📰ASL Level 4, Activity 12-Newspapers and Storytelling (Face-to-Face)

Free photo closeup shot of several newspapers stacked on top of each otherPicture by Wirestock

Description:

Students will discuss how they (and other students) receive their news. After students will work with materials to create and explain a newspaper.

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 news telling

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

  1. Start with 5-minute conversations about whatever they want
    • “NOW DAY START TIME 5 MINUTE CONVERSATION DISCUSS TOPIC WHATEVER” 
  2. Go over these warm-up questions with students and have a discussion:
    • “GROUP QUESTIONS DISCUSS”
    1. How do students get their news?
      • “STUDENTS NEWS SEE HOW?”
    2. Where do you prefer to get your news from?
      • “YOU NEWS SEE FAVORITE HOW?”
    3. Is a specific site/app you prefer?
      • “YOU INTERNET fs-APP FAVORITE WHICH?”
    4. How many students read newspapers/magazines?
      • “STUDENTS NEWSPAPER MAGAZINE  READ HOW MANY?”
    5. Which news sources are popular among which age groups?
      • “AGE GROUP NEWS DIFFERENT HOW?”

Main Activity

Materials Needed for Main Activity

Newspaper Articles!

Please encourage massive creativity with this activity!

  1. Students are given a variety of materials (themed title headers, two types of gibberish text, and two sizes of pictures)
    • “ALL THINGS/MATERIAL HAVE”
  2. Students will arrange the components at their seats to make a newspaper.
    • “ARRANGE THINGS NEWSPAPER MAKE”
  3. The students will then present their newspapers one by one, explaining the story behind the pictures they chose.
    • The gibberish filler text is just there for looks. Maybe if it’s based on a medical theme, the student might choose the gibberish with the professor or doctor as the author.
    • “FINISH TAKE TURNS SHOW NEWSPAPER ARRANGE rhq-WHY? EXPLAIN. 
  4. Please have students choose at least two pictures (or two articles to expand upon). Get them talking!
  5. If there is extra time, redo this activity

Wrap-Up Discussion

  1. Was it difficult to describe products that may be unfamiliar to you?
    • “YOU THINGS DON’T KNOW DESCRIBE HARD?”
  2. 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

License

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Let's Chat! American Sign Language (ASL) Copyright © 2023 by Armilene Cabreros; Audra Dooley; Claire Oberg; Collin Dauenhauer; Delaney Obaldia; Emily Harrison; Amber Hoye; Emma Wilkinson; Gabi Jones; Izabelle Finner; Jacob Steele; Kate Maryon; Madison Mackey; Megan McAllister; Monica Potts; Rebecca Mulgrew; Robyn Holland; Samantha Showers; Sarra Foerster; Serena Krause; Sophia Orm; Tiana Gratiot; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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