Explain the nature of your program.
 Explain the difficulties faced in coding a program of this nature.
 Explain how to address and resolve security concerns when working with confidential information.
THE PROBLEM:
You are to assume the role of project manager for Myromar Programming. Your manager, Brian Miller, has
asked you to lead a project to re-write the gradebook program for Qualitative University.
Qualitative University employs two full-time professors with each professor teaching one class. Enrollment in
each class is limited to 10 students. The following features are required:
 Professor wants to select grade category.
o Daily grades count 25% of the final grade.
o Lab grades count 25% of the final grade.
o Test grades count 50% of the final grade.
 Information should be searchable by student name or ID number.
 Information sorted by name, ID number, or grade.
 Professor can select for reports to print to the screen or a file.
 Data will be entered by the user.
You will deliver a complete and operational program coded in the language of your choice. All documentation
must be included with the program, including:
 Flowcharts
 Storyboards
 Design structure
 Detailed end user instructions
 EULA
Be prepared to present your program to instructors and IT professionals.
188
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Career Pathways
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
189
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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.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
o
(1) The student demonstrates professional standards/employability skills as required by business
and industry. The student is expected to:
(A) Identify and participate in training, education, or certification to prepare for
employment;
(B) Identify and demonstrate positive work behaviors and personal qualities needed to
be employable, such as self-discipline, self-worth, a positive attitude, integrity, and
commitment;
(C) Demonstrate skills related to seeking and applying for employment to find and
obtain a desired job, including identifying job opportunities, developing a resume
and letter of application, demonstrating effective interview skills; and
(D) Maintain a career portfolio to document work experiences, licenses, certifications,
and work samples.
o (3) The student implements advanced professional communications strategies. The student is
expected to:
(A) Adapt language for audience, purpose, situation, and intent;
(B) Organize oral and written information; and
(C) Interpret and communicate information, data, and observations.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
190
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(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
 Supplies listed in each activity
 Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
191
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•
Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
 Ask
o Why do you think it is necessary to understand what Career Pathways are?
 Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
• Show
o Career Pathways slide presentation
192
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Outline
MI
OUTLINE
Days 1-2
2.
3.
Introduce Career Pathways
a. Objectives
b. What are Career Pathways?
c. Programs of Study
d. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
4.
5.
Career Pathways Resources
a. Bureau of Labor Statistics
b. Department of Labor
c. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
193
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
194
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Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
195
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
196
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
197
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Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
198
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Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
199
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Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
200
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A. Career
B. Nature of the Work
C. Working Conditions
D. Educational Requirements
E. Training and Other Qualifications
F. Experience/Required Skills
G. Salary/Income
H. Job Market Outlook – Is this a career field with good future job prospects?
I. Upside – What are the benefits of working in this career field?
J. Downside – What are the detriments to this career?
K. Related Occupation(s)
L. Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
201
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
202
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and respond to the
reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
203
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
204
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
205
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Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
206
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Personal Management
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
207
Copyright © Texas Education Agency, 2015. All rights reserved.
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.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
o
(5) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, and industry programs for
fashion, textiles, and apparel projects. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders with organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities;
o (8) The student implements leadership characteristics in classroom and professional settings.
The student is expected to:
(A) employ leadership skills to accomplish collective goals;
(D) employ mentoring skills to inspire others.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
208
Copyright © Texas Education Agency, 2015. All rights reserved.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
• Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
209
Copyright © Texas Education Agency, 2015. All rights reserved.
•
Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
210
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-3
6.
Introduce Personal Management
a. What is Personal Management?
b. What is Goal Setting?
c. Benefits of Goals
d. S.M.A.R.T. Goals
e. Short-Term Goals
f. Long-Term Goals
g. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
7.
Weekly S.M.A.R.T. Goals Planner
a. How do you use your planner?
b. Planner Expectations
8.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
Day 5 - refer to slides 24-29
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Each student will present his/her
Life Goals Collage to the class.
Assessment = Daily Activities
211
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
212
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Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
4. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
5. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
213
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
214
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
215
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
216
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
217
Copyright © Texas Education Agency, 2015. All rights reserved.
Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
218
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
219
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
220
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
222
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
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Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
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Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
225
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
226
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
227
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
228
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
229
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
230
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
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Mentee Final Evaluation
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
232
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Mentor Final Evaluation
Mentor _________________________________ Email Address
______________________________________
School __________________________________ Subject Taught
_____________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts
____________________________________
Mentee_______________________________ Email Address
________________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments
_________________________________________________________________________________
_____________________________________________________________________________________
_____
_____________________________________________________________________________________
_____
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and longterm goals growth.
_____ I feel better about his/her potential for professional growth since completing the mentoring
program.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
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233
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
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234
Portfolios
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate how to create a portfolio and their
benefit.
Specific Objectives




