|Lesson Plan ID:
In this lesson, students will learn to incorporate elements and principles of hair design to enhance facial shapes. The students will be able to relate hairstyles and facial structures to provide optimal hair designs for males and females.
|HUM(9-12) Introduction to Cosmetology||2. Demonstrate teamwork and skills necessary for developing long-range goals and projects that impact the cosmetology industry. |
|HUM(9-12) Introduction to Cosmetology||6. Identify pioneers of modern cosmetology and their contributions to the industry. |
|HUM(9-12) Introduction to Cosmetology||9. Demonstrate effective communication skills while performing duties associated with cosmetology. |
|HUM(9-12) Introduction to Cosmetology||15. Apply techniques for hair shaping and design. |
|HUM(9-12) Introduction to Cosmetology||16. Demonstrate methods of haircutting, including clipper over comb, wet and dry, arching, scissor cut, and razor cut. |
|Primary Learning Objective(s):
The sudents will:
- Identify the implements, tools, and equipment for hair styling.
- Describe the importance of basic patterns pertain to haircutting.
- Demonstrate the safe and proper use of the various tools of haircutting.
- Demonstrate how to section hair for a haircut, including basic elevations, angles and guidelines.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Milady Standard Cosmetology Textbook
|Technology Resources Needed:
Laptop with Internet Access and LCD Projector
The teacher should have a mannequin sectioned before the class begins. The teacher should have all necessary materials and tools prepared so that the students will know how to set up. The students may need assistance sectioning the mannequins.
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Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: