The Fashion Show

A Project – The Fashion Showby Renee Binyamini, Sde Eliyahu
IntroductionTwo years ago I developed a project for my eighth grade girls’ class. The topic was Fashion. The girls put on a fashion show, which took them approximately two weeks. This school year I am teaching an eighth grade girls’ class again, and in light of experience gained over the last two years, I have revised the project. The project in its new form includes:• the targeted domains and benchmarks• a project outline (advance organizer) stating objectives and activities• a letter to the pupils with instructions for the project• the rubrics used to grade the project• a detailed description of one of the unit’s activities which incorporates the tool of comparing and contrasting• a self-evaluation form• my reflections on how two years’ experience with the Curriculum helped me modify the unit plan
Grade Level 10 Targeted Domains Standards
Access to Information Obtaining and using information from different sourcesLevelIntermediate Appreciation of Culture Becoming acquainted with norms and behaviors in a variety of cultures Presentation Presenting information and ideas about general topics
Targeted Unit Benchmarks Understanding the structure and conventions of different text types and using this knowledge as needed Being aware of different cultural behaviors and practices Presenting information taken from different sourcesAssessment Tools forTargeted Domains RubricsName of Unit The Fashion ShowIt should be noted that the project was preceded by activities from Mosaic (Davis, 1994, pp. 8 -16)
Summary of previous lessons Pages 8-16 of the book were used to teach the enabling skills needed to build a fashion show:• relevant vocabulary (different articles of clothing and adjectives that describe them)• review of the past tense, comparatives and superlatives• color and fashion• the function of different text types (descriptions, letters, invitations, ads)• social skills – working independently in groups• accessing information on fashion
Objectives ActivitiesPupils will decide what type of clothing to use, what clothing items to gather, and who will model each item. Pupils will form groups of 3-4, brainstorm and decide what type of fashion show to present, which clothing to model, and who will model each item.Pupils will write an ad or invitation, introduction to their show, and detailed description of each outfit modeled. Pupils will draft a copy for their fashion show, referring to the activity on comparing different text types.Pupils will perform their fashion shows. As stated each group will produce and perform their shows in front of the class.Pupils will document interesting points/details. While viewing the presentations, the class will complete a form indicating the main idea and details for each show.Pupils will assume the role of a magazine reporter at a fashion show. Pupils will write a magazine article.
Assessment GoalsPupils will assess themselves according to predetermined criteria, which are explained before the project begins and include assessment of their oral presentation (introduction, language, content), a written presentation (introduction, ad/invitation, description of clothing, magazine article) and a self-evaluation form.
Task Pupils will prepare for and perform a fashion show, act as reporters and write a newspaper article about the show.
Audience Their classmates
Procedure – instructions to pupils
1. Work in groups of 3-4.
2. Decide what type of clothing to model and try to be original. Suggestions: evening dresses, women’s/men’s clothing, babies’ clothing, sportswear.
3. Collect all items of clothing. Decide who will model what. Draft a description of each outfit (see step 5).
4. Write an ad inviting people to your fashion show (5 points).
5. Present your show to the class (10 points). Each member of the group must speak. Your show should include:• type of clothing you chose• some general information about this type of clothing• an introduction of each model and description of the clothes she is modeling
6. After viewing all the shows, assume the role of a woman’s magazine reporter and write an article on the shows.
Your written paper will include:• an introduction to the fashion show – what type of clothing is being modeled. Include some general information about the type of clothing (5 points).• the ad for your show (5 points).• a description of each outfit and some information on the model (10 points).• an article for a woman’s magazine (in the past tense!), with a report on at least two shows (10 points).
Rubric for the oral presentations
Type of clothing: __________________ Names of presenters: ______________________
1 point 2 points 3 pointsIntroduction Poor introduction – does not capture the audience.Little or no general information about type of clothing. Fair introduction – captures audience. Adequate general information about type of clothing. Good introduction – captures audience attention well.Substantial amount of general information about type of clothing.Language:Fluency & Accuracy Hesitant speech. Incomplete sentences, many grammatical errors. Some hesitation, simple speech, few grammatical errors. Speaks freely, nearly accurate language.Content Description does not match clothing. Simple description of clothing. Clear and detailed description of clothing.
Did all members present? Yes (1 point) No (0 points)Total Score__________
Fashion show: fashion reporter's notes
Presenters Type of Clothing Description
*Fill in the chart during the group presentations. This will help you summarize your article for the women’s magazine. Rubric for the written presentations Score
Introduction Poor introduction (minimal information). No general information about type of clothing. Many grammatical and spelling errors.
1-2 points Adequate introduction. Includes some general information about type of clothing. Some grammatical and spelling errors.

