The second lesson plan linking to Power Point over hair cutting theory.

1. UNIVERSITY OF NORTH TEXAS
Cosmetology I
90 degree Uniform Haircut
Laura LeBlanc
3/10/2017
“Although fate presents the circumstances, how you react depends on your character.”
– Anonymous
Visual Learner

2. 1
Lesson Plan
Course Title: §130.252 Cosmetology I (Two- Three credits)
SessionTitle: 90 degree Haircut
Unit: Haircutting Theory
LessonDuration: 3 Hours ( 180 minutes)
Target Students:
This course is recommended for students in Grades 9-12.
Limit of 25 students per instructor per TDLR.
Lesson repeated for TDLR contact hours
(400 hours of Haircutting, styling and related theory) for Cosmetology in public secondary schools.
PRIOR STUDENT ASSIGNMENT:
1. Read Chapter 16, Milady Standard Cosmetology Textbook
2. Read Texas Department of Licensing Occupation and Administrative Code
Texas Department of Licensing and Regulation
 16 Texas Administrative Code, Chapter 83(Effective January 1, 2016)
 Public Secondary Programs for High School Students
 (1000)clock hour
 Page 84: Haircutting, Styling, and related theory = 400 hours
Occupations Code, Chapter 1602 Title 9.
Regulation of Barber, Cosmetologist and Related Occupations
83.100-83.103
83.100 Health and Safety Definitions
83.101 Health and Safety Standards- Department Approved Disinfectants
83.102 Health and Safety Standards-General Requirements
83.103 Health and Safety Standards-Hair Cutting, Styling, Shaving, and Treatment Services
Student Anticipatory Set/Inspiration:
Students will research trade resources prior to class and cut out pictures of trendy haircuts for which
they will identify the types of elevations used to create the design. Research will be displayed on
Poster boards in class for collaboration and brainstorming. Trendy Music or a fashion runway show on
a DVD playing in background before lesson begins. Students will have the option of filming a 30
second “walk of fame” dance to break the ice. The snippet will be archived on a password classroom
page titled “History of Class 2017-2018. (contact media department to integrate video upon
graduation)
Recommended prerequisite
Introduction to Cosmetology:
Review of Texas Department of Licensing and Regulation Handbook
TDLR Occupations Code chapter 1602 and Administrative Code chapter 83 for specific classroom lab
requirements.

3. 2
Texas Department of Education Scope and Sequence:
Student prior knowledge to 90 degree Haircut:
Units of Study:
I. Orientation
II. Safety
III. Life Skills
IV. Historyand Opportunities
V. Professional Image and Communication
VI. Infection Control Principles and Practices
VII. Properties of Hair and Scalp
VIII. Principles ofHair Design
IX. Draping, Shampooing, Rinsing,and Conditioning
X. Haircutting
XI. Hairstyling
Motivation/Relevant
Haircutting is the single most important skill-set you must master as a professional cosmetologist. Why?
Because a good haircut serves as the foundation of other services offered in the salon. In addition, every
member of the family avails themselves of regular haircuts. Therefore,it is a tremendous source of revenue and
promotes client retention.
Timeline of Instructional Sequence
 Student Lab: Technical Demonstration-Assessment and Independent Practice 105 minutes
 Classroom Theory and Assessment ----------------------------------------------------75 minutes
 May be repeated for TDLR hours and TEKS objectives accomplishment.
Sequence Duration:
Classroom Theory: 35 minutes
20 minutes Design theory in haircutting PPT
15 minutes Discussion/Vocabulary Review/Brainstorming
LAB Practical Skills: 105 minutes
10 minutes of student lab equipment set up
35 minute Instructor Technical Demonstration
45 minute student technical demonstration
10-15 minutes of Disinfection and Clean up time
Assessment: Feedback: Performance Observation: 40 minutes
20 minutes Teacher Observation Critique form
10 minute Quiz
10 Rubric/Grading/Feedback
Total: 180 minutes

4. 3
Performance Objective:
Upon completion of this assignment:
 The student will be able to correctly cut a 90° Uniform Layered haircut.
 Abiding to safety and sanitary guidelines established by the Texas Department of Licensing
and Regulation and OSHA
 Demonstrate the mastery of skill-sets in Design Theory and techniques of Haircutting
 Evaluate and Demonstrate understanding of Haircutting Vocabulary terms
 Service the public with a satisfactory score in Rubric of 90 and above
Student Choice for Achieving Objectives:
1. Develop and apply the skills and knowledge required for precision cutting.
1. Identify reference points on the head form and understand their role in haircutting.
2. Define angles, elevations, and guidelines.
3. List the factors involved in a successful client consultation.
4. Interact appropriately and professionally with clients.
5. Explain the use of the various tools of haircutting.
6. Identify and select proper tools for 90 degree hair cutting techniques
7. Demonstrate a score of 90 or above for the uniform layer haircut
8. Learn and practice safety in handling haircutting tools.
9. Learn and practice sanitizing & disinfection procedures.
Purpose:
Students will obtain the knowledge and skills to perform precise basic cutting techniques and complete
the program of Cosmetology. Learners apply this knowledge and skill-set for applications in the
business world servicing the public and acquiring income.
Rationale for media integration
A technical presentation integrates digital learning technologies with this lesson plan. The video
demonstration will show the proper techniques to follow and will explain the guidelines to achieve a
90 degree uniform haircut while maintaining a sanitary environment for the public and safety using
tools. A student maintains access to media for continual review until objectives are accomplished. The
outcome will be a professional Portfolio demonstrating progressive performance and improvement.
Link to Technical Demonstration:
Link to Power Point:

5. 4
Specific Teacher Objectives:
Reference: PSI testing and TDLR requirements for Texas Cosmetology: (concise)
1. Define vocabulary terms associated with haircutting and Design.
2. Explain Universal precautions of decontamination Method 1 & 2
3. (multiuse & single-use items)
4. Explain importance of handwashing when serving clients
5. Explain the factors involved in a successful client consultation, provide templates.
6. Explain the benefits of why stylist should study haircutting
7. Define important “reference points” on the head, explain a standard reference point
8. Demonstrate and explain the correct draping procedure
9. Demonstrate proper handling of equipment and tools needed for assignment
10. Demonstrate and explain palming the shears
11. Demonstrate handling the comb
12. Demonstrate safety in haircutting
13. Demonstrate and explain how to transfer the comb Demonstrate and explain how to establish a
guideline for the haircut
14. Demonstrate and explain how to safely hold shears and comb while sectioning
15. Review proper parting and correct clamping.
16. Demonstrate sub-sectioning.
17. Demonstrate ½” vertical partings from perimeter to layering pattern.
18. Demonstrate the 90° angle on the head.
19. Demonstrate the difference in a stationary guideline and a traveling guideline
20. Demonstrate and explain how to cross check the hair cut for blending
21. Demonstrate and explain procedures when an exposure incident occurs
22. Complete all sanitation and disinfection procedures for a haircut.

6. 5
Preparation
TEKS Correlations:
Subchapter J. Human Services §130.252. Cosmetology I (Two to Three Credits).
(X Exploring Haircutting and Hairstyling
§130.281. Principles of Cosmetology Design and Color Theory (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 9 and 10. Recommended
prerequisite: Principles of Human Services. Students may begin to earn Texas Department of Licensing and
Regulation (TDLR) hours toward a Cosmetology Operator License. Students shall be awarded one credit for
successful completion of this course.
(2) The student applies academic skills to the field of cosmetology design and color theory. The student is
expected to:
(A) recognize elements of hair design such as line, form, space,texture, and color;
(B) investigate and identify lines that create width and length;
(C) explain the position of diagonal and curved lines to emphasize or minimize facial features;
(D) identify different facial shapes and their importance to hair design;
(E) explore the significance and function of parallel lines in hair design;
(F) judge the relevance of contrasting and transitional lines in hair design;
(3) The student demonstrates knowledge of the rules and regulations established by the TDLR. The student is
expected to:
(A) apply health and safety policies and procedures;
(B) recognize risks and potentially hazardous situations in compliance with the TDLR;
(C) navigate the TDLR website for exam eligibility, exam results, and student hours; and
(D) Identify licensure and renewal requirements of the licensee or licensed cos metology establishment or school.
(4) The student demonstrates proficiency in the use of tools, equipment, technologies, and materials used in color
theory and elements of design in cosmetology. The student is expected to:
(A) create a digital portfolio of design elements that are relevant to the cosmetology field;
(B) use ergonomically designed equipment to promote professionalefficiency;
(C) use available technology sources effective in a professionalsalon setting; and
(D) Apply universal precautions in disposalof hazardous materials.
(5) The student applies the academic knowledge and practical skills to simulated and actual work situations. The
student is expected to:
(A) apply client consultation skills to guide individuals in recognizing concerns and making informed decisions;
(B) document client satisfaction with procedures and products to facilitate ease of consultation in future appointments;
(C) locate and compare vendors to maximize benefits for personalcare clients, businesses,ororganizations
Interdisciplinary Correlations:
110.xx(6)- Reading/vocabulary development
110. xx(6)(A) expand vocabulary through wide reading, listening, and discussing...
110.xx(6)(B)
rely on context to determine meanings of words and phrases such as figurative language,
Idioms, multiple meaning of words, and technical vocabulary

7. 6
Introduction (LSI Quadrant II):
Good morning future stylist of the millennium! Thank you for coming together to collaborate in
discovering your creativity. Today’s topic is the 90 degree uniform haircut. Have you ever
wanted to soften a one length hair cut with layers and you did not where to start? Today you will
gain the concepts, tools, and techniques for precisely cutting this popular style. Raise your hand
if you have your shears. Fantastic! We will be practicing the palming and correct positioning use
of our tools today. In previous units we covered facial shapes, Hair and Scalp analysis and
Sanitation regulations. Consequently, integrity and trust are two characteristics for building a
clientele and this begins with the client consultation and the obligation of Universal precautions.
May I invite a volunteer to pass out the templates? Notice the template for client records and
the head form page, you will be using the handout for notes and illustrating the 90 degree
haircut. The standards aligning with objectives for this unit are:
 Observe 90 degree uniform Haircut
 Demonstrate 90 haircut on manikin according to TDLR state board standards
 Implement sanitation and safety
 Define angles, elevations and guidelines
 Explain and recognize the tools of haircutting.
In this 20 minute illustrated presentation, please refer to your references it includes haircutting
sequences and vocabulary terms defining haircutting theory. After the presentation we will have
a 15 minute discussion and brainstorming session by direct questions for the review of
vocabulary terms, followed by a short quiz on haircutting theory. Following classroom theory, I
will provide a technical demonstration on a manikin and stylist will have the opportunity for
independent practice of the haircut

8. 7
References:
Milady’s Cosmetology Course Management Guide Lesson Plans 16.0, 16.1, and 16.2.
Milady’s Standard Cosmetology, Cengage learning, Inc./Delmar Learning 2004- Chapters 12, 14
Instructional Aids
1. 90° Haircut PowerPoint Presentation, Tools, Angles, Safety
2. 90° Haircut Instructional sequence Illustration and steps handout
3. 90° Haircut Page of Vocabulary
4. Lesson Plan Outline
5. Client Consultation Template
6. Teacher Observation Form/Performance Assessment
7. Head-form handout Template for student practice
8. Student Vocabulary Quiz/Answer Sheet
9. Grading rubric with objectives of student Performance
10. Student Attendance Roster per TDLR
Materials Needed:
USB flash drive for presentations
White board/Laptop for Power Point
Milady’s Cosmetology Course Management Guide Lesson Plans 16.0, 16.1, and 16.2.
Milady’s Standard Cosmetology, Cengage learning, Inc./Delmar Learning 2004- Chapters 12, 14
Instructor Equipment Needed:
1. Laptop and whiteboard for Power Point
2. Previously taped video of technical presentation for review
3. Manikin & stand
4. Jaw clamps
5. Haircutting comb
6. Shears
7. Water bottle
8. Neck-strips
9. Protective haircutting cape
10. Hand Sanitizer
11. Surface Disinfectant
12. Towel

