😲ASL Level 2, Activity 12-Story Telling and Reactions (Face-to-Face)
Picture by OnyxprjDescription:
Students will review signs for emotions and the importance of facial expressions. This review will then be applied to two games to help them memorize signs and work on receptive skills.
Products: Nonmanual markers and storytelling
Practices: Identifying various emotions and their nonmanual markers, and telling a story with emotion
Perspectives: What importance do nonmanual markers hold in ASL grammar?
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.
- Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and 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.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- COMP 2.1: Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can express emotions and react to situations that are described to me.
- I can retell a story with different parts of speech
- I can remember others’ signs and repeat them
Materials Needed
Would you like to make changes to the materials?
Access the template(s) below:
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Warm-up
Materials Needed for Warm-Up
Review of Emotions listed on the slide
- HAPPY
- SAD
- SCARED
- NERVOUS
- EMBARRASSED
- FRUSTRATED
- ANNOYED
- MAD
- EXCITED
- WOW
- SURPRISED
Lab Assistant Notes: Make sure to include facial expressions to show importance. You can even show a comparison of meaning with and without facial expressions. This also gives an opportunity to touch on Deaf culture.
Main Activity
Materials Needed for Main Activity
We’ve included three different shorter activities, pick two based on your lab group.
*The lab instructor can choose to do this in breakout rooms or as a big group depending on their preference and the amount of students in the lab
Storytelling & Reactions
- Begin by having the students pair up.
- “GAME PLAY PARTNERS HAVE”
- Student A signs the scenario card to Student B.
- “LEARN PERSON A SIGN CARD LEARN PERSON B WATCH”
- Student B will then have to explain what they would do in that situation.
- “LEARN PERSON B EXPLAIN HAPPEN DO-DO?”
- This game is meant to help students with explaining their emotions
- Make sure students are explaining their reactions thoroughly. Have them describe how they would feel, what they would say, and what they would do to fix the problem
Mad Libs
- Begin by having students pair up and handing each group a story card
- “PARTNERS STORY CARD HAVE”
- Student A will ask Student B for different parts of speech (nouns, adverbs, adjectives, etc)
- “LEARN PERSON A ASK B DIFFERENT PARTS OF SPEECH”
- Student A will fill in the blanks with Student B’s answer
- “LEARN PERSON A HELP”
- After all of the blanks have been filled in, Student A will sign the story with the blanks filled in to Student B
- “FINISH STUDENT A SIGN FULL STORY”
- The students will then get a new story and switch roles
- Pairs of students can switch cards after they’ve used them
- “NOW SWITCH CONTINUE”
Memory Game
- Students will begin by picking an emotion to sign (Make sure students don’t have the same emotions)
- “GAME START PICK EMOTION SIGN”
- Everyone will take turns going around the lab table and signing their emotion
- “TAKE TURNS EMOTION SIGN SHARE”
- Once everyone has seen everyone else’s sign, play will begin
- One student will start by signing their emotion. Then, they’ll sign another student’s emotion
- “LEARN PERSON START SELF EMOTION OTHER LEARN PERSON EMOTION”
- That student will then sign their emotion, and sign another student’s emotion
- “NEW LEARN PERSON CONTINUE”
- The game will get faster and faster until someone messes up, then they’ll be out and we’ll start another round
- This game is meant to help students with their receptive skills
Wrap-up
- Was it easy or difficult to explain a situation and describe what you would do if it happened to you?
- EXPLAIN HAPPEN DESCRIBE DO-DO EASY DIFFICULT WHICH?”
- Did you enjoy the Mad Libs game?
- “GAME ENJOY?”
- Was it easy or difficult to remember others’ signs?
- “OTHER EMOTION SIGNS REMEMBER EASY DIFFICULT WHICH?”
- Do you feel like you understand emotions better now?
- “YOU EMOTION SIGNS UNDERSTAND MORE NOW FEEL?
Deaf Culture Notes
Storytelling is a huge part of Deaf culture. An abundance of information and detail is expressed within a few signs. This is due to the 5 parameters: hand shape, movement, location, palm orientation, and non-manual markers. The goal for the signer is to fully immerse their audience as though they too experienced the event.
End of Lab:
- Read Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- 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 express emotions and react to situations that are described to me.
- I can retell a story with different parts of speech
- I can remember others’ signs and repeat them
