Apparel Design 1 Curriculum Notebook.docx

Apparel Design and Production 1 Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4 Reading standards for literacy in technical subjects ............................................................................. Page 13 Writing standards for literacy in technical subjects .............................................................................. Page 15
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 18
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 19
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 20
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 24
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Skill Certificate Test Points by Strand .................................................................................................... Page 25 Ethics ..................................................................................................................................................... Page 26
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 28 MTSS...................................................................................................................................................... Page 30
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 32
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 36
Glossary
Terms and acronyms used in this document ........................................................................................ Page 37
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
STRAND 1 Students will identify careers and products in the apparel design and production industry.
Standard 1
Identify soft goods (i.e., products made with textile and fabrics) in the apparel design and production industry. Examples: Clothing, bags, linens, home furnishings.
• Identify design and career opportunities in the apparel design and production industry (e.g., textile designing, fabrication, pattern drafting)
STRAND 2 Students will be able to recognize basic sewing equipment
Standard 1
Identify sewing machine parts and their function, safety, and maintenance.
• Identify the stitch plate, feed dogs, presser foot, bobbin case, spool pin, upper thread
tension, presser foot lever/lifter, thread take-up lever, foot pedal, hand wheel, stitch
length control, and stitch width control.
• Demonstrate how to thread the sewing machine, how to replace a needle, and how to
turn the hand wheel when sewing.
• Identify basic problems encountered when sewing (e.g., thread jam, dull/broken needle,
incorrect stitch formation). For example, if the thread take-up lever is not threaded it will cause loops on the wrong side of the fabric. Recognize that most sewing machine problems result from improper threading and poor quality thread.
• Identify what a correct stitch looks like and how it is formed (i.e., sewing machine forms a stitch when the upper and bobbin threads interlock).
• Explain causes of and solutions to common sewing machine malfunctions, such as skipped stitches (threaded wrong, bad needle, wrong needle being used), lint removal, noisy sewing machine (bad needle, needs to be oiled, threaded problems), puckered seams (check tension, threading), snagged fabric (tension and needle), tension, and looped thread.
• Identify needle types (e.g., universal, sharp, stretch).
• Follow the machine manual to clean the machine and remove the lint regularly.
• Identify safe sewing procedures (e.g., keep fingers a safe distance from needle, maintain
correct foot pedal placement).
Standard 2
Identify sewing tools, their function, and maintenance and safety procedures associated with each, including seam ripper, straight pins, shears/scissors, rotary cutter and mat, seam gauge, tape measure, iron, pressing cloth, marking tools, and transparent rulers.
Standard 3
Identify the serger and its function.
• Discuss the advantages of the serger (e.g., cuts excess fabric, sews, and finishes edges).
• Practice operating the serger.
• Discuss safety and maintenance of a serger (e.g., always leave the presser foot down; do
not serge over pins, zippers, or excessive bulk)
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STRAND 3 Students will identify and analyze the characteristics and care of specific textiles.
Standard 1
• Identify the basic fibers, characteristics, use and care of textiles. Recognize that fiber content establishes many of the characteristics of a specific fabric.
• Identify natural fibers (e.g., cotton, linen, silk, wool) and their characteristics.
• General characteristics: come from plants and animals, moisture absorbent, more
expensive
• Cotton: absorbent, comfortable, durable, wrinkles, shrinks, easy to launder, plant source
• Linen: absorbent, natural luster, quick drying, wrinkles, frays, little stretch, plant source
(flax)
• Silk: animal source (silk worm cocoon), absorbent, natural luster, insulating, strong,
resilient, dyes well, expensive, degrades and yellows from age and sunlight.
• Wool: animal source (fur), absorbent, strong, elastic, shrinks when laundered
improperly, wrinkle resistant, warm
• Identify manmade fibers (e.g., nylon, polyester, acrylic, rayon, spandex, acetate) and
their characteristics.
