Lesson 5 Lesson Plan

Unit 1: Citizenship in Action Core LET 1

Chapter 1: Foundations of Army JROTC and Getting Involved

Lesson 5: Your Personal Appearance and Uniform Time: 180 minutes

Competency: Demonstrate proper cadet appearance

McRel Standards: LW7. Displays reliability and a basic work ethic, LW8. Operates effectively within organizations

Linked Program Outcomes: Maximize potential for success through learning and self-management [self management, study skills, personal success, life skills]

Lesson Question: How will proper uniform selection and insignia placement enhance your image and ability to be an outstanding cadet?

Thinking Processes

Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)

Describing Qualities - Bubble Map*

Comparing/Contrasting - Double Bubble Map* (Alt. – Venn Diagram)

Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)

Part-Whole - Brace Map*

Sequencing -Flow Map*

Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)

Seeing Analogies - Bridge Map*

* Thinking Map

Core Abilities Build your capacity for life-long learning

Communicate using verbal, non-verbal, visual, and written techniques

Take responsibility for your actions and choices

Do your share as a good citizen in your school, community, country, and the world

Treat self and others with respect

Apply critical thinking techniques

Multiple Intelligences

Bodily/Kinesthetic

Visual/Spatial

Logical/Mathematical

Verbal/Linguistic

Musical/Rhythmical

Naturalist

Interpersonal

Intrapersonal

Bloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Structured Reflection

Metacognition

What?So What?Now What?

Socratic Dialog

E-I-A-G

Authentic Assessment

Observation Checklist

Portfolio

Rubric

Test and Quizzes

Thinking Map®

Graphic Organizer

Notebook Entries

Logs

Performance

Project

Lesson Objectives

Identify components of a JROTC Class A, Class B, and Battle Dress Uniform JROTC Uniform

State the appropriate occasions for wearing each uniform

Identify factors important to personal appearance

Describe guidelines for proper personal appearance in uniform

Describe proper maintenance of uniforms

Describe the uniform-wearing guidelines

Demonstrate placement of uniform awards, insignias and decorations

Conduct a uniform pre-inspection

Prepare for uniform inspection

Define key words: align, Battle Dress uniforms, bisecting, Class A and B uniforms, Chevron, fads, ferrule,fitted, formal inspections, Garrison Cap, Gigline, hemmed, insignia, nap, non-subdued, precedence, preinspection,shoulder marks, sized, tarnish

Legend:

Indicates item is not used in lesson

Indicates item is used in lesson

Learning Materials: Student Learning Plan, Video 1, Student Text, Exercises 1 - 7, Answer Keys Exercises 1 - 3, Visuals 1-3, Your Appearance And Uniform Assessment Task, Thinking Map® samples, Graphic Organizer samples

Supplies: Chart Paper, Markers, Nametags Or Tape,

Lesson Preview/Setup:

Energizer – Cadets participate in activity to remember what the other cadet was wearing. Cadets create Circle Map to help define remembered attire.

1

Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 5: Your Personal Appearance and Uniform

Mannequins or Hangers, Insignia (Sufficient For Uniforms)

Resources: Cadet Notebook, LET DVD, Computer, Monitor, Classroom Performance System (CPS), Overhead Projector, Cadet Portfolio

McRel Standards: Grade-level benchmarks for the McRel Standards can be found in your JROTC Instructor’s Desk Reference.

Inquire – Cadets participate in a game that enhances the importance of properly placed components of a uniform. Cadet teams create Double Bubble Map comparing similarities and differences of JROTC uniforms to other types of uniforms. Cadets observe properly appearing and appointed uniforms and check what they know and need to learn about uniforms using Exercise 1.

Gather – Cadets view Video 1 to reinforce the importance of proper appearance as a cadet. Cadets reflection on their appearance and consider areas that require improvement and more knowledge. Cadets work in teams to jigsaw content from Lesson 5 of Chapter 1 in the student text. Cadets teach others about their assigned text portion using a visual tool. Cadets check their comprehension of material by completing Exercises 5, 6 and 7.

