Daily Lesson Plan

Instructor: Katlynn Maughan

Course: Floriculture
Unit: Floral Design (S3 O5)
Lesson Title: Boutonniere Design (S3 O5-a)
Estimated Time: 50 Minutes
Objective(s) of Lesson: What you want your students to KNOW and/or be able to DO

Students will be able to design a boutonniere using at least four of the principles and elements of design.

Materials, Supplies, Equipment, References, and Other Resources:

Flowers
Floral Tape
Scissors
Accent Plants/Foliage
Ribbon
Floral Wire
Wire Cutters or Floral Shears

Situation: (WHO are you teaching)

Floriculture class (11th and 12th grade)

Instructional Modifications or Awareness: (What types of modifications will you need to make based on
your learners? Example: English Language Learners or those with IEPs may require modifications of
instruction)
For English Language Learners, I will include pictures on my power point for every step. For those with IEPs it
will be a case to case. Chunk my material into blocks no longer than 15 minutes. I will use multiple modalities
such as, hands-on, visual, audio, writing, and speaking.

Literacy Strategies: (What types of literacy strategies will you employ?)

Write each of the definitions for the elements and principles:
a. Color
b. Light
c. Space
d. Form
e. Pattern
f. Texture
g. Size
h. Balance
i. Dominance
j. Contrast
k. Rhythm
l. Proportion
m. Scale
Writing in full sentences for bell ringer
Discuss with a partner their choices of plants for their boutonniere

Interest Approach (Motivation):

Bell ringer that goes over previous day material and connects it to todays lesson by asking about previous
knowledge that was learned yesterday with concepts they need for making boutonnieres today.

Today we will be designing boutonnieres using the principles and elements of design:
What are 2 elements of design?
What are 2 principles of design?
How do you activate floral tape?
What would be a good accent color to an orange flower?
How does depth enhance a design?
Color a color scheme that you would use for a boutonniere.
Communicate Objectives, Define Problem or Decision to be Made, or Identify Questions to Investigate:
Today we will be Making boutonnieres using the elements and principles of design.

What are the elements and principles of design? How can we make better and more aesthetically pleasing
boutonnieres by using these?

Instructor Directions / Materials Content Outline, Instructional Procedures, and/or Key Questions
HOW you will teach WHAT you will teach
Bell Ringer Give students 5 minutes at the beginning of class to complete the bell
ringer questions. I would ask questions such as:
What are 2 elements of design?
What are 2 principles of design?
4 minutes How do you activate floral tape?
What would be a good accent color to an orange flower?
How does depth enhance a design?

Transition: When I say binders you will have 1 minute to get up and get
back to your seat with your binder ready to take notes. Binders.
Power point A quick power point going over the principles and elements of design.
10 minutes This is just a quick refresher as we have gone over this material the day
before. Ask a student what each one means before I put the definition on
the board to see if they remember how each of the principles and elements
are used in floral design. (See powerpoint)

Demonstration Transition: When I say go youll have 5 minutes to grab supplies from
10 minutes the back tables and be back in your seats working on your boutonnieres.
Anyone need clarification? Show me a 1-5 on your fingers. Go

For demo instructions, see job sheet. (See Job sheet)

Application: Have students create their own boutonnieres based on given rubric. Walk
around helping students with questions and problems that arise as they are
Instructor Directions / Materials Content Outline, Instructional Procedures, and/or Key Questions
HOW you will teach WHAT you will teach
Making Boutonniere making their boutonnieres.

15 minutes Transition: We have 5 minutes left of class. When I say clean-up youll
have until the end of class to clean up your work space, put your rubric
under your boutonniere on the back table, and be back to your seats.
Clean-up
Closure/Summary: Have students clean up their work space 5 minutes before the end of class.
Clean-Up Put boutonnieres in appropriate place to be graded. Attach Rubric with
5 minutes student name to each project. Explain that tomorrow we will be doing
corsages and that they will need to remember the basics to make a corsage.
Evaluation: See if they took in the concepts of principles and elements of design.

Turning in their boutonniere and Students will be able to create a boutonniere using at least 4 of the
grading on rubric. elements and principles of design. (See grading Rubric)