A Project – The Fashion Show
by Renee Binyamini, Sde Eliyahu
Introduction
Two years ago I developed a project for my eighth grade girls’ class. The topic was Fashion. The girls put on
a fashion show, which took them approximately two weeks. This school year I am teaching an eighth grade
girls’ class again, and in light of experience gained over the last two years, I have revised the project. The
project in its new form includes:

the targeted domains and benchmarks

a project outline (advance organizer) stating objectives and activities

a letter to the pupils with instructions for the project

the rubrics used to grade the project

a detailed description of one of the unit’s activities which incorporates the tool of comparing and
contrasting

a self-evaluation form

my reflections on how two years’ experience with the Curriculum helped me modify the unit plan
Grade Level
10
Level
Intermediate
Targeted
Domains
Standards
Access to
Information
Appreciation of
Culture
Presentation
Obtaining and using information from different sources
Targeted Unit Benchmarks
Assessment Tools for
Targeted Domains
Name of Unit The Fashion Show
Becoming acquainted with norms and behaviors in a variety of
cultures
Presenting information and ideas about general topics
Understanding the structure and conventions of different text types
and using this knowledge as needed
Being aware of different cultural behaviors and practices
Presenting information taken from different sources
Rubrics
It should be noted that the project was preceded by activities from Mosaic (Davis, 1994, pp. 8 -16)
Summary of previous lessons
Pages 8-16 of the book were used to teach the enabling skills needed to build a fashion show:

relevant vocabulary (different articles of clothing and adjectives that describe them)

review of the past tense, comparatives and superlatives

color and fashion

the function of different text types (descriptions, letters, invitations, ads)

