Clothing and Fashion (Topic M, Stage 2)

Quick links to the Modes on this page: 
Content | Communication | Culture | Structure | Setting

Content: Content expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.
World Language
Standard
Objective

2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

2.1 Students address topics related to self and the immediate environment.

  • Identify appropriate attire for various occasions in Chinese culture. (Academic)
  • Identify common and popular Chinese fashion styles in past and modern times. (Academic)
  • Identify Chinese fashion styles in each historical era. (Academic)
Communication: Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.
World Language
Standard
Objective

2.0 Students use created language (sentences and strings of sentences).

 

 

2.1 Students engage in oral, written or signed (ASL) conversations.

 

 

2.2 Students interpret written, spoken or signed (ASL) language.

 

 

2.3 Students present to an audience of listeners, readers or ASL viewers.

  • View documentaries on Chinese fashion styles and evolution, and then respond to the questions in a graphic organizer. (Academic)
  • Visit an online fashion website or a Chinese fashion magazine and share information in order to make decisions about purchases. (Real-World)
  • In preparing to participate in events in the Chinese-speaking community, ask and answer questions about appropriate clothing items according to the given social context. (Real-World)
  • Using Skype, ask and answer questions about personal fashion styles. (Real-World)
  • After watching a traditional Chinese fashion show, ask and tell about preferences for traditional Chinese outfits. (Real-World)
  • Present, in video form, today’s fashion trends featuring the particular colors, accessories and clothing styles considered to be the “in thing” to send to a partner school in China. (Real-World)
  • Create a Project Runway-style fashion show—each group takes an adjective describing a particular fashion style (e.g., elegant, punk, or sporty) and creates a model and a simple narration about that style. (Real-World)
  • Select a traditional fashion style and learn more about it. Give a presentation on the topic using PowerPoint. (Academic)
  • Create a fashion show in which each small group models/presents clothing from a different era or culture. (Academic)
  • Develop a timeline of fashion tracing evolution of style in a geographical region or a cultural group. (Academic)

(Functions)
2.4 Initiate, participate in, and close a conversation, ask and answer questions.

 

2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.

 

2.6 Produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way.

  • Invite Chinese-speaking friends to an event and ask what they plan to wear to the event. (Real-World)
  • After watching a fashion program, ask and give opinions about a particular Chinese fashion style. (Real-World)
  • Identify key ideas and some details on a product in online teenage fashion catalogues, fashion magazines, or store ads in preparation for shopping. (Real-World)
  • Visit three recommended shopping websites to find a product that best fits the descriptions and occasion/purpose on the given situation. (Real-World)
  • Make a simple presentation with visuals on the history and significance of the traditional qi pao 旗袍 or other types of clothing such as 唐装,汉服,长袍马褂,及少数民族服装。(Academic)
  • Create a magazine spread with captions telling about Chinese fashion illustrated. (Academic)
  • Create a simple presentation featuring current and past fashions, providing details that identify the particular fashion style. (Academic)
  • Identify key ideas and some details on a product in an online teenage fashion catalog, fashion magazine, or store ad in preparation for shopping. (Real-World)
  • Create a Venn diagram telling about differences and similarities in fashion in Chinese and U.S. teenage cultures. (Academic) 
Culture: Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.
World Language Standard Objective

2.0 Students choose an appropriate response to a variety of situations.

 

 

2.1 Students demonstrate understanding of the roles products, practices, and perspectives play in the culture.

 

 

2.2 Students state similarities and differences within the target cultures and among students’ own cultures.

 

 

2.3 Students state reasons for cultural borrowings.

  • Recognize appropriate outfits for various formal occasions in Chinese cultures. (Real-World)
  • Recognize that it is common for people to wear uniforms at schools and work places, such as banks, department stores, and large corporations. (Academic)
  • Create an illustrated timeline showing and telling about typical outfits in Chinese history. (Academic)
  • Recognize the dress codes for women that are considered appropriate in Chinese cultures, especially for older generations. (Real-World)
  • Compare the fashion styles in a Chinese culture and those in the US or another student culture in a certain time in history. (Academic)
  • Using video texts of Chinese fashion shows from the 80’s, the 90’s and today, identify differences between current and out of fashion clothing. (Academic)
  • View Chinese and American fashion magazines and create a Venn diagram showing fashion overlaps and differences between China and the U.S.  (Academic)
  • View authentic video featuring one or more of the following examples of fashion borrowing, such as wedding gowns, qi pao, Mandarin collars.  Ask and tell why these cultural borrowings occur. (Academic)
Structure: Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)
World Language
Standard
Objective

2.0 Students use sentence-level elements (morphology and/or syntax) to understand concrete and factual topics.

 

2.1 Use sentence-level elements (morphology and/or syntax) to produce informal communications.

 

2.2 Identify similarities and differences in the sentence level elements (morphology and/or syntax) of the languages they know.

  • Use sentence structure to understand preferences expressed by famous Chinese-speaking celebrities as they talk about their preferences for fashion. (Academic)
  • Use sentence structures of 认为/觉得/(的看法) to ask and state personal opinions about preferences reflected in a movie. (Real-World)
  • Identify similarities and differences in the way Chinese and English express opinions. (Academic)

Setting: Language learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.

World Language
Standard
Objective

2.0 Students use language in interpersonal settings.

 

2.1 Participate in age appropriate cultural or language use opportunities outside the classroom.

  • Exchange comments after viewing clips of a fashion show. (Real-World)
  • Visit Chinese clothing stores in local Chinese communities. (Real-World)
  • Visit a museum (e.g. Olvera Street's Chinese American Museum, Los Angeles County Museum of Art, Bowers Museum in Santa Ana) featuring exhibitions on Chinese fashion. (Real-World)