☀️ASL Level 1, Activity 11-Days of the Week/Schedules (Online)
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Description:
Students will describe their weekly schedules in detail, including times, locations, and duration. This activity helps students with their planning abilities and lets them plan events for their week. Students will learn to describe time, location, and activities. They will also give preferences for hobbies and activities.
Semantic Topics: Weekly Schedules, Days of the Week, Plan an Event, Events
Grammatical Structures: Vocabulary, Sentence Structure
Products: Grammar, events, and weekly schedules
Practices: Telling time, location, duration, activities, and identifying days of the week
Perspectives: Why is it important to use correct grammar when planning events around a weekly schedule?
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 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 2.2: Describe the connections of products from the target culture with the practices and perspectives of the culture.
NCSSFL-ACTFL Can-Do Statements:
- I can talk about what I did last week.
- I can talk about what I will be doing the following week.
- I can have a conversation about my weekly schedule.
- Ask students to type ID # for attendance
- Review the days of the week again, and answer any questions students may have.
- “NOW DAY START DAY WEEK PRACTICE. QUESTIONS?”
- Next, have students take out a piece of paper and a pencil. They will be taking a fingerspelling quiz that will consist of ten different names.
- “NOW FINGERSPELL PRACTICE TEST HAVE. 10 NAMES DIFFERENT”
- Tell students you will fingerspell each name 3 times, and that they will need to write down what they see.
- “ME FINGERSPELL NAME 3 TIME FINISH. YOU WATCH WRITE”
- When finished, show the names that are on the slideshow and let students compare their answers to the correct ones.
- “FINISH ME SHOW YOU LIST. COMPARE”
- Ask students how they did.
- Pull up the game board link. Have each student roll the die to see who gets the highest number. They will go first, then play will continue to their left.
- “NOW GAME PLAY. TAKE TURNS START rhq-WHO? cl-DICE ROLL NUMBER BIG MOST”
- When it’s your turn, roll the die and move your game piece that number of spaces.
- “YOUR TURN cl-ROLL DIE cl-MOVE PIECE BOX HOW MANY?”
- Whatever space you land on, I will send you the card that corresponds with it.
- “FINISH cl-MOVE PIECE ME CARD SEND”
- Sign the question to the group, then answer it.
- “YOU QUESTION SIGN ANSWER”
- Keep playing until someone wins!
- What did you learn from the game?
- Do you feel comfortable describing your daily routine?
- “YOU WEEK ROUTINE DESCRIBE COMFORTABLE FEEL?”
- Do you have any additional questions?
A lot of miscommunications can occur when planning an event. This is why grammar and signing space is critical to understanding sign language.
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!
NCSSFL-ACTFL Can-Do Statements:
- I can talk about what I did last week.
- I can talk about what I will be doing the following week.
- I can have a conversation about my weekly schedule.
