⍰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.
Semantic Topics: Introductions, Who, Where, What, Which, Why, When, How.
Grammatical Structures: Questions, Ws, Grammer, Sentence Structure
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
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.
