🧙ASL Level 1, Activity 12-Physical Descriptions/Fingerspelling (Online)
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 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 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American 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 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.
- CLTR 1.3: Function appropriately in diverse contexts within 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
- Ask students to type ID # for attendance
- Start by asking students to take out a piece of paper and a pen or use the chat (make sure to change the settings so students can only message the host) for a Thanksgiving fingerspelling quiz of the following words: cornucopia, golden, turkey, pilgrim, mayflower, potatoes, stuffing, pie, casserole, thankful
- “NOW DAY THANKSGIVING FINGERSPELLING TEST. GRAB PAPER PEN TYPE FINE”
- 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
Review Games
- Describe That Image
- Show an image (from the picture cards). One student will describe the image. Then give the next student a different image, and so on.
- “NOW GAME PLAY. ME PICTURE SHOW TAKE TURNS PICTURE DESCRIBE”
- Fingerspelling Quotes
-
- Prior to breakout rooms, send each student a few quotes that are different.
- In breakout rooms, one student will fingerspell the quote. The other student will type out what they see.
- “NOW BREAKOUT ROOMS FINGERSPELL PRACTICE. START ONE PERSON FINGERSPELL SENTENCE ONE TIME OTHER STUDENT WATCH TYPE”
- When finished, the students will compare the quote to what the student wrote down, and what the quote was
- “FINISH COMPARE SWITCH”
- The catch is that the student who is fingerspelling can’t fingerspell the word twice. The student will just have to interpret what they saw the first time around.
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 introduce myself and others
- I can answer a variety of simple questions
- I can ask some simple questions
- I can communicate some basic information about my everyday life
