Name: Grade/Subject: Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

130.283. (c) Knowledge and Skills
The student will have the academic knowledge and practical skills to simulated and actual work
situations. Student will explain the difference between shampoo to conditioner, student will execute a shampoo and
conditioner service on a client, and demonstrate how to appropriately drape for shampoo/conditioner service.

2. Deconstructing/Unpacking the TEKS: (C2)

Explain the difference between shampoo and conditioner

Execute shampoo/conditioner service on a client
Demonstrate how to appropriately drape for shampoo/conditioner service

3. SMART By the end of the lesson, students will be able to

Objective(s): (C3) 1. Discuss the uses and benefits of various types of shampoo
2. Discuss the uses and benefits of various types of conditioners·
Essential Question: 3. Demonstrate the appropriate draping for a basic shampoo and
conditioning service
4. Student will execute a shampoo and conditioner service on a client
What are the different benefits found between shampoo and conditioner?
Why is draping different for shampoo/conditioner service from a haircut?
How will proper draping impact your service?
4. Central Focus 1.Students will learn the different types of shampoo and how to choose the
(C4) correct shampoo to achieve the greatest benefit for each individual client.
How will this lesson link
with other lessons in the Different types of shampoo are: Clarifying shampoo · Dry shampoo · Color
unit? safe shampoo · Moisturizing shampoo · Deep-conditioning conditioner (hair
mask) · Leave-in conditioner · Volumizing shampoo/conditioner
Learning Targets
I CAN statements that 2. Students will learn about the different types of conditioners and have an
Clearly show alignment understanding of the benefits and compare shampoo’s benefits to the hair vs
with TEKS the benefits conditioner has on hair
3. Students will practice the draping technique on a mannequin or on a
partner. After proper draping has been established, students will prescribe the
correct shampoo and conditioner and practice the shampooing/conditioning
techniques on the same mannequin or a partner.

I can discuss the uses and benefits of various types of shampoo

I can discuss the uses and benefits of various types of conditioners.
I can demonstrate the appropriate draping for a basic shampoo and conditioner
service.
I can execute a shampoo and conditioner service on a client
5. Academic Language Language Function
(C5) Discuss, Demonstrate, and Execute

Academic language
represents the language Vocabulary
of the discipline that Benefits, Shampoo, Conditioner, Draping, and Client
students need to learn
and use to engage in the
content area in
meaningful ways. Discourse
Students will write the differences between shampoo and conditioner
There are 4 language
demands to consider as Students will write about the experience received after performing a shampoo service on
you require students to client
read, write, speak, listen,
demonstrate and perform.
Syntax
Students will demonstrate a shampoo service in the correct order. Starting with the first
thing to do, followed by, then, and finally.

6. Targeted Language Language Function

Supports (C5) Teacher will assist by listening and confirming content students discuss
The resources,
representations, and Vocabulary Strategies -
strategies you will 1. Repetitive exposure to words
provide to help students
understand, use, and 2. Word wall
practice the concepts and
language they need to Discourse strategies -
learn within the -Write: Direct instruction
discipline
-Talk: Classroom discussion
Site the researcher’s
name as you refer to the Syntax -
strategy. 1. Classroom discussion

2. Direct instruction

Making Content Comprehensible (R9)

1. Have specific vocabulary for lesson (ex: lavar, enjuagar, las diferencias entre shampoo y
acondicionador, consulta, etc)

2. Speak slowly and clearly. Speak both languages in classroom.

3. Label items in classroom and salon in Spanish

4. Have bilingual dictionaries

5. Arrange for student interaction

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Continually checking in with students to confirm that the difference in products is
Assessment(s) must be understood before moving on to the next assignment and allowing time for corrections from
aligned to the TEKS, students. Evaluating draping and give extra time for proper demonstration if needed.
and objectives.
Summative: Students will share their findings with the class on the difference and benefits
of shampoo vs conditioner

Assessment of your language demands:

Formative: Students will need to participate in using correct terminology and vocabulary
associated with this lesson during the duration of current lesson. Time allowed to make
corrections as needed from students. Checking for proper steps in shampoo service. Evaluating
service and allowing for additional time to make corrections if needed.

Summative: Students will use word wall for better understanding of assignment. Students
will use practical assignment steps to follow from milady cosmetology book and knowledge
received from teacher’s demonstration.