social skills – working independently in groups

accessing information on fashion
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Objectives
Activities
Pupils will decide what type of clothing to
use, what clothing items to gather, and who
will model each item.
Pupils will write an ad or invitation,
introduction to their show, and detailed
description of each outfit modeled.
Pupils will perform their fashion shows.
Pupils will form groups of 3-4, brainstorm and decide what type
of fashion show to present, which clothing to model, and who
will model each item.
Pupils will draft a copy for their fashion show, referring to the
activity on comparing different text types.
Pupils will document interesting
points/details.
Pupils will assume the role of a magazine
reporter at a fashion show.
As stated each group will produce and perform their shows in
front of the class.
While viewing the presentations, the class will complete a form
indicating the main idea and details for each show.
Pupils will write a magazine article.
Assessment Goals
Pupils will assess themselves according to predetermined criteria, which are explained before the project
begins and include assessment of their oral presentation (introduction, language, content), a written
presentation (introduction, ad/invitation, description of clothing, magazine article) and a self-evaluation form.
Task
Pupils will prepare for and perform a fashion show, act as reporters and write a newspaper article about the show.
Audience
Their classmates
Procedure – instructions to pupils
1. Work in groups of 3-4.
2. Decide what type of clothing to model and try to be original. Suggestions: evening dresses, women’s/men’s
clothing, babies’ clothing, sportswear.
3. Collect all items of clothing. Decide who will model what. Draft a description of each outfit (see step 5).
4. Write an ad inviting people to your fashion show (5 points).
5. Present your show to the class (10 points). Each member of the group must speak. Your show should include:
 type of clothing you chose
 some general information about this type of clothing
 an introduction of each model and description of the clothes she is modeling
6. After viewing all the shows, assume the role of a woman’s magazine reporter and write an article on the shows.
Your written paper will include:
 an introduction to the fashion show – what type of clothing is being modeled. Include some
general information about the type of clothing (5 points).
 the ad for your show (5 points).
 a description of each outfit and some information on the model (10 points).
 an article for a woman’s magazine (in the past tense!), with a report on at least two shows (10 points).
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Rubric for the oral presentations
Type of clothing: __________________
Names of presenters: ______________________
1 point
2 points
3 points
Introduction
Poor introduction – does
not capture the
audience.
Little or no general
information about type
of clothing.
Fair introduction –
captures audience.
Adequate general
information about type of
clothing.
Good introduction –
captures audience
attention well.
Substantial amount of
general information
about type of clothing.
Language:
Fluency &
Accuracy
Hesitant speech.
Incomplete sentences,
many grammatical
errors.
Some hesitation, simple
speech, few grammatical
errors.
Speaks freely, nearly
accurate language.
Content
Description does not
match clothing.
Simple description of
clothing.
Clear and detailed
description of clothing.
Did all members present? Yes (1 point) No (0 points)
Total Score__________
Fashion show: fashion reporter's notes
Presenters
Type of Clothing
Description
*Fill in the chart during the group presentations. This will help you summarize your article for the women’s
magazine.
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Rubric for the written presentations
Score
Introduction
Poor introduction (minimal
information). No general
information about type of
clothing. Many
grammatical and spelling
errors.
Adequate introduction.
Includes some general
information about type of
clothing. Some grammatical
and spelling errors.
1-2 points
Ad/Invitation
Unclear and irrelevant
information. Many spelling
and grammatical errors.
No drafts or revisions.
3-4 points
Includes most of the
required information (date,
place, time). Some
grammatical/spelling errors.
One draft, no revisions.
1-2 points
Description
Of Clothing
Describes some items
of the clothing, but with
minimal detail. Many
grammatical and
spelling errors.
No drafts or revisions.
1-4 points
Magazine
Article
No/poor introduction and
conclusion. Reports on less
than 2 shows. Many
spelling and grammatical
errors. No drafts or
revisions.
1-4 points
3-4 points
Most clothing items are
described accurately and in
detail. Some spelling and
grammatical errors.
One draft, no revisions.
5-8 points
Fair introduction and
conclusion. Reports on at
least 2 shows but not in
detail. Some spelling and
grammatical errors.
One draft, no revisions.
5-8 points
Informative
introduction.
Includes detailed
information about type
of clothing. Almost no
grammar or spelling
errors.
5 points
Includes all required
information. Correct
grammar and spelling.
Drafts and revisions.
5 points
Detailed description of
clothes. Mostly
correct grammar and
spelling. Drafts and
revisions.
9-10 points
Comprehensive
introduction and
conclusion.
Reports on at least 2
shows in detail.
Nearly all correct
spelling and grammar
(uses past tense).
Drafts and revisions.
9-10 points
Activity using comparison
Goal for comparison: Pupils will compare and contrast the text types: description, ad, invitation, a magazine
review.
Strategy:
1. Pupils are given 4 different types of writing:
a. an ad in a newspaper for an art show
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b. an invitation to an art show
c. a description of a painting
d. a magazine review of the art show
2. Pupils are given a compare/contrast chart. In groups, they select the characteristics to be compared/
contrasted. Pupils present their ideas, and fill in the chart: (teacher’s hidden agenda: to elicit the following
characteristics: structure, type of information expected, type of language).
Items
Ad
Invitation
Description
Review
Similarities
Differences
Conclusions
Criteria
Structure
Type of
Information
Type of
Language
Self-evaluation form
(You may answer in Hebrew if it helps you to express yourself more clearly.)
Actions:
1. The most interesting part of the project was __________________________________________________
because ______________________________________________________________________________
2. The most useful thing that I learned was _____________________________________________________
because ______________________________________________________________________________
3. The most difficult thing that I had to do was __________________________________________________
because ______________________________________________________________________________
Feelings:
1. I felt (excited/ frustrated/enriched/irritated/satisfied) by the project
because_____________________________________________________________________________
2. For me, working in groups was ___________________________________________________________
because _____________________________________________________________________________
3. I feel (proud/satisfied/dissatisfied) with the final product
because _____________________________________________________________________________
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Reflections
When I taught this unit two years ago, my planning was as follows:
 I mapped out all the activities in the book, page by page.
 I matched the activities with a benchmark in the curriculum (the draft copy). Every activity had a parallel
benchmark.
 I planned the fashion show and created the rubrics.
This time, I planned differently:
 I set the performance task (fashion show).
 I determined my set benchmarks.
 I added the assessment tools (rubrics).
 I mapped out the unit from the beginning, deciding which activities in the book and in the project would
help me reach the benchmarks.
Most importantly, while setting lesson objectives, I never used the word “understand” – I always tried to replace
it with a performance verb. Planning this way was much more meaningful for me, as I was always aware of where
I was going and what I wanted my pupils to be able to do.
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