Module 3

Module 3

Background and Context: This Module consists of an IMAGES lesson that takes students from an understanding of clothing and German fashion choices to a beginning look at where their clothing comes from. This module is situated within our clothing unit, which takes place during the second half of German level 1. Students already have basic knowledge of German grammar, vocabulary, and culture. So far in this unit, students have learned clothing vocabulary, how to express opinions, and about the different types of clothing that German speakers typically wear. They have also examined the perspectives behind German clothing choices. This module helps German 1 students build language and abilities that they can use in the world around them, and gives them the opportunity to practice critical thinking, thus meeting objectives for the course, and developing skills that can be used throughout a lifetime.

Learning Targets

AMLA 612 MOD 3 Learning Targets

ACTFL Standards

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

In this module, students interpret images, infographics, and a short video on clothing and the fast fashion industry.

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

In this module, students use Lingt to record themselves describing, and sharing opinions on, clothing.

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

In this module, students create a presentation via Google Slides (or another technology) in which they research and share information on the Fast Fashion industry.

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

In this Module, students choose a perspective (on the purchasing clothing from Fast Fashion brands) that they find to be the most important, complete, or interesting, and support it with evidence and opinion.

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Students evaluate infographics and short videos in German on the Fast Fashion Industry.

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

In this Module, students compare and contrast their own daily lives with those of textile industry workers.

ISTE Standards

1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Students submit, via Lingt, written and recorded analyses of photos, infographics, and a short video.

3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Students explore the inequalities and issues caused by Fast Fashion, and use the internet and Google Slides to research and present information on this topic.

7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

Students use Lingt, and their choice of technology (including Google, Google Slides, Pear Deck) to examine different aspects of Fast Fashion.

IMAGES: Klamotten Teil 1 (IMAGES: Clothing Part 1)

Fotos anschauen und Beobachtungen machen

(Looking at photos and making observations)

Klicke an Lingt. (Click on Lingt)
Mit deinem Partner/deiner Partnerin schau die Fotos an und beantworte die Fragen. (Look at the photos and answer the questions with your partner)

IMAGES: Klamotten Teil 2 (IMAGES: Clothing Part 2)

Mehrere Information analysieren

(Analyzing more information)

An jeder Wand hängt einen QR-Code. Besuch jeden QR-Code und mach die Aufgabe

(A QR-code is hanging on every wall. Visit each QR-code and complete the assignment)

IMAGES: Klamotten Teil 3 (Images: Clothing Part 3)

Hypothese machen und weiter denken

(Making hypotheses and thinking further)

Teil 3.1

Klicke an Lingt. (Click on Lingt)
Schau die Fotos an und beantworte die Fragen. (Look at the photos and answer the questions)

Teil 3.2

Denk an alles, dass du gelernt hast. (Think about everything that you have learned)
Klicke Padlet an. (Click on Padlet)
Es gibt an Padlet 3 Perspektiven an Fast Fashion. Lies die Perspektiven. Welche Perspektive findest du die wichtigste oder die kompletteste oder interessanteste?

(There are 3 perspectives on fast fashion on Padlet. Read the perspectives. Which perspective do you find the most important, complete, or interesting?)

Unter diese Perspektive, schreib warum. Warum hast du diese Perspektive gewählt? Warum ist diese Perspektive wichtig, komplette, oder interessant? Wie kannst du deiner Meinung unterstützen? Gib Beispiele! Benutz die Fakten und Hypothesen, die du in diese Aufgaben gelernt hast. (Underneath the perspective, write why. Why did you choose this perspective? Why is this perspective important, complete, or interesting? How can you support your opinion? Give examples. Use facts that you learned and hypotheses.)

IMAGES: Klamotten Teil 4 (IMAGES: Clothing Part 4)

Mach es weiter (Take it further)

Teil 4: Präsentation

In Teil 3.1 haben wir gesagt, welche Fragen über Fast Fashion wir immer noch haben. Jetzt können wir diese Fragen beantworten. (In Part 3.1 we stated our remaining questions about fast fashion. Now we can answer these questions.)

1. Lies die Fragen durch. Welche Frage interessiert dich am meisten? ( Read through the questions. Which question interests you the most?)

a. Was sind die Vorteile von Fast Fashion? (What are the advantages of fast fashion?)

b. Was ist die Beziehung zwischen Fast Fashion und die Umwelt? (What is the relationship between fast fashion and the environment?)

c. Was passiert zu der Altkleidercontainerklamotten? Wohin geht sie? (What happens to the clothing we put into the old clothing containers? Where does it go?)

d. Wie können wir besser (fair oder nachhaltig) shoppen? Wie können wir mit den Problemen von Fast Fashion helfen? (How can we shop better (or more fairly or sustainably)? How can we help with the problems of fast fashion?)

e. Was passiert zu den Textilindustriearbeiter, wenn wir kein Fast Fashion mehr kaufen? (What would happen to the textile industry workers if we stopped buying fast fashion?)

2. Schick mir eine Email mit deinen Top 3 Optionen. (Send me an email with your top 3 options.)

3. Ich werde euch Gruppen geben. Jede Gruppe recherchiert eine Frage. Macht ihr eine Präsentation. Beantworte ihre Frage. Benutz Fotos, Infografiken, Videos usw. Ihr könnt eine Google Slides Präsentation machen oder Pear Deck oder irgendwie anders. (I'll put you into groups. Each group will research a questions. Make a presentation. Answer your question. Use photos, infographics, videos, etc. You can do a Google Slides presentation, Pear Deck, or something else.)

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