Literacy in CTE Lesson Plan
Instructor: Jayne Vetter
Course Title:
Date: 6-29-12
Lesson Topic: Sewing Tools
Literacy Strategy/s: Cubing
Textiles
Reading Assignment: Textile Booklet, Sewing Tools
Performance
Objectives:
Standards:
After completion of the weeks lesson, students will be able to:
1. Use sewing tool correctly and safely.
2. Spell and pronounce the name of each sewing tool correctly.
CCSS (Reading) #3 Key Ideas & Details:
Correctly follow written instructions, procedures, and technical tasks even if they differ
from what I’m used to.
CCSS (Reading) #4 Craft and Structure:
I can decipher symbols and vocabulary as it applies to the text.
Assessment
Group Cubing Activity Worksheet
Materials:
1 Cube per group
Textbook
Cubing Activity Worksheet
Sewing Tools (Seam Ripper, Sewing Gauge, Safety Pin, Bobbin, Iron, Pins, Machine
Needle, Bent-Handled Shears, etc.)
Procedure:
Individual:
Read assigned article.
Fill out sewing tool worksheet in Textile Booklet.
Cubing encourages students to look at information in different ways and to use different
ways of thinking—critical thinking! Each group will be given a different sewing tool.
Groups:
Each student takes a turn rolling the cube and then answers the question, group discusses
and then student writes answer on group Cubing Worksheet.
Application of
Material:
Use all sewing tools correctly and safely throughout class/trimester on sewing
assignments.
Extension
Questions:
Accommodations
needed:
Do some tools have duel uses? What could you do if you didn’t have that tool ?
Extended time for students on individual plans.
Provide and example of sample cubing worksheet fill out.
Name ________________________________________
Date _______________ Per. ______
Cube It!_____________________________
Die Questions and How to Answer:
1. Describe it
What is it about? What is the importance, color, size, shape,
etc.?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________
2. Compare it
What is it similar to or different from?
________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
3. Associate it
What does it make you think of?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________
4. Analyze it
Tell how it is made or what it is composed of.
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________
5. Apply it
What can you do with it? How is it used?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________
6. Argue for or
against it
Take a stand and list reasons supporting its importance.
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________
EXAMPLE
Cube It! a Pencil
Die Questions and How to Answer:
1. Describe it
What is it about? What is the importance, color, size, shape,
etc.?
A pencil is a long, cylindrical (sometimes hexagonal), device used to write
on paper.
2. Compare it
What is it similar to or different from?
It is different than a pen because you can erase what you have written,
which you cannot do with most pens.
3. Associate it
What does it make you think of?
It makes me think of drawing because I like to draw with one. (It might make
you think of just about anything, such as standardized tests or
sharpening before class or your book bag. There is much room for
personal thought at this level of thinking.)
4. Analyze it
Tell how it is made or what it is composed of.
Pencils are generally made of wood surrounding and supporting a thin
piece of graphite, which is the substance that marks the paper. It usually
has a metal cylindrical clasp at the top, which holds an eraser.
5. Apply it
What can you do with it? How is it used?
It is used by rubbing the graphite tip onto a piece of paper… When an
error occurs, the pencil is inverted in the hand, and …
6. Argue for or
against it
Take a stand and list reasons supporting its importance.
An argument in favor of perncils is that they are efficient tools for the
taking of notes or writing a rough draft of something. It is easy to make
corrections if you make a mistake, simply by inverting the pencil and using
the attached eraser to rub out the error. They are also light weight and
convenient to carry. Arguments against pencils are that they frequeantly
need sharpening, the graphite tips break tooo easily, the graphite gets all
over my clothes, I always leave it at home, etc….
Note: To see this lesson in action, refer to the Literacy & Learning, Social Studies Grade 5 video lesson.
Lesson Plan for a 5th Grade Social Studies Class
Cubing Strategy
Objectives: The student will (to be completed by the classroom teacher)
Set Induction: The teacher tells the students that they are going to be interviewing
famous people from the Civil War days.
Activities:
1. The teacher explains that several of the students will be taking on the persona of
famous people from the Civil War. Other students will be playing the part of an
interviewer who will interview these Civil War personalities and others will become
directors, set designers, etc. The information will come from the students’ research
projects. Students are placed in small groups and assignments are made.
2.
The students are to create the set (backdrop) of the interview, write the scripts
and cue cards, practice the interview, and then video the final project to be
shown to the entire class.
Closure: Students present their videos to the class.
Evaluation suggestions: The final product can be assessed as well as the process for
completing the assignment. Feedback from the students in the form of discussions and
writing assignments with pre-assigned prompts will also help the teacher gain insight into
the success of the activity.
Other Applications: The cubing strategy can be applied as an individual writing activity or,
as in this example, a group activity. Students also may be given only one side of the cube to
examine or students can “roll” the cube to receive their assignments.
Describe It
Argue For/Against It
Apply It
Compare It
Associate It
Lesson Plan: Cubing
Topic: The Civil War
Analyze It
␣Literacy & Learning: Reading in the Content Areas •
29␣
Cube Pattern
Instructions:
Enlarge Cube pattern as desired.
Cut out.
Fold along dotted lines.
glue here
glue here
Describe
It
Apply
It
Compare Argue For/
It
Against It
Associate
It
Analyze
It
Transparency master or information sheet for Cubing
CUBING
★★★★★★★★★★★
Designed by G. E. Tompkins, 1990
Description: Cubing is a literacy strategy which uses a concrete visual of a
cube with its six sides to serve as a starting point for consideration of the multiple dimensions of topics within subject areas.
Application:
To introduce cubing, start with a familiar topic and model the
process. Then, assign more complex topics once students have a
grasp of how the process works. The students examine the topic
using the prompts from the six sides of the cube.
★ Describe it
If applicable, include color, shape, size.
How would you describe the issue/topic?
★␣ Compare it
What it is similar to or different from.
“It’s sort of like ______________________ .”
★␣ Associate it
What it makes you think of.
How does the topic connect to other issues/subjects?
★␣ Analyze it
Tell how it is made or what it is composed of.
How would you break the problem/issue into smaller
parts?
★␣ Apply it
Tell how it can be used.
How does it help you understand other topics/issues?
★␣ Argue for/against it
Take a stand and support it.
I am for this because __________________ .
This works because ___________________ .
I agree because ______________________ .