Design Star
Target Audience: High School Students
Subject: Spanish II
Grade level: 9-12
Proficiency level: Novice High or Intermediate Low
Project Title: “Estrella de la Moda”
Design Star
Author: Yliana Kromer & Trina Griffith
Proficiency-Based Language Functions:
· What should student know, understand, and be able to do?
*Rely heavily on visuals to enhance comprehensibility in both oral and written presentations;
*Meet limited practical writing needs;
*Show abilities in writing by reproducing familiar material;
*Comprehend general information and vocabulary when the communication partner uses objects,
visuals, and gestures in speaking or writing
*Comprehend written and spoken language better when content has been previously presented in
an oral and/or visual context;
*Comprehend messages that include predominately familiar grammatical structures;
*Formulate oral and written presentations using a limited range of simple phrases and expressions
based on very familiar topics;
*Comprehend and produce vocabulary that is related to everyday objects and actions on a limited
number of familiar topics;
*Recognize a variety of vocabulary words and expressions related to familiar topics embedded
within relevant curricular areas;
*Supplement their basic vocabulary with expressions acquired from sources such as the teacher
or picture dictionaries.
· What is worthy of understanding?
Fashion goes in cycles, you can always be creative with the clothes you have. Clothing reflects your personality and taste.
· What do I want them to remember about this unit after they complete the unit?
How to ask about prices, describe color, sizes and types of fabrics when buying clothing in a Spanish speaking country.
Project Idea:
In groups of 4, students compete to design an outfit using 2 different materials, 2 different design patterns, 3 or more different colors from old or used clothes in good condition; while incorporating an icon from a Spanish Speaking country. Students will choose how to present their outfits to the judges.
Entry Event:
“Fashion Star” is seeking high school students to create an original fashion outfit from old or used clothes in good condition .They have requested that the design must have two different patterns, two different types of fabrics or materials, and three or more different colors. The outfit must have the designer label with the size. Also, the outfit must include an icon from a Spanish speaking country and be designed to be worn by the teenagers in those countries. The winning design will be exported to two Latin American Countries and Spain. Therefore, they want the retail price in U.S dollars as well as the price using the currencies from Spain and the two Latin American countries selected by students.
Power Standard:
Students will exchange brief oral and written information, determine main ideas gained from discussions, narratives and authentic presentations, recognize and make sense of authentic, oral and written segments supported by contextual and/or visual prompts, produce comprehensible intonation and pronunciation, create and present spoken and written communications, describe and discuss common symbols of the target culture, understand and identify cognates, apply concepts to other subject areas, foster a deeper understanding of the target language and culture.
Content Standards & Objectives:
FL.O.LII.1.01 / exchange brief oral and written information about a variety of topics incorporating level-appropriate vocabulary.FL.O.LII.1.06 / determine main ideas gained from discussions, narratives and various authentic presentations (e.g., multimedia, live performances from theatre
and/or music).
FL.O.LII.1.05 / ask and answer questions in settings that lead to a number of alternative and predictable responses.
FL.O.LII.1.02 / exchange and understand information including preferences and emotions.
FL.O.LII.1.10 / produce comprehensible intonation and pronunciation.
FL.O.LII.1.11 / prepare and present brief oral and written texts using basic verb tenses.
FL.O.LII.1.12 / create and present spoken and written communications based on level-appropriate vocabulary and structure (e.g., presentations, notes, paragraphs).
FL.O.LII.2.06 / describe and discuss common objects, images, products and symbols of the target culture(s).
FL.O.LII.3.01 / determine the appropriate concepts and skills learned in the target language for application to other subject areas and vice versa.
FL.O.LII.3.04 / give examples of connections between native and target languages (e.g., cognates*, derivatives*, loan words, formal versus informal address,
non-verbal communications, syntax*).
FL.O.LII.5.01 / select and use resources from the local and/or global communities that foster a deeper understanding of the target language and
culture(s) (e.g., heritage festivals, penpals, e-mail).
Objectives Directly Taught or Learned Through Discovery / Identified Learning Targets / Evidence of Success in Achieving Identified Learning Target
FL.O.LII.1.01 / Give brief oral and written information using level-appropriate fashion vocabulary. / Students will verbally respond to interactive power point exercises, communicative activity, play bingo with vocabulary, and complete a description chart of fashion by Carolina Herrera.
