👍ASL Level 1, Activity 5-Animals,Likes and Dislikes (Online)
Description:
For the warm-up, students will each get an animal card and be put into breakout rooms to ask questions to find their animal. At the end, students will share what they found out. For the main activity, students will get a questionnaire card. Each person will take turns asking questions and writing down the responses.
Products: Likes, dislikes, questions
Practices: Scavenger hunt, forming and responding to questions
Perspectives: How a scavenger hunt is useful for forming questions and using vocabulary.
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 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of viewers 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.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can answer questions about what I like and dislike
- I can sign a question to someone else
- I can have a conversation with someone in ASL
Materials Needed:
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Warm-up
Materials Needed for Warm-up
Ask students to type ID # for attendance
Scavenger Hunt (Animal)
- Send each student a different animal.
- “ME ALL SEND DIFFERENT ANIMAL”
- Students will go into breakout rooms to then ask each other yes or no questions to try to figure out their animal
- Ex: “Is it green?”, then when a student will respond with yes or no.
- “BREAKOUT ROOMS YES NO QUESTIONS ASK ANIMAL FIND”
- When everyone has finished, have students go around and share who they found for each question
- “BREAKOUT ROOMS FINISH SHARE”
- ***Remind students to actually interact with each other and have a conversation, not just ask each other which one they have
MAIN ACTIVITY
Materials Needed for Main Activity
- Send one question from the ASL Questionnaire privately to one student.
- Have that student sign the question and answer it, then have the rest of the group give responses.
- “TAKE TURNS ONE PERSON QUESTION SIGN ANSWER GROUP ANSWER”
- Then move on to the next person with a new question.
- “NEW PERSON NEW QUESTION CONTINUE”
- If there’s more time, have students switch Questionnaire cards and do it again.
- “FINISH EARLY? CARD SWITCH ASK AGAIN?”
Wrap-Up
- How do you feel about your ability to sign the cards?
- “YOU CARDS HARD EASY FEEL WHICH?”
- Anything specific you struggled with?
- “CARDS HARD WHAT?”
- What did you learn?
- “YOU LEARN WHAT?”
- How do you feel in the classroom?
- “CLASS FEEL HOW?”
Deaf Culture
The Deaf community is very small in comparison to the hearing community, This is why it has become a cultural norm to take a deeper interest in fellow members of the Deaf community. For example, if a Deaf person is late to class they would take the time to explain their reasoning but in the same situation, a hearing person would shamefully take their seat.
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 answer questions about what I like and dislike
- I can sign a question to someone else
- I can have a conversation with someone in ASL