• General characteristics: made from chemical compounds, heat sensitive/will melt, less
to not at all absorbent, less expensive
• Nylon: strong, elastic, water repellent, colorfast, frays easily
• Polyester: good shape retention, easy to launder, wrinkle resistant, colorfast, blends
well with other fibers, retains oily stains
• Acrylic: resembles wool, soft, warm, nonabsorbent, pills, heat sensitive, can shrink or
stretch
• Rayon: soft and comfortable, drapes beautifully, blends well with other fibers, shrinks,
poor shape retention, wrinkles, dyes well
• Spandex: very elastic, adds stretch when blended with other fibers, requires stretch
stitching techniques, shrinks
• Acetate: high luster, drapes well, loses shape, wrinkles
• Identify iron temperature settings according to fiber content (high heat: cotton, linen;
low heat: nylon, spandex
• Identify advantages of blended fibers used in fabrics (i.e., they combine the best
characteristics of two or more fibers).
• Identify various stain removal techniques (e.g., grass, blood, chocolate, make-up, ball-
point pen, etc.). Recognize that stains set by heat and time.
o Grass: rub detergent into area, let stand, launder
o Blood: soak in cold water for at least 30 min, pre-treat if stain is still there,
launder
o Chocolate: scrape off remaining, soak in cold water. Pre-treat any remaining
stain, launder.
o Make-up: rub detergent into are or use a pre wash stain remover, launder
o Ball-point pen: spray with hairspray, let sit, blot stain with paper towel; or rub
detergent into spot, then launder.
o Select correct laundering procedures for pre-wash and clothing care based on
clothing care labels and end of the bolt.
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Standard 2
Discuss how selection of a fabric affects project construction.
• Identify the terminology of woven fabrics (e.g., warp/lengthwise, weft/crosswise, bias,
selvage, straight of grain/lengthwise, and cut/raw edge), and understand that grain is determined by the position of the yarns and fibers in the fabric. Warp/lengthwise grain: grainline that is parallel for the selvage Weft/crosswise grain: grainline that runs form selvage to selvage; perpendicular to the selvage
Bias: 45-degree angle; has a lot of stretch
Selvage: tightly woven finished edge of fabric formed by the crosswise yarns
Straight of grain/lengthwise: commonly referred to as straight of grain on commercial patterns; runs parallel to the selvage
Cut/raw edge: usually runs across the fabric from selvage to selvage
• Identify the characteristics of woven, knit (looping yarns), and non-woven/felted fabrics.
• Woven: warp and weft yarns are interlaced at a 90-degree angle, no to limited elasticity
• Knit: made by looping yarns together, medium to high elasticity
• Non-woven/felted: fibers are pressed together with heat, moisture, pressure
• Identify the correct fabric for a project.
• Identify specific fabrics (e.g., denim, flannel, canvas, calico, satin, rib knit, single knit,
polar fleece, sweatshirt fleece, felt).
• Denim: twill weave made of single hard-twisted yarns with colored warp and white or
undyed fill
• Flannel: woven fabric made of cotton where the surface has been slightly brushed
created a soft-napped fabric
• Canvas: extremely durable plain woven fabric
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• Calico: traditionally referred to a plain-weave cotton cloth originating in Calicut, India; today most often applied to a cotton or cotton/polyester fabric roller-printed with small-scale design, usually floral
• Satin: recognized by its smooth, lustrous surface and woven with long, floating yarns in the warp; silk, polyester, acetate and rayon are common fabrications
• Rib knit: double knit fabric where the rib wales alternate on the face and back of the fabric
• Single knit: plain stitches on the face of the fabric and purl stitches on the back; can be lightweight to heavy, and made in a variety of fibers, wool, cotton, silk, nylon or blends
• Polar fleece: soft napped insulating fabric made from polyester
• Sweatshirt fleece: type of jersey fabric with plain knit stiches on the front and purl knit
stitches on the back; stretch factor makes it popularFelt: non-woven fabric that comes in varying qualities; wool variety is made by using heat, moisture and agitation, but can also be made by pounding and compressing cotton, polyester or rayon fibers
STRAND 4 Students will use pattern envelope and guide sheet/instructions for pre- construction skills at the introductory level.
Standard 1
Identify the information found on a commercial pattern envelope and pattern guide sheet.
