🟪🟢ASL Level 1, Activity 4-Shapes, Colors, Numbers, Description (Online)
Description:
During the warm-up, students will review how to sign shapes and the cardinal numbers from the slideshow. For the main activity, one student will be privately sent a picture card without the rest of the group seeing it. This student will describe the picture card being specific to location, color, etc, while the other students draw what was just described to them. Each student will take a turn describing.
Products: Shapes, signers’ perspective, signing space
Practices: Describing shapes and pictures, utilizing space and perspective while signing
Perspectives: Why is it important to consider signer’s perspective when someone is signing
Standards:
NCSSFL- ACTFLWorld-Readiness Standards:
- Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of listeners or readers on a variety of topics.
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
- Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
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 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CONN 1.1: Compare and contrast information acquired from other content areas.
- CONN 1.2: Relate information studied in other subjects to the target language and culture.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements
- I can sign different shapes.
- I can sign cardinal numbers and do simple math problems.
- I can understand signer’s perspective and translate someone’s perspective correctly.
Materials Needed
- Google Slides
- Picture Cards for main activity: Easy Cards
- Advanced picture cards: Advanced Cards
Would you like to make changes to the materials? Access the template(s) below:
(Canva Template, free account required)
Warm-up
Materials Needed for Warm-up
- Ask students to type ID # for attendance
- Open up the Google Slideshow and show students the shapes.
- “NOW DAY START SIGN SHAPE PRACTICE”
- After they’ve reviewed shapes, move on to cardinal numbers. Have students sign the problem, then sign the answer.
- “FINISH SHAPE PRACTICE NOW NUMBER PRACTICE. START PROBLEM SIGN FINISH ANSWER”
- If you feel like you need to, you can create more problems or incorporate additional shapes.
- Lastly, explain signer’s perspective and remind students that it’s important for them to understand it. They’ll especially need it for the main activity.
- “SIGN PERSON PERSPECTIVE UNDERSTAND IMPORTANT”
Main Activity
Materials Needed for Main Activity
- Picture Cards for main activity: Picture cards
- Advanced picture cards: Picture cards
- Start by having everyone take out paper and a pen/pencil.
- “ALL PAPER PEN GRAB”
- Privately send one student one of the easier picture cards. These cards have one shape, one number, one name, and one object in each corner.
- “ME SEND ONE PERSON CARD. CARD cl-CORNERS 1 SHAPE 1 NUMBER 1 NAME 1 OBJECT HAVE”
- The first student will begin to explain the picture card to the other students, being specific about color, location, and what it looks like. The other students will draw the picture based on what the first student describes.
- “PERSON CARD THINGS LOCATION DESCRIBE”
- After the other students have completed the drawing, the group will compare the pictures and see if they described the picture well enough for the second student to draw it correctly. Then, a new student will be privately sent a card.
- “FINISH DRAWING CARDS COMPARE NEW PERSON CONTINUE”
- After a while, if students are finding the activity too easy, have them take the more advanced picture cards and describe those to the person with the whiteboard.
Wrap-up
- What was easy and what was difficult?
- “EASY HARD WHAT?”
- Do you feel more comfortable with shapes and numbers?
- “SHAPES NUMBER SIGNS COMFORTABLE FEEL MORE?”
- Do you feel comfortable with the concept of signer’s perspective?
- “SIGN PERSPECTIVE COMFORTABLE FEEL MORE?”
Deaf Culture
Describing and understanding physical features is essential to signed conversation. Deaf culture is very blunt when it comes to physical descriptions so calling a person fat or skinny is not offensive like it is in spoken English.
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 shapes.
- I can sign cardinal numbers and do simple math problems.
- I can understand signer’s perspective and translate someone’s perspective correctly.