Define a career portfolio
Identify the types of information employers want to see in a candidate’s career portfolio
Prepare for post-secondary education, and/or a career, by developing a career portfolio
Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what
important components should be included in a portfolio
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
(1) The student demonstrates professional standards/employability skills, as required by
business and industry. The student is expected to:
(E) Identify and participate in training, education, or certification to prepare for employment;
(F) Identify and demonstrate positive work behaviors and personal qualities needed to be
employable, such as self-discipline, self-worth, a positive attitude, integrity, and
commitment;
(G) Demonstrate skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a resume and letter of
application, demonstrating effective interview skills; and
(H) Maintain a career portfolio to document work experiences, licenses, certifications, and
work samples.
(3) The student implements advanced professional communications strategies. The student is
expected to:
(D) Adapt language for audience, purpose, situation, and intent;
Copyright © Texas Education Agency, 2015. All rights reserved.
235
(E) Organize oral and written information; and
(F) Interpret and communicate information, data, and observations.
Reading I, II, III
§110.47(b) Knowledge and skills.
(1) The student uses a variety of word recognition strategies. The student is expected to:
(A) apply knowledge of letter-sound correspondences, language structure, and context to
recognize words; and
(B) use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by identifying main ideas and relevant details;
Public Speaking I, II, III
§110.57 (b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Tasks
 Students will create a career portfolio.
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236
Activities
Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their
current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet
before adding the document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 If possible, display each form on projector screen
 Copy the handout sheets and rubric for the students
 Have materials ready prior to the start of the lesson.
Instructional Aids
 Student handouts
Materials Needed
 Portfolio computer-based presentation
 Portfolio Guidelines
 Student Reflection Sheet
 Three-Ring Notebook Paper protectors
 Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department
of Education, http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected Works”
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
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237
Introduction
Learner Preparation


Ask students what the benefits of using portfolios are.
Ask students what employers are looking for in job applicants.
Lesson Introduction

Explain each form in detail and check for understanding.
Copyright © Texas Education Agency, 2015. All rights reserved.
238
Outline
MI
OUTLINE
I. Portfolio definition
A. Reflects a student's interests and
achievements
B. Exhibits a sample of a student’s work
that purposefully represents his or her
efforts, progress, and achievements in
one or more areas
C. Includes a student’s participation in
selecting the contents, the criteria for
selection, the criteria for judging merit,
and evidence of the student’s selfreflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the
student
D. Application – practical exercise that
displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas
showcasing growth in content and real
world skills, with a reflection sheet for
every item
G. Transcript – provides the official record
of a student's coursework and testing
H. Letters of recommendation – show how
others view a student
I. Special interests and awards – special
interests and awards achieved in or
outside of school; a vital part of a
student's total package
NOTES TO TEACHER
Have students brainstorm and
list attributes they think
employers look at or look for
in prospective employees.
Discuss how the images they
post to social networking
websites and the email
address names they choose
can affect their ability to get a
job. Show examples, real or
created, of social networking
websites and/or email
addresses that might cause a
potential employer to
disregard an application. Use
the Discussion Rubric for
assessment.
Copyright © Texas Education Agency, 2015. All rights reserved.
239
III. Benefits of the portfolio process
A. Students will benefit from tangible proof
of their abilities and achievements
B. Intangible benefits come from closer selfassessment
C. Students develop a sense of pride and
ownership from collecting their best
work
D. A portfolio provides future employers,
scholarship committees, or entrance
committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in
the portfolio
D. Replacement – insert new work,
displaying a greater mastery of skills
V. Teachers are encouraged to be a mentor or
wise advisor to the student during the
preparation of the portfolio
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240
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will go over each form individually and thoroughly. It is extremely important that all
students understand what is required of them in order to complete the assignment.
Summary
Review
 Why is it important to develop a career portfolio?
 What important components should be included in a career portfolio?
Evaluation
Informal Assessment
 Discussion rubric
 Individual work rubric
Formal Assessment
 Portfolio rubric
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241
Student Portfolio Guidelines
Student portfolios should include:
A.
B.
C.
D.
E.
F.
Cover sheet – identifies the student
Table of contents – listing of entries
Letter of Introduction – introduces the student
Application – practical exercise that displays "real-world skills"
Résumé – student qualifications
Academic skills – an entry from areas showcasing growth in content and real-world skills,
with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school;
a vital part of a student's total package
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242
Portfolio Reflection Sheet
Name_____________
_____
Date_____________
_______
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
Copyright © Texas Education Agency, 2015. All rights reserved.
243
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing to
achieve goals
Shares thoughts actively while offering
helpful recommendations to others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions or
requesting input
Expresses thoughts and ideas clearly
and effectively
Total Points (32 pts.)
Comments:
244
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
245
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
246
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
247
Copyright © Texas Education Agency, 2015. All rights reserved.
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.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
o (5) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, and industry programs for
fashion, textiles, and apparel projects. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders with organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities;
o (8) The student implements leadership characteristics in classroom and professional settings.
The student is expected to:
(B) employ leadership skills to accomplish collective goals;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
248
Copyright © Texas Education Agency, 2015. All rights reserved.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
• Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
• Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Show
o Project Management slide presentation
249
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Day 1
9.
Introduce Project Management
a. Objectives
b. What is Project Management?
c. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
d. Summary
e. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
f. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
10.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
11.
Activity 2 – Team Project Task List
and Schedule
12.
Assessment = Daily Activities
250
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
251
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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Name ___________________________________Date ____________________ Class ____________________
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
256
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
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Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Activity 2 - Team Project - Task List and Schedule
PROJECT
MANAGEMENT
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
PROJECT MANAGEMENT
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
3. Developed the steps in an action plan for each distinct task category.
12345
6. Anticipated potential problems and developed contingency plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
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Project Management Organizational Tool
Gantt Chart
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Scholarships for Post-Secondary Options
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives






Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the
scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with
scholarship applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
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.
130.95. Practicum in Fashion Design.
(c) Knowledge and skills
o (2) The student applies academic knowledge and skills in fashion textile, and
apparel projects. The student is expected to:
(I) apply English language arts knowledge by demonstrating skills such
as: correct use of content, technical concepts, vocabulary, use of
grammar, punctuation, and terminology to write and edit a variety of
documents;
o (3) The student implements advanced professional communications strategies.
The student is expected to:
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(G) Adapt language for audience, purpose, situation, and intent;
(H) Organize oral and written information; and
(I) Interpret and communicate information, data, and observations.
110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School
Year 2009- 2010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work- related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support
(e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
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specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(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 correctly and consistently use conventions of
punctuation and capitalization.
(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.
Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
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Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays




Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
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

Grading rubric
Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
Outline
MI
I.
II.
III.
IV.
OUTLINE
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
NOTES TO TEACHER
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
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V.
VI.
VII.
VIII.
IX.
X.
XI.
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
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Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review


What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
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Visual/Spatial
Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.


Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx




College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:




Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf


Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
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Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
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Copyright © Texas Education Agency, 2015. All Rights Reserved.
Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of
the student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the
student.
2
Exemplary
Five scholarships were identified
that match the qualifications of
the student.
The drive includes a folder
for each scholarship.
Requirements
The requirement
listing is not included.
Essay 1
The first essay is
missing or is too short
to be considered for a
scholarship.
Essay 2
The second essay is
missing or is too short
to be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short
to be considered for a
scholarship.
Recommendations
Zero to one
recommendation
letters are included.
A resume is not
included in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The second essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The third essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
Two recommendation
letters are included.
The drive includes a wellorganized structure with a folder
for each scholarship.
Requirements for each
scholarship are listed in each
folder.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
A resume is included in a
folder that needs revisions
to be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean and
professional.
The writing needs revisions
with some errors in
grammar or mechanics.
The second essay aligns well to
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Three recommendation letters are
included.
A resume is included in a folder
that appropriately highlights the
student’s academic career for
scholarship consideration.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
The writing is exemplary with no
errors in grammar or mechanics.
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Peer Review for Essay
Writer: ___________________________________________________________________________________
Peer Reviewer: ____________________________________________________________________________
Essay Prompt: _____________________________________________________________________________
Scholarship Organization: ____________________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals of
the scholarship organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain correct
writing grammar and
mechanics?
Is the essay unique and
memorable?
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