9. 8
Learner Equipment needed:
1. Manikin & Stand
2. Jaw clamps
3. Haircutting comb
4. Shears Water Bottle
5. Neck-Strips
6. Hand sanitizer
7. Towel
8. Station Disinfectant
9. Hand out Head Form Template/Rubrics
10. Pencil/Notebook
11. OPTIONIAL:Media/phone

10. 9
Outline
Outline (LSI Quadrant II):
Provide Students with handouts and templates listed below
A. Client Record template (PPT #8)
B. 90 degree haircut Equipment List (PPT #4)
C. 90 degree haircut Rubric (
D. Vocabulary word bank
E. Vocabulary Rubric
F. Blank Template Head form for design notes (PPT # 26)
G. Station Setup Illustration/Visual Learners/ (PPT # 10)
(students are responsible for keeping copies for portfolio)
Provide QR icon codesfor lesson plan in Spanish
2nd
set of QR code for vocab test in smaller
increments/ORAL/Audio
:
Anticipatory set: TDLR Rule Book
Milady’s procedure 5 (PPT # 12-26)
(pg. 318-321) students needing prompts or review of
illustrations in lab performance use Milady’s textbook.
ReviewVocabulary Rubric: Remind students to pay
attention, the Vocabulary assessment is from Power Point
and lesson plan combined.
Sanitation/Disinfection Methods (PPT # 9)
 Washing Hands and use sanitizer
 Disinfection of tools and working surfaces
 The difference of Multi-use items and Single-use items
 Submerging tools and the amounts of time and chemical
ratios
Link to previous knowledge
Students have mastered shampoo/condition and scalp analysis in
previous lessons. Emphasis on facial shapes, time, products and tools
for clients desired look.
Question: What is the difference in sanitation and disinfection?
Which Universal precaution is used for tools?
What is a multi-use tool? State examples
Draping Techniques
From Shampooing Cape Drape Conversion to Haircutting Drape
Neck Strip used, cape not in contact with client for protection
Instructor Notes:
Discuss Rubric:
Re-State Classroom/Lab High expectations on
professionalism, emphasizing diversity and
cultural dimensions of respect and
perspectives. Refer to learning style
preference student list
Review:
G. Provide illustration of station set up
(PPT # 10)
Remind the class:Vocabulary Quiz is derived
from Power Point and lesson
Request Kinesthetic to volunteer hand out.
 BriefReviewofHaircut Rubric
Performance objectives (2nd
reviewofrubric before entering
lab) (ADHD) PROMPT
 Critical factors of scoring correctly
before servicing the public
Client Card brief overview and the
critical aspect of client retention
Link to Prior knowledge in Client
Consultation including Hair and Scalp
Analysis.
 Client Retention: Earnings $$$$
 Client Safety
 Proper Recording
 Retail and Service History purpose
OverviewofDisinfection
Method I
Reference TDLR link on QUATS / in handout
Administrative/Occupation Code in
Handout
Sanitation and washing of hands before and
after client services
Universal Precautions Blood spill kit
Method II (PPT Slide # 9)
Disinfection
Surfaces/Tools/Equipment
Provide Illustration ofDraping
 Draping procedure
 Point out difference from Shampoo
drape to haircutting drape
 Neck-strips and client
safety protection
Have students practice holding shears.

11. 10
Invite Kinesthetic Learners to Demonstrate on Mannequin
I. Remind students ofthe proper method for holding the
implements.
o Holding the shears. (PPT # 48)
o Holding the comb. (PPT # 49)
o Rotating comb while holding shears.
o Transferring the comb.
Activity:
Students will practice with a set of shears in classroom
II. Demonstrate the 90° angle on the head. (PPT # 36)
H. Refer to illustrations of line and angles (PPT # 31,32,33,36)
I. Ask students to demonstrate holding elbows at 90 degrees
J. Reference points (1) (PPT # 29 )
K. Reference Points (2) (PPT # 30,35)
L. Anatomy of Skull (PPT # 29)
M. Stationary guideline (PPT 37, 33)
N. Traveling guideline (PPT 37, 33)
Ask for student that is restless volunteer to continue Power Point
upon intervals
Transition to demonstration on Mannequin
(PPT # 13-27) illustrations
III. Remind students ofproper parting and correct clamping
A. Demonstrate vertical sectioning in standard 4 sections
B. Point out the head angle MUST be perpendicular to the floor
C. Demonstrate how to secure each section with clamps without ends
Protruding
IV. Demonstrate sub-sectioning.
A. Demonstrate 1” perimeter parting around the head.
B. Demonstrate 1” center layering pattern from bangs to nape.
V. Demonstrate ½” vertical partings from perimeter to layering
pattern.
A. Remind students to always cut UP from the perimeter to layering
pattern. (Show direction with illustration)
VI. Demonstrate checking the haircut
A. Remind students to check using the opposite method of cutting,
also called crosschecking
VII. Remind students of sanitation and washing of hands upon
completion of haircut
A. Explain when hair should be swept (immediately)
B. Describe where correct disposal of hair remains
Guided Practice:Classroom
Collaboration Palming Shears
.Palming shears PPT slide # 52
Provide Illustration from Power Point:
Visual Learners
 Safety in haircutting
 Holding shears and while sectioning
Guidelines: PPT Slide # 28
Have students Mind-map the Head form
template demonstrate understanding by
labeling reference points, 3 angles, and 90
degree angle (visual and math/logical)
Show examples ofhairstyles representing
angles. (illustrations)
Picture ofcompleted 90 haircut
(PPT # 12)
Traveling guideline is a continual page of
a section that follows the previous section
Stationary guideline like a perimeter
established is one that stands still
Sectioning (PPT # 34)
Point to illustrated diagram for
visual cues
Subsections (PPT # 31 (illustration)
 Vertical
 Horizontal
 Parallel
Question: Ask students how cross
checking is accomplished.
Activity: Illustrate and request volunteers
for demonstrating:
 Blending
 Cross checking
Question: What is a universal precaution
before and after every client?
When should hair be swept and removed
from surfaces?
Soiled Towels belong in Covered
Receptacles
Briefoverviewofretails sales
Appointment booking

12. 11
Transition: Direct Questioning and Review for Vocabulary Quiz
VI. Initiate Discussion with questions for quick review ( Direct
questions for teacher on page 12)
Prepare students for Vocabulary Quiz pre-test
Advise students for Rubric on Vocabulary test
Student’s will prepare stations after quiz for observation and
Independent practice
Modifications:
(Bolded Font/Colored Dry erase markers/Flashcards)
Invite Kinesthetic Learners to point out referenceswith digital
pointer.
Visual Learners: can demonstrate illustration on head form for
class on Whiteboard
Logical/Math: Quiet area to study/Ear buds/Vocabulary Word
games
Interpersonal: Extra Independent Practice/Find leader ofgroups
FollowEIP Plans for inclusion: QR code testing
ELL: Spanish Dictionary/English Dictionary
Early English Language Learning: Provide Spanish dictionary.
Spanish/English Flashcards for comparison. Use Spanish/English
software conversion on Laptop in lesson outline. Allow extra time for
Quiz and Lab Performance-Extra time
Provide Spanish Textbook from Cengage
Allow labels for equipment in Spanish and English
Use (TDLR) guidelines for state board testing in Spanish
Attention Deficit/Sensory:
Seating arrangement in front of classroom
Cue Notes, Non-verbal cue gestures
Frequent breaks and prompts
Extra time on Theory Quiz and Lab Performance
Call on frequently to volunteer demonstrations
Allow oral reports
Select student to Hand out Vocabulary
Quiz
Allowmedia to tape practice sessions and
link to teacher technical presentation for
prompt and review. (or use textbook)
Students will pair with team member to
exchange vocabulary test and peer grade
Grades turned in for vocabulary Quiz
dismiss for Lab Performance and
teacher observation
Clarify students have hand out
Remind to insert in portfolios
Additional Learning Style Inventory
addendum pages (37-38)
Student revaluation Survey completed
Quarterly
Math Remedial:Geometry Terms Review
and practice
Flash cards: Angles/Reference points
See reference page for interdisciplinary
resources in this lesson plan (pg.37)

13. 12
Application
Guided Practice (LSI Quadrant III):
Students will enter lab for independent practice using the hand outs for reference as guidance.
Teacher observation and goal actions forms created from guided discovery.
Students needing review will use media to access technicalpresentation that is pre-recorded.
Independent Practice (LSI Quadrant III):
Students with Acceptable score on Rubric will service the public or use a live manikin.
Summary:
Today proceeds one of the four haircutting demonstrations that you will perform in your final exam and
at state board. Continue to practice the mastery of skills and the sequences in your chart guides. The
Haircutting Design Theory covering Geometry is a foundation precursor for the mastery of your
haircutting skills. One asset to this course study is hybrid learning and collaboration through media. A
link to the technical presentation is available for reviewin your handout. (Audio/Visual) /Learning
styles.
Upload media to your portfolios this is an opportunity for peer review and self-improvement. In the
future, you will give back to your industry by practicing professional ethics, safety and sanitary
guidelines. Now that we have reviewed haircutting terms, we will use this time for brainstorming over the
main points. I will pass a hat around with questions and we will take turns reading and answering the
questions together.

14. 13
Review (LSI Quadrants I and IV): Oral Discussion:
What angle is this haircut?
(Create visual illustration and ask students to hold their palms at 90 degree angle)
A: 90°
(Provide opportunity for Oral review with team members in collaboration/ Audio)
Q: What angle is the head held?
(Use QR code icons in hand out for Spanish Learners using media for Vocab/oral)
A: Perpendicular to the floor or 90°
Q: How many sections are needed for this haircut?
A: 4
Q: What size are the sub-sections?
A: ½”
Q: What direction are sub-sections parted?
A: Vertical
Q: What angle is the perimeter cut?
A: 0°
Q: What is the perimeter guide called?
A: A stationary guide
Q: At what angle is the center layering pattern cut?
A: 90°
Q: When should is the hair swept?
A: Immediately after the cut.
Q: Where does hair belong once it has been swept up?
A: In the trash receptacle
Q: What is the guide for the haircut called?
A: Traveling Interior guide

15. 14
Evaluation
Informal Assessment (LSI Quadrant III):
 The instructor monitors student performance throughout the haircut.
 Low score Rubric for performance will be retrained
 Instructor allows extra time for English Learners that includes actions goals for increased
speed in performance and QCR codes for vocabulary understanding.
Formal Assessment (LSI Quadrant III, IV):
Using the performance rubric, Haircuts will be graded from the 90 degree haircut lab skills and
will be repeated until satisfactorily performance for servicing the public.
Extension/Enrichment (LSI Quadrant IV):
Students will be able to practice this haircut on clients during lab.
The haircut will recorded with media for improvement and timed for performance improvement
and state exams.
Students will pair with advanced students for peer review and guided practice.