Process – Copy and distribute Exercises 2, 3 and 4. Provide Answers Keys for Exercises 2 and 3. Provide all uniform components for cadets to “dress” mannequins appropriately.

Apply – Copy and distribute Exercise 4 and the Personal Appearance and Uniform Assessment Task. Cadets use Exercise 4 to evaluate others’ uniforms and appearance.

Lesson PlanIcebreaker/Energizer:Direct Cadet Focus:

Ask cadets to think about those occasions when they failed to recognize when a close friend or family member changed their appearance.

Learning Activity:

1. Divide cadets into pairs.

2. Guide cadets to face each other and silently observe each other’s appearance for 30 seconds.

3. Lead cadets to turn back to back.

4. Instruct cadets to quickly change three things about their individual appearance. Examples: Button up a collar, remove an earring, untie a shoe, turn or take off a ring, put something in a pocket or remove something from a pocket, etc.

5. Instruct cadets to face each other and identify each other’s changes.

6. Select a few cadet pairs and create a Circle Map of what each cadet remembers about what the other had on to see if he or she can identify what is missing.

7. Remind cadets to record responses to reflection questions into their Cadet Notebook.

Reflection:

Use these questions as tools to focus cadet discussion, reflection, and note taking:

What causes us to not be observant?

What are the costs of not being observant?

Total Time: 15 minutes

Phase 1 -- Inquire:Setup:

1. Distribute Exercise 1: Uniform Matching.

Unit 1: Citizenship in Action 2


2. Display a sample Double Bubble Map.

3. Post J-R-O-T-C letter signs around the room for teams to use as “home” locations.

4. Write out nametags to correspond to each letter posted. Be sure to make enough tags for all cadets.

5. Prepare to display Visuals 1 - 3.

6. Arrange to have fully dressed mannequins or fully dressed cadets for cadet observations.

Direct Cadet Focus:

1. Guide cadets to preview the information in the Student Learning Plan including the competency, learning objectives, performance standards, core abilities, key words, learning activities and assessment activities.

2. Guide cadets to Student Learning Activities 1 and 2.

3. Ask cadets to:

Think about the last sporting event they attended and how the uniform impacted the appearance of the team as well as the performance of the individual.

Think about how a JROTC Cadet uniform and appearance might impact teamwork, personal success, or leadership.

Learning Activity: (addresses Student Learning Activities 1 and 2)

Option 1:

1. Designate separate home locations around the room for each team.

2. Assign teams to each home location and provide them with a nametag. Cadet teams select a leader and all cadets adhere the nametag to a location on their clothing.

Instruct teams to merge into one large group and leaders quickly and silently find their team members using the nametags to help them. For example, the “J” leaders will look for all nametags with a “J” on it.

Guide cadets to discuss whether the leaders found the activity easy or frustrating and why. Create a T-Chart with two column headings EASY and FRUSTRATING. Indicate the reasons for each leader’s choice under each heading.

Instruct cadets to exchange their nametag with another cadet. Then instruct all cadets to replace their nametags to an assigned location on their clothing such as their left collarbone area.

Re-direct teams to quickly form a large circle. Instruct leaders to find their new teammates referring to the nametags placed on their clothing.

Create a new T-Chart similar to the first one with column headings EASY or FRUSTRATING and reasons why.

Brief cadets on the importance of proper appearances as a JROTC cadet. Compare the significance of the cadet uniform to other teams who require uniforms.

Lead cadet teams of 3-6 to create a Double Bubble Map (or Venn Diagram) with the left key circle titled “Quality of Uniforms” and the right key circle titled “JROTC Uniform”. Fill in the left circle with common uniform qualities identified by each team.

Option 2:

1. Instruct cadets to observe the three cadet uniforms. Note: Properly dress mannequins or instruct senior cadets to dress in uniform as a presentation to the class. Reinforce the observation with Visuals 1,2 and 3.

