top of page

Direct Instruction: Lecture

  • Sewing Letter Review

  • Sewing Notions Game

  • Safety in the Lab

Direct Instruction: Model

  • All Basic Skills and Demonstrations

Cooperative Instruction: Discussion & Games

  • Sewing Notions

  • Safety in the Lab

Guided Instruction: Guided Practice

  • All Basic Skills

Independent Learning: Independent Practice

  • Project Construction (minimal intervention usually required)

Evaluation

  • Lab Safety

  • Basic Skills & Notions

  • Project

Instruction & Management Plan

Unit Notes

​

Unit Sequence

​

Intro. to FACS Unit Sequence​

  1. Sewing Letter (Day 0)

  2. Pre-test: Sewing Notions (Day 1)

  3. Safety in the Lab 

    1. Instruction​ (Day 1)

    2. Safety Test (Day 2)

  4. Decorate Pillow (Day 2)​

  5. Basic Skills

    1. Sewing Machine Parts (Day 3)

    2. Threading the upper part of the sewing machine (Day 3)

    3. Winding the bobbin (Day 4)

      1. Practice on Paper (Day 4-5)​

    4. Threading the lower part of the sewing machine (Day 5)

    5. Basic Stitches (Day 5-8)

  6. Construction (Day 9-13)

    1. Demo Pivot Stitch (Day 9)

    2. Demo Hand Stitch and Stuffing Pillow (Day 11)​

 

Final Project:

Simple Pillow from Haan Craft Company​

​

Average Experience Level:
Novice

Unit Sequence

      The unit sequence provided students the instruction, modeling, practice, and demonstration of skills required for their final unit project.  

      The pretest was used to "hook" students with some humor, and that fact they already knew some of the tools that are used in sewing.  We began to move toward expanding that knowledge and use the vocabulary often as part of our common language in the lab.  

      Each skill was first modeled, and then students were given the opportunity to practice and then demonstrate their abilities to the teachers.  Having the students practice with assistance when requested, helped them to not be intimidated by using an unfamiliar machine.  Ultimately they learned the skills they needed to create a craft they took home. 

Three Classes

      There are three different levels of classes in Family and Consumer Sciences. As such, the dates the classes occurred were different for each class but the sequence of the unit remained relatively the same.  Each level took a different amount of time based on any previous experience, and the difficulty level of the projects.

      It is important to note that students are not required to take Intro before FACS I, nor FACS I before FACS II.

      All classes are about 55 minutes long and meet everyday for one semester.  

​

Sign-up and Wait

      There were two instructors for each class of 24-30 students.  To help provide the very individual assistance to each student, the teachers posted a sign-up sheet.  If a student needed help and were "stuck" they were instructed to practice stitching without any thread on paper to get more comfortable using the machine.

      As students became more comfortable using the machine, they were able to construct small items from scrap fabric.   The even more advanced students made a cube to practice working on three-dimensional objects!  This was a great way to practice while they waited!

Unit Notes

Differentiation

      Some students required more assistance than others, and we made accommodations for them as best as we could.  Some students had a difficult time with taking the quiz, but when asked the questions verbally, they did fine.  A couple of students required a teacher to sit with them to guide the fabric while the student pressed on the peddle.  As long as the student was giving their best effort, they were given credit.

      It was very fortunate to have two instructors during this block of instruction, otherwise it would have been difficult to provide such individualized attention to the students who needed it.

​

Unit Cohesiveness

      The different lessons relied on information and the ability to use the skills from the previous lessons.  If a student was absent for one of the lessons, we had to go back over that particular skill with that student so they wouldn't be left behind.

FACS I Unit Sequence​

  1. Sewing Letter (Day 0)

  2. Pre-test: Sewing Notions (Day 1)

  3. Safety in the Lab 

    1. Instruction​ (Day 1)

    2. Safety Test (Day 1)

  4. Basic Skills

    1. Sewing Machine Parts (Day 2)

    2. Threading the upper part of the sewing machine (Day 2)

    3. Winding the bobbin (Day 3)

    4. Threading the lower part of the sewing machine (Day 4)

      1. Sew on Paper (Day 4-7)​

    5. Basic Stitches (Day 5-8)

  5. Project Preparation (Day 6-7)

  6. Demo Pivot Stitch (Day 7)

  7. Construction (Day 8-11)

    1. Demo Hand Stitch (Day 9)​

​​

Final Project:​

Pillow from Personal Fabric

​

Average Experience Level:

Novice-Advanced Beginner

FACS II Unit Sequence​

  1. Sewing Letter and Order Kits (Day 0)

  2. Safety in the Lab 

    1. Instruction​ (Day 1)

    2. Safety Test (Day 1)

  3. Basic Skills

    1. Sewing Machine Parts (Day 2)

    2. Sewing Notions (Day 2)

    3. Threading the upper part of the sewing machine (Day 2)

    4. Winding the bobbin (Day 3)

    5. Threading the lower part of the sewing machine (Day 4)

      1. Practice on paper (Day 4-)​

    6. Basic Stitches (Day 5-6)

  4. Sewing Kit Project Introduction (Day 7)

  5. Practice on Machines (Day 8)

    1. Make a Pillow or Cube (Day 8)​

  6. Hand out Project and Preparation (Day 9-10)

  7. Construction (Day 11-21)

​​

Final Project:​

Student-Selected Sewing Project from Haan Craft Company

​

Average Experience Level:

Advance Beginner-Competent

Teaching Techniques

​

Unit Lesson Plan
Literacy, Numeracy, & Technology

Literacy

      Technical verbiage was prevalent throughout this unit.  Students were introduced to, and then were expected to know and use the appropriate terminology of the machine, notions, and actions.  Using the correct words gave students the opportunity to practice a type of professional-speak based on sewing and manufacturing.

      Real life skills were practiced throughout this unit, even though we did not place special emphasis on this aspect of the unit.  The skills were merely part of the expectations we set forth from the beginning of the unit.

      The FACS II class was even more involved with literacy in following the explicit directions in constructing their kits.  Students are required to follow their directions step-by-step with a high amount of independence.  Sometimes students make mistakes in reading their directions, periodically requiring the students to re-do some of their work.  A couple of students had to completely re-work their project.  One un-doing and re-doing almost half of her project, and the other having to switch to another project completely.

      Teach support was high for each of these students, as they showed the determination to continue in completing their projects no matter what!    

​

Numeracy

      All classes had to use their basic understanding of fractions in order to have the correct seam width which is evaluated in class.  The throat plate on the sewing machines in the class are marked at 1/8th inch increments.  The requirement for the basic skills assessment is to understand where a 1/2 inch and 5/8th inch are located on the throat plate.  

      Using these basic measurements is a way to apply information they receive in their math classes, and makes math more relevant.  Measurements are also included on the project because students have to make a 1/4 inch seam around their pillows and most of the other projects.   

      FACS I classes had a deeper involvement with numeracy standards because they were required to purchase their own fabric.  During class we discussed how fabric is purchased, and about how much fabric students would need to make the smaller pillow, as well as how much stuffing students would also need to buy.

​

Technology

      Students were introduced to the modern sewing machine during this unit.  They had to learn some of the basic parts of the machine, as well as safe and appropriate ways to use the machine.  

      Though the sewing machine may not be considered very "high tech" compared to machines like a 3-D printer, or a Virtual Reality headset, the sewing machine is still a piece of equipment that requires training to use.  This unit afford students the opportunity to learn and use this type of technology.  One student even took a slow-motion video of how a sewing machine works, and it was quite fascinating!

     Other technology was also used with the pre-test on sewing notions.  During the quiz, students were able to login with their personal devices or on school laptops to participate in the online platform. 

​

Post-secondary Workforce Readiness

      While not necessarily part of the middle school curriculum standards, Post-secondary Workforce Readiness Alignments were addressed during this unit.

      It wasn't enough to just do "the work", but students had to come prepared, and willing to complete all the tasks within a given time schedule.  There was some time outside of class that was allotted for students who couldn't complete everything in class.  Those who showed up after school showed great effort.

      Different aspects of good work ethic was evaluated on the project rubrics.

​

Lesson Plans

​

Instructional Techniques

Parallel Teaching

One Teach, One Observe

Co-Teaching Model Techniques

Literacy, Numeracy, and Technology

​

Notes
Plance
Techniques
LitNum
Seq

Here is the Unit Lesson Plan for the Introduction to FACS class.  The class has 6th and 7th graders and includes an English Language Learner.

  • Here is the letter that we sent home with the students providing information for their parents.

  • Here is a link to the Kahoot! questions (found under Assessments).

  • Check out an example of the stitching students have to complete before starting their projects.

bottom of page