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Personal Appearance

Layered Curriculum

Marth Vincent Region VIII

Education Service Center

Mt. Pleasant Texas

Lesson Level Functional Skills Level, Low Incidence Disabilities Population.

F.A.C.E.S Curriculum Guide Social Studies High School Level Lesson

- Page H-4 Teaching Activity 1. a. personal appearance

TEKS 115.4 [2.9] Objective: The student comprehends the skills necessary for building and maintaining healthy relationships.

Goal: A person's appearance is the first thing that most people notice and therefore, it is the first opportunity to make a favorable impression. The student needs to be able to learn that his or her dress, grooming and overall appearance are very specific communications of self concept and attitude. He or she also needs to understand there are certain situations that call for certain types of appearances and. When these expectations are not met, there can be consequences. Eg. Weather conditions.

Objectives: Student will identify areas of responsibility in personal appearance.

Students will identify appropriate and inappropriate dress, appearance.

Student is expected to choose appropriate garments for various social situations.

Student will be able to observe his or her own appearance and determine if acceptable.

Student will be able to observe the appearance of others to determine if acceptable.

Student is expected to choose and identify from pictures which examples of appearance are socially acceptable.

Length of unit

Timeline: One month of repeated presentations, Monday through Friday.

Note: Some populations will require more or some less.

'C' Layer

Key daily topics use prompts as needed, augmentative communication devices, one to one training and small group strategy teaching.

Daily one to one training [or small group training with higher level]:

Monday through Friday

Day 1 Introduction

1. Use student size clothes, include familiar and obvious eg. Jeans and a prom formal, present clothes and discuss where, and in what situation each article of clothing would be worn. [Make sure each physical example includes clothes, hairstyle and general grooming.

Day 2

2. Using adult size clothes and smaller children clothes show examples of inappropriate dress.

Day 3

3. Explain [and use clothing & picture examples of] times and places slouchy dress is acceptable. Explain [and use clothing & picture examples of] times and places for everyday clothes. Explain [and use clothing & picture examples of] times and places for formal attire.

Day 4

4. Discuss in what weather which pieces of clothing would be necessary for safety, comfort, and acceptable. Name/ label each article of clothing with a name card, include socks and foot coverings suitable to weather, and some sort of head covering.

Day 5

5. Explain [and use clothing & picture examples of] times and places slouchy dress is acceptable. Explain [and use clothing & picture examples of] times and places for everyday clothes. Explain [and use clothing & picture examples of] times and places for formal attire.

Assignment Choices: [some students require physical assistance here]

Each day present 2 activities to student for choice. Keep a checklist record of choice activities for each child and rotate activities so by Friday each student has done most activities.

Watch videotaped illustrations of presentable appearance, and unacceptable appearance. [These can be commercial or your taped videos of different people.]

Students create clothing 'ensembles' to dress paper dolls -student chooses articles of clothing to dress appropriately dressing paper dolls as examples and next communicates with teacher as to where their dolls might be going when dressed this way.

Language Master: students choose what to wear to one of these social events; a party, going to church, baseball game, school, add your own ideas. [ tape the clothing words on cards and attach pictures to lang. master cards.]

Match picture and words cards with set of Barbie dolls dressed for various occasions.

Choose and listen to a tape recorded story of dressing up for specific occasions, birthdays, church, dances, the movies, working on the farm, etc. [have 4 or 5 on tape.]

Match pictures of clothes to picture illustrations of categories, slouchy, dress up, everyday.

Sort clothes for washing, into whites, and colors piles, or into tops and bottoms piles, and name them as you sort.

Name label each article of clothing in the clothes basket with a name card, or picture.

'B' Layer

Note: Use prompting only if needed.

The way others dress

1. Teacher dresses differently each day, depicting different social and work situations.

Students guess/decide what activity the teacher is dressed for, where she is going, what she will do there.

2. Students go throughout the school building and take pictures of others students and adults. Then back in class print out or use on computer and critique dress of others and record if they were appropriately attired for school and work or their outfit was not appropriate for school or work. [Be sure to get PE coach and café workers]

3. Selecting clothes for another person. Students select an appropriate outfit for someone else, from a clothes basket collection, of like or similar colors, complementary colors, and colors they would like that other person to wear, to complete an outfit suitable to wear out to a social event. [Name/ID, colors and pieces of clothing]

4. The chosen partner student Dresses up using clothes outfit chosen, then asks another persons opinion, Am I dressed appropriately, what do you think?

'A' Layer Choose and modify according to student

Teacher: Use a digital camera to record student dress everyday for the previous week.

The way I dress.

1. Ask the student to look at what he or she is currently wearing.[today] Are you dressed well today?

Tell/show me two places it would be appropriate to wear this out fit. [some students will use pictures to communicate answers here.]

Where else could you wear this outfit?

2. Go to computer and show student their dress from the pictures you took everyday last week.

Ask the student if his or her grooming habits are sending a message to others-What message is it? Will they approve or disapprove when they see you? clean is good, dirty is unacceptable, include according to student dress; cleanliness, hairstyle, body piercing, tattoos, appropriateness of clothing. Did you look good that day?

Did you dress appropriately that day? Do you think others liked the way you dressed for school?

3. What if?

What would happen if you came to school naked?...you tore a big hole in your pants ? wore your Dad's coat to school?...and so on.

In place of Points Assignments:

Teacher observation of Student performance- task initiation, on task, task completion.

First-Then Strategy

First	Then

First we complete the work, then you receive your choice.[ choices here are from their individual motivation assessment list, separate from unit.]

Rubrics

Student specific all may be need to be individualized

Examples:

1. Picture check list, student checks off when task activity is completed.

2. File folder, cut in half, Name of student on front, with Velcro squares [on inside], each side to match # of activities choices. Folder has the pictures of assignment choices velcroed in on left side [which is beginning or start]. When the choice task is completed the student moves the picture from start-left side- to finished - which is the right side of the folder.

C Layer Rubric

And so on

A picture Rubric is recommended so all can use.

Establish a grade scale:

Introduce, [teaching],

In progress [learning] ,

Mastery [performance criteria met],

Maintain. [skill maintenance]

Grade Scale Student Checklist

Student:

Teacher/Trainer:

Date from___________to__________.

Lesson/Activity	Introduce	In Progress	Mastery	Maintain