ASL Advertisement, Intermediate- High, ASL 202, Lab 12lab

Created Feb. 7, 2024 by Amber Hoye, Delaney Lyon, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

ASL Advertisement, Intermediate High

Description:

Students will talk about news and how they access it. In the main activity, students will make an ad supporting or opposing a certain product, they will have to make their case to the rest of the group. Students will learn how to discuss items and express opinions on items to a group. 

Proficiency Level:

Intermediate High 

Keywords:

Advertisements, Ads, Sales Pitch, Negative Ad, Sale Items, News

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 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.

Idaho State Content Standards:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.

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:

Google Slideshow

Warm-up:

For the warm up, have a conversation with students about news related things. Ask about their news sources, questions are provided below:

1. How do students get their news?
2. Where do you prefer to get your news from?
3. Is a specific site/app you prefer?
4. How many students read newspapers/magazines?
5. Which newspapers are popular among which age groups?

Main Activity

1.  In groups of 2-3, students will brainstorm a popular product that has controversy. 

In your groups, brainstorm a popular product that is controversial. 

2. Students will decide if they are trying to sell the product or convince people not buy the product. 

Decide whether you are trying to sell the product or oppose it. If you are selling the product, create a sales pitch or advertisement. If you are opposing the product, explain why. 

a) If students are supporting the product, they will make a sales pitch or an advertisement for it. 

b) If students choose to oppose the product, they must explain why the product is bad or shouldn't be bought. 

3. Students will present their advertisement or opposition to the rest of the lab. 

Present your advertisement or opposition to the rest of the lab. 

"As always, this activity only works if you do too!"

Wrap-up

Ask the following questions to finish the lab: 

1. How was your sales pitch/anti-ad?
2. Do you think you could give a real sales pitch in ASL?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

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.

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