16. 15
Handout
Check List for Performance Assessment of
UNIFORM-LAYERED HAIRCUT PROCEDURE Students Name:
1. Section the hair into five sections
2. Create two partings ½ inch (1.25 cm) apart, creating a section that ran from the front hairline
3. Continuing to the bottom of the nape
4. Comb all other hair out of the way
5. Began at the crown and combed the section straight out from the head
6. Kept fingers parallel to the head form, and cut to the desired length
7. Continued working forward to the front hairline, making sure to stand to the side of the Client.
8. Continued cutting the guideline from the crown to the nape, rounding off corners, and keep
Finger’s parallel to the head form.
9. Separated the sides from the back by parting the hair from the apex to the back of the ear
10. Worked through the back area first
11. The parting pattern was wedge-shaped,and each section began at the same point in the crown and
was slightly wider at the bottom of the nape
12. Worked through the right side first
13. Create a vertical parting that began at the crown and connected with the guideline, creating a
vertical section that ended at the hairline.
14. Kept the sections small to maintain control
15. Began at the crown and used the previously cut guideline
16. Combed the new section to the guide, and elevated the hair straight out from the head, with no
over direction
17. Cut the line by keeping fingers parallel to the head and matching the guide, working from top to
bottom
18. Continued working with a traveling guideline to the back of the ear
19. Repeated on the opposite side
20. Blended the top with the side section
21. Connected the previously cut sections to the crown
22. Cross-checked the hair in the crown area
23. Cross-checked the top apex section
24. Cut the sides and connected them to the previous section at the back of the ear and top
25. Repeated on the opposite side
26. Cross-checked the side sections
27. Completed the blended haircut
28. Dispose of hair in a covered receptacle immediately upon completion of haircut
29. Sanitize and wash hands
30. Disinfect implements and surfaces
31. Towels Disposal in closed receptacle

17. 16
Handout
THE UNIFORM-LAYERED (90-DEGREE) HAIRCUT: (handout)
IMPLEMENTS AND MATERIALS Checklist
1.Cutting cape
2.Client Profile card
3.Cutting or styling combs
4.Wide tooth comb
5.Haircutting shears
6.Spray bottle with water
7. 2 Towels
8. Surface Disinfectant Labeled
9. Soiled Receptacle with covered lid
10. Neck strip,
11. Sectioning clips
12. Shampoo and conditioner
13. Shampoo cape

18. 17
Handout PROCEDURE: Sequential Steps Page 1of 2
1. Complete Pre-Service Procedure, Sanitation of hands, and disinfection of tools and
surfaces.
2. Drape the client. Drape the client for a shampooing.
3. Shampoo the hair. Shampoo and condition the hair as necessary; towel dry.
4. Return to the station.
 Escort the client back to the styling chair. Secure a neck strip around the client neck.
 Place a cape over the neck strip and fasten it in the back.
 Fold the neck strip down over
 The cape so that no part of the cape touches the client’s skin.
5. Detangle the hair. Use a wide-tooth comb to remove all tangles.
6. Section the hair. Use the five-section method.
7. Create a guideline.
 To create the guideline, take two partings ½ inch (1.25 cm) apart
 Create a section from the front hairline to the bottom of the nape.
 Comb all other hair out of the way.
8. Establish the guideline length.
 Beginning at the crown, comb the section straight out from the head,
 keeping your fingers parallel to the head form
 Cut to the desired length.
 Continue working forward to the front hairline
 Make sure to stand to the side of the client.
9. Cut the guide section.
 Continue cutting the guideline from the crown to the nape
 Rounding off any corners as you continue each section
 Make sure that your fingers are parallel to the head form.
10. Separate the sides from back.
 To maintain control and consistency while working through the haircut,
 Separate the sides from the back by parting the hair from the apex to the back of the ear.
 Work through the back areas first.
 The parting pattern will be wedge-shaped
 Each section begins at the same point in the crown and is slightly wider at the bottom of
the nape.

19. 18
Handout PAGE 2
PROCEDURE: Sequential Steps continued
11. Cut the right side.
 Work through the right side first.
 Take a vertical parting that begins at the crown and connects with the guideline
 Create a vertical section that ends at the hairline.
 Keep the sections small to maintain control.
 Beginning at the crown and using the previously cut guideline
 Comb the new section to the guide, and elevate the hair straight out from the head
 No over-direction.
 Cut the line by keeping your fingers parallel to the head and matching the guide
 Work from top to bottom.
12 Cut to the back of the ear.
 Continue working with a traveling guideline to the back of the ear. Repeat on the left
side.
 When working on the left side of the back, shift your hand position so that you are now
holding the section with the tips of your fingers pointing upwards and the tips of your
shears pointing downwards.
 Part from the front of the ear to the front of the other ear, including the top and side areas.
13. Cut the top section. Take a section at the front hairline above the ear and begin to blend the
top with the side section.
14. Blend the top and sides. Continue cutting until the top and side sections are blended.
15. Cut the top area. Connect the previously cut section to the crown, holding each section
straight up at 90 degrees from the head, making sure not to over-direct the hair.
Do not forget to Cross-check the hair in the crown area.
16– Cross-check the top. Use horizontal partings and elevate the hair 90 degrees from the
head form.
17. Move to the right side. Work from the back of the ear toward the face, using vertical
sections, and connect to the previous section at the back of the ear and the top. Comb the hair
straight out from the head form at 90 degrees, removing any corners as you go. Repeat on the left
side, shifting your body position so that the tips of your shears are pointing down and the fingers
holding the section are pointing up.
18. Cross-check the side sections. Use horizontal partings and comb the hair straight out at 90
degrees.
20. Complete Post-Service Procedure of disposal of hair in covered receptacle, Sanitation
and Disinfection