3-4 points Informative introduction.Includes detailed information about type of clothing. Almost no grammar or spelling errors. 5 points
Ad/Invitation Unclear and irrelevant information. Many spelling and grammatical errors.No drafts or revisions.
1-2 points Includes most of the required information (date, place, time). Some grammatical/spelling errors.One draft, no revisions.
3-4 points Includes all required information. Correct grammar and spelling.Drafts and revisions.
5 points
DescriptionOf Clothing
Describes some itemsof the clothing, but with minimal detail. Many grammatical and spelling errors. No drafts or revisions.
1-4 points Most clothing items are described accurately and in detail. Some spelling and grammatical errors.One draft, no revisions.
5-8 points Detailed description of clothes. Mostly correct grammar and spelling. Drafts and revisions.
9-10 points MagazineArticle No/poor introduction and conclusion. Reports on lessthan 2 shows. Many spelling and grammaticalerrors. No drafts or revisions.

1-4 points Fair introduction and conclusion. Reports on at least 2 shows but not in detail. Some spelling and grammatical errors.One draft, no revisions.
5-8 points Comprehensive introduction and conclusion.Reports on at least 2 shows in detail.Nearly all correct spelling and grammar (uses past tense).Drafts and revisions.
9-10 points
Activity using comparison
Goal for comparison: Pupils will compare and contrast the text types: description, ad, invitation, a magazine review. Strategy: 1. Pupils are given 4 different types of writing:a. an ad in a newspaper for an art showb. an invitation to an art showc. a description of a paintingd. a magazine review of the art show
2. Pupils are given a compare/contrast chart. In groups, they select the characteristics to be compared/ contrasted. Pupils present their ideas, and fill in the chart: (teacher’s hidden agenda: to elicit the following characteristics: structure, type of information expected, type of language).
Items Ad Invitation Description Review Similarities Differences ConclusionsCriteria Structure Type of Information Type of Language
Self-evaluation form(You may answer in Hebrew if it helps you to express yourself more clearly.)
Actions:1. The most interesting part of the project was __________________________________________________because ______________________________________________________________________________
2. The most useful thing that I learned was _____________________________________________________because ______________________________________________________________________________
3. The most difficult thing that I had to do was __________________________________________________because ______________________________________________________________________________
Feelings:1. I felt (excited/ frustrated/enriched/irritated/satisfied) by the project because_____________________________________________________________________________2. For me, working in groups was ___________________________________________________________because _____________________________________________________________________________3. I feel (proud/satisfied/dissatisfied) with the final product because _____________________________________________________________________________
Reflections
When I taught this unit two years ago, my planning was as follows:• I mapped out all the activities in the book, page by page.• I matched the activities with a benchmark in the curriculum (the draft copy). Every activity had a parallel benchmark.• I planned the fashion show and created the rubrics.
This time, I planned differently:• I set the performance task (fashion show).• I determined my set benchmarks.• I added the assessment tools (rubrics).• I mapped out the unit from the beginning, deciding which activities in the book and in the project would help me reach the benchmarks.
Most importantly, while setting lesson objectives, I never used the word “understand” – I always tried to replace it with a performance verb. Planning this way was much more meaningful for me, as I was always aware of where I was going and what I wanted my pupils to be able to do.