Fast Food, Advanced-Mid, ASL 301, Lab 02
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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.
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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 for your classroom, follow the instructions below:
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- Click on Share
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Fast-Food, Advanced Mid
Description:
Students will be comparing different dishes of food and defending their opinion on which is more healthy. After that, the lab assistant will facilitate an open discussion (via prompted questions) about the Deaf community interacting in fast food businesses compared to hearing people's experiences.
Proficiency Level:
Advanced Mid
Keywords:
Fast food, Health, Opinion, Open discussion, Comparing.
NCSSFL-ACTFL Can-Do Statements:
- I can explain and support my opinion using logical reasoning.
- In my own and other cultures, I can explain the attitudes toward meals, health and fitness.
- I can understand the procedural adversities of a culture other than my own.
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
- Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
Idaho State Standards for World Languages:
- 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 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.3: Function appropriately in diverse contexts within the target culture.
Materials Needed:
- iPad to display Google Slideshow and three video clips
iPad (Google Slide Presentation) Warm up
iPad (Video 1, Video 2, Video 3) Main Activity
Warm-up
1. Begin by introducing the Can-Dos for today’s activity explain the warm up activity to students while displaying the first slide of the Google Slides Presentation.
“Today, we're going to be talking about food. We're going to start with a slideshow. Individually, you'll decide which dish, on the left or right, is more healthy. Make sure you have a reason because you'll be defending your opinion to everyone else. After each person has decided on a side, I'll show you which one is correct. Are there any questions?"
2. The lab assistant will be holding the iPad and going through the slideshow as students pick which one they think is healthier. Ask additional questions if a student does not give an explanation. Introduce new vocabulary, if necessary.
3. Potential new vocabulary:
Taco, Beans, Burger, French fries, Banana, Peanut butter, Egg, Cheese, Onion, Smoothie
Main Activity
1. The lab assistant will initiate a discussion about food and restaurants in general. Use these prompting questions:
"Are there any fast food/restaurants you absolutely love that are in your home town that aren't here?"
"How often do you go out to eat?"
"On average, how much do you spend on fast food?"
"Has anyone ever accidentally given you free food? What did you do in that situation?"
"Do you have any traditions with fast food?"
2. Encourage students to share funny stories/experiences with fast food.
Arby's finally got my name spelled correctly without me telling them.
Starbucks purposefully spelled peoples' names wrong one time.
My sister has a name that's hard to spell so whenever she goes to Starbucks she uses mine.
3. Now, the lab assistant should introduce the Deaf perspective. Have a discussion comparing the differences between hearing people and their experiences with fast food compared to the Deaf.
"What would be some hindrances for the Deaf community in terms of fast food?"
"If a Deaf person is allergic to a certain food, how would they make sure the cashier or server took that off the meal?"
"How would a Deaf person communicate if their phone died?"
"Which fast food restaurants are Deaf accessible?"
4. Show students each of these videos on the iPad, then have a general discussion about the videos:
Wrap-up
Ask the following questions to finish the lab:
1. "How does it benefit you, or hearing people in general, to understand the struggles of Deaf people in the food industry?"
2. "Is there anything you learned that surprised you today?"
3. "What are some signs you learned during this lab? In what context in your life could you use this vocabulary?"
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 explain and support my opinion using logical reasoning.
- In my own and other cultures I can explain the attitudes toward meals, health and fitness.
- I can understand the procedural adversities of a culture other than my own.
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...