2. Lead cadets to note the qualities or attributes of the JROTC cadet uniforms and how the attributes compare to other uniforms and add their notes to the Cadet Notebook.

3. Cadets individually complete Exercise 1 to check what they know and don’t know yet about the JROTC uniforms. Cadets check their answers with those provided in the Answer Key.

4. Remind cadets to record responses to the reflection questions into their Cadet Notebook.

Self-paced Option: Cadets consider several types of uniforms that various professionals must wear. Cadet brainstorms all the qualities possible as they relate to uniforms. Cadets preview fully dressed and decorated JROTC cadets by either observing them in action or by observing photographs or graphic illustrations of properly dressed cadets within Lesson 5: Your Appearance and Uniform from Chapter 1 of



the student text. Cadets check to see how much they do or don’t know about the JROTC Uniform by completing Exercise 1, using the answer key to check their work. Cadets create a Double Bubble Map comparing and contrasting the qualities of one type of uniform to a JROTC Uniform. Cadets include their Double Bubble Map and responses to the reflection questions into their Cadet Notebook.

Reflection:


What gives the uniform its reputation?

What can you say about the person wearing it?

What role do you think uniforms play in an organization?


Phase 2 -- Gather:Setup:

1. Prepare to show Video 1: Clean Start from a VCR or LET DVD.

2. Arrange for perfectly dressed and decorated JROTC Cadets to either visit or conduct this portion of the lesson to explain about their uniforms, any ribbons, awards or insignia and how they maintain it.

3. Place chart paper and markers around the room.

4. Prepare to show Visuals 1, 2 and 3.

5. Copy and distribute Exercise 1, Exercise 5: Fill in the Blank, Exercise 6: Identify and Give Examples, and Exercise 7: Multiple Choice.

6. Display a variety of Thinking Map® samples.

Direct Cadet Focus:

1. Guide cadets to read student Learning Activities 3 and 4 in the Student Learning Plan.

2. Ask cadets to think about the unique qualities of the JROTC uniform.


1. Illustrate in a Bubble Map the qualities a JROTC Cadet exhibits when his or her appearance meets the standards observed in the three uniform presentations in the Inquire Phase.

2. Instruct cadets to view the Video 1.

3. Lead cadets to individually reflect on their appearance as a JROTC cadet by completing Exercise 6. Instruct cadets to share their reflection with a partner and use the Answer Key for Exercise 6 to check their examples.

4. Divide the cadets into three teams and assign the following topics from Lesson 5: Your Personal Appearance and Uniform from Chapter 1 of the student text:

Team A - the JROTC Class A uniform and “Your Personal Appearance”

Team B - the JROTC Class B uniform and “Your Personal Appearance”

Team U - the JROTC Battle Dress Uniform (BDU) and “Your Personal Appearance”

Note: Allow each team to use Visuals 1,2 and 3 or the Cadet Reference from the LET DVD to display the various cadet uniforms while presenting the information they will prepare.

5. Instruct teams to jigsaw their topic from the student text, focusing on uniform components, when to wear this particular uniform, and general maintenance of the uniform.

6. Guide cadets to use a visual tool (Thinking Map® or graphic organizer) to illustrate the information they are responsible for.

7. Cadets teach others in the class by presenting their material. Allow time for clarification and feedback.

8. Review for comprehension by presenting Exercises 5 and 7. Present the exercises and answer keys to partners. Note: Exercise 5 and 7 can be used with CPS system.

Self-paced Option: Cadets read Lesson 5: Your Personal Appearance and Uniform from Chapter 1 of



the student text. Cadets create a Tree Map (or T-Chart) noting the components, purpose and maintenance of three classes of JROTC uniforms. Cadets complete Exercise 1: Uniform Matching. Cadets record their responses to the reflection questions, lesson review questions and their Tree Map into their Cadet Notebook.

Reflection:


Why are there different classes of uniforms?

What does it take to maintain the uniform?

