From the Sewing Room to the Rack

Activity: Agenda & Word of the Day (s. 1-5)

Time: 5 mins

Materials: 

• Appendix A

• Appendix D

Procedure:

• Open the Lesson 2 slide deck  (Appendix A)

• Ask students to take out their homework from the last lesson (Appendix D)

•  Address and introduce the lesson agenda (s. 2)

  • 1. Learning Objectives

  • 2. Word of the Day

  • 3. Find someone whose…

  • 4. Fast Fashion in the Media

  • 5. Fast Fashion Ted Talk

•  Address and introduce learning objectives (s. 3)

  • SWBAT:

    • discuss clothing origins, brands, and materials and their impact on the economy, planet, and social aspects of shopping habits.

    • analyze and apply concepts from the infographics to their habits.

    • appraise the delivery of a content creator's perspective and information.

    • paraphrase reasons for and against fast fashion.

• Introduce the word of the day: “Conscious” (s. 4)

  • You will ask the students if they know what the word “conscious” is and if they can define it.

  • You will then provide the definition “Having knowledge of something or being aware.”

  • Then you will tell them that they will see the phrase “conscious consumers” while discussing brands during the next activity and ask if they have any questions before moving on (s. 5).

Activity: Find someone whose…  (s. 6-11)

Time:15 minutes

Materials: 

• Appendix B

• Appendix E

• Appendix F

Procedure: 

• Pass out the “find someone whose…” worksheet (Appendix B).

  • Each student needs 1 worksheet and a writing utensil.

• You will give the following instructions:

  • (s. 6) For a homework review, we will be doing a “Find some whose” activity where you will find three different people to talk to.

    • Person one will be someone whose clothing item is from the same country.

    • Person two will be someone whose clothing item has one of the same materials.

    • Person three will be someone whose clothing item is from the same brand.

  • (s. 7) When you find your partner, you will write down their name under the correct column where it says “Name of partner.”

  • With each partner Ss will compare the infographics on the graphic organizer with the country, brand, and materials of your clothing item. Ss will write observations, notes, or questions from your conversations on the back of their graphic organizers.

  • Ss will have 9 minutes for this activity (3 minutes per person and topic).

  • You will clarify that Ss can use ANY information from their homework worksheets. They do not need to explain every clothing item on their sheet, they just need to find someone who has an item in common with theirs.

• (s. 8) After the directions are delivered you will give the following CCQs.

  • How many different people are you talking to? 

  • What will you write on your graphic organizer?

  • How much time do you have to discuss each topic and infographic?

  • What parts of your homework worksheet can you choose to talk about?

• Ss will have 9 minutes (3 minutes per topic/person) to converse with each other, while they are discussing you will monitor conversations and project the corresponding slide so they can see the infographic better.

  • Round 1: country  (s. 9)

  • Round 2: materials (s. 10)

  • Round 3: brand (s. 11)

• After the 9 minutes are up, you will ask Ss to share anything they found interesting from the activity. 

• Caveats: 

  • If there are an odd number of students, encourage them to make a group of three, or as the teacher, be prepared to discuss with students. 

  • If students find they do not have the same brands, materials, or countries, encourage them to find a partner and discuss the different brands, materials, and countries their clothes come from. 

  • If Ss did not complete the homework, or you chose not to assign the homework, print out Appendix E and Appendix F and pass them out to Ss. 

• Options:

  • If class time allows, give Ss additional time for discussion. 

Activity: Fast Fashion in the Media (s. 12-20)

Time: 40 minutes

Materials: 

• Appendix G

• Appendix H

• Appendix I

• Appendix J

Procedure: 

• Pass out a graphic organizer to each student

• Pull up each video on the teacher’s laptop to ensure they are working properly and the volume is appropriate.

• At teachers discretion, group tables equally.

• You will give the following instructions BEFORE the activity:

  • As a class we will watch four videos discussing how fast fashion is portrayed in the media

  • While watching the video, pick the adjectives to describe the creators tone- were they very calm while delivering the information? Were they aggressive?

  • Ask Ss to select what they think the creator’s opinion is (for or against) 

  • After each video you will have three minutes with your table groups to discuss what you guys think the creators opinion was and why you think that is the creators opinion (list the reasons in the graphic organizer) 

• Following these instructions, ask these CCQ’s

  • What are the videos about (the topic)?

  • What two things will you do while watching the video? 

  • What will you do after watching the videos?

  • How long will you have to discuss? 

**While Ss are discussing, you will walk around and monitor the discussions**

• Watch video 1(Appendix G)

  • You will play the first video for Ss (Play it twice)

  • In table groups, have Ss discuss video 1 and fill out the associated column on graphic organizer

• Watch video 2  (Appendix H)

  • You will play the second video for Ss to watch as a class (Play it twice)

  • In table groups, have Ss discuss video 2 and fill out the associated column on graphic organizer

• Watch video 3 (Appendix I)

  • You will play the third video for Ss to watch as a class (Play it twice)

  • In table groups, have Ss discuss video 3 and fill out the associated column on graphic organizer

• Watch video 4  (Appendix J)

  • You will play the last video for Ss to watch as a class (Play it twice)

• In table groups, have Ss discuss video 4 and fill out the associated column on graphic organizer

• Ss will now have the opportunity to review the front of the graphic organizer and fill out the back of the graphic organizer together, as a class.

• Begin the wrap-up by reviewing the front of the graphic organizer 

  • First, ask Ss about video 1

    • Question 1: Do you think the creator in video 1 was for or against fast fashion?

    • Question 2: What do you think the creators' attitude was towards fast fashion?

  • Repeat these questions for each video (2-4)

• Question 3: ask Ss to volunteer and contribute a few reasons why they thought a creator was for/against fast fashion (for each video)

  • Fill out the back of the graphic organizer (as a class) as they answer question 3 (this is to ensure everyone is on the same page and has the same information)

The main goal of this activity wrap-up is to ensure everyone understood each opinion and why the creators had that opinion. Ss will share their thoughts and compare with classmates. 

Activity: TED Talk Fast Fashion’s Effect on People, the Planet, and You (s. 21-22)

Time: 25 minutes

Materials:

• Appendix K

• Appendix L

Procedure:

• You will open the video and ensure the sound is working (Appendix K)

• You will pass out the worksheet (Appendix L) for students to answer questions as they watch the video.

• You will give students a few minutes to review the questions on the worksheet before they watch the video. You may also choose to make predictions about what the video will say about each question. 

• You will project the video and play it for the whole class.

  • Pause the video at 5:30 (Have Ss answer questions 1 and 2)

  • Pause the video at 8:50 (Have Ss answer questions 3, 4, and 5)

  • Pause the video at 12:10 (Have Ss answer question 6)

  • Pause the video at 15:20  (Have Ss answer question 7)

• After the video is finished you will ask Ss to share what they found interesting and discuss certain aspects of the video.

  • If students are reluctant to share, read through the questions to initiate conversation. 

  • Additional time may be added to ensure there is enough time for discussion.

Activity: Homework Instruction (s. 23)

Time: 5 minutes

Materials: 

• Appendix M

Procedure:

• Divide students into 4 groups and give each group one article to read prior to the next class. Tell Ss they should come prepared as experts on their article to share with peers in the next lesson. Make a note of the groups and which articles they have been assigned. 

• You will pass out the reading homework for the class (Appendix M), when you do this you will tell them that the articles will be used in an activity next class.