• Identify important information on the pattern envelope (e.g., body measurements help you make sure you have selected the right pattern size for your body), suggested fabrics (fabric weight, design and hand affect the way a garment looks and fits). The pattern envelope tellswhat fabrics are appropriate for the garment being made), notions (refers to all the supplies that will be needed to complete a project (e.g., elastic, thread, buttons, bias tape, zippers, trims), yardage requirements (a chart on the pattern envelope tells you how much fabric is needed to make the garment), and finished garment measurements (certain finished garment measurements will be listed). You may be able to find out the length of a skirt or width of a pant leg to help you visualize how the finished garment will look and decide whether you need to alter a pattern for a better fit.
• Identify important information found on the guide sheet, such as pattern pieces (i.e., line sketches of each pattern piece used in the garment are arranged and numbered for easier reference), layout diagrams (follow these diagrams to cut the garment from the amount of fabric listed on the envelope), sewing instructions (which you should read through fully before starting, noting where steps are shared between several garment views and highlighting any potentially confusing steps), general directions (for help in interpreting the symbols and terms found on the guide sheet and pattern tissue) and seam allowances (identified in the general directions).
• Determine pattern size based on body measurements and finished garment measurements. Note that correct pattern size is almost never the same as ready-to- wear sizing, and choose a pattern size closest to your body measurements. (You must also take in to account any ease—added room beyond the body measurements— included in the garment’s design.) When choosing a blouse, dress or jacket pattern, look at the bust/chest measurement; when choosing pants and skirt patterns, compare the waist and hip measurements. Select a pattern to fit the hips and plan to adjust the waist to fit.
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Standard 2
Prepare pattern for layout and cutting.
• Identify pattern tissue terminology/symbols (e.g., straight of grain arrows, place on fold
line, pattern markings, buttons and buttonholes, notches, sizing lines, adjustment lines).
• Complete necessary pattern alterations (length or width). o Pattern alteration basics:
§ Use the pattern adjustment lines on the pattern pieces which indicate the correct area to make an adjustment.
§ You must make the same length adjustments to adjacent pattern pieces (such as front and back).
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§ If you are adding length or width to the pattern, cut along the length adjustment line and place tissue paper or pattern paper under the pattern. Tape the pattern to the paper to fill in the gap caused by the addition.
§ Remember that each front or back pattern piece actually represents a quarter of your body.
§ After you make an alteration, “true” the cutting line (redraw the line to smooth any uneven jogs created by your alteration). Use a ruler or curve to guide the new line.
§ If you are making multiple alterations, adjust the length first. • Length:
o Use printed length adjustment lines on the pattern to lengthen or shorten. If here are two adjustment lines within the body area, divide the total adjustment between the two lines. If you are making a dress, determine whether you need to make your adjustment in the back-waist length or in the waist-to-hem length and use the appropriate adjustment line.
o To shorten, make a pleat in the pattern tissue at the adjustment line half the desired amount. True the cutting lines and the dart markings. For straight styles, cut away the excess pattern tissue at the hem, following the shape of the pattern; however, leave enough for a hem or last minute length change
o To lengthen, cut along the adjustment line and spread the pattern tissue the desired amount. Be sure to spread evenly and tape a piece of tissue paper in the opening. True the cutting lines. For straight styles, add length at the hem by aping tissue paper to the lower edge and drawing a new cutting line. Keep the original hem shape and extend the cutting lines on the side to the new bottom edge.
• Width:
o Simple adjustments of girth, at the waist, hip or around the torso can be made at
the side seams or in the middle of a pattern piece. If the adjustment is larger than 2 inches you may need to make a more involved alteration. For tops with sleeves, adjustments at the side seams require that the sleeves be altered too.
o Pants: To adjust pants at the hip, simply add or subtract near the side seam, as shown. Use a curved ruler as a guide when you redraw the cutting line. Adjustments at the waistline are made similarly, with the side seam gradually straightening as it nears the waist.
o Bodices: Blouses, tops, and jackets can be made wider or narrower by tucking or adding vertically from the shoulder seamline to the hem. This alteration can accommodate an increase or decrease up to 2 inches. On the pattern front and back, draw a line parallel to the grainline from the mid-point.
