Unit 10: Shopping for Clothes the Year Round Lesson 4: Fashion throughout History Recommendation: Read the supporting document, How to Use These Lessons, for suggestions to help achieve successful implementation of this curriculum. It s listed in the Instructional Resources in this lesson. Standards California World Language Standards - Stage I Content 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 1.1 Students address discrete elements of daily life, including: m. Shopping, clothes, colors, and sizes Communication 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers. Functions 1.4 List, name, identify, enumerate. 1.5 Identify learned words, signs (ASL), and phrases in authentic texts. 1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. Cultures 1.0 Students use appropriate responses to rehearsed cultural situations. 1.1 Associate products, practices, and perspectives with the target culture. 1.2 Recognize similarities and differences within the target cultures and among students own cultures. 1.3 Identify cultural borrowings. Structures 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know. Settings 1.0 Students use language in highly predictable common daily settings. 1.1 Recognize age appropriate cultural or language use opportunities outside the classroom. Objective Students understand that human cultural groups around the world have traditions of apparel related to their geographical and economic circumstances. Students learn key vocabulary related to several fashion epochs in China and the United States. Students will be introduced to the life story of Jason Wu, 1
a Taiwanese-born fashion designer whose dress was selected by First Lady Michelle Obama to wear at the inaugural balls of 2009. 学生将会知道由于不同的地理和经济情况 世界各地的服饰有各自不同的文化传统 学生将学习一些关键 的词汇 它们与中国和美国的几个流行服饰的重要时期有关 台湾出生的时装设计师吴季刚的人生故事也 将被介绍给学生 他设计的礼服被美国第一夫人米歇尔奥巴马选中并在二零零九年的奥巴马就职舞会上穿 出 xué shen jiān huì zhī dào yóu yú bù tón de dì lǐ hé jīn jì qín kuàn shì jiè è dì de fú shì yǒu è zì b ù tón de wén huà chuán tǒn xué shen jiān xué xí yì xiē uān jiàn de cí huì tā men yǔ zhōn uó hé m ěi uó de jǐ è liú xín fú shì de zhòn yào shí qī yǒu uān tái wān chū shēn de shí zhuān shè jì shī wú j ì ān de rén shēn ù shi yě jiān bèi jiè shào ěi xué shen tā shè jì de lǐ fú bèi měi uó dì yīfū rén mǐ xi ē ěr ào bā mǎ xuǎn zhōn bìn zài èr lín lín jiǔ nián de ào bā mǎ jiù zhí wǔ huì shàn chuān chū Student Work Interpersonal Presentational Interpretive Students listen and speak to others to communicate knowledge, feelings, and opinions, or to negotiate meaning. Students speak and write language to express information or opinions to an audience. Students individually listen to, read, and view content without interpersonal interaction. Domains of Language Listening Speaking Reading Writing Students as a whole class listen to teacher give a contextualized mini-lecture. Students speak to each other in pairs and teams using key vocabulary words and phrases. Students read four to six new Chinese characters in simplified Chinese. Students write pinyin phrases to describe storyboards created with teacher or team or partner collaboration. Students listen to the teacher say a sequence of Mandarin words, holding up a tone card to identify which tone they hear. Students also demonstrate listening comprehension by pointing at pictures or realia or otherwise indicating their understanding. Students speak to the teacher and frequently present to the class with partners or teams. Students read short class-generated stories written in pinyin based on the unit theme and/or lesson. Students write four to six Chinese characters in simplified Chinese. Students listen to each other in pairs and during teamwork and to group presentations to the class. 2
Evidence of Learning Assessment Informal or Formal Informal assessments include teacher visual observations as students identify which tone they hear in newly learned words by using hand gestures. Teacher asks students to express their understanding of the meaning of a new word by saying its translation in English. During this check for understanding the teacher allows students time for metacognition and reflection if there is disagreement and provides immediate feedback on the correct tone. The teacher checks student listening comprehension by having students make gestures to indicate their understanding (using agreed-upon signals to represent the words). A variation is having students close their eyes and respond with such hand gestures to the words they hear, so the teacher can see which ones have and have not acquired the target vocabulary. Assessment of students interacting in pairs or teams during interpersonal communication includes kidwatching, as described by Yetta Goodman (Notes from A Kidwatcher: Selected Writings of Yetta M. Goodman, edited by Sandra Wilde and published by Heinemann, Portsmouth, NH, 1996). The teacher moves about the classroom and listens in on student conversations. The