🤔ASL Level 1, Activity 3- Guess Who/Descriptions of Individuals (Face-to-Face)
Description:
During the warm-up, students will pair up and fill out the checklist about their partner, then introduce them to the group. The main activity will be “Guess Who” and students will take turns asking questions to figure out who their partner picked on the picture card sheets. An example of these questions could be, “is it a man or a woman?”
Semantic Topics: Description, who, wearing, clothes, color, woman, man
Products: Signing space, question, grammar
Practices: Describing appearances, asking questions
Perspectives: How to make use of signing space in a conversation, describing appearances through a series of questions.
Standards
NCSSFL-ACTFL World-Readiness 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 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
- Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages.
Idaho Content Standards for World Languages:
- COMM 1.1- Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMP 1.1- Observe formal and informal forms of language.
- COMM 2.1- Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can introduce myself and others
- I can describe what a person is wearing and what they look like
- I can help another person correctly guess a vocab word
- I can fingerspell different words
Materials Needed
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Warm-up
Materials Needed for Warm-up
- The activity is an ASL fashion show! Students will begin by pairing up (a group of three is fine if there’s an odd number of students), and each student should grab a checklist as well as a dry erase marker
- “GROUPS 2, 3, WHATEVER GRAB 1 CHECK LIST-1 MARKER”
- The students should then take a few minutes to answer the questions about their partner.
- “TIME 3-MINUTES QUESTIONS PARTNER ASK, ANSWERS WRITE. FINISH SWITCH”
- Then, the fashion show begins! Student A walks down the “runway”, while student B introduces and describes student A based on the questions asked on the checklist.
- “NOW GROUP TAKE-TURNS PARTNER ANSWER SHARE”
- Have all the partners take turns until everyone has introduced someone and has walked down the runway.
Main Activity
Materials Needed for Main Activity
- The main activity is called “Guess Who.” Students will pair up; if there are odd numbers, a group of three is fine.
- “NOW GAME PLAY NAME GUESS WHO. PLAY WITH PARTNERS, GROUP-OF-3 FINE”
- Each student will have a laminated paper with a grid of people, the goal is to play guess who with your partner! By questioning your partner on who the person in the picture is, based on questions of what they’re wearing, hair styles, gender, etc
- “ONE PERSON QUESTIONS ASK. FIND PERSON PARTNER PICK WHO”
- The person whose turn it is will start asking their partner yes/no questions and will have to narrow it down until they figure out who their partner has chosen on the paper. For example, “Is it a man or a woman?”
- “YES NO QUESTIONS ASK. MAN WOMEN WHICH? CONTINUE”
- Once they receive a response, they will either mark off all the males/females, or whoever doesn’t qualify for their question. Once one round is finished, the students can switch roles and the person asking questions becomes the one who is being asked.
- “CROSS-OFF PEOPLE FIT ANSWER NOT. FINISH PERSON FIND, SWITCH”
Wrap-up
- Talk about the famous Deaf individuals on the Guess Who sheets.
- “PAST YOU FAMOUS DEAF PEOPLE SEE?”
- Talk about the obstacles they overcame in order to become successful people.
- “DEAF PEOPLE FAMOUS SUCCESS BECOME HARD WHY?”
Deaf Culture Notes
One reason there are so few Deaf famous people is because the hearing community views Deaf people as disabled and knowledge of sign language is so limited that Deaf people who do not communicate orally have a much lower chance to be given opportunities. When a Deaf person does become famous they are looked at as “that famous Deaf person” rather than being appreciated for their accomplishments alone.
End of Lab:
- Read can-do statements and have students evaluate their confidence with cards
- (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 and others
- I can describe what a person is wearing and what they look like
- I can help another person correctly guess a vocab word
- I can fingerspell different words