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Standard 3
Demonstrate correct placement of pattern pieces on the fabric.
• Press and straighten grain, if necessary. A fabric does not hang properly if the fabric is
off grain. (One way to straighten grain is by holding the fabric at its opposite corners and stretching it away from the center.) Preshrink the fabric first, then try straightening the grain, and finally press the fabric. Avoid using off-grain fabrics for garments; they may be suitable for patchwork or smaller projects.
• Check for directional print (i.e., fabric pattern that goes in one direction and has a definite top and bottom) and nap layout. A fabric with a nap, pile, or directional print needs a one-way layout (i.e., when all the pattern pieces must be placed with their upper edges in the same direction).
• Choose correct layout from the pattern guide sheet. The fabric is usually folded lengthwise for cutting. The pattern instructions provide suggested layouts for different fabric width and are intended to make the most economical use of fabric. Sometimes fabrics with asymmetrical prints or weaves need to be cut out in a single layer. When cutting singly, flip over some pattern pieces for their second cutting to create both a left and right half. A crosswise layout is often needed for wide pieces and sometimes a layout shows a double fold, in which both selvages are brought to the center. Fold fabrics with right sides out to view the designs on the fabric.
Standard 4
Correctly position, pin and cut out the fabric pieces.
• Check straight of grain arrows and place on fold pattern symbols. The grainline on each
pattern piece should be aligned with the lengthwise grain of the fabric, unless indicated
otherwise.
• Use correct spacing and positioning of pins (pin perpendicular to pattern edge, inside
cutting line). Make sure pin points do not cross the cutting line. Place pins closer
together on curves to secure the fabric.
• Select and use appropriate cutting tools. Use shears to cut out fabric. Right-handed
sewers hold down pattern with left hand, and left handed sewers, the opposite. Hold scissors perpendicular to the cutting surface. Keep scissor blade in contact with table surface slide it along as you cut.
• Cut notches. Snip about 1/4” long, into the seam allowance at the notch position. This method works best of garments with 5/8” seam allowance and fabric that doesn’t ravel easily. You can also mirror image the notch outside of the cutting line.
• Keep pattern pieces flat as flat as possible, cutting around the pattern piece rather than moving it.
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Standard 5
Transfer pattern markings before removing pattern pieces from fabric. Transfer fit-related and construction markings (i.e., fold lines, buttonhole and pattern markings).
• Select and use appropriate marking tool for fabric mark on the wrong side of the fabric (marking pen/pencil).
• Air soluble pens disappear with exposure to air within a few days.
• Water soluble pen markings disappear by applying a damp cloth to the fabric.
• Chalk makes a nice straight line and is easily removed.
• For tracing wheel and paper, choose the lightest color paper that is visible on the fabric.
Position colored side of paper on wrong side of fabric or between two fabric layers. Roll
tracing wheel over pattern marking, use a ruler for long straight lines.
• Insert straight pins vertically through the pattern tissue and fabric at the markings and
the mark the fabric on the wrong side at the pin location
STRAND 5 Students will utilize construction techniques at the introductory level using basic construction skills.
Standard 1
Explain and be able to demonstrate the following construction terms: basting stitch, back stitch, pivot, trimming, reinforce stitch, top stitch, right sides together.
• Basting stitch: Set the machine for the longest stitch possible; no backstitching; baste within the seam allowance, close to but not on the seamline.
• Back stitch: Stitching a short distance to reinforce stitching in a seam. If available, you may use your machine’s “fix” function to lock the stitches at the beginning and end of the seam.
• Pivot: Stitch to the corner marking. Leave the needle in the fabric and lift the presser foot. Pivot the fabric. Lower the presser foot and continue stitching.
• Trimming: Trimming means to cut off part of the seam allowance to reduce bulk. Trim away 3/8 of an inch of fabric along the full length of the seam. This will leave a 1⁄4-inch seam allowance. Corners of garment pieces are trimmed by cutting diagonally across the corner. Be careful not to cut through the stitching.