teacher records observations of student practice, notes misunderstandings or errors to emphasize in future mini-lessons, and guides students who need assistance or encouragement. The teacher assesses student reading comprehension by asking students to verbally read pinyin and Chinese characters projected on a screen or written on poster-sized charts, and when reading their storyboards. The teacher gives immediate feedback by asking the student to read again, asking another student, or giving the correction. In the beginning stages of second language acquisition in Chinese, students are expected to recognize Chinese characters by associating them with English translations. Student written production of pinyin is informally assessed by peers and the teacher reading their storyboard descriptions and giving oral feedback. When students are presenting their knowledge either orally or in writing, it is based upon a teacher- and classgenerated rubric. Refer to the Strategies Matrix: Instruction for World Language Classrooms. Formal assessments will be conducted at the end of each unit of study to ascertain internalization of key vocabulary words and phrases. 3
Background on Teaching Tones with Color-coding and Kinesthetics to Aid Long-term Memory Color-coding Scheme for Mandarin Tones (Teacher demonstrates each and asks students to say the following and show the associated kinesthetic gesture) st 1 oral: First tone blue, up high, like the clear, blue sky. [hand at forehead level, palm down, flat] examples in pinyin: zhōng 2 nd jiān oral: Second tone green, going up, like a tree reaching to the sun. [hand at nose goes upward] examples in pinyin: lái líng rd 3 oral: Third tone brown, swinging down and up, like a monkey in a tree. [hand starts near mouth, goes down below chin, then up to nose level] examples in pinyin: xiǎng wǔ th 4 oral: Fourth tone red, like an angry slap on the top of your head. [hand does slap movement from forehead to chin levels] examples in pinyin: shàng mù qù th 5 oral: Fifth tone neutral black, like a gentle tap. [fingers of hand close as hand makes tap movement] examples in pinyin: ne, ge and ma Important Note: The Mandarin third tone is rare in speech. In conversation, it is cut in half, the half dip, and only the lower rising half (the second half) is heard. The full dip is only fully pronounced in a few circumstances: For emphasis At the end of a sentence List of individual words Warm up with Language through Repetition-Rhythm-Rhyme Poems, Chants, and Songs English Chinese Characters Chants (with clapping) for this lesson: Shopping, shopping, all around the world! Some people love the latest style fashion rules! Others don t care so much comfort rules! 来购物 来购物 世界人民齐购物 有人偏爱最新款 时髦主导他一切 有人完全不在乎 舒服才是最重要 来购物 来购物 世界人民齐购物 Pinyin lái òu wù lái òu wù shì jiè rén mín qí òu wù yǒu rén piān ài zuì xīn kuǎn shí máo zhǔ dǎo tā yīqiè yǒu ré n wán quán bú zài hu shū fu cái shì zuì zhòn yào lái òu wù l ái òu wù shì jiè rén mín qí ò u wù Shopping, shopping, all around the world! Poems for this lesson: 4
I know a fashionable person, A very fashionable person, An extremely fashionable person, Wearing the latest style. He chooses his clothing with care, He knows which colors are popular, He makes sure everything is clean, His clothing impresses others. I know a fashionable person, A very fashionable person, An extremely fashionable person, Wearing the latest style. 我认识个时髦的人 一个非常时髦的人 一个特别时髦的人 穿着最时髦的款式 他仔细的挑选衣服 他懂什么是流行色 他保证样样都清洁 给人留下深刻印象 我认识个时髦的人 一个非常时髦的人 一个特别时髦的人 穿着最时髦的款式 ---------I know a fashionable person, A very fashionable person, An extremely fashionable person, Wearing the latest style. She chooses her clothing with care, She knows which colors complement her hair, She irons her clothes to be smooth, She impresses the people who see her. I know a fashionable person, A very fashionable person, An extremely fashionable person, Wearing the latest style. 我认识个时髦的人 一个非常时髦的人 一个特别时髦的人 穿着最时髦的款式 她仔细的挑选衣服 什么颜色配她头发 她把衣服熨得平整 大家对她印象深刻 wǒ rèn shí è shí máo de rén y í è fēi chán shí máo de rén y í è tè bié shí máo de rén chuān zhe zuì shí máo de kuǎn shì tā zǐ xì de tiāo xuǎn yī fu tā dǒn shén me shì liú xín sè tā bǎo zhèn yàn yàn dōu qīn jié ěi rén liú xià shēn kè yìn xiàn wǒ rèn shí è shí máo de rén y í è fēi chán shí máo de rén y í è tè bié shí máo de rén chuān zhe zuì shí máo de kuǎn shì wǒ rèn shí è shí máo de rén y í è fēi chán shí máo de rén y í è tè bié shí máo de rén chuān zhe zuì shí máo de kuǎn shì tā zǐ xì de tiāo xuǎn yī fu shén me yán sè pèi tā tóu f tā bǎ yī fu yùn dé pín zhěn dà jiā duì t ā yìn xiàn shēn kè wǒ rèn shí è shí máo de rén y í è fēi chán shí máo de rén y í è tè bié shí máo de rén chuān zhe zuì shí máo de kuǎn shì 我认识个时髦的人 一个非常时髦的人 一个特别时髦的人 穿着最时髦的款式 Song for this lesson (can be sung to the tune of Mary Had a Little Lamb ): Clothing throughout history, history, history Clothing throughout history is either practical or fashionable. 衣服具有历史性 历史性 历史性 衣服具有历史性 实用或时髦 yī fu jù yǒu lì shǐ xìn lì shǐ xì n lì shǐ xìn yī fu jù yǒu lì shǐ xìn shí yòn huò shí m áo 5
