What speed is your fashion?

 


Clothing Store, Shop, Boutique


Students explore their own style and preferences, fast fashion, slow fashion and shopping around the world.


High School Spanish II

Novice Mid


Essential Question: How do people choose products to buy around the world?


ICC Can-Do Statements:

Investigate: In my own and other cultures I can identify locations to buy something, products to buy and descriptions of the product. 


Interact: I can use rehearsed behaviors when shopping and choosing products to buy.


Hacemos Una Tienda

Students were given the assignment to create their own store and any five items they would sell at their store. They were asked to identify the product, what it is made of, where it is from, the company that makes the product, what the product is like and if they love the product. This allows them to focus on their own culture and what products they may use.


Next, students were given descriptions of our class mascots and they had to choose a store for them and say why. After choosing a store for the mascots, they wrote descriptions of themselves and spoke with a partner using this description and their partner chose a store for them and said why they chose it.


Vamos al mercado

We then took a look at some markets in Spain, Mexico, Guatemala, and Peru. We discussed what students saw, thought about and wondered in a Pear Deck. They had the opportunity to see products that they may have had in their created stores, and some they may not have thought about.


¿Qué es Fast Fashion?

I had not covered the culture of clothing much in the past other than discussing a traditional garment or a designer from a Spanish-speaking country. I decided to search for YouTube videos on fashion in Spanish-speaking countries. As I watched the videos, the term Fast Fashion came up numerous times. I decided to search for a video on Fast Fashion and present it to the students as an Edpuzzle. The first and last question of the Edpuzzle are open ended asking about what Fast Fashion is. The questions between these two questions are used to help understand what Fast Fashion is.


¿Qué es Ropa Sustentable?

Students had chosen a Spanish-speaking country to research for the semester. They were asked to find an article in Spanish based on the topic “ropa sustentable” in their chosen country. Another day, they were asked to revisit the article and create their own formative interpretive assessment which is an abbreviated version of what they have seen on summative interpretive assessments. They created the assessment and a key. Later, they exchanged assessments with another student. Finally, students were given the key to self assess their activity. 


Future Ideas: In order to incorporate more to the ICC goals, in the future I would add journal reflections in English outside of class to allow for deeper reflection. 

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