• Reinforce stitch: Smaller length stitching that make a seam stronger (12-14) stitches per inch). Reinforcement stitching is used in places like crotches and corners. A second row of stitching to make a seam stronger. This type of reinforcement stitching is used in places like armholes.
• Top stitch: Topstitching is a row of evenly spaced straight stitches visible on the right side of a garment, typically aligned parallel to an edge or a seam. Two functions are to anchor layers of fabric together, and to accent an edge as a finishing detail.
• Right sides together (RST): Fabrics are placed right sides together when sewing a seam allowance.
Standard 2
Examine and select correct thread for apparel design and accessory projects.
• Standard thread is “all purpose.”
• Quality thread prevents stitching problems
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Standard 3
Identify and construct standard seam allowances and seam finishes.
• Seam allowance is the area between the cut edge of the fabric to the stitching line.
• Standard seam allowance for commercial pattern is 5/8 inch.
• Identify 1/4 (approx. the edge of the presser foot), 3/8, 1/2, 5/8, and 3/4-inch seam
allowance guidelines on the needle stitch plate.
• A seam finish is applied to the raw fabric edges, used to prevent raveling/fraying,
improves product quality and durability.
• Identify terms: clean finished, zigzagged, and serged.
• Clean Finish: turn under 1/4” toward the wrong side of fabric
• Zigzagged: zigzag stitch on the outer edge of fabric
• Serged: use an overcast/serger to finish the outer edge of fabric
Standard 4
Press garment correctly.
• Press as you sew (never sew over a seam that hasn’t been pressed).
• Pressing is an up-and-down motion; ironing is a sliding motion.
• Use correct temperature for fabric/fiber content.
• Use steam/moisture if appropriate.
• Use pressing cloth to prevent scorching and/or shine marks.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of
Student Reading
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and
confidence because a majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meantto complement the specific content demands of the disciplines, not replace them.
Range of Reading and Level of Text Complexity
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Reading Standards for Literacy in RST Science and Technical Subjects Grades 9-10
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to precise details of explanations or descriptions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; attending to special cases or exceptions defined in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
5. Analyze how the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas
7. Translatequantitativeortechnicalinformationexpressedinwordsinatext into visual form (e.g., a table, or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
8. Assesstheextenttowhichthereasoningandevidenceinatextsupportthe author’s claim or a recommendation for solving a scientific or technical problem.
9. Compareandcontrastfindingsrepresentedinatexttothosefromother sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity
10.By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended me frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
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Writing Standards for Literacy in
History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information
so to make important connections and distinctions; including formatting (e.g., heading), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Usepreciselanguage,domain-specificvocabularytomanagethe complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
3. Not applicable as a separate requirement (Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and
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informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
1. Identify careers and products in the apparel design and production industry
2. Recognize basic sewing equipment
3. Identify and analyze the characteristics and care of specific textiles
4. Use a pattern envelope and guide sheet/instructions for pre-construction skills at the
introductory level
5. Utilize construction techniques at the introductory level to construct clothing
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
Strand 1
http://artbistro.monster.com/benefits/articles/11905-top-fashion-industry-job-descriptions- and-trends
http://fidm.edu/en/majors/apparel+industry+management/careers/ http://stylecaster.com/jobsguide-different-jobs-in-industry/ http://www.twu.edu/downloads/fashion/Careers_in_the_Fashion_Industry.pdf Strand 2
https://www.youtube.com/watch?v=ML8CMNzW6Tg
http://www.schmetzneedles.com/all-about-needles/#sthash.bKPVwTbo.dpbs
http://www.makeit-loveit.com/2011/02/using-serger.html
Strand 3
http://www.teonline.com/knowledge-centre/technical-tests-fiber-identification.html http://www.fabriclink.com/University/Char.cfm
http://www.cottoninc.com http://www.cleaninginstitute.org/clean_living/stain_removal_chart.aspx http://www.textileaffairs.com/docs/lguide.pdf http://www.textileaffairs.com/docs%5Ccommon-050608.pdf http://www.fabriclink.com/Care/CLabel.cfm http://www.powersewing.com/2009/07/fabric-photo- dictionary/
Strand 4
http://thesewingloftblog.com/understanding-pattern-markings/
Threads Sewing Guide (ISBN 978-1-60085-144-5), pp.92-95.
https://www.namedclothing.com/pattern-alterations
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Apparel Design and Production 1 Schedule Spring 2017
Day
Content
Assignments Due
Day 1 – 1/18
Get to Know You – Greet each student at the door and introduce myself, set up morning routines like asking a question/bell quizzes. Play dough sculptures, Marshmallow challenge or pipe cleaner challenge.
