Fast Food Inclusion, Advanced-Low, ASL 301, Lab 03

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 for your classroom, 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)

Fast Food Inclusion, Advanced Low

Descriptions:

Students will be learning Fast Food slang vocabulary via a  Google Slide Presentation. (Note: These signs have been verified with multiple Deaf adults). Students will also be given a prompt as to how to make a specific Fast Food business more accessible to the Deaf.

Proficiency Level:

Advanced Mid

Keywords:

Fast food, Accessibility, Vocabulary, Slang

NCSSFL-ACTFL Can-Do Statements:

• In my own and other cultures, I can analyze how products of personal and public interest are related to perspectives.
• I can understand cultural struggles of others and purpose solutions to these problems.
• I can state a viewpoint with supporting evidence on social and professional topics.

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 World Language 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 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
• 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.

Materials Needed:

• iPad (Google Slideshow), Warm-up
• Deaf Inclusion Cards, Main Activity, one business card per person

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and pull up the Google Slides Presentation. Before the lab assistant shows students what the slang sign is, encourage students to guess what the correct sign could be. This will get students engaged while being taught new material.

"Today, we'll be going over some new vocabulary, but first, I want you all to collectively come up with a sign that you think might fit each fast food business. After, I'll show you what the real sign is."

Main Activity

1. Hand the Deaf Inclusion Cards out to students. Each person should get one card with a different business. Ask students to think independently for 3-4 minutes about how their business could be more accessible to the Deaf. 

"I'll give you 3-4 minutes to think about what modifications you would make to your specific business. When you're finished, you'll share your ideas with the lab."

2. Once students are done, have each go around and share their ideas as you write them on the whiteboard. Many of them may be similar to each other but encourage them to think deeper about what facilities would they add, change, or take out specifically for their businesses.

     • If students are having a difficult time thinking about different ideas, the lab assistant should take a Deaf Inclusion Card and sign an example.

Wrap-up

Ask the following questions to finish the lab: 

1. "Why do you think it's difficult for companies to be willing to make these changes? Why?"

2. "What can we do as hearing people to help spread knowledge about the Deaf community's needs?"

3. "How will you be able to use the vocabulary you learned during this lab in your life?"

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:

• In my own and other cultures I can analyze how products of personal and public interest are related to perspectives.
• I can understand cultural struggles of others and purpose solutions to these problems.
• I can state a viewpoint with supporting evidence on social and professional topics.

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...