8. Hook (C7) Hook activity

Some people feel that washing their hair daily is the best option for maintaining clean hair.
Some people wash it every other day and think it’s ok not to wash hair daily. What are your
Closure (C7) thoughts? How often should hair be washed?

Closure Activity:
Student Assets (C7) Fishbowl: Please write down a question you know the answer to. When your question is asked,
you will give the answer.

Personal assets: Refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.
Cultural assets: Refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.
Community assets: Refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – I will read about Shampoo Service such as types of shampoo and steps to take for
Learning Task(s) service from Milady Cosmetology book and give deeper explanations of what content
(C9) means. Explain what vocabulary words mean to get them familiar with vocabulary. Once
our Theory part of lesson is over, we will continue our lesson in lab where I will
Be sure to include: demonstrate every step that needs to be taken to perform shampoo service.
How will students learn
and use academic WE DO – During theory, I will have students discuss with me what I have just read and I
language? will use vocabulary words during discussion and encourage them to do the same. In lab,
students will watch demonstration and then they will be guided to practice demonstration
by setting up and performing every step together.
Three higher order
thinking questions. YOU DO – Once students have received the amount of guided instruction to understand
content and practical service, students will be able to communicate with each other and
client using correct vocabulary and independently performing shampoo service.
Marzano Strategy
 Differentiation
o Second Language learners / Cultural Diversity:
Content is Spanish is available to meet the needs of students that only speak Spanish.
Spanish instruction given during demonstrations
o Gifted / advanced learners:
Advanced students will receive advanced content and given additional tasks to occupy
themselves with as other students are grasping content or finishing task.

Technology:
In my classroom Smart board will be used to show the whole class different ways to shampoo
hair

Marzano Strategy
Robert Marzano’s research on Think aloud will be one strategy I use in class to show my way of
thinking and also show how I connect new information with prior knowledge

Higher Order Thinking Questions

1. What would you choose to wash hair during shampoo service?
2. What would happen if you only shampoo hair once and not twice?
3. What actions would you take to perform a complete and thorough shampoo service?

Grouping / Partnering Technique:

Hattie’s research shows that getting students to work with each other helps them to achieve
better results. In my classroom I will practice the use of cooperative learning groups because as
per Hattie’s research, it adds value to whole class instruction and to individual work

Potential misconceptions and your plan to address it:

Being good is a matter of inborn talent rather than hard work.
I’m really good at multi-tasking, especially during lab demonstrations.

10. Resources and Resources needed (Teacher): Milady Cosmetology book, lesson plan, paper, pen/pencil,
materials needed (C9) highlighter, digital device, and word wall.

Resources needed (Student): Milady Cosmetology book, paper, pen/pencil, highlighter,

digital device, word wall,

Tools/Implements (Teacher and Students): Shampoo(variety), conditioner (variety),

butterfly clips, towels, chemical cape, marvecide, hand sanitizer, all-purpose comb,
detangling comb

Equipment (Teacher and Students): Shampoo bowl, mannequin, mannequin stand

(How might you differentiate materials and resources for learners with various needs?)
Resources available in Spanish.
Crossword puzzles available for special needs.
Mock products available to use.
 504 accommodations in classroom filing cabinet. Followed as stated.
(E7) Magnifiers can be used to read small print on shampoo/conditioner bottles

Use word wall to help with vocabulary as needed

SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom 1. Walking in to my classroom quietly and without talking to each other
Management Strategies 2. Work on DO NOW
(CBM5) 3. Take out materials needed for the day. Book, pencil, notebook, etc
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Reduce the amount from various to one type of shampoo
strategies and planned
supports, will you employ to 2. Use dry shampoo and comb through hair (no water)
meet the needs of each
student that has identified
3. Student can hand shampoo over and hold towels
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Give additional time as needed

2. Verbal answers, drawings, showing pictures found on the web are accepted

3. Assign student to work alongside another student, teacher, or paraprofessional

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Have specific vocabulary for lesson (ex: lavar, enjuagar, las diferencias entre shampoo y
acondicionador, consulta, etc)

2. Speak slowly and clearly. Speak both languages in classroom.

3. Label items in classroom and salon in Spanish

4. Have bilingual dictionaries

5. Arrange for student interaction