Fashion Throughout History

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,

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 shenɡ jiānɡ huì zhī dào yóu yú bù tónɡ de dì lǐ hé jīnɡ jì qínɡ kuànɡ ， shì jiè ɡè dì de fú shì yǒu ɡè zì b ù tónɡ de wén huà chuán tǒnɡ 。 xué shenɡ jiānɡ xué xí yì xiē ɡuān jiàn de cí huì ， tā men yǔ zhōnɡ ɡuó hé m ěi ɡuó de jǐ ɡè liú xínɡ fú shì de zhònɡ yào shí qī yǒu ɡuān 。 tái wān chū shēnɡ de shí zhuānɡ shè jì shī wú j ì ɡānɡ de rén shēnɡ ɡù shi yě jiānɡ bèi jiè shào ɡěi xué shenɡ ， tā shè jì de lǐ fú bèi měi ɡuó dì yīfū rén mǐ xi ē ěr ào bā mǎ xuǎn zhōnɡ bìnɡ zài èr línɡ línɡ jiǔ nián de ào bā mǎ jiù zhí wǔ huì shànɡ chuān chū 。

Student Work Interpersonal Presentational Interpretive

Students listen and speak to others Students speak and write language Students individually listen to, read, to communicate knowledge, to express information or opinions to and view content without feelings, and opinions, or to an audience. interpersonal interaction. negotiate meaning.

Domains of Language Listening Speaking Reading Writing

Students as a whole class listen to teacher Students speak to Students read four to Students write give a contextualized mini-lecture. each other in pairs six new Chinese pinyin phrases to and teams using key characters in describe Students listen to the teacher say a vocabulary words simplified Chinese. storyboards created sequence of Mandarin words, holding up a and phrases. with teacher or “tone card” to identify which tone they Students read short team or partner hear. Students speak to the class-generated collaboration. teacher and stories written in Students also demonstrate listening frequently present to pinyin based on the Students write four comprehension by pointing at pictures or the class with unit theme and/or to six Chinese realia or otherwise indicating their partners or teams. lesson. characters in understanding. simplified Chinese.

Students listen to each other in pairs and during teamwork and to group presentations to the class.

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 class- generated 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.

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)

1st oral: “First tone – blue, up high, like the clear, blue sky.”

[hand at forehead level, palm down, flat] examples in pinyin: zhōng jiān

2nd oral: “Second tone – green, going up, like a tree reaching to the sun.”

[hand at nose goes upward] examples in pinyin: lái líng 3

3rd 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

4th 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

5th 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 Pinyin Chants (with clapping) for this lesson:

Shopping, shopping, all around the 来购物，来购物， lái ɡòu wù ， lái ɡòu wù ， world! 世界人民齐购物！ shì jiè rén mín qí ɡòu wù ！有人偏爱最新款… yǒu rén piān ài zuì xīn kuǎn ⋯ Some people love the latest 时髦主导他一切！ shí máo zhǔ dǎo tā yīqiè！ yǒu rén style…fashion rules! 有人完全不在乎 á á ú à ⋯ ū á ì … w n qu n b z i hu sh fu c i sh Others don’t care so much…comfort 舒服才是最重要！ zuì zhònɡ yào！ lái ɡòu wù， lái ɡò rules! 来购物，来购物， u wù， shì jiè rén mín qí ɡòu w 世界人民齐购物！ ù ！ Shopping, shopping, all around the world!

Poems for this lesson: wǒ rèn shí ɡè shí máo de rén ， yí I know a fashionable person, 我认识个时髦的人， ɡè fēi chánɡ shí máo de rén ， yí A very fashionable person, 一个非常时髦的人， ɡè tè bié shí máo de rén ， chuān An extremely fashionable person, 一个特别时髦的人， zhe zuì shí máo de kuǎn shì 。 Wearing the latest style. 穿着最时髦的款式。

ā ǐ ì ā ǎ ī ， ā ǒ He chooses his clothing with care, t z x de ti o xu n y fu t d n 他仔细的挑选衣服， He knows which colors are popular, ɡ shén me shì liú xínɡ sè ， tā bǎo He makes sure everything is clean, 他懂什么是流行色， zhènɡ yànɡ yànɡ dōu qīnɡ jié ， His clothing impresses others. 他保证样样都清洁， ɡěi rén liú xià shēn kè yìn xiànɡ 。给人留下深刻印象。

wǒ rèn shí ɡè shí máo de rén ， yí 4

ɡè fēi chánɡ shí máo de rén ， yí ɡè tè bié shí máo de rén ，chuān zhe zuì shí máo de kuǎn shì 。 I know a fashionable person, 我认识个时髦的人， A very fashionable person, 一个非常时髦的人， An extremely fashionable person, 一个特别时髦的人， wǒ rèn shí ɡè shí máo de rén ， y Wearing the latest style. 穿着最时髦的款式。 í ɡè ē á ɡ í á é ， f i ch n sh m o de r n y

------í ɡè tè bié shí máo de rén ， chuān

zhe zuì shí máo de kuǎn shì 。

I know a fashionable person, tā zǐ xì de tiāo xuǎn yī fu ， shén 我认识个时髦的人， A very fashionable person, me yán sè pèi tā tóu fɑ ， tā bǎ yī 一个非常时髦的人， An extremely fashionable person, fu yùn dé pínɡ zhěnɡ ，dà jiā duì t 一个特别时髦的人， Wearing the latest style. ā yìn xiànɡ shēn kè 。穿着最时髦的款式。

wǒ rèn shí ɡè shí máo de rén ， y

í ɡè ē á ɡ í á é ， f i ch n sh m o de r n y She chooses her clothing with care, 她仔细的挑选衣服， í ɡè tè bié shí máo de rén ， chuān ì í á ǎ ì 。 She knows which colors 什么颜色配她头发， zhe zu sh m o de ku n sh complement her hair, 她把衣服熨得平整， She irons her clothes to be smooth, 大家对她印象深刻。 She impresses the people who see her.

我认识个时髦的人， I know a fashionable person, A very fashionable person, 一个非常时髦的人， An extremely fashionable person, 一个特别时髦的人， Wearing the latest style. 穿着最时髦的款式。

Song for this lesson (can be sung to the tune of “Mary Had a Little Lamb”): yī fu jù yǒu lì shǐ xìnɡ ， lì shǐ xì Clothing throughout history, history, 衣服具有历史性，历史性，历史性， nɡ ， lì shǐ xìnɡ ， yī fu jù yǒu history 衣服具有历史性，实用或时髦。 lì shǐ xìnɡ ， shí yònɡ huò shí m Clothing throughout history is either áo 。 practical or fashionable.

shí yònɡ de yī fu nénɡ yù hán ， n

énɡ yù hán ， nénɡ yù hán ， shí y Practical clothing keep us warm, 实用的衣服能御寒，能御寒，能御 Keeps us warm, keeps us warm ònɡ de yī fu nénɡ yù hán ， dàn kà 寒， Practical clothing keeps us warm n qǐ lái bìnɡ bù měi 。实用的衣服能御寒，但看起来并不 But may not look too great. 美。 shí máo de yīfu hěn liú xínɡ ， h

ěn liú xínɡ ， hěn liú xínɡ ， shí

máo de yīfu hěn liú xínɡ yú fù rén Fashionable clothing follows styles, 时髦的衣服很流行，很流行，很流 hé mínɡ liú 。 follows styles, follows styles 行，

Fashionable clothing follows styles 时髦的衣服很流行于富人和名流。 yī fu de shì yànɡ chánɡ xiǎn shì ， Of people rich and famous. á ɡ ǎ ì ， á ɡ ǎ ì ， ch n xi n sh ch n xi n sh 5

yī fu de shì yànɡ chánɡ xiǎn shì zh ǔ rén de shè huì dì wèi 。 Clothing fashions often show, often 衣服的式样常显示，常显示，常显 show, often show 示， Clothing fashions often show 衣服的式样常显示主人的社会地位。 A person’s status in society.

Teacher Modeling of Communication followed by Student’s Structured Practice

Message Key Vocabulary or Phrases Strategies for Functions/Structure Oral Practice

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: I love fashion! I save my money to go shopping. Extended Name • Express feelings and opinions 我喜欢时尚！我省钱来购物。 Tag wǒ xǐ huɑn shí shànɡ ！ wǒ shěnɡ qián lái ɡòu 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 huɑn ！ wǒ duì shí shànɡ háo bú zài yì 。

• Description of people, places, Fashion in China is beautiful! I love the silk scarves and things, and ideas vibrant colors.

中国的时尚很美！我喜欢丝绸丝巾和亮丽的颜色。 zhōnɡ ɡuó de shí shànɡ hěn měi ！ wǒ xǐ huɑn sī chóu sī jīn hé liànɡ 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] Human multiple 什么时候纽扣代替了华丽的纽扣节？ choice （在明代，大约七百年以前） shén me shí hou niǔ kòu dài tì le huá lì de niǔ kòu jié ？ or

（ zài mínɡ dài ， dà yuē qī bǎi nián yǐ qián ） Kaffee Klatsch

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 zhōnɡ shān zhuānɡ ？（ cónɡyī 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 zhōnɡ ɡuó ɡǔ dài shén me yán sè zhǐ yǒu huánɡ dì kě yǐ chuān ？（ huánɡ sè ） 6

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 línɡ línɡ jiǔ nián ào bā mǎ jiù zhí wǔ huì shànɡ ， mǐ xiē ěr ào bā mǎ chuān de wǔ huì lǐ fú shì yóu nǎ wèi zhōnɡ ɡuó shè jì shī shè jì de ？

Teacher Bridges to the Content Connection or Builds Schema for Students (Direct Instruction: Age and Stage-appropriate)

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.

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.

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 2 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 2 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, 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-pair- share based on a teacher prompt, such as “Tell your neighbor which parts of the timeline surprised you or seem different that 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 7

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 3 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 somes of the categories of the Jason Wu timeline is 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).

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 what 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 ɡānɡ shè jì shí shànɡ de yī fu zài shānɡ 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 restating 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. 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。 9

wú jì ɡānɡ shè jì shí shànɡ de yī fu zài shānɡ diàn chū shòu 。 wú jì ɡānɡ shè jì shí shànɡ de yī fu zài shānɡ diàn chū shòu mɑ ？（ shì de ） shì de ， wú jì ɡānɡ shè jì shí shànɡ yī fu zài shānɡ diàn chū shòu 。 wú jì ɡānɡ shè jì zài shānɡ diàn chū shòu de shí shànɡ jiào chē mɑ ？（bù ）bù ， wú jì ɡānɡ bú shè jì zài shānɡ diàn chū shòu de shí shànɡ jiào chē 。 wú jì ɡān ɡ shè jì shí shànɡ yī fú zài shānɡ diàn chū shòu 。 wú jì ɡānɡ shè jì zài shānɡ diàn chū shòu de shí shànɡ yī fu hái shì ér tónɡ wán jù ？（ shí shànɡ yī fu ） dá duì le ！ wú jì ɡānɡ shè jì shí shànɡ yī fu zài shānɡ diàn chū shòu 。 wú jì ɡānɡ shè jì shén me ？（ shí shànɡ yī fu ） zhènɡ què ！ wú jì ɡān ɡ shè jì shí shànɡ yī fu zài shānɡ diàn chū shòu 。 zhè xiē shí shànɡ de yī fu zài nǎ lǐ chū shòu ne ？（ zài shānɡ diàn ） dá duì le ！ wú jì ɡānɡ shè jì shí shànɡ yī fu zài shānɡ diàn chū shòu 。 shuí shè jì shí shànɡ de yī fu zài shānɡ diàn lǐ chū shòu ne ？（ wú jì ɡānɡ ） fēi chánɡ hǎo ！ wú jì ɡānɡ shè jì shí shànɡ yī fu zài shānɡ 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.

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-1946- 60.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

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 8,000 years ago 5,000 years ago throughout the world. 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

BLACKLINE MASTER PICTORIAL INPUT CHART -

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 T- shirt. 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 ɡuò qù de sān qiān nián dào wǔ qiān nián lǐ ， zhōnɡ ɡuó rén chuān chánɡ páo ， kàn qǐ lái jiù xiànɡ yí jiàn chánɡ hàn shān 。 nán rén de chánɡ páo yì bān bǐ jiào duǎn ， dàn nǚ rén de chánɡ páo huì yì zhí tuō dào dì shànɡ 。 zài hán lěnɡ de jì jié ， yǒu shí rén men huì zài chánɡ páo wài miàn tào yí jiàn mián fú 。 yǒu shí zài chánɡ páo lǐ miàn chuān yì tiáo sōnɡ tuǐ de kù zi 。 dà duō shù rén yònɡ dà má yà má huò zhù má lái zuò yī fu 。 fù rén chuān sī chóu zuò de yī fu 。 dà yuē ɡōnɡ yuán qián wǔ bǎi nián ， sònɡ cháo de shí hou yǒu yí ɡè huánɡ dì bān bù le yí dào fǎ lǜ ， qiónɡ rén zhǐ nénɡ chuān lán sè huò hēi sè de yī fu ，zhǐyǒu fù rén hé yǒu quán shì de rén cái nénɡ chuān piào liɑnɡ 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 sònɡ cháo ， dà yuē jiǔ bǎi nián qián ， yì xiē huánɡ ɡōnɡ lǐ de rén rèn wéi nǚ rén de jiǎo xiǎo de shí hou zuì hǎo kàn 。 jié ɡuǒ yōnɡ yǒu yì shuānɡ xiǎo jiǎo jiù biàn chénɡ le shí shànɡ 。 yì xiē rén kāi shǐ yònɡ bù bó jǐn jǐn de chán ɡuǒ tā men yòu nǚ de jiǎo 。 tā men ɡuǒ dé fēi chánɡ jǐn yǐ zhì yú jiǎo jiù bù nénɡ zhènɡ chánɡ de shēnɡ zhǎnɡ ， bìnɡ qiě ɡǔ tou yě duàn le yīn cǐ jiǎo zhǐ jiù zhǐ nénɡ zhé dié qǐ lái 。 zhè zhǒnɡ shí shànɡ yì zhí yán xù zhí dào jìn 15

dài bìnɡ qiě bèi rèn wéi shì yì zhònɡ dì wèi de xiànɡ zhēnɡ 。 yǒu yì xiē zuì zǎo qī de huī ɡū niɑnɡ de ɡù shi jiù shì yuán zì sònɡ dài 。 zhè xiē zhōnɡ ɡuó hu ī ɡū niɑnɡ de jiāo diǎn jí zhōnɡ zài tā men chuān xié de chǐ cùn shànɡ -- huánɡ dì chǒnɡ ài tā jiù yīn wéi tā shì suǒ yǒu zhè lǐ de ɡū niɑnɡ men zhōnɡ jiǎo zuì xiǎo de 。

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 zhōnɡ ɡuó sī chóu zuò wéi zhī wù yǐ jīnɡ yǒu hěn chánɡ de lì shǐ le 。 dàn shì zài yuán dài měnɡ ɡǔ rén bǎ mián bù dài jìn le zhōnɡ ɡuó 。 dào yī èr jiǔ liù nián ， mián bù yǐ jīnɡ chénɡ wéi le yì zhǒnɡ fēi chánɡ liú xínɡ de zhī wù 。 mián bù chú le bǐ sī chóu ɡènɡ jiā bǎo nuǎn ， róu ruǎn ， jiē shi hé pián yi yǐ wài ， huánɡ dì hái xià lìnɡ duì mián bù de fù shuì bǐ dà má huò zhù má ɡènɡ 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-to- wear 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!

Mandarin Miscellany 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 Add graphic image FONT ON ONE SIDE to support SO IT CAN BE FOLDED understanding. OVER AND USED AS A FLASHCARD.

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 If yes, who? What do you Sketch and write about some of know the What do you know about your favorite fashion designs names of any fashion know about fashion in throughout history. designers? them? general?

Student Name: ______Parent/Family Signature: ______

学生签名 xué shenɡ qiān mínɡ: ______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 : ɡè lì shǐ jiē duàn de shí zhuānɡ

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 fǎnɡ nǐ de sān ɡè pénɡ you hé jiā rén 。 tā men zhī dào yì xiē shí zhuānɡ shè jì shī de mínɡ zi mɑ ？ rú ɡuǒ zhī dào ， tā men dōu zhī dào zhè xiē shí zhuānɡ shè jì shī de nǎ xiē shì ？ yì bān lái shuō tā men duì yú shí zhuānɡ dōu zhī dào xiē shén me ？huà ɡè cǎo tú bìnɡ qiě / huò zhě xiě xià ɡè ɡè lì shǐ shí qī nǐ zuì xǐ huɑn de shè jì 。

姓名你知道一些时如果知道，是对于时装一般来画个草图并且写下各个历 xìnɡ mínɡ 装设计师的名谁呢？你都知说你知道些什史时期你最喜欢的设计。字吗？道他们哪些事么？ huà ɡè cǎo tú bìnɡ qiě xiě xià ɡè nǐ zhī dào yì xiē 呢？ duì yú shí zhuānɡ ɡè lì shǐ shí qī nǐ zuì xǐ huɑn de shè jì 。 shí zhuānɡ shè rú ɡuǒ zhī dào ， yì bān lái shuō nǐ jì shī de mínɡ zi shì shuí ne ？ nǐ zhī dào xiē shén mɑ ？ dōu zhī dào tā me ？ men nǎ xiē shì ne ？

学生签名______父母/家人签名______xué shenɡ qiān mínɡ: fù mǔ jiā rén qiān mínɡ:

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 Unfashionable shoes

Student Name: ______Parent/Family Signature: ______

学生签名 xué shenɡ qiān mínɡ: ______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 : ɡè lì shǐ jiē duàn de shí zhuānɡ

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 nénɡ kàn kɑn tā men de xié zi 。 zài xià miɑn de tuǒ yuán xínɡ lǐ zhì shǎo liè chū liù zhǒ nɡ nǐ zhǎo dào de bù tónɡ lèi xínɡ de xié zǐ 。 yònɡ zhōnɡ wén xiě chū měi yì shuānɡ xié de yán sè ， chǐ cùn hé xínɡ zhuànɡ 。 rán hòu zài xià miɑn de bi ǎo ɡé 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______父母/家人签名______xué shenɡ qiān mínɡ: fù mǔ jiā rén qiān mínɡ:

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