What aspects of your personal appearance make a real difference?


Phase 3 -- Process:Setup:

1. Distribute chart paper and markers to each team.

2. Prepare Exercise 2: Arrange Awards on a Uniform and Exercise 3: JROTC Uniform Items and Accessories for distribution (self-paced)

3. Copy and distribute Exercise 4: Inspection Criteria Observation Checklist.

4. Set out all uniforms pieces, medals, pins, stripes, insignia and awards.

5. Set up mannequins or hangars for uniform display.

Direct Cadet Focus:

1. Guide cadets to read Student Learning Activities 5 and 6 in the Student Learning Plan.

2. Ask cadets to think about what parts make up the types of uniforms presented and the significance behind them.


1. Place female and male uniforms on hangers or mannequins.

2. Place all the needed medals, pins, stripes, and awards in locations around the classroom.

3. Guide cadets into teams of 3-6. Assign each team one of six uniforms: Class A Uniform male and female, Class B Uniform male and female, and a Battle Dress Uniform for male and female.

4. Instruct each team to create their “branch” of a Class Brace Map, adding all parts necessary to include on the uniform. Advise the cadets to have the student text or Cadet Reference with them as a reference.

5. Lead each team to display their “branch” of the Brace Map on the board for all to inspect and provide feedback for any revision.

6. Upon completion of the class Brace Map, lead teams to gather their specific dress components, including ribbons, awards, etc. and display the uniform properly. Note: Cadets may use safety pins, straight pins and tape to help adhere any of the items.

7. Guide each team to use Exercise 4 while viewing another team’s uniform display. Instruct teams to provide inspection feedback to each other about their uniform displays.

8. Allow teams enough time to provide feedback on at least two uniforms.

9. Remind cadets to record responses to the reflection questions into their Cadet Notebook.

Self-paced Option: Cadets complete Exercise 2 on a Uniform using the Answer Key when complete. Cadets complete Exercise 3. Cadets create a Brace Map of three uniforms – 1 female and two male – showing all related parts of the uniform and where specific insignia, ribbons and awards are placed. Cadets include their Brace Map and answers to the reflection questions into their Cadet Notebook.

Reflection:




What are the differences and similarities of the different classes of uniforms?

Why is personal appearance important when wearing uniforms, or even when in civilian clothes?

What are the significant differences between placing insignia on male and female uniforms?


Phase 4 -- Apply:Setup:

1. Each cadet will have his or her own personal uniform for this phase – either on a hangar or if possible dressed for inspection.

2. Prepare copies of Exercise 4.

3. Distribute Your Appearance and Uniform Assessment Task.

Direct Cadet Focus:

1. Guide cadets to read Student Learning Activities 7 and 8 in the student Learning Plan.

2. Ask cadets to think about a situation where you had to create a product that had to be evaluated.

How did they feel while the evaluation was being conducted?

How did they feel when areas were identified for improvement?


1. Instruct cadets to individually display or wear their uniform.

2. Distribute enough Exercise 4 so that all cadets can inspect each uniformed cadet.

Self-paced option: Cadets complete activity above as instructed.

Reflection:


Why are inspections necessary?

What is accomplished when an inspection is done?

How is this relevant to going on a job interview?

Assessment:

Cadets complete the Personal Appearance and Uniform Assessment Task using the scoring guide to self-assess their work prior to submission for final evaluation.

Self-paced Option: Same as Above.

Time: 45 minutes

Homework: This is a 180-minute lesson. Cadets will need to be given advance warning on the date that they will need to either bring or dress in their assigned uniform for this phase of the lesson.

Note on Cadet Portfolios:

As cadets work through the lessons in this chapter, you may want them to compile their documents in a Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your needs. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.

Note on using the Classroom Performance System:

Use the Classroom Performance System with cadets to ask questions during lecture, administer tests, quizzes and other class work, grade homework, and/or engage in team activities.


Documents

Lesson 5 Lesson Plan