20. 19
Handout
Example of completed 90 degree uniform layer Haircut

21. 20
Haircut Theory Vocabulary Quiz Handout Chapter 16
Student Name:
Date:
1. A good haircut begins with an understanding of the
2. The areas of the head where the surface of the head changes are the
3. In the haircutting procedure, reference points are used to establish
4. The widest part of the head, also known as the crest area, is the
5. The bone that protrudes at the base of the skull is the
6. The highest point at the top of the head is the
7. The area at the back part of the neck below the occipital bone is the
8. The triangle section that begins at the apex and ends at the front corners is the
9. A thin continuous mark that is used throughout a haircut is called a
10. The straight lines used to build weight or create a one-length or low-elevation haircut
11. The straight lines used to remove weight or create graduated layers are
12. For control during hair cutting, the hair is divided into uniform working areas called
13. The angle or degree at which a subsection of hair is held while cutting is
14. Elevating the hair at 90 degrees or higher during a haircut results in the removal of
15. The angle at which the fingers are held when performing a haircut is the
16. The first section cut when creating a shape is the
17. The outer line of a haircut is referred to as the
18. The guide line used when creating layers or a graduated cut is
19. The technique of combing hair away from its natural falling position, rather than straight
out from the head toward a guideline, is
20. A conversation where the stylist offers professional advice and suggestions to the client is
the

22. 21
Answers to Haircutting Quiz
1. Head Form
2. Reference points
3. Design lines
4. Parietal ridge
5. Occipital bone
6. Apex
7. Nape area
8. Fringe area
9. Line
10. Horizontal lines
11. Vertical lines
12. Sections
13. Elevation
14. Weight or layering the hair
15. Cutting line
16. Guideline
17. Perimeter
18. Traveling guideline
19. Over-direction
20. Client consultation

23. 22
Assessment
Criteria
RUBRIC
Max
Point
5
Advanced
Skill
4
Improved
3
Needs
Improvement
1
Unacceptable
0
No
Submission
Modified
Comments
Goals
CompletePre-Service Procedure
 Wash hands
 Sanitize hands
 Disinfect surfaces
 Provides Clean tools
and equipment
10
Student
shows all
state board
requirements
with
advanced
skills of
performance
Station was
sanitary and
set up was
clean.
equipment
and
material
provide
Station was
partially clean
Failedto disinfect
surface
Station
unsanitary
Tools missing
items.
Student fails to
sanitize hands
anddisinfect
surfaces
0 points
No elements
Included
No
submission
Needs
improvement
will use
BOLDED cue
notes for
promptingof
key points
Drape the client.Drape the
client for a shampooing.
Completeclient profile cardand
consultation
10
Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
removes
towel and
uses neck-
strip for
client
protection
Student draping
for haircutting
needs correction
Forgets profile
card
Student fails to
protect from
cape client with
neck-strips
No consultation
or client record
Student will use
a timer and
practice draping
procedure for
haircuts
Sectionedthe hair into five
sections
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
used
consistent
clean
partings
while
cutting
hair.
Student used
partially
consistent
subsections while
cutting.
Student did not
use consistent
subsections
while cutting
hair.
Video review
for sectioning
andextra time
for practicing
correct
sectioning.
Createdtwo partings ½ inch
(1.25 cm)apart, creatinga
section that ranfrom thefront
hairline
to the bottomofthe nape
Combedall other hairout ofthe
way
10 Student
show
All state
board
requirements
with
advanced
skills of
performance.
Student
defines
parting
from bang
to nape
Student lacks
definedparting
from front to
nape
Undefined
Hair not
sectionedneatly
Student lacks
partingandall
hair combedout
of the way
Student paired
with advanced
learners
Began at the crown andcombed
the sectionstraight out fromthe
head
Kept fingers parallel to thehead
form, andcut tothe desired
length. (one inchoff)
10 Student
showall
state board
requirements
with
advanced
skills of
performance
Student
uses
established
guides
Student uses
guidelines
through most of
haircut.
Fingers not
parallel
Student did not
use established
guides.
Did not cut one
inch off of
length.
Student reviews
parallel angles
note + practice
template
design head
form evaluation
Continuedworkingforwardto
the front hairline,makingsure to
standto the side of theClient.
10 Student
showall
state board
requirements
with
advanced
skills of
performance
Body
alignment
Standingto
side of
client
Student does not
work forwardto
hairline
Body position
incorrect
Student works
from back of
client in section
andworks
backward
Student team
members will
pair with right
handed andleft
handedgroups
to observe body
positions
Continuedcuttingtheguideline
from thecrown to thenape,
roundingoff corners,
kept fingers parallel tothe head
form
10 Student
showall
state board
requirements
with
advanced
skills
Fingers are
parallel
Followed
guidelines
Student lost
guideline
Fingers are not
parallel
Haircut uneven
Missed
guidelines
Corners not
rounded
Reviewof
travelingand
stationary
guidelines
VIDEO=
PRACTICE
Separatedthe sides fromthe
back by partingthe hairfrom the
apex to the back ofthe ear
10 Student
showall
state board
requirements
with
Defines
side
guidelines
over ear to
apex on
Student forgets
side partingon
one side
Skippedside
parting
Sides not
separatedfrom
back
Allowmore
time andCue
notes
90 Haircut Skills Practice Study Retrain

