👨👩👧👦ASL Level 1, Lab 09-Family/Relationships (Face-to-Face)
Description:
In this activity, students will talk about families! They will begin by reviewing famous family trees before discussing their own families and their classmates’ families.
Semantic Topics: Family, Relationship, Famous, Related, Family Tree
Grammatical Structures: Signing Space, Singers Perspective, Vocabulary
Products: Signing space and family
Practices: Describing relations to/of various family members
Perspectives: What is the importance of family in Deaf culture?
Standards
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations, 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 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
- Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.
Idaho Content Standards for World Languages:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CONN 1.1: Compare and contrast information acquired from other content areas.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can describe my family tree
- I can ask someone questions about their family
- I can be specific when describing members of my family
Materials Needed
- Google Slides
- Dry Erase Markers
- Erasers
- Whiteboards
- Family Tree Examples
Would you like to make changes to the materials? Use the template(s) below:
- Family Tree Examples (Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm-Up
Materials Needed for Warm-up
- Begin by reviewing the family tree vocabulary
- MOM
- DAD
- BROTHER/SISTER
- COUSIN(female/male/non-binary)
- AUNT
- UNCLE
- NEPHEW/NIECE
- GRANDMA
- GRANDPA
- GREAT GRANDMA/GRANDPA
- You will hold up famous families, and have the students explain who is related to whom.
- “NOW ME SHOW-YOU DIFFERENT FAMILIES. TAKE TURNS EXPLAIN FAMILY CONNECT HOW”
- There are different family pictures included in the Google Slides
- The ‘family tree picture link’ is provided if more practice is necessary
Main activity
Materials Needed for Main Activity
- Dry Erase Markers
- Erasers
- Whiteboards
- Google Slides
- Family Tree Examples
Family Trees
- Begin by passing out the whiteboards, erasers, and markers to students. Pair students up with each other and provide the example family tree for them to reference.
- “NOW PARTNERS FAMILY TREE SIGN PRACTICE”
- One student will ask questions about the other student’s family tree.
- “TAKE TURNS PARTNER FAMILY TREE QUESTIONS ASK”
- For example, they will ask questions like:
- “YOUR MOM NAME WHAT?”, “YOUR GRANDMA MOM SIDE NAME WHAT?”, “YOU BROTHER/SISTER HAVE? NAME WHAT?”
- If students are comfortable with this, they can describe their family members’ physical appearances.
- “FAMILY LOOK-LIKE WHAT DESCRIBE IF WHAT?”
- Remind students to include their aunts, uncles, nieces, nephews, cousins, etc if they have them and are going through the activity quickly.
- “DESCRIBE FAMILY ALL. AUNT UNCLE NIECE CONTINUE”
- The first student will write down the second student’s family tree.
- “PARTNER A DESCRIBE PARTNER B WRITE”
- After they finish, they will show the family tree to their partner and switch roles.
- “FINISH SHOW PARTNER SWITCH”
- If time allows, have students switch partners so they can learn more about each others’ families.
Wrap-Up
- What did you learn about each other’s families?
- “ALL FAMILY DIFFERENT LEARN WHAT?”
- Who has the most siblings?
- “SIBLINGS HAVE MOST WHO?”
Deaf Culture
Family dynamics are a really complicated topic when it comes to the Deaf community. It is hard for Deaf children of hearing parents to feel they truly belong in either community. This is why it’s so important for all Deaf people and family members to learn sign language.
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 describe my family tree
- I can ask someone questions about their family
- I can be specific when describing members of my family
