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| Thematic Unit Title: |
Tommy or Not Tommy? |
| Subject: |
Clothing |
| Goals: |
1. Communicate in Languages Other than English
4. Develop Insight into the Nature of Language and Culture |
| Standards: |
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.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. |
| Contexts\Outcomes: |
Students provide and obtain information, interpret written and spoken language, convey information about clothing, demonstrate an understanding of the practices of clothing studied in the target culture, and apply this knowledge to their own culture. |
| Progress Indicators Goal 1: |
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| Progress Indicators Goal 2: |
1.1A Express basic needs.
Elaborate on needs.
1.1C Express state of being.
Create simple descriptions within a context.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.3A Give directions, commands, and instructions.
Explain a process based on prior knowledge and/or experience.
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.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms. |
| Progress Indicators Goal 3: |
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| Progress Indicators Goal 4: |
4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Identify the impact of the contributions of the target culture(s) on the student’s own culture.
Analyze the impact of the contributions of the target culture(s) on the student’s own culture. |
| Progress Indicators Goal 5: |
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| Essential Skills\Knowledge: |
Topic specific vocabulary (related to clothing/fashion, numbers, adjectives)
Relevant verbs
Cultural background information
Technology Internet and videotaping skills |
| Assessments: |
Vocabulary Quiz
Written Projects:
Students keep a journal of clothing worn during a one-week period meeting specific criteria.
Students write fashion descriptions meeting specific criteria.
Students create fashion ads meeting specific criteria.
Students interview individuals on the Internet about fashion in the target culture.
Oral Presentations:
Students plan and present a skit on modeling and fashion commentary meeting specific rubric criteria.
Final Project:
Students combine skits to create a fashion show meeting specific rubric criteria. |
| Instructional Strategies: |
Individual Activities:
Students keep a journal of clothing worn during a one-week period.
Students write fashion descriptions.
Pair Activities:
Student pairs create fashion ads from the target culture.
Student pairs interview individuals on the Internet about fashion in the target culture.
Graphic Organizer:
Students use a graphic organizer to compare, contrast, and analyze the cost of designer clothes vs. discount clothes in the U.S. using the target language including converting currency.
Cooperative Learning:
Student groups practice describing each other’s clothes for vocabulary development.
Students compare and contrast clothing from the U.S. and clothing from the target culture including discussion of social standards exhibited in both cultures.
Students compile a catalog of fashions from the target culture.
Student groups plan and present a skit on modeling and fashion commentary.
Students combine skits to create and videotape a fashion show including props, modeling, oral commentary, creativity, participation, etc. |
| Resources: |
Textbook
Internet
Library resources
Realia
Videotapes |
| Other Resources: |
Magazines from the target culture |
