Thrift Shop: Where Saving the Planet Meets Fashion

Title of Project: Thrift Shop: Where Saving the Planet Meets Fashion

How can the stories behind the clothes we wear inspire others to think differently about their fashion choices and the environment?

Schools and Teachers

William T. Rogers, Kings Park High School

Teacher: Nicole Keicher Co-Teachers: Annita Buffa, Rosa Ismail, Elizabeth Bellucci, Mina Laucella

ENL Proficiency Level | ENL Program | Standards | Technology

Appropriate for all English Proficiency Levels | Stand-Alone | 8W3 8L3 8SL4 8SL5, ELA.9-10.R.2, ELA.9-10.W.1, ELA.9-10.SL.1 | Canva, Pixton, Vocaroo, Book Creator

Assessments

Formative Assessments:

Class Discussions: Regular check-ins and discussions throughout the unit to gauge students' understanding of vocabulary and the writing process. This provides opportunities for immediate feedback and clarification.
Story Drafts: Students will submit drafts of their stories at various stages (brainstorming, drafting, revising) for feedback. This allows the instructor to assess their progress and understanding of the writing process.
Peer Reviews: Implement peer review sessions where students provide constructive feedback on each other’s drafts. This encourages collaboration and helps students develop critical thinking and revision skills.

Summative Assessment:

Final Digital Story Project: The culminating assessment will be the final digital storytelling project where students will present their stories using one of the platforms. The project will be assessed on several criteria:
- Content: Clarity of the story, use of vocabulary, and incorporation of personal experiences.
- Creativity: Originality and engagement of the storytelling format (e.g., visuals, audio).
- Writing Mechanics: Spelling, grammar, and adherence to the writing process steps.
- Presentation: Effectiveness of the final presentation, including engagement with the audience and use of technology.

Self-Assessment:

Reflection Journals: After the completion of the project, students can write reflections on what they learned throughout the unit, the challenges they faced, and how they overcame them. This encourages metacognition and allows students to take ownership of the project.

Description

I will utilize Canva, Pixton, Vocaroo, and Book Creator to engage students in the art of digital storytelling. The unit will begin with a review of clothing vocabulary, including verbs and adjectives used to describe various garments. Following this, I will share personal stories about clothing items that have significantly influenced my life, taught me valuable lessons, and evoked strong emotions.

Next, I will guide students through the writing process, covering essential stages such as brainstorming, pre-writing, drafting, revising, editing, and publishing. I will dedicate a day to explore the various platforms and websites available for them to publish and share their stories.

This project seamlessly connects to my CAS initiative—the Kings Park High School Thrift Shop—where we will promote environmental awareness and inspire others to contribute to saving our planet through sustainable fashion.

Content

I can identify and use clothing vocabulary, verbs, and adjectives to describe clothing.

I can create a personal narrative that reflects my experiences and emotions related to clothing.

I can apply the writing process (brainstorming, drafting, revising, editing, publishing) to produce a polished digital story.

Language

I can demonstrate my understanding of language structures by using appropriate vocabulary and grammar in my writing.

I can communicate my ideas clearly in both written and spoken formats.

I can listen actively to peer feedback and use it to improve my work.

Technology

I can navigate and utilize digital tools like Canva, Pixton, Vocaroo, and Book Creator to create and share my stories.

I can integrate multimedia elements (images, audio) into my digital storytelling projects to enhance my narrative.

I can present my digital story to an audience using appropriate technology effectively.

Student work

Student handwritten book that they narrated

Student digital story about playing soccer

Student digital story about playing soccer with people older than him

Student digital story about playing soccer well

Student digital story about their favorite dress

Procedure

Introduction to the Unit: The learning experience begins with an introduction to clothing vocabulary, verbs, and adjectives used to describe clothing. This foundational knowledge is essential to facilitate students' understanding and expression in their digital storytelling projects.

Personal Story Sharing: The instructor shares personal stories about significant clothing items in their life. This storytelling serves as a powerful engagement strategy, allowing students to connect emotionally and understand the deeper meanings behind clothing, which enhances their interest in the topic.

Writing Process Instruction: Students are taught the writing process, including brainstorming, pre-writing, drafting, revising, editing, and publishing. This structured approach helps scaffold their learning and supports diverse language proficiency levels by breaking down complex tasks into manageable steps.

Technology Exploration: A dedicated day is set aside to demonstrate various platforms and tools (Canva, Pixton, Vocaroo, and Book Creator) for creating and sharing their digital stories. This not only engages students with technology but also allows them to choose the medium that best suits their storytelling style.

Project Application: Students will apply their learning by creating digital stories that reflect their experiences with clothing. They will be encouraged to incorporate the vocabulary and writing techniques learned throughout the unit.

Connection to CAS Project: The digital storytelling project ties into the Kings Park High School Thrift Shop initiative, promoting environmental awareness and sustainable fashion. This real-world application fosters a sense of purpose and encourages students to think critically about their impact on the environment.

Resources and Other Materials

Canva
Pixton
Vocaroo
Book Creator

Reflection

I was so impressed by the work my students did on this project. They really seemed to like Book Creator. This was a new tool that they really engaged with. They had a great time coming up with their stories. They used the translation tools and one even recorded her voice reading the stories. I am very proud of their efforts and given the enthusiasm they showed with this project. I will be using Book Creator more often!

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