Doug Mannell

October 18, 2015

EDU 723
Teaching and Learning in Inclusion Settings
University of New England
Differentiated Instruction Lesson Plan

Direct Glue Carpet Skills Design Unit Plan

Title of Unit
Curriculum Area
Developed By

Direct Glue Carpet Installation

Grade Level

Carpet 1
Doug Mannell

Time Frame

Level 1
apprentice
8 hours

Desired Results
Content Standards
Upon successful completion of this lesson, Apprentices should be able to:
1. Summarize the key steps that should be taken to properly prepare a substrate for a direct glue installation.
2. List and describe the various environmental and use factors that must be taken into consideration when laying
out carpet.
3. Demonstrate the ability to measure and layout carpet for a direct glue installation.
4. Demonstrate the ability to use a trowel to spread adhesive.
5. Explain the importance of applying the recommended amount of adhesive.
6. Explain how to properly position and install non-patterned carpet.

Understandings
Students will understand in order to work full time for a floor layer
contractor a person must have the:
Ability to properly prepare a substrate for carpet
installation.
Ability to understand and use information and mathematics
to measure and layout carpet for installation.
Ability to plan time and resources, as related to adhesive
requirements and application.
Ability to use different techniques for the installation of
non-patterned carpet.

Essential Questions

How are carpet skills used by the

student in the floor covering
industry?
What part do mathematics and
layout skills have in becoming a
successful and productive employee?
Identify the carpet skills that are
used during a floor laying project.

Knowledge

Skills

Students will know

Students will be able to

Using knowledge of procedures and carpet skills students

will install products correctly and avoid installation errors.
A successful project relies on installer following
manufacturers recommendations for the installation of
their carpet products.
Patterned and non-patterned carpets require different
installation procedures

Identify floor materials and

understand the tools and procedures
required to install these products
correctly.
Understand how to find information
by reading specifications and prints.
Work effectively through an
understanding of layout and
installation procedures.

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performance
Standards

Successful graduation from the Floor Layer Apprenticeship Program

Instructor, curriculum developer, mentor
Level 1 apprentices from ages 18 - 60
Classroom and lab for hands on performances
Apprentices are graded on classroom curriculum and hands on projects
INSTALL curriculum, MO-KAN Floor Layer Apprenticeship Guidelines

Other Evidence
Common Criteria and Quality Indicators for Career Education Programs

Learning Plan (Stage 3)

Where are your students headed? Where
have they been? How will you make sure the
students know where they are going?

Towards a career in floor laying. Some have

experience; others are brand new in the industry.
Through 36 years of experience I am able to educate
students in the journey they are embarking on.

How will you hook students at the beginning

of the unit?

The greatest hook is the amount of money they will be

able to make by developing specific skill sets for carpet
installation. Having health benefits and a pension is also a
perk.

What events will help students experience

and explore the big idea and questions in the
unit? How will you equip them with needed
skills and knowledge?

The better the students understand proper installation

procedures and skills while putting them into action
the more they will work. The skills and knowledge
will come from examples and using them in class.
Through actual jobsite records and examples.
Assessment grading and repetition of procedures will
give students a working understanding of the
importance of following procedures.
Make students aware that following detailed
procedures will assist them in developing skills that
will help them in successfully installing all flooring
products. Students will develop these skills and use
them every day on the jobsite.

How will you tailor and otherwise personalize

the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?

Lesson Plan Application

Program Floor Layer Apprenticeship

Course Title Carpet 1 (day 2)
Training Segment Direct glue carpet installation
Lesson Title Installing non patterned carpet
Objectives:
1. Summarize the key steps that should be taken to properly prepare a substrate for a direct glue
installation.
2. List and describe the various environmental and use factors that must be taken into
consideration when laying out carpet.
3. Demonstrate the ability to measure and layout carpet for a direct glue installation.
4. Demonstrate the ability to use a trowel to spread adhesive.
5. Explain the importance of applying the recommended amount of adhesive.
6. Explain how to properly position and install both field and fill pieces of non-patterned carpet.
Timeframe breakdown: Classroom: 3 hours

