|Thematic Unit Title:
Clothing Makes The Man
||1. Communicate in Languages Other than English
||1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
||Students engage in conversations, express feelings, convey information to listeners, and understand written and spoken language on clothing styles in the target language.
|Progress Indicators Goal 1:
|Progress Indicators Goal 2:
1.1C Express state of being.
Create simple descriptions within a context.
Create detailed oral descriptions within a context.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
|Progress Indicators Goal 3:
|Progress Indicators Goal 4:
|Progress Indicators Goal 5:
Topic specific vocabulary (clothing, colors, adjectives)
Topic specific verbs (to wear, to be)
Cultural and historical background information
Student groups make a collage and write descriptors showing their style group.
Student groups present their collage and written descriptors to the class.
Student groups present a “Fashion Show” meeting rubric criteria including background music, MC, runway, hair/make-up stylist and other roles, written descriptors, etc.
Students gather information about clothing styles.
Class Discussion (in English or target language depending on level):
Class discusses how people dress and why, what styles exist, and what kind of people use each style.
Class discusses styles contained in “Who Are You?” diagram, students decide what style best describes them, and affiliates with that style.
Students use a webbing chart to list clothing personality styles (for example: adventurous, easygoing) and create a “Who Are You?” diagram.
Students divide into chosen style groups and create a vocabulary list for that style.
Student style groups create a clothing vocabulary puzzle or song.
Student style groups discuss what classmates are wearing and decide if it fits in their style group.
Student style groups make a collage for their style, write descriptors for the clothing in their collage, and present it to the class.
Student style groups create and present a “Fashion Show” including background music, MC, runway, hair/make-up stylist and other roles, written descriptors, etc.