24. 23
advanced
skills of
performance.
both sides
Workedthrough the back area
first
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
works
through
back right
Quadrant
Student works
through left
quadrant in back
first
Student begins in
front andnot
back right
quadrant
Review
sequence steps
andallowmore
time
The partingpattern was wedge-
shaped, andeach sectionbegan
at the same point in thecrown
andwas slightly wider at the
bottomof the nape
Workedthrough the right side
first
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Parallel
partings are
held90
degrees
Uses
traveling
guide
Student loses
travelingguide
andholds section
at 45 degrees
Student becomes
lost in sectioning
Forgets degree of
angles
Reviewparallel
angles and
diagram of
elevations
Practice
Took a vertical partingthat
began at the crown and
connectedwith the guideline,
creating
a vertical sectionthat endedat
the hairline
Kept thesections small to
maintaincontrol
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Sections are
small and
meet
guidelines
Sections are too
large
Unable to
maintaincontrol
of hair
Lost guideline
Haircut uneven
Video Repeat
andguideline
theory
Began at the crown andusedthe
previously cut guideline
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Uses
guideline in
traveling
guide
Did not begin in
crown using
guideline
Forgets prior
section for
guideline
Team
Collaboration
andPeer review
Allowmore
time
Combedthe newsectiontothe
guide, andelevatedthehair
straight out from thehead, with
no over direction
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Hair is
elevated
andnot
over-
directed
Student uses over
direction andhair
is not elevated
No elevation
Hairs is not
straight out from
the head
Body Position
Reviewand
elevation
review
Cut the line by keepingfingers
parallel to the headandmatching
the guide, workingfrom
top to bottom
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
works top
to bottom
using 90
degree
angle
Student works
bottomtotop
forgets 90 degree
angle
Student lost from
direction and
forgets 90 degree
angle
Fingers are not
parallel
Extendedlab
time and
Sequential step
illustration
Continuedworkingwith a
travelingguideline tothe back of
the ear
Repeatedon the opposite side
Criteria
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
follows
traveling
guide
Student loses
travelingguide
Forgers which
side andis
workingon both
sides back and
forth tryingto
find guide
Travelingguide
unestablished
Effort abandoned
Video retrain
andteam work
in lab more
time for
practice
Blendedthe top withthe side
section
Connectedthepreviously cut
sections tothe crown
10 Student
showall
state board
requirements
Student
blends
haircut
evenly
Student blends at
least half of
haircut evenly.
Tags and
Student does not
blendhaircut
evenly and
Theory of
Value and
quality work
Allowmore lab

25. 24
(This is the long example Rubric I designed) I will design a simple one (Last page)
with
advanced
skills of
performance.
unevenness needs
correction
abandons shape video review
andpractice
Cross-checkedthe hair in the
crown area
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
crosschecks
crown in
opposite
direction
Student
crosschecks but
not in opposite
direction
Student forgets
to cross check
crown area
Cross
Check Value
for provided
service theory,
lab, practice
Cue notes
Cross-checked thetop apex
section
Cross-checkedthe side sections
10 Student
showall
state board
requirements
with
advanced
skills of
performance
.
Crosscheck
s apex
section on
top
Cross-checked
crown forgets
Apex area
No cross-check
at all
Apex
Crosscheck in
Apex Bolded in
Red in
sequential
steps
Cut the sides andconnected
them tothe previous sectionat
the back of the ear andtop
Repeatedon the opposite side
10 Student
showall
state board
requirements
with
advanced
skills of
performance
.
Student cuts
both sides
and
connections
section to
the back of
ear andto
the top
Student forgets to
complete one side
Student forgets
both sides
Abandons
guideline and
shape
Allow more
time retrain in
Sequential
steps allow
practice until
notes areno
longer needed
by prompts
Depositedhair inreceptacle
immediatelyDisinfectedarea
surfaces
Washes hands andsanitizes
hands
Disinfects equipment, tools, and
surfaces
10 Student
showall
state board
requirements
with
advanced
skills of
performance.
Student
sweeps hair
Deposits in
covered
receptacle
Universal
precautions
Student leaves
some hair on
floor
Forgets to wash
andsanitize
hands due to
talking
Disinfects part of
the counter and
forgets tools due
to in a hurry
Student does not
sweep hair from
floor, abandons
sanitationand
tool rules
Review TDLR
and OSHA
standards
found in
appendix ofthis
lesson
Total: 100 100 80 60 40 0 Continual
feedback Goal
Chart
Continuous scale -10
points
-20
points
-30
points
-40
Points
0 Action
plan
created
Conversion to
letter Grade
Outcome
Standards
100 90-100.0
A
Student
eligible to
serve clients
80.0-89.9 70.0-79.0 60.0-69.0 Below 60.0
CA B D F
Extend
Lab w/5
Apps
Before
servicing
public
Extended
Lab w/ 10
Apps
Before
servicing
public
Retrain in
Theory
Video
Student
Evaluation
Conferenc
e
Student atrisk of
program
requirements
Intervention
Student Contract
Form review&
signature

26. 25
Client Record Form
Client Record
Stylist Name: _________________________________________________
Date: ________________________________________________________
Operator contact: ______________________________________________
Client Name: __________________________________________________
Telephone: ____________________________________________________
E-Mail: _______________________________________________________
Address:______________________________________________________
Description ofHair
Form: straight Wavy Curly
Length: short Medium long
Texture: coarse medium fine soft silky wiry
Porosity: normal resistant very porous moderately porous
Condition: Virgin
Scalp Condition____________________________________
Mid shaft Condition_________________________________
End condition______________________________________
Dry ______Scalp__ Ends oily ___________ Scalp_ ____ hair
Lightened with bleach_ __________ On/offscalp_________
Tinted with________________________________________
Previously waved with______________________________
NewGrowth Level color and length_____________________
Natural Color of hair________________________________
Color line brand name used today: ______________________
Number of Foils used: ____________________________________
Directional placement used: ____________________________________
Processing time: _____________
Strength ofSolution: 10 volume___ 20 volume____ 30 volume_____ 40 volume____
Mid-shaft _______-Ends____
Previously perm solution used: ____Acid or Alkaline________________________
Permanent Wave-Brand Name________________________________
Previous perm lengths: Short, Medium, Long_______________________
Perm Rod size used today: Top, Left, Right Front Quadrant
Back Left, Right Quadrant
Bang area
Perm rod size used previously: Top, Left, Right Front Quadrant
Back Left, Right Quadrant
Bang area
Products recommended____________________________

27. 26
Handout
Student Template: Student Designs the Head Form to the lab skill Application

28. 27
Auditory Learners
Teacher notes taken from Learn Styles Inventory at Quarterly
Intervals for Performance Enhancement
 Differentiated Instruction