FL.O.LII.1.06 / Determine main ideas from discussions and various presentations. / Student research Hispanic designers online and compare with American designers.
FL.O.LII.1.05, FL.O.LII.1.02 / Ask and answer questions exchange and understand information using target vocabulary. / Students will question each other about their size and style preferences, including pattern and material preferences.
FL.O.LII.1.10 / Present comprehensible intonation and presentation. / Students present and describe their outfit.
FL.O.LII.1.11 / Prepare and present brief oral and written texts using basic verb tenses. / Students complete a table of the items in their attic or closet that they can use for the project, discuss likes and dislikes.
FL.O.LII.1.12 / Create and present spoken and written communications. / Write a paragraph about what they would like to use in the project. Discuss in class about their findings.
FL.O.LII.2.06 / Describe and discuss common items and symbols. / Research icons of Hispanic countries online, include icon in presentation and include site.
FL.O.LII.3.01 / Apply subjects and skills to other subjects and areas. / Consumer science-students create and implement a clothing pattern to a specific size.
Marketing-designate a compelling price for the item in four separate markets.
Science-student explains origins of dyes and colorant process for clothing.
Math-convert currencies to adapt to four international markets.
FL.O.LII.3.04 / Recognize cognates and loan words. / Students recognize cognates in a reading in the target language.
FL.O.LII.5.01 / Use resources from the community to broaden knowledge of language. / Panel consists of community members such as fashion designers, store owners, the consumer science teacher, a Spanish speaking teacher, an art teacher,
and a member of the local newspaper.
21st Century Skills:
21st Century Skills / Learning Skills &Technology Tools / Teaching Strategies / Evidence of Success
Information and
Communication /
21C.O.9-12.1.LS.2
Student analyzes and
Interprets visuals and recognizes the impact digital media influences
(e.g. design, techniques, and rate of speed have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media design techniques. / Students complete a table after viewing websites of Hispanic fashion designers.
Research an icon from a specific Spanish speaking country.
Create a visual product using an icon from a Hispanic country. / Completion of table using target vocabulary.
Students select an icon to use in their outfit.
Develop and describe their complete outfit using the icon.
Thinking and Reasoning Skills /
21C.O.9-12.2.LS.4
Student visualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original, and well develop. Student shows capacity for originality, concentration, commitment to completion, and persistence to developed unique and cogent products. / Students use fashion vocabulary and icons that are unique to a culture. / Students create an original outfit design using recycled clothing that reflects a specific element of a Hispanic country.
Personal and Workplace Skills / 21C.O.9-12.3.LS.5
Students exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others. / Students must use the metric system to measure clothing to create a pattern. Students work in pairs to accomplish the desired design / Students measure each other and record using the metric system
They must decide what size to make the design and sex of the clothing
They must work together to present the final product in Spanish
Performance Objectives:
Know:In Spanish:
Describe clothing in color, sizes and different fabrics.
Metric system
Describe how the clothes fit.
To ask how much clothing costs and to tell prices and exchange rates from other countries.
To express likes, dislikes and preferences in clothing.
Do:
Be able to apply the target language in a real situation, such as shopping for clothing and accessories in a Spanish speaking country. Ask for the clothing item, material, size, color and price range that they desire. Understand the exchange rate and how sizes can vary in different countries.
Driving Question: How does the clothing you wear reflect the person you are?
Assessment Plan:
Major Group Products / Creation of an outfit influenced by a Spanish iconChoice and presentation of the outfit in the target language using one of the following:
Poster (might include drawings or a collage of magazine pictures)
Powerpoint
Video
Live fashion presentation
Major Individual Projects / In Spanish:
Quiz on target vocabulary
wordsearch
Interactive exercises on grammar and vocabulary
Identify materials and fabrics by touch
Complete table-describing outfits of famous Spanish designer
Summarize how the works of the Spanish designers will influence their projects
Make a list of everything in their closet/attic related to clothes that they can use in their project
Take notes on items, colors they like from a video on fashion (English or Spanish)
Play bingo to practice vocabulary
Communicative activity, find the likes and dislikes of a partner. Write a paragraph about findings.
Design an ad for their store: “Mi tienda de ropa” and write about it.