Shop: 5 hours

Classroom Tools and Supplies:

Chapter 3 of the Carpet 2 curriculum textbook
Chapter 3 of the Carpet 2 power point
Carpet and Rug Industry 105 (Industry Standards)
Pencil
12 inch ruler
Four (4) square rooms diagrams, each one with different dimensions drawn on paper for use in
practicing carpet layout.
Workshop Tools and Supplies:
Installation Tools:
Two (2) Chalk lines, one white and one blue
Carpet razor knife
Utility knife
Box of utility blades
Box of carpet blades
Used blade container

Carpet stair tool

Cushion back cutter
Loop pile cutter
Duck billed carpet scissors
Mini carpet stretcher
75 pound roller
Adhesive and Application Tools:
Mapei #810 carpet adhesive
1/8 x 1/8 x 1/8 u shaped trowel
Wire brush
Sponge
Water bucket
Material for Workshop:
4 x 8 mock up with two sets of door jambs
Loop pile carpet (size will be dependent on number of students in class)
Reference Materials:
Carpet and Rug Industry 105 (Industry Standards),
Shaw Carpet installation video:
http://search.myway.com/search/video.jhtml?searchfor=Shaw+Carpets+installaton&p2=
%5EBSB%5Exdm007%5ETTAB02%5Eus&n=781bb67d&ss=sub&st=tab&ptb=077DB9F6B5F3-45F9-824B-91A23822D426&tpr=sbt
Implementation of instruction:
Students will fill out a learning styles worksheet their first day of their apprenticeship. This
assists the instructor in determining whether they are audio, visual, or kinesthetic. Preassessment of the students floor laying history helps a great deal in understanding the
confidence and knowledge level of all students prior to beginning a class. This is determined
through the initial interview with the coordinator of the apprenticeship prior to acceptance into
the program. Follow up discussions occur on a regular basis throughout the apprenticeship to
inquire upon the students range of exposure to the different types of flooring materials while they
are performing their on the job training.
The techniques used to instruct floor layer students on the installation of direct glue carpet will
be broken down into segments. This is done in order to assist any and all students in the
retention of the material. Pressure can be taken off of any student who may have a learning
disability while participating in the classroom. There are five major areas of floor laying
materials that are taught throughout the students four year apprenticeship. Students may never
work with a specific material before coming to class. Students who fall into this category as well
as anyone who may have a learning disability will be paired with a student who does have
experience with the material being installed. This pairing will only occur during the practice
session. The instructor will determine whether any student who is struggling will be able to
participate in the graded assessment project. This determination carries with it a large element of
personal safety to the students in question.

1)
2)
3)
4)

The instructor will give an overview of the objectives for the section.
The students will read the section of the textbook pertaining to the subject.
The student will review any questions in the text for the follow up discussion.
The instructor will go through the text that the students read and review any questions
that were found in the text along with questions the students may have.
5) Should a video or any form of learning aid, such as industry standards are available it will
be used in conjunction with the text. Power point presentations which follow the text can
be used as well.
6) The instructor will use explicit instruction in the classroom when an assignment requires
the student to follow procedures. This occurs quite often within the floor laying
apprenticeship as installations must follow exact procedures for success.
7) Following classroom instruction the instructor will lead the students to the workshop area
to demonstrate, in detail, the hands-on procedures of the text.
8) The students will practice the hands-on installation following the classroom and
workshop instruction. The instructor will observe and give assistance when it is needed.
Practice time will depend upon the complexity of the installation.
9) Following the practice session everyone will return to the classroom for review of the
information they have learned.
10) Students will be given instructions for the performance of their hands-on project, which
will be graded using an established grading form.
11) Upon completion of the hands-on project the instructor will go over the students grading
evaluation. This is done to bring awareness to the student of any and all areas they might
need to work on for future installations. Evaluations are done privately and remain
between the instructor and student.
12) A written quiz will be given at the conclusion of the section to evaluate and encourage
students that the retention of the textbook information is equally as important as the
hands-on performance. In both the hands-on and written evaluations should a student
have learning disabilities arraignments can be made to place them in an area where they
can focus better. These students will be monitored in case they need assistance with
understanding the procedures.
Body:
Classroom
Review: The instructor will lead students through:
a) a discussion review of basic floor preparation skills from week 1 class. This will
include a scenario of a jobsite area that needs to be prepared for the installation of
flooring materials. 10 minutes
b) a discussion review of adhesives and adhesive application methods from week 1
class. Students will be required to demonstrate the proper angle an adhesive trowel
should be held in order to apply adhesive to the substrate properly. 10 minutes
Students will read Chapter 3 from the Carpet 2 textbook. This will be followed by discussion
review by the instructor. The topics covered in the discussion are:
Layout:
Textbook:

Measuring the room

Estimating the amount of carpet required
Placement of seams (this subject is covered later, but is a crucial part of carpet layout)
a) Traffic patterns
b) Lighting issues
c) Pile direction
d) Doors and entrances
e) Furniture placement
Activity:
Students will use the four diagrams to figure the room layout for the carpet to be
installed. The student will also determine the amount of materials needed to install the
carpet. These materials will include the carpet and adhesive. No grade is given for this
activity.
Total time: 60 minutes
BREAK TIME (10 minutes)
Installation:
Textbook:
Cutting and positioning the carpet
Spreading the adhesive
Installing carpet
Trimming the carpet
Completing the installation
Final inspection
Total time: 30 minutes
The instructor will go over the next step of the class which is the hands-on practice. Rules will
be reviewed for the students behavior in the workshop. The instructor will guide the students to
the workshop.
Workshop:
The instructor will give the students a step by step demonstration of the installation
procedures and techniques discussed in the classroom for direct glue carpet.
Total time: 30 minutes
Activity:
Students will be paired up, if necessary for practice in the installation mock ups.
Students will measure the area and determine the amount of carpet required for
installation.
Students will then cut the carpet and follow the procedures and techniques required for
the installation of carpet in the mock up.
The instructor will be observing and assisting the students when needed.
Students will perform this activity three times.

Should any student struggle with any portion of the activity the instructor will work with
them on a one to one basis.
Total time: 3 hours following the students first attempt the students will be released for
lunch. Upon return they will continue their installation practices.
Classroom:
The instructor will review the practice session and answer any questions the students
might have regarding the installation procedures and techniques.
Activity:
Once the discussion has concluded the instructor will give the students the information
regarding their graded project to be completed in the workshop.
A work order with print will be handed out and discussed.
Students will be made aware that the instructor will be using a pre-established form for
their grading.
Total time: 30 minutes
Workshop evaluation:
Activity:
Students will perform the hands-on installation of direct glue carpet test.
*Any students with learning disabilities will be given extra time to complete the task.
Total time: 60 minutes
BREAK TIME (10 minutes)
Classroom evaluation:
Students will answer questions in a written test format.
*Any students with learning disabilities can take the test in a quiet area away from other
students. The test can be administered orally if needed.
Total time: 30 minutes
Classroom and workshop clean up:
Students, upon conclusion of their written test will clean up the workshop and put away
any tools and materials that have been left out. They will also take any trash items to the
dumpster and prepare the workshop for the next days activities.
Student evaluation:
During the cleanup time the instructor will grade the students written test.
Once everyone has finished the instructor will review each test individually with the
students.

Written Test
Questions worth 1 point each
1. When trimming carpet against a vertical surface with a slotted blade knife,
the knife should be held in an almost ___________ position. [vertical]
2. The ability of an adhesive to attain its holding power before it has
completely set is called which of the following? [d]
a. viscosity
b. sealing ability
c. linear retention
d. green strength
3. Paint, varnish, wax, or existing adhesive are unlikely to interfere with the
ability of an adhesive to bond properly. (True; False) [F]
4. Placing separate rolls or pieces of carpet with different ____ directions side
by side can produce an unattractive contrast and will make the seam
very obvious. [pile]
5. Carpet and supplies should be allowed to __________ or adjust to room
temperature and humidity for at least 24 hours before Installation
begins. [acclimate]
6. The pile direction of carpet can often be determined by using the paper
and pencil method. (True; False) [T]
7. The shape, depth, and spacing, of trowel _______ help determine the
volume of the adhesive applied to the floor. [notches]
8. When carpet has a _________________ problem, along the length of the
carpet may appear curved or wavy. [trueness of edge]
9. Before applying adhesive, it is usually best to fold back the ends of the
carpet at approximately what angle? [b]
a. 30
b. 45
c. 60
d. 90
10. _____ application of adhesives is often faster than using a trowel and
recent improvements in equipment have led to increased use of this
method. [Spray]

