🧙ASL Level 1, Lab 12-Physical Descriptions/Fingerspelling (Face-to-Face)
Description:
Students will begin with a fingerspelling test with Thanksgiving-related words. They will then review WH questions and the facial expression that goes along with them. After that, they will participate in the main activity which is two review games. The first one has them practice describing images and the second one has them practice receptive and expressive skills of fingerspelling quotes.
Products: Questions, sentence structure, signing space, and fingerspelling
Practices: Fingerspelling quotes and describing images
Perspectives: Understanding the versatility and importance of signing space and fingerspelling while communicating details
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.
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 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can sign different question words
- I can accurately describe different pictures to someone else.
- I can fingerspell words to someone else.
- I can interpret fingerspelling.
Materials Needed
Warm-Up
Materials Needed for Warm-Up
- Remind students how to sign useful question words (WHQ).
- “NOW DAY PRACTICE WHQ SIGNS. WATCH MY FACIAL EXPRESSION YOU SIGN SAME”
- WHO
- WHAT
- WHERE
- WHEN
- WHY
- HOW
- HOW-MANY
- HOW-LONG
- Make sure to show students proper facial expressions for each word.
- “YES NO QUESTION EYEBROWS UP. OPEN QUESTION EYEBROWS DOWN”
Main Activity
Materials Needed for Main Activity
- Begin by arranging three different locations for the lab students.
- Group students into pairs of two or three depending on your lab size.
- Have each group begin at one of the stations, and give them approximately 8-10 minutes to complete the review activity. When time is up, have students rotate to the next game.
- “NOW PARTNER/GROUP 3. GROUP START DIFFERENT (Point) HERE, HERE, HERE. TIME 8-10 MINUTES FINISH ALL GAME SWITCH”
- The first location is drawing. One student will be drawing on the whiteboard, the other student/s will draw a picture card.
- The student with the picture card will use physical descriptions to describe to the other student/s.
- The other student/s will draw what they see, and when they’re finished, they will compare their drawing to the picture.
- “GAME 1 DRAWING. 1 PARTNER DESCRIBE PICTURE OTHER DRAW/WRITE. PHYSICAL DESCRIPTIONS USE, SHAPES, COLORS, OTHER. FINISH, COMPARE AND SWITCH”
- The second location is fingerspelling quotes. One student will draw a fingerspelling quote card, and the other student will sit across from them with a whiteboard and marker.
- The first student will begin fingerspelling the quote, and the second student will write down what they see.
- When they’re finished, they will compare the card to what the other student wrote down and then switch.
- “GAME 2 FINGERSPELLING. 1 PARTNER FINGERSPELL WORDS ON CARD OTHER STUDENT WRITE FINSIH COMPARE AND SWITCH”
- The last location is bingo. The lab assistant will be conducting this activity with students.
- The lab assistant will randomly sign vocabulary words to the students, and they’ll need to use their knowledge to correctly cross off the word on their bingo sheet.
- Whoever crosses off their words first wins!
- “GAME 3 BINGO. ME HELP. I SIGN VOCAB WORD STUDENT UNDERSTAND CROSS OFF CARD. CROSS OFF ALL WORDS, WIN!”
Wrap-Up
- “Did you enjoy the review games?”
- “YOU PRACTICE GAME ENJOY?”
- “Which was your favorite?”
- “YOUR GAME FAVORITE WHICH?”
- “Is there anything else you would like to review?”
- “YOU PRACTICE OTHER WHAT?”
Deaf Culture Notes
Mastering fingerspelling is an important part of Deaf culture. Deaf people sign very fast and everyone signs a little differently. This is referred to as an “accent”. This is why to be fluent in sign, you must excel in both receptive and expressive skills of fingerspelling.
End of Lab:
- Read Can-Do statements once more and have students evaluate their confidence.
- (Use thumbs up/thumbs down or download our student cards.)
- 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 sign different question words
- I can accurately describe different pictures to someone else.
- I can fingerspell words to someone else.
- I can interpret fingerspelling.