Practical clothing keep us warm, Keeps us warm, keeps us warm Practical clothing keeps us warm But may not look too great. 实用的衣服能御寒 能御寒 能御 寒 实用的衣服能御寒 但看起来并不 美 Fashionable clothing follows styles, follows styles, follows styles Fashionable clothing follows styles Of people rich and famous. 时髦的衣服很流行 很流行 很流 行 时髦的衣服很流行于富人和名流 Clothing fashions often show, often show, often show Clothing fashions often show A person s status in society. 衣服的式样常显示 常显示 常显 示 衣服的式样常显示主人的社会地位 shí yòn de yī fu nén yù hán n én yù hán nén yù hán shí y òn de yī fu nén yù hán dàn kà n qǐ lái bìn bù měi shí máo de yīfu hěn liú xín h ěn liú xín hěn liú xín shí máo de yīfu hěn liú xín yú fù rén hé mín liú yī fu de shì yàn chán xiǎn shì chán xiǎn shì chán xiǎn shì yī fu de shì yàn chán xiǎn shì zh ǔ rén de shè huì dì wèi Teacher Modeling of Communication followed by Student s Structured Practice Message Functions/Structure Select from the following based on the language challenges inherent in the content (i.e., hypothesizing in science content requires the use of conditional tense). Communicative (Casual, Conversational) Tasks: Express feelings and opinions Key Vocabulary or Phrases I love fashion! I save my money to go shopping. 我喜欢时尚 我省钱来购物 Strategies for Oral Practice Extended Name Tag wǒ xǐ hu n shí shàn wǒ shěn qián lái òu wù I don t! I don t really care about fashion. 我不喜欢 我对时尚毫不在意 wǒ bù xǐ hu n wǒ duì shí shàn háo bú zài yì Description of people, places, things, and ideas Fashion in China is beautiful! I love the silk scarves and vibrant colors. 中国的时尚很美 我喜欢丝绸丝巾和亮丽的颜色 zhōn uó de shí shàn hěn měi wǒ xǐ hu n sī chóu sī jīn hé liàn lì de yán sè Academic Tasks: Recall of data or facts When did buttons replace fancy knots as fasteners? [during the Ming Dynasty, about 700 years ago] 什么时候纽扣代替了华丽的纽扣节 在明代 大约七百年以前 Human multiple choice shén me shí hou niǔ kòu dài tì le huá lì de niǔ kòu jié zài mín dài dà yuē qī bǎi nián yǐ qián or 6
When did people wear the Mao suit? [from after 1949 to 1976] 什么时候人们穿中山装? 从一九四九年以后到一九七六 年 shén me shí hou rén men chuān zhōn shān zhuān Kaffee Klatsch cón yī jiǔ sì jiǔ nián yǐ hòu dào yī jiǔ qī liù nián What color was only allowed to be worn by the emperor in ancient China? [yellow] 在中国古代什么颜色只有皇帝可以穿 黄色 zài zhōn uó ǔ dài shén me yán sè zhǐ yǒu huán dì kě yǐ chuān huán sè Who is the Chinese designer whose ball gown was worn by Michelle Obama in the 2009 inaugural balls in Washington, DC? [Jason Wu] 在二零零九年奥巴马就职舞会上 米歇尔奥巴马穿的舞会 礼服是由哪位中国设计师设计的 Zài èr lín lín jiǔ nián ào bā mǎ jiù zhí wǔ huì shàn mǐ xiē ěr ào bā mǎ chuān de wǔ huì lǐ fú shì yóu nǎ wèi zhōn uó shè jì shī shè jì de Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate) Please refer to the compilation, Strategies Matrix: Teaching Strategies for World Language Classrooms for detailed explanations of how to deliver the underlined strategies. It s listed in the Instructional Resources of this lesson. Other items named may be found in the Lesson Materials at the end of this lesson. This is the new information or knowledge for the students to be exposed to during the lesson. The teacher may choose many ways for students to be exposed to and interact with this new knowledge, including teacher modeling and demonstration, teacher lecturing in a comprehensible way using visuals, realia, manipulatives, etc., and/or students learning new information through technology or reading. In a Stage I class, this bridging section is likely to be done in primarily English Bridging to prior knowledge - Think-pair-share: Think about the different types of clothes you have worn or seen someone else wear. What was special about it? When/where did you wear it? [allow approximately two minutes for discussion.] Teacher whiparound: Teacher calls on students randomly (whipping around the room) and says, Tell me what you and your partner discussed. [Teacher charts the types of clothes they discussed on a poster or butcher paper in the form of a T-chart, making a list of 4-6 ideas on the left under the heading Types of clothes. ] Think-pair-share: Now, think about what you know about different fabrics used to make nice clothes; turn to a partner and tell each other about your experiences with different fabrics, whether cotton, silk, satin, or wool. [Allow approximately two minutes for discussion.] Teacher whiparound: Teacher calls on students randomly (whipping around the room) and says, Tell me what fabrics you and your partner discussed. [Teacher charts the types of fabric they discussed on the same T-chart as above, making a list of 4-6 ideas on the right under the heading Fabrics I know. ] Teacher will use these charts (and add to them, as needed) to provide Chinese translations and pinyin. INPUT/DIRECT INSTRUCTION - The teacher then makes a timeline graphic organizer see blackline master in the materials at the end of this lesson it should be pre-written lightly in pencil, then drawn in colored markers in front of the students, for brain imprinting, which will be the background for discussing clothing and fashion. The teacher provides the target language vocabulary, making it comprehensible by addition of sketches/icons, 7
picture file cards or articles of clothing/swatches of fabric, and writing the English and pinyin in tiny letters or on a Post-it Note that can be removed or hidden for students to later test each other. As target language vocabulary is added, teacher says, Say it with me,, Say it to the ceiling,, Say it to the floor,, Say it to your elbow,, Say it to the person on your right,, Say it to the person on your left,, frequently both to keep students on task and engaged and to allow students to pronounce the word chorally, with a low affective filter. After the timeline graphic organizer input chart is finished, the teacher has students turn to a partner for a think-pairshare based on a teacher prompt, such as Tell your neighbor which parts of the timeline surprised you or seem different than what you thought, or an open-ended personal interaction (when they simply tell a friend something they know about the topic from their personal life, if applicable). After that, turn to observers to hear whom they want to acknowledge for demonstrating one of the three standards. Thank them for their observations and continue with the input (contextualized mini-lecture) that day or another day. [During this input or direct instruction, the observers were watching for students making good decisions, showing respect and/or solving problems, so be sure to take a minute to let each one award a Mandarin Miscellany slip to someone who has earned it, and tell specifically what they saw the person do that earned it. Turn to observers to hear whom they want to acknowledge for demonstrating one of the three standards. Thank them for their observations and continue with the input (contextualized mini-lecture).] Return to your seats to complete your learning log by duplicating the chart and completing the text and you columns three facts in the text column and an opinion, comment, feeling, reflection, or preference in the you column. FOR THIS LESSON, ANOTHER INPUT (contextualized mini-lecture) experience another day could be about the Chinese-born fashion designer, Jason Wu: The teacher then makes a pictorial input chart (see blackline master in the materials at the end of this lesson it should be pre-written lightly in pencil, then drawn in colored markers in front of the students, for brain imprinting), As target language vocabulary is added, teacher says, Say it with me,, Say it to the ceiling,, Say it to the floor,, Say it to your elbow,, Say it to the person on your right,, Say it to the person on your left,, frequently both to keep students on task and engaged and to allow students to pronounce the word chorally, with a low affective filter. After some of the categories of the Jason Wu timeline are finished, the teacher has students turn to a partner for a think-pair-share based on a teacher prompt, such as Tell your neighbor the what happened to Jason Wu in 1982, or an open-ended personal interaction (when they simply tell a friend something they know about the topic from their personal life, if applicable). After that, turn to observers to hear whom they want to acknowledge for demonstrating one of the three standards. Thank them for their observations and continue with the input (contextualized mini-lecture). [During this input or direct instruction, the observers were watching for students making good decisions, showing respect and/or solving problems, so be sure to take a minute to let each one award a Mandarin Miscellany slip to someone who has earned it, and tell specifically what they saw the person do that earned it!] Return to your seats to complete your learning log by duplicating the chart and completing the text and you columns three facts in the text column and an opinion, comment, feeling, reflection, or preference in the you column. 8
Debrief in English for 30-60 seconds (mainly for content; for language issues only if absolutely necessary) One way to debrief the input listed in the direct instruction section is to review it by pointing and talking about it again in the target language, but having the students choral call, using target language circumlocutions, or English as a last resort, what they think you are saying. That way if they are misunderstanding something, the teacher may correct, clarify, and reinforce the correct meaning. Another way might be to have students retell each other, in pairs or triads, in their home language was the big ideas of the lesson were and how they figured out new vocabulary. Another way is to have students give a kinesthetic gesture to show they understand specific words. Students as a whole group, pairs, or individuals may also point to the appropriate spot on the chart as the teacher says key vocabulary. The teacher may also choose to briefly put on his/her English hat or click on his/her English speech and ask if there are any questions or clarifications needed. TPRS Total Physical Response Storytelling AKA Teaching Proficiency through Reading and Storytelling Circling is an intentional strategy to repeatedly expose students to the target structures and attune their ear to pronunciation. The teacher states this circling pattern in Mandarin Chinese with students responding and the teacher repeating as a way of affirming their statements. Circling on a phrase related to the content, Jason Wu designs fashionable clothes that are sold in stores. 