 Allowstudents to record
teachings
 sit close to Instructor
 Simplify directions in tone
and inflection.
 Ask students to maintain
proximity by priority level
 Allow technology to record
sessions. Smart phones.
1. Student name:______________________________
2. Student name: ______________________________
3. Student name:______________________________
4. Student name: ______________________________
5. Student name:______________________________
6. Student name: ______________________________
7. Student name:______________________________
8. Student name: ______________________________
9. Student name:______________________________
10. Student name: _____________________________
Visual Learners/ Verbal Linguistic  Students lead Discussion
 Graphics using Head
Form Template. Mind-
mapping, USB flash to
record theory lecture,
word games in
Vocabulary, mnemonics
 Grouping during
Discussion. Role-playing,
Re-write Outline of
Chapter
1. Student name:______________________________
2. Student name: ______________________________
3. Student name:______________________________
4. Student name: ______________________________
5. Student name:______________________________
6. Student name: ______________________________
7. Student name:______________________________
8. Student name: ______________________________
9. Student name:______________________________
10. Student name: ______________________________
Bodily/Kinesthetic Learners  Allow volunteers set up
 Student move chairs to front
of classroom
 Include music while
working. inserting energizers
& stretching activities by
requesting volunteers to set up
demonstrations using sequence
or equipment list
 Hidden classroom Word
scramble for Vocabulary
 Categorizing definitions to
the correct Vocabulary term
1. Student name:______________________________
2. Student name: ______________________________
3. Student name:______________________________
4. Student name: ______________________________
5. Student name:______________________________
6. Student name: ______________________________
7. Student name:______________________________
8. Student name: ______________________________
9. Student name:______________________________
10. Student name: ______________________________

29. 28
Visual/Spatial Intelligence
 Use a variety ofDry Erase
Marker colors in Flip
Charts
 color coding notes,
illustrated examples,
Hands-on experience, ,
creating visual aids,
diagrams, graphics,
arrows, story boards
1. Student name:______________________________
2. Student name: ______________________________
3. Student name:______________________________
4. Student name: ______________________________
5. Student name:______________________________
6. Student name: ______________________________
7. Student name:______________________________
8. Student name: ______________________________
9. Student name:______________________________
10. Student name: ______________________________
Logical/mathematical intelligence Prepare a quiet zone
sequencing events (such as steps
in a procedure),
Vocabulary word scramble
conducting experiments
(such as chemistry or hair color
formulas), brainstorming ideas,
classifying & categorizing
Head form template designs
Mind Mapping a visual drawing
1. Student name:______________________________
2. Student name: ______________________________
3. Student name:______________________________
4. Student name: ______________________________
5. Student name:______________________________
6. Student name: ______________________________
7. Student name:______________________________
8. Student name: ______________________________
9. Student name:______________________________
10. Student name: ______________________________
Intrapersonal intelligence
Allowmore Independent practice
Autonomy enrichment
avoiding teacher directed
activities, assigning self-paced,
journals
Advanced skilled students will
work on human models rather
than mannequins
1. Student name:______________________________
2. Student name: ______________________________
3. Student name:______________________________
4. Student name: ______________________________
5. Student name:______________________________
6. Student name: ______________________________
7. Student name:______________________________
8. Student name: ______________________________
9. Student name:______________________________
10. Student name: ______________________________

30. 29
Practical Lab: 90ᶿ Haircut Total possible points: 25
Advanced Novice Entrepreneur Rookie Unacceptable Comments
Criteria 5 point 4 points 3 points 2 points 1 point Date/Grade
Implement
Control
Scissors always
palmed Comb
always in hand
Scissors
palmed most
of the time
Comb in hand
most of the
time
Scissors palmedsome
of the time
Comb in hand some
of the time
Scissors seldom
palmed comb not
kept in hand
Scissors in
hand and
never palmed.
Comb left on
station or in
hair.
Sections
Sub sections
Sections even and
partings neatly
definedinto 4
sections
Sections
similar
Partings
evenly similar
Sectionedinto 4
Partings uneven
Subsections too large
Very uneven
subsections and
partings too
small or large
Wrong
number of
sections and
uneven
partings, no
subsections
Guideline
Stationary
Traveling
Guidelineestablished
evenly
Stationaryguideline
used Hair held at 90
usingvertical sections
for travelingguide
Guide line
slightlylonger
on one side Hair
held at90using
vertical sections
MOSTof the
time
Guidelinenoticeably
longer on one side. Hair
not held at 0 angle on
stationaryguide.90
vertical sections SOME
of the time
Uneven stationary
guideline,hair not
held at0. Hair
SELDOMheldat
90 for layering sub
sections
Guidelines never
used,Traveling
guideline not a 0
degree, 90
degree layering
neverused due
to
over/underdirect
ion
Cross
Checking
Haircut
Comprehensi
on
Haircut
angles 90
degree
No uneven sections
No hair tags,all
sections samelength
One side
slightly longer
than other
Sections noticeably
uneven
Interior guidelinelost
includes hair tags
Uneven on
perimeter
Hair not held at 90
degree traveling
guide lost
Hair completely
uneven,Cross-
Checkingnever
attempted/all
guidelines lost
Sanitation
Disposal
Disinfection
Washes/sanitize
Hands
Hair sweptin covered
container
immediatelyfollowing
haircutImplements
sanitized
Station/chair
/shampoobowl
disinfected
Wash sanitize
hands
Most hair
swept disposed
following
haircut
Sanitizedsome
implements
disinfect/some
surfaces
Wash hands forgets
sanitizer
Noticeable hair
remaining on floorand
station. Waits after
blow dry to sweep.
Implements with
debris, forgets
surface
disinfection/shampoo
bowl
No hand
washing/sanitizer
Hair sweptand left
in dustpan, forgets
disposal.
Implements not
sanitized after use.
Disinfection
supplies not
available
Forgets to wash
hands and
sanitizer hands
Hair not swept
at all,cross
contamination,
Implements not
sanitized, forgets
to wash hands
and disinfect
surfaces
Grade
conversion
Scale:
A= 25-20
B= 19-15
C= 14-10
D= 9-5

31. 30
Please use the above Rubric