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Lesson Plan

Fashion Fun with Fossil Fuels

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Fashion Fun with Fossil Fuels

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Seven 50-minute sessions
Lesson Author

Kathy Wickline

Kathy Wickline

Tolono, Illinois


National Council of Teachers of English



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From Theory to Practice



With a partner, students choose a specific issue dealing with fossil fuels to support or oppose. After conducting research to learn about their issues, then students create a clothing brand and design a clothing line and logo that promotes their stance and informs the public about the specific issues. In either a PowerPoint presentation or a Prezi, students share their research with the class, including premiering their line of clothing.

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Group Evaluation Form: After their presentations, students will use this form to evaluate themselves and their partners.

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Angela Maiers writes educators need to teach students “habitudes,” which she defines as a combination of specific attitudes and habits that will guarantee students “success both inside and outside our classroom walls.” This lesson is aimed at teaching three of the six “habitudes:” curiosity, imagination, and self-awareness. First, it sparks curiosity as students select their own issues and develop their questions to support their opinions. Second, this lesson encourages students to use their imaginations as they design their clothing brand, logo, and line of clothing. Last, students become more aware of their strengths and weaknesses through their evaluation of their performance with their partner.

Osburg cautions that while we want to encourage students to use their imaginations, they must use their imaginations in conjunction with knowledge so that students can understand “the interaction and interdependence of these aspects of human thought and human experiences” (p. 49). Because students have researched prior to creating their line of clothing, students will have this important knowledge base.

Cronin suggests that interdisciplinary assignments, such as this lesson, prompt students to create connections between the different segmented school subjects. It allows students to “find solutions for authentic problems without sacrificing the instructional goals of any English language arts curriculum.” In this lesson students will employ their researching and oral presentation skills that are typically part of the English curriculum.

Cronin, Mariam Karis. “Rejecting Senseless Things: Promoting Differentiation.English Journal 92 (March 2003): 47-53.


Maiers, Angela. "Classroom Habitudes: Teaching 21st Century Learning Habits and Attitudes." Illinois Computer Educators Newsletter (June 2013): Web. 24 June 2013.


Osburg, Barbara.  "A Failure of the Imagination." English Journal. (May 2003.)  57-59.  Print.

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