吴季刚 设计时尚的衣服在商店出售 wú jì ān shè jì shí shàn de yī fu zài shān diàn chū shòu Teacher pre-teaches the phrase, making sure everyone knows what each word means (by showing picture file cards, realia, manipulatives, or by gesturing) and agreeing on gestures to indicate each key word, with the students job only to make the gestures and respond in English or the target language with a word or two to indicate their understanding. The teacher then asks questions [yes/no, either/or, who/what/when/where/how much or many/etc.] each time acknowledging the class s answer and then re-stating the original sentence so the students hear and respond to the key vocabulary many times. [opening statement, circling begins] Jason Wu designs fashionable clothes that are sold in stores. Does Jason Wu design fashionable clothes that are sold in stores? [yes] Yes, Jason Wu designs fashionable clothes that are sold in stores. Does Jason Wu design fashionable cars that are sold in stores? [no] No, Jason Wu does not design fashionable cars that are sold in stores. Jason Wu designs fashionable clothes that are sold in stores. Does Jason Wu design fashionable clothes or children s toys that are sold in stores? [fashionable clothes] Correct! Jason Wu designs fashionable clothes that are sold in stores. What does Jason Wu design? [fashionable clothes] Right! Jason Wu designs fashionable clothes that are sold in stores. Where are these fashionable clothes sold? [in stores] Correct! Jason Wu designs fashionable clothes that are sold in stores. 9
Who designs fashionable clothes that are sold in stores? [Jason Wu] Very good! Jason Wu designs fashionable clothes that are sold in stores. [closing statement, circle completed] 吴季刚设计时尚的衣服在商店出售 吴季刚设计时尚的衣服在商店出售吗 是的 是的 吴季刚设计时尚衣服在商 店出售 吴季刚设计在商店出售的时尚轿车吗 不 不 吴季刚不设计在商店出售的时尚轿车 吴季刚设计时尚衣 服在商店出售 吴季刚设计在商店出售的时尚衣服还是儿童玩具 时尚衣服 答对了 吴季刚设计时尚衣服在商店 出售 吴季刚设计什么 时尚衣服 正确 吴季刚设计时尚衣服在商店出售 这些时尚的衣服在哪里出售呢 在 商店 答对了 吴季刚设计时尚衣服在商店出售 谁设计时尚的衣服在商店里出售呢 吴季刚 非常好 吴季刚设 计时尚衣服在商店出售 wú jì ān shè jì shí shàn de yī fu zài shān diàn chū shòu wú jì ān shè jì shí shàn de yī fu zài shān diàn chū shòu m shì de shì de wú jì ān shè jì shí shàn yī fu zài shān diàn chū shòu wú jì ān shè jì zài shān diàn chū shòu de shí shàn jiào chē m bù bù wú jì ān bú shè jì zài shān diàn chū shòu de shí shàn jiào chē wú jì ān shè jì shí shàn yī fú zài shān diàn chū shòu wú jì ān shè jì zài shān diàn chū shòu de shí shàn yī fu hái shì ér tón wán jù shí shàn yī fu dá duì le wú jì ān shè jì shí shàn yī fu zài shān diàn chū shòu wú jì ān shè jì shén me shí shàn yī fu zhèn què wú jì ān shè jì shí shàn yī fu zài shān diàn chū shòu zhè xiē shí shàn de yī fu zài nǎ lǐ chū shòu ne zài shān diàn dá duì le wú jì ān shè jì shí shàn yī fu zài shān diàn chū shòu shuí shè jì shí shàn de yī fu zài shān diàn lǐ chū shòu ne wú jì ān fēi chán hǎo wú jì ān shè jì shí shàn yī fu zài shān diàn chū shò u The circling process should go on for approximately ten minutes or when the teacher has repeated the key vocabulary in the area of 50-75 times) and is focused on the teacher statements and questions missing most of the parts the students either say in response or indicate comprehension of by shaking or nodding their heads, or making kinesthetic gestures. Extend the Learning: School-Home Connection and Class Projects, Small Group Activities, Individual Practice SCHOOL-HOME CONNECTION Teacher provides homework that involves including parents and family in thinking about or practicing the new learning and language skills. CLASS PROJECTS Projects should apply the new knowledge in a way that demonstrates the students understanding of the lesson and allows them to re-present this information in a novel format. An example of a project to extend the understanding of the lesson is that each team may be assigned the task of a collaborative poster, with a rubric so each poster includes (at a minimum) the words and phrases, symbols, and vocabulary with illustrations. When each team is satisfied with their work, and has checked the rubric to make sure they haven t forgotten something, use the gallery walk with docent strategy to allow students to see each other s work, ask questions, and develop metacognition when they explain their thinking to other teams walking through the gallery. For this lesson, a project to research the practice of foot binding might be fascinating to high school age students, perhaps comparing that with footwear of today that does damage (over time) to (especially women s) feet. A poster with oral presentation might be a closing activity, as would creating and reading aloud a big book or producing a documentary film. Another project might be to sew a miniature (doll sized) outfit that follows the customs of a particular era in China. 10
