LEARN – DAY 33Construction Foundation Course

Week Seven: Day 33 (Wednesday)Content for the day

• Blueprints• Tools and Equipment

Week Seven: Day 33 (Wednesday)Materials for the day

• Resource 5.26 – Name That

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 1

• Check-in: Shake hands. Remind students: binders, seating. Start class.

• Review the day: Review the day’s activities from the list on the board or chart paper.

•  Binder check: This can be done at any time during the day.

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 2

5 min: Minute Math, slide 15. Tell students to read the architect’s scale in ¼. 10 min: Tell students that drywall (also called sheetrock and gypsum board) and plaster are the most frequently used materials to provide a surface for interior walls. Have students turn to p. 916. Ask students, as individuals, to create a Venn diagram as notes while you slowly read the 2 paragraphs under Understanding Drywall. Have them continue to fill in the diagram as you read the first paragraph on p. 933. Have individuals work as pair-shares to come to consensus on their diagram notes.

Blueprints

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 3

Then call on one pair-share to read the unique characteristics of plaster while you write them into a Venn diagram on the board/chart paper. Ask a second pair-share to read their unique characteristics of drywall and a third pair-share to read their similarities. Ask if the notes on the board/chart paper are accurate and complete. As other pair-shares make suggestions, work with the group to come to consensus and ask students to make adjustments in their own initial diagrams for their notes. Ask the group what the 2 study questions are for a Venn diagram. (What are the similarities between X and Y? What are the differences between X and Y?)

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 4

5 min: Given the differences between drywall and plaster, which interior wall surface do you think Mr. Plaza chose and why? Wait time. Call on an individual student. Get a second opinion. Have Work Teams look carefully through the Plaza cabin blueprints to find the answer. (Sheet rock, another name for drywall.)10 min: Assign each Work Team a jigsaw reading from the list below. They’ll have 3 minutes to prepare and 1 minute to present: 

• Standard drywall (sheetrock)• Fire code drywall• Moisture-resistant drywall• Specialty drywall• Foil-back drywall

• Flexible drywall• Sound-resistant drywall

• Drywall fasteners

Check for accuracy in vocabulary cards.

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 5

10 min: Do another jigsaw exercise with the following sections: • Joint compound (up to Drying-type compounds), p. 918• Drying-type compounds and setting-type compounds,

pp. 918-19• Drywall trim accessories, p. 919

- Corner bead• Cutting drywall, p. 923-4 up to Cuts within the sheet• Cuts within the sheet, p. 924-5 through Cuts at the edge

of a sheet Check student notes, especially on cutting drywall.

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 6

10 min: Remind students that drywall comes in various sizes of sheets, the most typical being 4 x 8 and 2 x 12. Thinking about how a stud wall is built, have Work Teams take 2 minutes to discuss this question: How should sheetrock/drywall be installed—horizontally or vertically? Poll the group. Ask for rationale.Have students turn to p. 926 and ask individuals to create a Venn diagram while you read the section, Fastening drywall, through Horizontal application. Have students compare notes as pair-shares. Then call on a pair-share to explain similarities and differences. Ask for a second opinion

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 7

5 min: Have pair-shares study blueprint vocabulary words, including today’s. 

5 min: Conduct a round of First Down

Stretch Break: Everyone stands. You ask Work Team 3 to present their math rap. They perform. Everyone claps and sits down.

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 8

5 min: Minute Math, slide 16; read the architect’s ruler in 1/810 min: Have students take out the Plaza cabin blueprints and have pair-shares find the cabinets in the kitchen. Ask if these are wall cabinets or base cabinets. Wait time. Call on one pair-share for their answer and logic. (Have to be wall cabinets across the refrigerator and stove. Could be wall or base cabinets across the counter to the right of the stove.)

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 9

The Plazas always eat breakfast and dinner together. Ask pair-shares to determine  

• what size the table should be• what amount of room the chairs must have to get in and

out• where the table and chairs should be located in the house

10 min: Have Work Teams read Planning kitchens, Kitchen layouts, and Work Centers on pp. 781-783 and make vocabulary cards for

• Universal design• Work triangle• Work centers

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 10

The Plaza cabin kitchen is very small, with very few cabinets. Ask Work Teams to estimate the linear feet of cabinets in the kitchen if the cabinets were both above and below the counter area and to consider if there is any possibility for additional cabinets. If so 

• Where would they be located?• Would they be base cabinets or wall cabinets?• How wide would they be?• How much room would there be in the kitchen to

move around?

Given the trade-offs, what would your Work Team recommend?

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 11

35 min: Most kitchens have more room than the Plaza cabin has. Let’s say that you are planning a kitchen in the U shape design on p. 782. As pair-shares, draw this design to 1:24 scale if the room size is 10’ x 12’ and the openings (no doors) are each 3’. Put in the detail for

• GFCI switches• Electrical outlets• Ceiling light and switch• Any other major appliances• Size and type of window• Table and chairs• Room title with dimensions

Week Seven: Day 33 (Wednesday)First and Second Hours (7:30 – 9:30) - 12

Use graph paper or the architect’s ruler to do the layout.

Have pair-shares check in every 10 minutes with the Work Team to ensure that they’re on track. They’ll need their designs to do the Work Team homework tonight. Snack Break (9:30-9:40)

Week Seven: Day 33 (Wednesday)Third and Fourth Hours (9:40 – 11:30) - 1

15 min: Homework presentation: Have Work Teams draw nails for order with highest d going first. Each Team reads their memo and presents their role play while others rate them on scratch paper, using the rubric they have. You collect the ratings, quickly review for appropriateness, and pass on to Work Teams, with your rating, at the end of the presentations.

Week Seven: Day 33 (Wednesday)Third and Fourth Hours (9:40 – 11:30) - 2

100 min: Students continue at work stations, moving on when they’ve reached at least a basic proficiency level. Students always complete their vocabulary cards for each new station before beginning work on proficiencies. Continue to balance the groups at the work stations so none are too crowded. Monitor carefully; initial proficiencies on your file copy and the student’s copy of the rubric as students demonstrate competency.

Tools and Equipment – Hands-on-exposure

Week Seven: Day 33 (Wednesday)Third and Fourth Hours (9:40 – 11:30) - 3

Monitor student proficiency completion, so that you set up project stations as needed. Monitor individual students for time management. Remind students that Friday is the last day in shop.10 min: Play “Name That…” (See Appendix A for explanation of how to play Name That and use Resource 5.26.) Reflection

Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Seven: Day 33 (Wednesday)AFTER HOURS

• Academic extended day individual work (approximately 1 hour)

• Open Computer Lab

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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL