Performance-Oriented Thinking

A Project – The Fashion Show by Renee Binyamini, Sde Eliyahu

Introduction Two 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 Targeted Standards 10 Domains

Access to Obtaining and using information from different sources Information Level Appreciation of Becoming acquainted with norms and behaviors in a variety of Intermediate Culture 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 sources Assessment Tools for Targeted Domains Rubrics Name of Unit The Fashion Show It 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 49 Objectives Activities Pupils will decide what type of clothing to Pupils will form groups of 3-4, brainstorm and decide what type use, what clothing items to gather, and who of fashion show to present, which clothing to model, and who will model each item. will model each item. Pupils will write an ad or invitation, Pupils will draft a copy for their fashion show, referring to the introduction to their show, and detailed activity on comparing different text types. description of each outfit modeled. 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 While viewing the presentations, the class will complete a form points/details. indicating the main idea and details for each show. Pupils will assume the role of a magazine Pupils will write a magazine article. reporter at a fashion show.

Assessment Goals Pupils 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.

50 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 points Introduction Poor introduction – does Fair introduction – Good introduction – not capture the captures audience. captures audience audience. Adequate general attention well. Little or no general information about type of Substantial amount of information about type clothing. general information of clothing. about type of clothing.

Language: Hesitant speech. Some hesitation, simple Speaks freely, nearly Fluency & Incomplete sentences, speech, few grammatical accurate language. Accura many grammatical errors. cy errors.

Content Description does not Simple description of Clear and detailed match clothing. clothing. 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

51 *Fill in the chart during the group presentations. This will help you summarize your article for the women’s magazine.

52 Rubric for the written presentations

Score Poor introduction (minimal Adequate introduction. Informative Introduction information). No general Includes some general introduction. information about type of information about type of Includes detailed clothing. Many clothing. Some grammatical information about type grammatical and spelling and spelling errors. of clothing. Almost no errors. grammar or spelling errors.

1-2 points 3-4 points 5 points

Unclear and irrelevant Includes most of the Includes all required Ad/Invitation information. Many spelling required information (date, information. Correct and grammatical errors. place, time). Some grammar and spelling. No drafts or revisions. grammatical/spelling errors. Drafts and revisions. One draft, no revisions.

1-2 points 3-4 points 5 points

Describes some items Most clothing items are Detailed description of Description of the clothing, but with described accurately and in Of Clothing minimal detail. Many detail. Some spelling and clothes. Mostly grammatical and grammatical errors. correct grammar and spelling errors. One draft, no revisions. spelling. Drafts and No drafts or revisions. revisions.

1-4 points 5-8 points 9-10 points

Maga No/poor introduction and Fair introduction and Comprehensive zine conclusion. Reports on less conclusion. Reports on at introduction and Article than 2 shows. Many least 2 shows but not in conclusion. spelling and grammatical detail. Some spelling and Reports on at least 2 errors. No drafts or grammatical errors. shows in detail. revisions. One draft, no revisions. Nearly all correct spelling and grammar (uses past tense). Drafts and revisions.

1-4 points 5-8 points 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 show 53 b. an invitation to an art show c. a description of a painting d. 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 Conclusions

Criteria 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 ______

54 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.