View Content #24523

By Zach Patrick-Riley

In online spaces, communication goes beyond simple text and includes visual representations of feelings and objects. This activity demonstrates how these visual cues are being used and is aimed at helping students feel more confident when interacting online. This activity also helps learners get to know more about each other in a fun way and has the potential to help build a stronger classroom community.

Objectives: Students will be able to:

• Navigate basic commenting functions on social media platforms.
• Communicate with basic language and non-verbal cues in online contexts. 

Mode: Presentational

Materials needed: Lingro to Go Video (for students of Spanish), private class Facebook group, device with Internet access, learner accounts on Facebook

Procedure:

1. Create a private class Facebook group where all students are members prior to class. Have a post ready in the target language that is similar to the phrase below and make sure to include a GIF:

I love chips because they are crunchy and delicious. : P What's your favorite food? Comment with a GIF! Say y u like it!

2. Show the class the LingroToGo video (or another source that is relevant to how to make social media posts in the target language) and ask students to write down the three tips they hear (see step 3 for the specific tips).

3. Engage students in a Think-Pair-Share protocol. First, students reflect on the tips. Then, they should discuss them with a partner. Finally, the whole class will discuss the tips so that the teacher can make sure students understand and have examples of these three key tips for commenting on social media posts. At this point, it may be beneficial to reference an SMS dictionary in the target language so that your students have an idea about ways that phrases are typically abbreviated (for Spanish SMS resources, go here).

4. The students then practice the tips by responding to your post in the private Facebook group.

5. Students respond to others' posts with text, emojis, and/or other GIFs.  The teacher helps facilitate as necessary and responds to students' comments as well. 

6. Wrap up the activity and have students reflect on their experience. In this stage it is important to highlight that one can communicate meaning with GIFs, emojis, and abbreviated words.

Notes

To expand on the celebrate your relationship point, have students discuss how the GIFs, commenting, and emoji use/reactions help strengthen the classroom community.

Modifications:

1. This activity can be adapted to any language.
2. The activity can be extended by seeing what the most popular food was.
3. The activity can be extended by asking students what their favorite emojis, abbreviations, and GIFs are and why.