LESSON PLAN - TESOL Methods Intensive Fashion Industry Profiles – Bridget Lavery Spring 2017: Tuesday 3:50-6:30 TOPIC: Scope and structure of fashion retail industry TIME: 2 hours 30mins LEARNERS: 17 Parsons students (9 - Fashion Marketing / 8- Fashion Design) 8 ELLs / 9 native English (includes 2 AUS, 1 UK, 6 American) INTEGRATED SKILLS: A) Reading/Writing/Speaking/Listening B) Grammar/Vocabulary/Culture OBJECTIVES: SWBAT‌. ! Acknowledge the economic impact of the fashion retail industry ! Explain and give examples of the four levels of the industry. ! Illustrate the different roles each level plays in the process of the product lifecycle. ! Discuss the variety and competition within each level, including the three different types of business ownerships. ! Distinguish the difference between 3 types of business ownership and licensing. ! Execute a comparison shopping analysis of four brands both online and brick & mortar locations. MATERIALS: Instructor: video projector with computer set up, presentations, comparision shopping brief & form Students: laptops(w/internet connection), paper, writing tools KEY VOCABULARY/KEY PHRASES: Manufacturers, Wholesalers, Vendors, Sole Proprietorship, Partnership, Corporation, Mergers, Acquisitions, Licensing,
CLASS OPENING & AGENDA REVIEW (5 min) • Take Attendance • Upcoming Class Events: 2/21-Field trip to Timberland Showroom: meet with VP pf Product Brand, VP of Design, VP of Sales • meet in classroom promptly at 9am to walk to showroom 2/28-Field trip to Coterie Show: meet at Javits Center (inside lobby at entrance on 12th Ave & 35th St) • Coterie worksheet posted on Canvas under week 5 module • Review today’s class agenda • Any questions from reading assignment of Ch5? ENGAGE: Warm Up Activity (20 min) o Put the diagram of the 4 levels of the fashion industry on board. Divide the class into 4 groups and assign a specific level to each group. (Primary/Secondary/Retail/Auxiliary) o Each group should discuss types of businesses that would fall into that category. Assign each member at task – notetaker, researcher, presenter, tech support to presenter. o Come up with a list of businesses related to the shoe industry that would be in that category.(notetaker) Use personal knowledge and access to internet resources in class.(researcher) They should be prepared to tell class example businesses and visually show company website when presenting to class. (presenter & tech support) o Each group will present their level and business examples to the class. o As a whole the class will determine an example flow of business through each level in order to ensure a product successfully gets into the hands of the end use consumer. STUDY/FOCUS PRACTICE: Instructor lecture with interactive questions & discussion. (1 hr) o See attached powerpoint with notes by page prompting discussions. BREAK: (10 min)
ACTIVATE/COMMUNICATIVE PRACTICE: Activity to prepare for comparison shopping trip (50 min) Use attached powerpoint and handout as a visual guide to lead class through activity and homework assignment. o Warm Up: Ask questions to class‌ (p.2) (2 min to present) o Inform them that the objective of this particular exercise is to teach them how to do a shopping analysis (p.3) AND to education themselves on the Timberland brand/product in preparation for next week’s field trip. (p.4-7) o Show a visual of 6 shoes and have then choose the one that best reflects their personality. (p.7) o Divide them up into groups based on their selected shoe affiliation. Combine into 4 groups from 6 in order to best balance out number of people in each group. o Group Discussion of the following questions: p.8) (3 min to discuss) " What information do you think you should be looking for when you are comparison shopping? " Where should you go comparison shopping? Give examples of stores/websites. o Instructor to pass out Comparison Shopping Analysis brief and form, review with class and ask for any questions. (10 min) o Have students pair up with person to their left to do one in person online store comparison in class using laptops. (15 min) o Instructor will move between groups to check for learning and answer questions (20 min) RECAP/CHECK FOR LEARNING: Summarize, answer questions and review assignment. o Assign homework to go and shop 2 additional brick & mortar stores. A summary analysis of the comparison shopping learnings should be uploaded to assignments in Canvas and prepared to discuss in class next week.