Instructional Resources and References How to Use These Lessons http://mandarin.sdcoe.net/cd1.html Refer to the guide for using these lessons for more information. Strategies Matrix: Teaching Strategies for World Language Classrooms http://mandarin.sdcoe.net/cd1.html This matrix offers a compendium of instructional strategies that accelerate language acquisition, ensure student engagement, and lead to high levels of student achievement. Fashion throughout History Information and photographs related to clothing worn in the United States and North America through the past centuries. http://www.americancenturies.mass.edu/activities/dressup/index.html Information and teaching ideas on the history of clothing. http://www.historyforkids.org/learn/clothing/index.htm History of cloth-making on looms by Eric Broudy. http://dbpcosdcsgt.co.san-diego.ca.us/record=b1312748~s38 Information on Communist clothing standards in China, 1950s. http://www.fashionencyclopedia.com/fashion_costume_culture/modern-world-1946-1960/post-world-war-ii-194660.html Information on the Mao suit. http://www.powerhousemuseum.com/hsc/evrev/mao_suit.htm Information on fashion in China since Mao s death in 1976: http://www.powerhousemuseum.com/hsc/evrev/chinese_contemporary_designers.htm See the Chinese Cheongsam, also called Qi Pao http://en.wikipedia.org/wiki/han_chinese_clothing 11
Lesson Materials BLACKLINE MASTER for contextualized mini-lecture (with 10/2) for previous section: Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate) Plan a graphic organizer or pictorial to draw in front of the students on large poster or butcher paper. This chart should contain and contextualize the most important information for the lesson with lots of picture file cards and quick sketches of shapes or icons. Timeline: History of Fashion Prehistory: 15,000 years ago and more 12,000 years ago throughout the world. 8,000 years ago 5,000 years ago Neolithic Period > People likely naked; Probable invention Stable settlements, Mesopotamia - dressing for very little evidence of loom; animal skin bigger looms; jewelry; status; tunics and trousers; beyond cave paintings clothing, furs, weapons; indigo dye; Egyptian concept of beauty because clothing rots. simply draped fashion as silent included angular designs, wigs, over body communicator - tribe, cosmetics, jewelry, collars, status, belief system loincloths. ********************************************************************************************************************************* West: 5,000 years ago: 3,000 years ago: 1,700 years ago: 1,500 years ago: Minoan circular Roman tunics Byzantine period The Dark Ages trousers, skirts, colorful, with simple Greco-roman hooded garments, pleats, cinched shapes, togas, influence, clothes capuchon, full waists. Greece brides wore red, indicate rank in skirts, long sleeves wool, linen, military clothing society; brocade, patterned fabric, for men damask, perfume bleached hair > East: Xia Dynasty Zhou Dynasty Han Dynasty Tang Dynasty Golden Silk production, Yellow silk for Huafu silk robes, Age, more cosomopolitan, Jade ornaments emperor only wide sleeves. 華服 women s clothes more free banded knots as fasteners ********************************************************************************************************************************* West: 900 years ago: 700 years ago: 500 years ago: 200 years ago: 12
Gothic cloaks, Renaissance Elizabethan rigid, Romantic period bateau Tunics, emblems, rounder shapes, stiff collars, flat- neckline, leg-o-mutton nationalistic corsets, pleated chested look, V-waist, sleeves, hoop skirt, styling cloaks, lace heeled shoes men in black suits > East: Southern Song Ming Dynasty Qing Dynasty 1644 Qing Dynasty - ceremonial Dynasty silk robes, Buttons become court robes, dragon collars made with silk and colors by rank, popular, as fasteners symbolized emperor. gold-wrapped thread fur-lined coats, and as decoration. Civil servants were brocade. Emperor s robes square purple Rosy cloud em- given the privilege of used exclusive patterns scarves for women broidered short wearing court robes, and colors including the capes for women. formal (chaofu) and twelve symbols. informal (jifu). ********************************************************************************************************************************* West: 90 years ago: 80 years ago: 50 years ago: 20 years ago: Roaring 20s fur Depression The 60s miniskirt, Casual chic period