![]() Students should read books from the library about the traditional clothing worn by people in other countries and compare them to those they themselves wear using their “la ropa” vocabulary. They will practice design skills by experimenting with how the different colors and textures look combined with other designs and textures. In art class, students should use their now dried and finished dyed cloths in order to design and create a class quilt. ![]() Their final designs can be combined into a class quilt to be discussed in art (see art section). Then they can create their designs noting the results and how well each cloth absorbed the dye. Students should make predictions on how well the different types of cloth will absorb the dyes and what will happen when they combine different colors and lengths of time the cloth stays in the dye. Students should be provided with primary-colored clothing dyes that are safe for children, bowls of water, aprons and scraps of different types of cloth. Using students’ knowledge of color vocabulary and clothing vocabulary, students can experiment with dyes to create their own tie-dye shirt design, combining dyes and colors to create new shades. The students should be given the chance to share them with the class. Why do they enjoy wearing bright or dark colors? Who are their fashion inspirations and why are they so influenced by those people? The essays should be personal and expressive. Students can use their new “la ropa” vocabulary to write short essays describing their own personal style and what it says about them. Students should also use vocabulary that describe the clothing such as the material used or the design.ĭescribing the clothing without knowledge of design vocabulary might be difficult. Focus on verbs associated with getting dressed,(i.e., poner – to put on, vestirse – to get dressed, usar – to use. They will write sentences using their new vocabulary. Focus on accessories (bolsa, collar, etc.).ĭay 5: Students will write a group story. If not, the teacher should provide items to be worn over uniforms. If the students are at a school that normally uses uniforms, maybe special permission can be granted for their regular clothes that day. ![]() Some will be models, some will be designers, and some will be members of the press describing what the other students are wearing. Students should describe someone based on what they are wearing.ĭay 4: Students will conduct a class fashion show. Focus on outerwear (bafunda, chaqueta, etc.). The focus should be on solidifying the basic vocabulary practiced on day one.ĭay 3: Have students do a collage activity – Students cut out pictures from magazines and describe the clothing. The teacher can create one easily by using the free tool at the Discovery Channel’s Education hub. They will need to practice conversation about buying clothes.ĭay 2: Students can enhance their skills by working on a crossword puzzle with “la ropa” vocabulary words. One person will be the cashier at a clothing store and the other the customer. They can extend the activity by using role play to practice. Students should match the vocabulary word to the illustration or manipulative. Here is an overview and timeline of activities for each day.ĭay 1: The teacher should distribute a list of basic “la ropa” vocabulary. Of subjects in order for students to really understand and be able to apply it in a realistic way. ![]() When creating a unit plan on “la ropa,” it is important to incorporate the new vocabulary terms into several fun activities for a variety A Timeline for the Unit on Clothing in Spanish
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