Direct Glue Carpet Hands-On test

Each item worth 1 point
Name:

Date: _______________

I. Adhesive PASS FAIL

Trowel
____
____

Correct trowel notch selected

Cleaned after use
Correct adhesive used

Application
____ Substrate swept
____ Adhesive spread evenly with no puddles or voids
____ Open time observed as required
Procedures
____ Glued in at least two phases
____ Carpet weighted or stay nailed to avoid shifting
____ Glue stop mark relatively straight between phases
Cutting in
____ Adhesive spread within 1/8 of vertical or ending edges
____ No adhesive on vertical or surrounding surfaces
Bonding
____ Rolled in both directions with width being first
____ Adequate adhesive transfer
____ Perimeter of area rolled
II. Fitting PASS FAIL
____
____
____

North wall trimmed net, no gaps or back bubbles along the edges
West walls trimmed net, no gaps or back bubbles along the edges
Column trimmed net, no gaps or back bubbles along the edges
Relief cuts do not extend into the field area
Vertical surfaces- no knife cuts, no pulled or protruding yarns and strands
Open edges- exposed carpet at the substrate edge is trimmed flush, no pulled or
protruding yarns or strands

III. Professionalism

PASS FAIL

Competence
____ Follows work order
Presence
Neat appearance, communication skills, positive attitude
Safety
____ Proper work apparel, use of safety glasses, knee pads, etc., housekeeping
Tools
____ Ample tools as designated
NOTES:_______________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Carpet 1 Outline:
Day 1:
Hour 1: Carpet History/curriculum
Hour 2: Carpet Construction fiber to yarn/curriculum
Hour 3: Carpet Construction fiber to yarn/curriculum
Hour 4: Carpet Construction yarn to manufacture/curriculum
Hour 5: Carpet Construction yarn to manufacture/curriculum
Hour 6: Tools to be used in carpet installation/curriculum
Hour 7: Industry installation standards/curriculum
Hour 8: Industry installation standards/curriculum

Day 2:
Hour 1: Carpet layout/curriculum
Hour 2: Carpet layout/curriculum
Hour 3: Direct glue carpet/curriculum
Hour 4: Direct glue carpet/manipulative
Hour 5: Direct glue carpet/manipulative
Hour 6: Direct glue carpet/manipulative
Hour 7: Direct glue carpet/project for assessment grading
Hour 8: Direct glue carpet/written quiz grading

Day 3:
Hour 1: Double glue carpet/curriculum
Hour 2: Double glue carpet/manipulative
Hour 3: Double glue carpet/manipulative
Hour 4: Carpet seam cutting/curriculum
Hour 5: Carpet seam cutting/manipulative
Hour 6: Carpet seam cutting/manipulative

Hour 7: Carpet seam cutting/project for assessment grading

Hour 8: Pattern match/curriculum

Day 4:
Hour 1: Pattern match/manipulative
Hour 2: Pattern match/manipulative
Hour 3: Pattern match/manipulative
Hour 4: Pattern match/project for assessment grading
Hour 5: Pattern match/project for assessment grading
Hour 6: Pattern match seam cutting/curriculum
Hour 7: Pattern match seam cutting/manipulative
Hour 8: Pattern match seam cutting/manipulative

Day 5:
Hour 1: Carpet tile/curriculum
Hour 2: Carpet tile layout/curriculum
Hour 3: Carpet tile/manipulative
Hour 4: Carpet tile/manipulative
Hour 5: Carpet tile/manipulative
Hour 6: Review of the week
Hour 7: Final written test
Hour 8: Final written test