leggings, shawls, turbans, women wear blue jeans, hot tattoos and body piercings, short dresses and slacks, zipper pants, peasant hip-hop, grunge, logos, hair for women, becomes popular blouse, bandana business casual Now!! East: Republic of China Chinese women People s Republic After Mao s death in Chinese tunic suit wore the cheongsam of China all people 1976, open door policy for men, called or qi pao often in were required to led to relaxed attitudes zhongshan red. The design wear simple clothing; about clothes and fashion. zhuang were was derived from no visible social rank. Foreign clothes were required clothing ancient Manchu Destruction of the popular. Government for civil servants. clothing. four olds 四旧 sponsors golden scissors included fashion. award each year to Men and women encourage fashion wore the zhifu or industry. Great variety Mao suit, often in in fabric and design. navy blue or grey. 13
BLACKLINE MASTER PICTORIAL INPUT CHART - 14
Interesting Facts about Chinese Fashions from History 中国历史上时尚服饰的趣事 zhōnɡ ɡuó lì shǐ shànɡ shí shànɡ fú shì de qù shì For much of the past 3-5,000 years, Chinese people wore clothing described as tunics, somewhat like a long Tshirt. Men s tunics were generally shorter, but women s came all the way to the ground. In cold weather, sometimes a padded jacket was worn over the tunic. Sometimes loose pants were worn under the tunic. Most people made their clothing out of hemp, linen, or ramie. Rich people had their clothes made of silk. One of the emperors in the time around 500 AD, during the Sui Dynasty, made a law that poor people could only wear blue or black clothes and only rich and powerful people could wear pretty colors. 在过去的三千年到五千年里 中国人穿长袍 看起来就像一件长汗衫 男人的长袍一般比较短 但女人的长袍会一直 拖到地上 在寒冷的季节 有时人们会在长袍外面套一件棉服 有时在长袍里面穿一条松腿的裤子 大多数人用 大麻亚麻或苎麻来做衣服 富人穿丝绸做的衣服 大约公元前五百年 宋朝的时候 有一个皇帝颁布了一道法律 穷 人只能穿蓝色或黑色的衣服 只有富人和有权势的人才能穿漂亮的衣服 zài uò qù de sān qiān nián dào wǔ qiān nián lǐ zhōn uó rén chuān chán páo kàn qǐ lái jiù xiàn yí jiàn chán hàn shān nán rén de chán páo yì bān bǐ jiào duǎn dàn nǚ rén de chán páo huì yì zhí tuō dào dì shàn zài hán lěn de jì jié yǒu shí rén men huì zài chán páo wài miàn tào y í jiàn mián fú yǒu shí zài chán páo lǐ miàn chuān yì tiáo sōn tuǐ de kù zi dà duō shù rén yòn dà má yà má huò zhù má lái zuò yī fu fù rén chu ān sī chóu zuò de yī fu dà yuē ōn yuán qián wǔ bǎi nián sòn cháo de shí hou yǒu yí è huán dì bān bù le yí dào fǎ lǜ qión rén zhǐ nén chu ān lán sè huò hēi sè de yī fu zhǐyǒu fù rén hé yǒu quán shì de rén cái nén chuān piào li n de yī fu During the Sung Dynasty, about 900 years ago, some of the people in the emperor s court thought that women s feet were most beautiful when they were very tiny. As a result, it became fashionable to have small feet. Some people started a practice of binding the feet of their little daughters in tight strips of fabric, so tight that the feet couldn t grow normally, and the bones broke so the toes could fold over. This fashion lasted until very recently and was considered a sign of status. Some of the earliest Cinderella stories come from the Sung Dynasty. The Chinese versions of Cinderella focus on the size of the slipper the prince loves her because she has the smallest feet of all the girls in the land. 在宋朝 大约九百年前 一些皇宫里的人认为女人的脚小的时候最好看 结果拥有一双小脚就变成了时尚 一些人开 始用布帛紧紧的缠裹他们幼女的脚 他们裹得非常紧以至于脚就不能正常的生长 并且骨头也断了因此脚趾就只能折 叠起来 这种时尚一直延续直到近代并且被认为是一种地位的象征 有一些最早期的灰姑娘的故事就是源自宋代 这 些中国灰姑娘的焦点集中在她们穿鞋的尺寸上 皇帝宠爱她就因为她是所有这里的姑娘们中脚最小的 zài sòn cháo dà yuē jiǔ bǎi nián qián yì xiē huán ōn lǐ de rén rèn wéi nǚ rén de jiǎo xiǎo de shí hou zuì hǎo kàn jié uǒ yōn yǒu yì shuān xiǎo jiǎo jiù biàn chén le shí shàn yì xiē rén kāi shǐ yòn bù bó jǐn jǐn de chán uǒ tā men yòu nǚ de jiǎo tā men uǒ dé fēi chán jǐn yǐ zhì yú jiǎo jiù bù nén zhèn chán de shēn zhǎn bìn qiě ǔ tou yě duàn le yīn cǐ jiǎo zhǐ jiù zhǐ nén zhé dié qǐ lái zhè zhǒn shí shàn yì zhí yán xù zhí dào jìn dài bìn qiě bèi rèn wéi shì yì zhòn dì wèi de xiàn zhēn yǒu yì xiē zuì zǎo qī de huī ū ni n de ù shi jiù shì yuán zì sòn dài zhè xiē zhōn uó hu ī ū ni n de jiāo diǎn jí zhōn zài tā men chuān xié de chǐ cùn shàn -- huán dì chǒn ài tā jiù yīn wéi tā shì suǒ yǒu zhè lǐ de ū ni n men zhōn jiǎo zuì xiǎo de 15
Silk has long been a fabric associated with China, but during the Yuan Dynasty the Mongols brought cotton to China. By the year 1296, cotton had become a very popular fabric. Besides being warmer, softer, stronger, and cheaper than silk, the emperor made the taxes lower on cotton than hemp or ramie. 