Topic : TV Commercials

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

• exchange opinions on topics of interest

Acquiring Information

It is expected that students will:

• research and use relevant information from a variety of age-appropriate ASL resources in order to complete authentic tasks

Understanding Culture and Society

It is expected that students will:

• show an awareness of and use some ASL puns, metaphors, and figurative expressions

In addition to these outcomes, the teacher assessed students' attitudes and work habits.

Overview

• analyses of selected ASL advertisements
• videotaped advertisements created by students
• teacher observation of group-work skills

Planning for Assessment and Evaluation

• Students compiled a class chart listing regular TV commercials they had seen. For each, they described the product and their opinions of who the target audience might be.

• The teacher showed six TV commercials in ASL. Students were given a few minutes to view each ad and note the manufacturer, the product being promoted, and their opinions of who the target audience might be. As a class, students discussed their descriptions and opinions.

• The teacher then modelled the process of making meaning from images and messages using prompts, in ASL, such as:
  • Who or what is represented?
  • What is happening?
  • What is the mood?
  • What does the slogan mean?
  • What allusions to literature, history, or music do you notice?
  • What biasses did you notice (e.g., gender, cultural, political, age)?
  The teacher asked students to notice and describe subtle details, speculate about intentions, and consider possible interpretations of word choice. The teacher then demonstrated how to transform students' point-form information into ASL terms using puns, metaphors, and ASL figurative expressions.

• Students worked in groups of three or four to view the ads again and analyse the images and ASL signs. The teacher asked them to notice and describe subtle details, speculate about intentions, and consider possible interpretations of word choice. Each group worked with a different advertisement and presented its findings to the class in ASL.

• The class brainstormed a list of TV advertising strategies and then came up with examples of familiar advertisements that used the various techniques listed. Students reviewed the TV ads on tape one last time and added to their notes information on strategies employed. They then discussed their views as a class.

• In groups of four, students planned their own advertisement by creating a storyboard and, following a number of practice sessions, videotaping their production. Students were invited to share their videos with the class and the videos were then added to the class library for future classes to use.

Defining the Criteria

Advertising Analysis

To what extent does the group:

• clearly describe the picture and message
• use relevant vocabulary and expressions, including puns, metaphors, and other types of figurative language
• identify what is being sold and who the potential buyers might be
• identify one or more strategies used to make the ad appealing
• interpret relatively obvious visual and ASL puns or allusions to history, literature, or music

Videotaped Advertisement

To what extent does the production:

• show evidence of practice and preparation
• present a clear message
• use appropriate signs and phrases
• have visual appeal
• use figurative language, puns, or metaphors

Group-Work Skills

To what extent does the student:

• participate in storyboard development
• participate in video development
• make suggestions for enhancing video quality
• contribute to ideas for ASL use
• co-operate as a member of the group

Assessing and Evaluating Student Performance

Advertising Analysis

Rating	Criteria
Outstanding	Detailed and insightful. Focusses on appeal to audience. Descriptions of the images and text are fully developed (include who or what is in the picture, the setting, the action or events depicted, the mood, and the slogan). Offers an analysis of the choice of images and ASL terms. Considers allusions, appeal to humour, and so on. Ideas are presented in simple but clear ASL. Draws on a range of useful expressions. Errors in ASL structure do not affect meaning.
Good	Complete and accurate. Descriptions of the picture and text are accurate and include some detail. Offers a literal analysis of the image and language and includes some reference to the purpose and intended audience. Ideas are presented in simple but clear ASL. ASL vocabulary and structures may be repetitive. May include occasional spelling errors or use of English. Errors in ASL structure do not affect meaning.
Meets Minimum Requirements	Accurate; minimal information. Describes the picture and reproduces the slogan with little detail or analysis. Typically does not refer to a specific audience but may refer to an unspecified ýyouý. Ideas are presented in ASL but may include some fingerspelling errors and use of English as well as errors in ASL structure. May require some effort on the part of the reader to understand the meaning. ASL vocabulary tends to be simple and repetitive; ASL structures tend to be fragmented. May be very short.
Not Demonstrated	Little or no evidence of understanding or communication in ASL.

Advertising

Criteria	Rating
shows evidence of practice and preparation
presents a clear message
uses appropriate signs and phrases
has visual appeal
uses figurative language, puns, or metaphors

Key: 

4-Outstanding
3-Good
2-Developing
1-Limited

Group-Work Skills

Description of Skill	Effort	Comments
participation in storyboard development
participation in video development
suggestions for enhancing video quality
contribution of ideas for ASL use
co-operation as a member of the group

Key: 

4-Outstanding
3-Good
2-Developing
1-Limited

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