The Catwalk

Activity: Good On You vs. Shein (s. 4-5) 

Time: 10 mins

Materials: 

• Class Slides Appendix G 

• Websites:  Good on You & Shien 

Procedure:

• Open Lesson 3 Slides (Appendix G)

• Discuss as a class: How can you check how eco-conscious a brand is?  

• Tell students about the Good on You directory website– they can look up various fashion brands to see their impact, labor, environment, etc.

  • You will tell students to look at some of the brands on Good on You and compare them to Shien

  • They will be looking at:

    • price and how much things cost

    • material

    • patterns and colors

    • the professionalism of the websites (which one is more appealing)

  • Ask students to share anything they found interesting about the websites.

Activity:  Pronunciation Practice (s. 6-10)

Time: 20 mins

Materials: 

• Class Slides Appendix G 

• Handout Appendix B

Procedure:

• Pass out Appendix B

• On slide 6, you will go through each vocabulary word, focusing on the number of syllables, stress, and sounds that students may struggle with

  • Tell students that these words come from the articles they were assigned to read for homework. If they don’t know the definition of these words, they are on their handout from Lesson 1 (Appendix D)  

• Start by asking Ss if they know what a syllable is. How do you identify syllables? 

  • Clapping, identifying vowels, etc. 

• For each word, identify: 

  • how many syllables (at your discretion you may clap or conduct to help students identify the #)

  • where the stress is (the bolded syllable)

  • the sounds students struggle with. 

• Say each word out loud and have students repeat it back to you. If they are struggling to pronounce a specific sound, refer to the image on slide 7 and word on that individual sound 

• After going over each word, ask Ss if they noticed a pattern with the 2-syllable words. 

  • Inform Ss the stress is on the first syllable 

• You will move to slide 7.

  • Tell students that these sentence starters will be used in the next activity when they summarize their articles.

• Read each sentence starter to demonstrate intonation, having the students repeat it back to you. 

  • Use backwards drilling as necessary.

Activity:  Article Jigsaw (s. 11-17)

Time: 40 mins

Materials: 

• Class Slides Appendix G 

• Handout Appendix B

Procedure:

• You will go to slide 8. Tell students to look at their handout (Appendix B).

• You will tell the students that they will be doing a two part Jigsaw activity with the articles they were assigned to read for homework before going into the instructions for each part.  

  • Part 1 is 20 minutes. Ss will meet with their article groups, answer comprehension questions on the worksheet, and then write a summary.

  • Part 2 is 15 minutes. Ss will switch groups so that they have members from other article groups. They will share their summaries and take notes on other Ss articles.  

• Part 1: You will give the following instructions: 

  • You will get in your  same article groups which is indicated by the number on your worksheet 

  • In your groups you will fill out the worksheet comprehension questions and guided summary that you will share when you switch to your “Part 2”, picture group.

  • You will share the following CCQ’s:

    • How will you get into your group for Part 1

    • What sections of the worksheet will you be working on? 

    • How much time will you have?

  • While students are working in their article groups, you will give each student a cut-out of the picture that corresponds with their article (found in Appendix A).  

• Part 2: You will give the following instructions: 

  • You will find your new group by finding those with different pictures than you, there will be four total per group

  • When you get into these groups you will share the summaries made in the first part of the activity and take notes on the other articles

  • You will have 15 minutes to do this 

  • You will share the following CCQ’s:

    • How will you find your group for Part 2

    • What will you share about your article?

    • While your peers share their summaries, what should you be writing?

    • How much time will you have?

Activity: Video: Becoming a More Conscious Consumer (s.18)

Time: 15 mins

Materials: 

• Class Slides Appendix G 

• Video Appendix C

Procedure:

• You will watch and lead a discussion about the video: Becoming a More Conscious Consumer (Appendix C)

• You will pull up the video and show it to Ss. 

• After the video:

  • Ask Ss if anything stood out to them from the video.

  • Ask Ss to define conscious consumerism.

  • Ask Ss how to be a conscious consumer.

• As an exit ticket or to wrap-up the video, have Ss write down the 5 tips from the video on how to be a conscious consumer.

Activity: Final Project Introduction (s. 19-20) 

Time: 5 mins

Materials: 

• Class Slides Appendix G 

Procedure: 

• Go to and read slide 16. 

• Pull up the rubric (hyperlinked in the slide/Appendix E)

  •  Read through the requirements (the Excellent column) for both the reflection and the poster. 

• Go to slide 17. read the example reflection and show the example poster 

  • To see an enlarged version of the poster, go to the link on the bottom of the slide or open Appendix F.

• Ask if students have any questions about the requirements for the Final Project.