Major Focus

Organizer : Shopping for Clothes & Dressing Yourself

Targeted Standards:

Kentucky ’s Learning Goals

2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
6. Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.

Kentucky’s Academic Expectations
AE1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
AE1.2 Students make sense of the variety of materials they read.

AE1.3 Students make sense of the various things they observe.

AE1.4 Students make sense of the various messages to which they listen.
AE1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

AE1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
AE1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
AE2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
AE2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
AE2.22 Students create works of art and make presentations to convey a point of view.

AE2.23 Students analyze their own and others' artistic products and performances using accepted standards.
AE5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.

AE5.3 Students organize information to develop or change their understanding of a concept.

AE6.1 Students connect knowledge and experiences from different subject areas.

AE6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

AE6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Standards for Language Learning
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the school setting

Essential Question: From my understanding of French fashion, how can I predict new fashion trends and design my own unique line of clothing?

Culminating Performance/Product: In small groups, students will design a line of clothing for a pet.

Instructional/Assessment Activities

All Critical Resources are underlined and linked to files within this folder.

DAY 1

*Homework from previous day : Clothing Vocabulary Websearch

Journal Activity : Qu’est-ce que vous portez aujourd’hui ? (Discuss answers.)

Use flashcards/photos to identify and review previously learned clothing vocabulary.

Use “fashion” powerpoint to introduce new vocabulary.

ÿ      Ask students to identify clothing they already know.

ÿ      Describe new clothing in pictures.

ÿ      Pass out “La Mode Aujourd’hui” vocabulary list.

ÿ      Repeat slideshow asking students ID/personal opinion questions.

Jeu de la tapette (flyswatter game) using overhead picture of a clothing store.

“Les Galeries Lafayette”: Jeu

ÿ      Briefly, describe Les Grands Magasins (use pictures as an aide). Make comparisons between American and French stores.

ÿ      Divide the class into groups of 2-3.  Give each group a map to the galleries Lafayette and a set of cards with pictures of clothing, items that can be bought at the Galleries Lafayette , typed vocabulary words, and Situations.

ÿ      A student turns over the card and the rest of the group competes to find which “rayon” and store they will need to visit to buy that item.

Devoirs: Quiz over clothing vocabulary

DAY 2

Journal Activity : Décrivez les vêtements d’une personne dans la salle de classe.  Ne dîtes pas le nom de la personne.  Nous allons le deviner !

Have students read their journal entries and identify who they are describing.

Review vocabulary with flash card images (from clothing flashcards file or fashion magazines.)

Students play full class memory with vocabulary. (Ask for 2-3 students to come to the front of the class—make sure the remaining students add up to an even number. Pass out flash cards with images of the featured vocabulary to the remaining students—there should be 2 copies of each card.  Students at the front of the class take turns asking their classmates, “Qu’est-ce que tu portes aujourd’hui?” trying to find students who have the same clothing on their cards.

Give the quiz, “Etre à la Mode”

Listening Activity, “Mon look, c’est mon affaire.”

ÿ      Students listen to young people talk about what they like to wear.

ÿ      Student identify the catalog picture that corresponds with what each person describes.

ÿ      Teacher asks comprehension questions in L2 about what the students hear.

Devoirs: Take a photo of a person from a magazine or the internet.  Write a detailed description (at least 10 sentences) about what they are wearing.  Have students bring their digital cameras next class.

DAY 3

Journal Activity: Dessinez des personnes qui représentent les styles suivants: chic, gothique, punk

Have student volunteers share their drawings and describe what people who dress in these styles wear.

Introduce “Les Looks” vocabulary on the « Il est Comment » vocab sheet.  Ask students to identify celebrities who have these styles.  Then name celebrities (or show pictures) and have students identify the style.

Have students take out the pictures they brought for their homework and identify the styles represented in the pictures.

Les Photo-Journaux

ÿ      Divide the students into groups making sure that each group has a digital camera. 

ÿ      Students have about 30 minutes to take pictures of people in their class (or collaborate with another teacher, go to the lunch room, etc. to get students from outside of their class) who correspond to these styles.

Devoirs: Students need to print off their pictures and write captions for the pictures they took. (If this class falls on a weekend, students might be willing to work on their final proucts outside of class.)

DAY 4

Students have about 30 minutes to work in class on assembling their photo journals.

Introduce the comparative by asking two students to bring their photo-journaux to the front of the class.  Choose two pictures and ask: Who is taller?  Who is more/less athletic? etc.

