⍰ASL Level 1, Activity 2- WHO, WHERE, WHAT, WHY, WHICH, WHEN, HOW Questions (Face-to-Face)
Description:
To warm up, students will watch a video and discuss a few concepts from it after. For the main activity, students will get in partners and use a laminated questions sign sheet to ask each other questions. This lab will cover greetings, introductions, and answering simple questions.
Products: Questions, sentence structure, cardinal numbers, and introductions.
Practices: Answering and creating simple WH questions and yes and no questions. Reviewing cardinal numbers 1-10.
Perspectives: How sign names are given, who can give and receive sign names, and communication through WH, yes, and no questions.
Standards
World Language 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 1.3 – 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 introduce myself, including greetings and my name.
- I can identify social practices having to do with name signs.
- I can use cardinal numbers correctly.
- I can respond to and create yes/no questions.
- I can respond to who, what, and where questions.
Materials Needed
- Google Slides
- Question Cards
- Dry Erase Markers
- Sign Name Video
- “Flirting in Sign Language (ft. Nyle DiMarco)” by “Tyler Oakley” is included under Fair Use as described in the CBPFUOER.
Would you like to make changes to the materials? Access the template(s) below:
- Question Cards (Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm-up
Materials Needed for Warm-Up
Topics to be discussed following video:
- Name Signs (who can give them, who can receive them—the cultural aspect)
- Explain that a hearing person must first be accepted by the Deaf community and then they can be assigned a sign name. You also don’t have to be deaf to have a sign name.
- “SIGN NAME RULES rhq-WHAT? YOU Cl-LIST 3, FIRST YOU DEAF COMMUNITY ACCEPT, DEAF PERSON ASSIGN YOU NAME SIGN, YOU DEAF NEED NOT HEARING WELCOME”
- Explain that sign names are usually a combination of the first letter of your name and a passion or characteristic of yours.
- “YOUR SIGN NAME YOUR NAME FIRST LETTER WITH YOU fs-PASSION CHARACTERISTIC WHATEVER”
- Lastly, explain that only deaf people can give out sign names and it is culturally inappropriate to assign one to yourself or for a hearing person to assign one.
- “DEAF PERSON SIGN NAME GIVE ONLY rhq-WHY? CULTURALLY APPROPRIATE NOT SIGN NAME HEARING PERSON SELF WHATEVER”
- Handshape (in the video Tyler signs “often” wrong at first but is then corrected—can discuss the importance of handshape and touch on parameters in language, but don’t go too in-depth)
- “HAND SHAPE IMPORTANT. CHANGE SMALL DIFFERENCE BIG”
- Stop the video periodically so the students can copy the signs Nyle is teaching (Ex. What is your name?)
Main Activity
Materials Needed for Main Activity
- Google Slides
- Question Cards
- Dry Erase Markers
- Remember to review the signs for questions. Also, consider reviewing numbers and how to sign teacher, book, etc, since a lot of students either don’t remember or haven’t learned
- “NOW REVIEW. WHO, WHERE, WHAT, WHY, WHICH, WHEN, HOW, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, TEACHER, BOOK, FAVORITE. ANY QUESTIONS?”
- Hand question cards out to students
- Pair students up and have them begin asking each other questions based on the question cards
- “PARTNERS TAKE TURNS CARDS QUESTIONS ASK”
- EX: WHICH – YOUR FAVORITE BOOK WHICH
- WHAT – YOUR FAVORITE COLOR WHAT
- WHO – YOUR TEACHER WHO
- “PARTNERS TAKE TURNS CARDS QUESTIONS ASK”
- Have students cross off which questions they asked – walk around and help as needed
- “OTHER PERSON ANSWER, THEN CROSS WORD OFF CARD.”
- After they’re done asking questions, switch partners
- “QUESTIONS ASK FINISH PARTNERS SWITCH”
- Remember to tell students to not ask each other the same questions. If one student asks who the other’s teacher is, then their partner can’t ask the same question
- “FINISH, CHANGE PARTNERS. DON’T ASK QUESTION SAME, THINK QUESTION DIFFERENT.”
Wrap-up
- Do you have concerns about your class?
- “YOU QUESTIONS WORRIES FOR CLASS HAVE?
- Do you have concerns about lab?
- “YOU QUESTIONS WORRIES FOR LAB HAVE?
Deaf Culture Notes
Sign names are very important in Deaf culture. They are much more personal than fingerspelling and they give individuals a sense of identity. It is also significant that a hearing person must be given a sign name by a Deaf person out of respect for Deaf people and their culture.
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 introduce myself, including greetings and my name.
- I can identify social practices having to do with name signs.
- I can use cardinal numbers correctly.
- I can respond to and create yes/no questions.
- I can respond to who, what, and where questions.
