✌️ASL Level 1, Lab 14-Vocabulary (Signs) Review (Face-to-Face)

Free photo young students learning together during a group studyPicture by Freepik

Description:

In this activity, students will practice answering questions about themselves. Students will also review what they have learned through the course of the semester.

Semantic Topics: Speed, Unit Review

Grammatical Structures: Vocabulary, Questions, Facial Expression

Products: Vocabulary

Practices: Identifying a variety of vocabulary signs presented through pictures

Perspectives: How are competitive ASL games used to build a sense of community?

Standards

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
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMP 1.1: Observe formal and informal forms of language.
  • COMP 1.2: Identify patterns and explain discrepancies, the sounds, and the writing system in the target language.
  • COMP 1.3: Compare and analyze idiomatic expressions in the target language.

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

Materials Needed

Warm-up

Materials Needed for Warm Up

  1. Ask students how they are doing.
    • “HOW YOU?”
  2. Ask if they have any questions for class.
    • “YOU QUESTIONS CLASS HAVE?”
  3. Are there any signs they want to review?
    • “YOU SIGNS REVIEW WANT?”

Main Activity

Materials Needed for Main Activity

  1. Start by dividing the group into two teams.
    • “NOW GAME PLAY TEAMS 2”
  2. Each team will decide who goes first in each group and then play will continue to rotate down the line.
    • “TEAM DISCUSS ORDER DECIDE. PERSON START WHO?”
  3. All the cards have a picture to represent vocabulary.
  4. Hold up one card, the team that signs the picture first gets the card.
    • “ME CARD SHOW-YOU. TEAM SIGN FIRST CARD KEEP”
  5. Once all the cards have been signed, the team that has the most wins.
    • “GAME FINISH TEAM CARDS MOST WHO? WIN!”

Wrap-up

  1. How comfortable are you with the vocabulary?
    • “YOU VOCABULARY COMFORTABLE FEEL?”
  2. Any you want to review or go over?
    • “YOU PRACTICE WHATEVER WANT?”

Deaf Culture Notes

Deaf people get to know one another on a very personal level. That is why it is so important to be able to share information about yourself in sign language.

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

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Let's Chat! American Sign Language (ASL) Copyright © 2023 by Armilene Cabreros; Audra Dooley; Claire Oberg; Collin Dauenhauer; Delaney Obaldia; Emily Harrison; Emma Wilkinson; Gabi Jones; Izabelle Finner; Jacob Steele; Kate Maryon; Madison Mackey; Megan McAllister; Monica Potts; Rebecca Mulgrew; Robyn Holland; Samantha Showers; Sarra Foerster; Serena Krause; Sophia Orm; Tiana Gratiot; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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