Take out “Il est comment?” vocabulary with various new adjectives.

In small groups, students will engage in short conversations where they compare the pictures in their Photo-Journaux using new and old adjectives.  Students can trade Photo-Journaux for variety.

Introduce “Qu’est-ce que tu en penses? “ Vocabulary

ÿ      Give students the vocabulary handout.

ÿ      Mixed up Conversations: Type up the various vocabulary phrases (and different combinations of vocabulary.)  Make copies on cardstock and then cut out the sentences and put them in an envelope.  Pass out one envelope to each pair.  Tell the students to create a conversation based on various situations: A mom and a daughter are shopping for back to school clothes; A picky grandmother is trying to buy a new dress; etc. Have various pairs act out/read their conversations.

Devoirs: La Chasse au Trésors (magazine scavenger hunt)

DAY 5

Journal Activity: Comparez une personne qui est bobo avec une personne qui est baba. (discuss)

Close listening activity with « Les Bobos » by Renaud.

Introduce Interrogative Pronouns and Demonstrative Pronouns

ÿ      Using magnets, put pictures of a variety of different pieces of clothing on the board.

ÿ      Review clothing vocabulary by asking students to identify the clothing.

ÿ      Ask students to identify which clothing is more baba, bobo, chic, etc.

ÿ      Ask for clarification by using Lequel? Celui-ci? etc.

ÿ      Pass out “Les Pronoms” vocabulary & chart so students can compare the grammar they already know with the new grammar they just learned.

Qui dit? activity with Interrogatives/Demonstratives and review of “Qu’est-ce que tu en penses?” vocabulary. (Using a transparency of people shopping in a department store, make up dialogues that the people would probably be exchanging.  Write the dialogues in a speech bubble on a transparency and cut each speech bubble out.  Have students come to the overhead projector and put the speech bubbles next to the people who would most likely be having the conversation.)

Devoirs: Interrogative/Demonstrative Pronoun Practice exercises

DAY 6

Journal Activity: Prenez la liste de vocabulaire “Chez le coiffure” et utilisez le vocabulaire pour décrire les cheveux d’Avril Lavigne, P!nk, Mary Kate Olsen, Tony Parker, et Bo Bice.

Review interrogative/demonstrative pronouns, comparative, and vocabulary by asking questions about these celebrities (or others, too.) Qui est plus punk? Quels cheveux sont plus bizarres, ceux-ci ou ceux-là?

Mot de Passe : Students will play « password » using both new and recycled vocabulary from the unit.

Les Défilés de Mode

ÿ      In pairs, students will view a « Défilé de Mode. » Divide a longer défilé into short, 3-4 minute segments or download a variety of short défilés from the site: www.frillr.com

ÿ      Students must write a narrative where they will describe the runway models.

Devoirs: Défilé de Mode

DAY 7

Journal Activity : Faites le « Quelle est votre tribu vestimentaire » Quiz

In small groups, have students share the results of their quiz.

Have students rise and circulate, asking their peers what their “tribu vestimentaire” is.  Have the students sort themselves into groups based on the answer.

Have a full-class discussion about their observations.  Ask them to make generalizations about their class based on the results of the survey.

White Board Q&A with « 7 Frangues=5 tenues » (Qu’est-ce qu’on porte Mercredi ? Combien Coute le caraco en coton ? Où est-ce qu’on achète le bermuda en denim ? etc.)

Use the rest of class period to work on Les Défilés de Mode.

Devoirs: Défilé de Mode

DAY 8

View “Les Défilés de Mode.”

French Fashion Discussion

ÿ      Brainstorm French « marques » and « couturiers »

ÿ      Read « Le Défilé » and discuss how the purpose of the clothing influences the design.

ÿ      Pass out one set of Marie Antoinette paper dolls to each pair of students.

ÿ      Compare Marie Antoinette’s clothing with that of Jean-Paul Gaultier.

Devoirs:  Put students into groups of 3-4, making sure that at least one person in each group has a pet. Each student must make his or her design and bring in any materials that they will need for their “Haute Couture pour Nos Amis, les Animaux” project.

Day 9

Students may use this day to make their Couture Creations.

Day 10

Students will present their fashion creations.  Keep the products on display and have the students take notes on the presentations.  Then, write a quiz based on the products the students bring in.  For example, « Quelle tenue était plus sobre—celle de Will ou celle de Caroline? » « Quelle jupe pour chien était écossaise ? » etc.  This quiz will vary depending on the products the students bring in.