Day 2 – 1/20
Stations – disclosure, goals, class rules, step one, conversation jenga, meet the teacher, classroom scavenger hunt, metaphors for me – pinterest.
Day 3 – 1/24
All about the sewing machine – pgs 5-6
Rules – pg. 7
Troubleshooting, cleaning and maintenance – pg. 8
Disclosure due
Day 4 – 1/26
Pins and Needles – pg. 9 Sewing Equipment – pgs 10-11 Threading the machine
Threading the machine check-off
Day 5 – 1/30
Sergers
Begin pin-cushion project
Unit 1 due
Day 6 – 2/1
Pin Cushions
Pin Cushions Due
Day 7 – 2/3
Measurement – pgs 23-24
Seam Allowances – pg. 25 Pressing and Ironing – pgs 26-27
Day 8 – 2/7
Begin Samples Samples 1-3
Unit 2 due
Day 9 – 2/9
Samples 4-6
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Day 10 - 2/13
Samples 7-9
**Drawstring Backpack materials due (1 yard woven fabric and 2 buttons)**
Day 11 – 2/15
Samples 10-11
Day 12 – 2/17
Samples 12-13
Samples Due
Day 13 – 2/22
Drawstring Backpack
Day 14 – 2/24
Drawstring Backpack
Day 15 – 3/1
Drawstring Backpack
Day 16 – 3/3
Drawstring Backpack
Day 17 – 3/7
Drawstring Backpack
Drawstring Backpack due
Day 18 – 3/9
Apparel Design Careers
Day 19 – 3/13
Fibers and Fabric file
Apparel Design career Report Due
Day 20 – 3/15
Weaves, woven fabric terminology, knits, non-woven/felted and stain removal
Pajama pants materials due Unit 4 due
Day 21 – 3/17
Fabric Grain, Vanity sizing, Measuring the body
Day 22 – 3/21
Reading a Pattern Envelope, Using your PJ pattern, Pattern symbols
Day 23 – 3/23
End of 3rd term
Pattern Layout, Information to know Begin cutting out pattern pieces
Unit 5 due
Day 24 – 3/28
Pajama Pants
Project of Choice 1 approval due
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Day 25 – 3/30
Pajama Pants
Day 26 – 4/10
Pajama Pants
Project of choice 1 materials due
Day 27 – 4/12
Pajama Pants
Day 28 – 4/14
Pajama Pants
Day 29 – 4/18
Pajama Pants
Pajama pants due
Day 30 – 4/20
Project of choice 1
Project of choice 2 approval due
Day 31 – 4/24
Project of choice 1
Day 32 – 4/26
Project of choice 1
Day 33 – 4/28
Project of choice 1
Day 34 – 5/2
Project of choice 1
Project of Choice 1 Due
Day 35 – 5/4
State Test Review
Day 36 – 5/8
State Test Review
Project of choice 2 materials due
Day 37 – 5/10
State Test
Day 38 – 5/12
Project of Choice 2
Day 39 – 5/16
Project of choice 2
Day 40 – 5/18
Project of choice 2
Day 41 – 5/22
Project of choice 2
Day 42 – 5/24
Project of choice 2
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Day 43 – 5/26
Finish up Project of choice 2 Last Day to Sew!!!
Project of choice 2 due
Day 44 – 5/31
Last day of Semester
Clean out supplies, Celebrate completing Apparel Design and Production 1
Bring a sack to take home supplies
**ALL AND ANY ASSIGNMENTS DUE**
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Skill Certificate Test Points by Strand
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Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
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MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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