📰ASL Level 4, Activity 12-Advertisements (Online)
Description:
Students will discuss how they (and other students) receive their news. After students will work as though they are working for an advertising agency and either create a pitch for or against a product of their choice.
Semantic Topics: News, Social Media, Newspaper, Advertisement, Product, For, Support, Against, Pitch
Grammatical Structures: Vocabulary, Sentence Structure
Products: Reflection on news and news-related signs
Practices: Discussion and application of product selling
Perspectives: Do deaf people have a harder time getting news?
Standards
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
- Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
Idaho Content Standards for World Languages:
- COMM 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can exchange opinions with my classmates about topics that are unfamiliar to me.
- I can provide information to promote or oppose a product or idea.
- I can discuss the importance of current issues and opinions
Materials Needed
Warm-Up
Materials Needed for Warm-Up
- Ask students to type their name and ID # for attendance
- “YOU LIST 2- NAME, ID NUMBER TYPE”
- Start with 5-minute conversations in breakout rooms
- “START BREAKOUT ROOMS TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
- Go over these warm-up questions with students and have a discussion:
-
- “GROUP QUESTIONS DISCUSS”
-
- How do students get their news?
- “STUDENTS NEWS SEE HOW?”
- Where do you prefer to get your news from?
- “YOU NEWS SEE FAVORITE HOW?”
- Is a specific site/app you prefer?
- “YOU INTERNET fs-APP FAVORITE WHICH?”
- How many students read newspapers/magazines?
- “STUDENTS NEWSPAPER MAGAZINE READ HOW MANY?”
- Which news sources are popular among which age groups?
- “AGE GROUP NEWS DIFFERENT HOW?”
- How do students get their news?
Main Activity
Materials Needed for Main Activity
Working at an Ad agency
- You work at an Ad Agency. You are approached with different products. You have to decide how to market/advertise the item or not to advertise it and why.
- “YOU AD JOB HAVE. DIFFERENT THINGS ADVERTISE DECIDE”
- You and a partner (or group of 3) are going to choose a product. In breakout rooms, you have to decide if you’re going to try to sell the product or make a case against it.
- “PARTNERS GROUPS BREAKOUT ROOMS PICK THING. ADVERTISE SUPPORT AGAINST TOGETHER PICK WHICH”
- If you choose to support the product, make a sales pitch for it! Get creative!
- “IF PICK SUPPORT MAKE SALE PLAN ADVERTISE CREATIVE”
- If you choose to go against the product, explain why. Let your audience know why the product is bad (you can’t just say it “because it sucks”).
- “IF PICK AGAINST EXPLAIN THING BAD WHY. DESCRIBE BAD ONLY DON’T”
- Once you’ve figured out your pitch in breakout rooms, each group will come back and share it with everyone!
- “FINISH BREAKOUT ROOMS DISCUSS. GROUP SHARE”
Wrap-Up Discussion
- Was it difficult to support your opinions?
- “OPINIONS SUPPORT HARD EASY WHICH?”
- Was it difficult to describe products that may be unfamiliar to you?
- “YOU THINGS DON’T KNOW DESCRIBE HARD?”
- How is advertising to hearing people different than advertising to deaf people?
- “HEARING DEAF ADVERTISE DIFFERENT HOW?”
Deaf Culture
Deaf people get their news the same ways hearing people do. Closed captions are the only way Deaf people can understand information on TV but to really include the Deaf community an interpreter is also included in a news broadcast.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can exchange opinions with my classmates about topics that are unfamiliar to me.
- I can provide information to promote or oppose a product or idea.
- I can discuss the importance of current issues and opinions
