Where Do I Fit In?

Where Do I Fit In?

1.1C Express state of being.
Create simple descriptions within a context.
1.1E Express agreement and disagreement.
Support opinions.
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.
1.2C 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.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.
Comprehend and respond to formal written communications; such as, business or official documents.
1.2G Identify main ideas and key words in oral and written material.
Comprehend speech on familiar topics with some repetition.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
1.3E Present prepared material to an audience.
Speak or write spontaneously.

3.2A Extract information from sources intended for native speakers of the language.
Analyze and apply information from sources intended for native speakers of the language.
3.2B Use authentic sources to identify the perspectives of the target cultures.
Use authentic sources to analyze the perspectives of the target cultures.

5.1A Identify the target language in the student’s daily life.
Share knowledge of target language with others.
5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.

Topic specific vocabulary (clothing, accessories, sizes, descriptive adjectives)
Verbs needed to describe
Cultural background information (teen mores)
Knowledge of oral presentation formats
Knowledge of advertising strategies

Graphic Organizer:
Student groups use a webbing or mapping graphic organizer (example: NE Frameworks p. 290) to identify needed clothing vocabulary.
Research:
Students use the Internet to research fashion from the target culture.
Students view and discuss videos of fashion collections from the target culture.
Students research and develop a chart comparing American and target culture sizes.
Pair Activities:
Students create posters representing a specific style and relating it to personal characteristics.
Students develop a commercial jingle advertising fashion.
Cooperative Learning:
Student groups plan and present a style show including selection of music, written descriptions and oral commentary of model’s attire, modeling, use of available authentic materials, and videotaping of the performance to view for self-assessment. Attempt should be made to include various fashion modes from the target culture such as hippie, grunge, preppie, nerd, punk, socialite, etc.