🍁ASL Level 3, Activity 2-Fall Classifiers (Face-to-Face)
“That Deaf Guy” Comic by Matt and Kay Daigle included under fair use as described in the CBPFUOER.
Description:
Students will work in pairs/small groups to discuss a controversial Deaf culture topic. To continue practicing classifiers students will work in pairs/small groups to create fall scenes out of picture cards and strictly use classifiers to describe the setting.
Products: Utilizing classifiers and signer’s perspective as well as understanding the point of view of Deaf individuals
Practices: The video encourages students to change their point of view on what it really means to include Deaf people and the main activity allows students to apply signer’s perspective and classifiers in a real-world situation
Perspectives: It’s important that sign language learners understand the views of Deaf people on controversial topics. Understanding signer’s perspective is crucial to clarity in communication through ASL
Standards
AATSP Standards for Learning American Sign Language:
- “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 1.3 – Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics”
Idaho Content Standards for World Languages:
- “COMM 1: Interact with others in the target language and gain meaning from interactions in the target language”
- “COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions”
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can take part in a discussion on Deaf culture
- I can use classifiers to describe setting
- I can ask for and provide information on the location of objects
Materials Needed
Warm-up
Materials Needed for Warm-up
- 5 Minute conversation
- “START 5-MINUTE CONVERSATIONS DISCUSS LIST-2, 1-VIDEO, 2-WHATEVER”
- Let’s introduce some controversial Deaf topics! This video is highlighting gloves that translate ASL into spoken English.
- First, talk about the opinion of the students and how they think the Deaf community would react to such technology.
- “VIDEO FINISH YOU THINK WHAT? DEAF COMMUNITY THINK WHAT?”
- Next, read the comments of the video and see how the Deaf community truly acted.
- “NOW COMMENTS FROM DEAF COMMUNITY SHOW-YOU”
- Have a discussion on why students think the Deaf community would react the way they did. This conversation can get pretty controversial and might stray to conversations about Cochlear Implants and Deaf cultural norms. If this happens, great! This warm-up allows students to think about Deaf culture and express their opinions clearly using ASL.
- “DEAF COMMUNITY REACT WHY?”
Main Activity
Materials Needed for Main Activity
- Google Slides
- Room Cards
- Partner Slideshow (CL Images)
Fall scene creation (Classifier practice)
- Split lab up into groups A and B
- “2 GROUPS LIST-2, 1-A, 2-B”
- Group A will get a picture card of a room, and choose 4 object cards. Students in B will chat in ASL amongst themselves during this time without watching what group A is doing.
- “GROUP A 1 PICTURE CARD OF ROOM 4 OBJECT/THING CARDS. GROUP B SIGN ABOUT WHATEVER LOOK GROUP A DON’T”
- Group A will arrange their object cards where they want them on the room picture card and take a picture of the scene on their phone. Group A will clear their picture cards and hand all materials to Group B.
- “GROUP A CL-ARRANGE OBJECT/THING CARDS ON ROOM PICTURE. FINISH PHONE PHOTO. REMOVE OBJECT CARDS GIVE TO GROUP B”
- Using the picture on their phone, Group A will describe the scene using classifiers to inform their partner in Group B as to where the object cards go
- “GROUP A DESCRIBE OBJECT/THING ROOM WHERE. GROUP B PLACE OBJECT CARDS”
- Group A and Group B will now switch. Group B can select new object cards if they want!
- “GROUP A, GROUP B SWITCH. GROUP B NEW CARDS PICK CAN”
Wrap-Up
- Ask students what they feel they need to work on most. Don’t accept “nothing” as an answer.
- “YOU PRACTICE NEED WHAT?” LIST 3-FINGERSPELLING, VOCABULARY, OTHER, WHICH?
Deaf Culture Notes
The video in this lab is a perfect example of the hearing community attempting to accommodate the Deaf community although this invention only aids the understanding of the hearing person. In order for the Deaf person to understand the hearing person, an interpreter, lipreading, or pen and paper are still required. Common communication is the foundation of the Deaf community.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can take part in a discussion on Deaf culture
- I can use classifiers to describe setting
- I can ask for and provide information on the location of objects