在中国丝绸作为织物已经有很长的历史了 但是在元代蒙古人把棉布带进了中国 到一二九六年 棉布已经成为了一 种非常流行的织物 棉布除了比丝绸更加保暖 柔软 结实和便宜以外 皇帝还下令对棉布的赋税比大麻或苎麻更 低 zài zhōn uó sī chóu zuò wéi zhī wù yǐ jīn yǒu hěn chán de lì shǐ le dàn shì zài yuán dài měn ǔ rén bǎ mián bù dài jìn le zhōn uó dào yī èr jiǔ liù nián mián bù yǐ jīn chén wéi le yì zhǒn fēi chán liú xín de zhī wù mián bù chú le bǐ sī chóu èn jiā bǎo nuǎn róu ruǎn jiē shi hé pián yi yǐ wài huán dì hái xià lìn duì mián bù de fù shuì bǐ dà má huò zhù má èn dī Story of Jason Wu - 吳季剛 Jason Wu is a fashion designer who has become very, very successful in the world of haute couture and ready-towear clothing especially since Michelle Obama bought several dresses from him in 2008, and selected a beautiful dress he designed to wear in the presidential inaugural balls of January 2009. That dress is now on display in the Smithsonian Museum in Washington, DC. Jason was born in Taiwan in September of 1982. His mother says he was fascinated by clothing he saw in store windows in downtown Taipei, so much so that at the age of 5 would make his own drawings of the clothes he liked. When Jason was 9 years old his family moved to Canada, to the city of Vancouver, British Columbia. He learned how to sew in order to design clothing for dolls and as a young person went to Tokyo, Japan to study sculpture. While still in high school in Windsor, Connecticut, he began to work for Integrity Toys as a freelance clothing designer. He was promoted to creative director. As a senior in high school, he decided to become a fashion designer. Jason Wu used the money he earned in high school from his doll designs to launch his ready-to-wear line of clothes in 2006. He won a Rising Star award from the Fashion Group International in 2008. In 2012, a line of clothing he designed for Target sold out very quickly. Jason Wu is very successful and his companies earn millions of dollars! 16
M andarin M iscellany 普通话集锦 pǔtōnghuà jíjǐn Add your own visuals (with your students) to make these award cards even more motivating for your students! Keep the English translation small so it can be folded over once it is no longer needed. PUT THE TARGET LANGUAGE WORD OR PHRASE IN LARGE FONT ON ONE SIDE SO IT CAN BE FOLDED OVER AND USED ASA FLASHCARD. Add graphic image to support understanding. 17
Student Name Date Home-School Connection #1 Unit 10: Shopping for Clothes the Year Round Lesson 4: Fashion throughout History Interview three of your friends and family. Do they know the names of any fashion designers? If yes, what do they know about them? What do they know about fashion in general? Sketch and/or write about some of your favorite designs throughout history. Name Do you know the names of any fashion designers? If yes, who? What do you know about them? Student Name: What do you know about fashion in general? Sketch and write about some of your favorite fashion designs throughout history. Parent/Family Signature: 18
学生签名 xué shen qiān mín : 日期 rì qī: 家校结合 #1 jiā xiào jié hé #1 第十单元: 买一年四季的衣服 dì shí dān yuán : mǎi yì nián sì jì de yī fu 第四课: 各历史阶段的时装 dì sì kè : è lì shǐ jiē duàn de shí zhuān 采访你的三个朋友和家人 他们知道一些时装设计师的名字吗 如果知道 他们都知道这些时装 设计师的哪些事 一般来说他们对于时装都知道些什么 画个草图并且/或者写下各个历史时期你 最喜欢的设计 cǎi fǎn nǐ de sān è pén you hé jiā rén tā men zhī dào yì xiē shí zhuān shè jì shī de mín zi m rú uǒ zhī dào tā men dōu zhī dào zhè xiē shí zhuān shè jì shī de nǎ xiē shì yì bān lái shuō tā men duì yú shí zhuān dōu zhī dào xiē shén me huà è cǎo tú bìn qiě / huò zhě xiě xià è è lì shǐ shí qī nǐ zuì xǐ hu n de shè jì 姓名 xìn mín 你知道一些时装设计师 的名字吗 nǐ zhī dào yì xiē shí zhuān shè jì shī de mín zi m 如果知道 是谁呢 你都知道他们哪些事 呢 rú uǒ zhī dào shì shuí ne nǐ dōu zhī d ào tā men nǎ xiē shì ne 学生签名 xué shen qiān mín : 对于时装一般来说你知道 些什么 duì yú shí zhuān yì bān lái shuō nǐ zhī dà o xiē shén me 画个草图并且写下各个历史时期你最喜 欢的设计 huà è cǎo tú bìn qiě xiě xià è è lì shǐ shí qī nǐ zuì xǐ hu n de shè jì 父母/家人签名 fù mǔ jiā rén qiān mín : 19
Student Name Date Home-School Connection #2 Unit 10: Shopping for Clothes the Year Round Lesson 4: Fashion throughout History Look in your own closet or ask one of your family members if you can look at some of their shoes. Sketch, in the oval below, at least six different types of shoes you find. For each shoe, write the Chinese words to describe their color, size, and shapes. Then categorize them in the boxes below as fashionable or unfashionable. Fashionable shoes Student Name: Unfashionable shoes Parent/Family Signature: 20
学 生 签 名 xué shen qiān mín : 日 期 rì qī: 家校结合 #2 jiā xiào jié hé #2 第十单元: 买一年四季的衣服 dì shí dān yuán : mǎi yì nián sì jì de yī fu 第四课: 各历史阶段的时装 dì sì kè : è lì shǐ jiē duàn de shí zhuān 查看你自己的衣橱或者问问你的家人是否你能看看他们的鞋子 在下面的椭圆形里至少列出六种 你找到的不同类型的鞋子 用中文写出每一双鞋的颜色 尺寸和形状 然后在下面的表格里把它 们按时髦还是不时髦分类 chá kàn nǐ zì jǐ de yī chú huò zhě wèn wèn nǐ de jiā rén shì fǒu nǐ nén kàn k n tā men de xié zi zài xià mi n de tuǒ yuán xín lǐ zhì shǎo liè chū liù zhǒ n nǐ zhǎo dào de bù tón lèi xín de xié zǐ yòn zhōn wén xiě chū měi yì shuān xié de yán sè chǐ cùn hé xín zhuàn rán hòu zài xià mi n de bi ǎo é lǐ bǎ tā men àn shí máo hái shì bù shí máo fēn lèi 时髦的鞋子 不时髦的鞋子 shí máo de xié zǐ bù shí máo de xié zǐ 学生签名 xué shen qiān mín : 父母/家人签名 fù mǔ jiā rén qiān mín : 21
Picture File Cards Gather or take photographs to be used to support understanding and for practice talking in the target language. Shrink or enlarge photos as needed for posters, playing cards, and so on. Official White House Photo by Samantha Appleton 22