Summary
In this lesson, students will be introduced to the concept of semiotics and signs. Students will engage with language games and ultimately use semiotics to analyze advertisements to determine how they make meaning.
Essential Question(s)
How does language function?
Snapshot
Engage: Students discover and discuss the meaning of their names.
Explore: Students engage in a game of Pictionary and use the 20 Questions Mingle strategy to discover different items.
Explain: Students analyze an academic text using the Why-Lightning instructional strategy.
Extend: Students study and answer questions about a provided image.
Evaluate: Students write an analysis of an advertisement and reflect using the Two Stars and a Wish instructional strategy.
Materials
Lesson Slides (attached)
Pictionary Handout (attached; one per 2 students)
Semiotics Why-Lighting Passage (attached; one per student)
Signs Chart Handout (attached; one per student)
The Complete Book of Baby Names (See resources)
Spanish Baby Names and Meanings (See recources)
Chart Paper
Markers
Engage
20 Minute(s)
Display slide 2 of the attached Lesson Slides as students enter the classroom.
To begin the lesson, provide students with the prompt What does your name mean? They can look up name origins, recount stories from family or guardians, or explain what their name means to them personally.
Students discuss what their names mean. As an optional extension, students may choose a new name and discuss why it resonates with them.
Explore
35 Minute(s)
Transition to slide 3 and divide students into elbow partners to play Pictionary. Distribute the Pictionary handout, one per set of elbow partners. Groups will play two rounds of Pictionary, each partner taking a turn as either the drawer or the guesser. Drawers will pick a word for their partner to guess. They will have 30 seconds to draw. Ask partners to complete a description on the the handout to document the details that helped them guess each word correctly. Then have the partners fill out the bottom of the handout with “Signifier” and “Signified.”
Move to slide 4. Use the 20 Questions Mingle strategy to have students choose items in the room for their elbow partners to guess. Remind them to take turns asking questions until they have figured out their partners' items. Students may record their guesses on the back of the Pictionary handout.
Transition to slide 5, and introduce the lesson title and concept to students. Display slide 6 and briefly go over the essential question; then, display slide 7 to discuss the lesson objectives.
Explain
40 Minute(s)
Display slide 8 and introduce students to the Why-Lighting strategy. Distribute the attached Semiotics Why-Lighting Passage. Tell students to highlight passages that they deem important to their understanding of semiotics as they read. Next to the highlighted portions, tell students to write notes that explain why they highlighted the passage. After providing time for students to complete the reading, have each pair of students compare what they have highlighted with another pair of students. Ask for volunteers to share what they highlighted and how it relates to the topic of semiotics.
Extend
45 Minute(s)
Display slide 9 and ask students to consider the differences between the following two images: How would you describe each of them? Do the images seem like they have a coherent message? Display slides 10 and 11. Allow students time to analyze each image, and repeat the prompts if necessary.
Transition to slide 12 and distribute the attached Signs Chart handout. Explain to students that they are now going to independently examine an image to identify signs. Display slide 13 and explain to students that they are going to analyze three signs within the image, completing sections on their handout that break each sign down into signifier, signified, and connotations. Allow time for questions, and then set a five minute timer during which students are to analyze the image on the slide.
Transition to slide 14 and guide the class through a discussion comparing and contrasting the differences between the family photo, the stock photo, and the advertisement.
Evaluate
45 Minute(s)
Tell students that they are going to have to find their own image to analyze, but first they will gain some practice analyzing signs as a class. Display slide 15. Take time to think aloud and analyze the first image yourself using the same criteria as before (signifier, signified, connotation). Gradually turn over more analytical responsibility to students as they analyze the remaining images on slide 16 and slide 17.
Display slide 18, and allow students to use Chromebooks to find advertisements. They will add images to the Signs Chart handout under the From Assignment section.
After students have had time to complete their image analysis, transition to slide 19. As an exit ticket, students will use the Two Stars and a Wish instructional strategy to reflect on what they have learned about language. Explain to them that on the chart paper provided, they will list two key things they learned about how language functions and write one question they still have about the lesson.
Resources
Bolton, Lesley. (2013, March 1). The complete book of baby names. Sourcebook.
Gray, P. (2020, July 22). Spanish baby names and meanings. Independently published.
K20 Center. (n.d.). 20 Questions mingle. Strategies. https://learn.k20center.ou.edu/strategy/3615
K20 Center. (n.d.). Two stars and a wish. Strategies. https://learn.k20center.ou.edu/strategy/83
K20 Center. (n.d.). Why-Lighting. Strategies. https://learn.k20center.ou.edu/strategy/128
YouTube. (n.d.). K20 Center 30-second timer [Video]. YouTube. https://www.youtube.com/watch?v=o9ViOMe_Wnk
YouTube. (n.d.). K20 Center 5-minute timer [Video]. YouTube. https://www.youtube.com/watch?v=EVS_yYQoLJg