Draw and label a draft of their designs
Design their own label to attach to the clothing
Turn in Project Story board before presentation
Turn in Project Journal
Assessment and Reflection:
Rubric(s) I will use: (Check all that apply.) / Collaboration / X / Written Communication / XCritical Thinking & Problem Solving / X / Content Knowledge / X
Oral Communication / X / Other
Other classroom assessments for learning: (Check all that apply) / Quizzes/ tests / X / Practice presentations / X
Self-evaluation / Notes / X
Peer evaluation / X / Checklists/observations / X
Online tests and exams / Concept maps
Reflections: / Survey / X / Focus Group
Discussion / X / Task Management Chart
Journal Writing/ Learning Log / X / Other
Product:
Knowledge and Skills Needed / Already Have Learned / Taught Before the Project / Taught During the Project1. Clothing, sizes and fabric vocabulary / x
2. Descriptive adjectives / x / x
3. Likes, dislikes and preferences / x
4. Metric system measurements and the present tense of “medir” / x
5. Preterite forms of “comprar”
6. Preterite forms of “escoger” / x / x
7. Hispanic icon / x
8. Present tense of “poner” and “costar”
9. Present tense of “vender” / x / x
10. Seasons / x
11. Dyes and how they are used. The present tense of “mezclar” and “planchar” / x
12. Hand sewing and measuring techniques,some sewing vocabulary and present tense of “cortar”
“doblar” y “coser” / x
Map the Project:
WEEK 1: Students will learn and practice target vocabulary and grammar before starting working on their project.
lunes / martes / miércoles / jueves / viernesStudents will do the following:
*Learn about Vocabulary I about clothes, sizes and some descriptive adjectives.
*Review colors and prices.
*Practice expressions:
¿Cómo te queda?
Me queda bien, apretado, corto, ancho o largo.
*Students will review the verb “usar” and learn how to ask about sizes.
¿Qué talla usas?
Yo uso la talla mediana, grande o pequeña.
*Students will review expressions of likes, dislikes and preferencias.
Me gusta màs (los cortos, largos , gruesos, livianos)
*Practice Vocabulary with Bingo Game.
Vocabulary I:
Blusa
Camisa
Falda
Manga
Pantalones
Chaqueta
Abrigo
Sueter
Sombrero
Gorra
Corbata
Bufanda
Correas
Zapatos
Sandalias
Botas
Mediano (a)
Grande
Pequeño (a)
Corto (a)
Largo (a)
Apretado (a)
Ancho (a)
Alto (a)
Bajo (a)
Liviano (a) o lijero (a)
Grueso (a) o pesado (a)
Oscuro (a)
Claro (a)
Transparente / Students will do the followings:
*Review Vocabulary and grammar with “Interactive Power Point exercise”.
*Look at some of the designs by Venezuelan designer Carolina Herrera and fill out an observation table. Student will describe the clothing Spanish.
* Practice Vocabulary with a Vocabulary Word Search. / *Students will read an article about
“Fashion in Latin American countries” and answer questions provided by teachers.
Students will discuss their answers using target languages and English cognates.
*Review the present tense of the verb “vender”
*Activity: “Mi tienda de ropa”
Students will write about what kind of clothing, shoes and other items they would sell if they have their own store. Student will draw an ad for their store. / *Quiz on Vocabulary *Student Will be introduced to Vocabulary II: “ Types of fabrics, designs and other materials”
*Activity: Students will look at different pieces of fabrics and they will identify the pieces according to patterns (rayas, cuadros, pepitas, flores), type (algodón, nylon, polyester, jean) and other materials (cuero, plástico). Students will record their observation. / *Student will review the present tense of the verb “poner”.
*Student will learn the preterite forms of the verb “comprar”
*Student will be divided into groups of four and review vocabulary I and II with shoe box activity.
Students will describe cut out pictures from
magazine or newspaper of clothing and other accessories inside their shoe box and practice the present tense of “poner” and the preterite forms of “comprar” by asking each other the following questions.
¿Qué te pones para ir al trabajo (o la escuela?
¿Qué te pones para ir a la fiesta?
¿Qué compraste en
la tienda de ropa?
¿Qué vendes en tu tienda de ropa?
*Students will tabulate their observations and answers and discuss with other groups about their findings.