🕹ASL Level 2, Activity 14-Games (Face-to-Face)
Description:
Students practice fingerspelling and receptive skills by working with a partner to build words. Students then play a game and work in teams to apply their knowledge of ASL vocabulary as well as fingerspelling signs they don’t know to learn more signs.
Products: Fingerspelling and Scattergories
Practices: Listing a variety of vocabulary words from different categories, and interpreting fingerspelling
Perspectives: How can one describe a forgotten sign without fingerspelling the word?
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 1.3 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: Interact with others in the target language and gain meaning from interactions in the target language.
- COMM 3: Utilize appropriate media to present an idea to an audience
- CONN 1: Build, reinforce, and expand knowledge of other disciplines while using the target language to develop critical thinking/creative problem solving skills.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can fingerspell words that follow a pattern
- I can communicate with others to express my ideas
- I can effectively communicate and work in a team setting
Materials Needed
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Warm-up
Materials Needed for Warm-Up
Chain Letter
- Students will be in pairs for this activity.
- “START PARTNERS WILL”
- The first student will begin by fingerspelling a letter. The next student will fingerspell another letter to add to the word. Both students will go back and forth until one student can’t think of another letter to add to the word.
- For example: A-P-P-L-E, E-G-G-P-L-A-N-T, T-A-C-O-S, S-T-R-A-W-B-E-R-R-Y, etc.
- “TAKE TURNS FINGERSPELL ONLY ONE LETTER SWITCH CONTINUE WORDS MAKE”
- Whoever added the last letter gets the point and the game will restart with a new word.
- You don’t need to follow a specific category when fingerspelling a word
If students feel the game is too easy, then we can introduce a category that they’ll need to follow
Main Activity
Materials Needed for Main Activity
Scattergories Game
- Students will be divided into two teams
- “NOW GAME PLAY 2 TEAMS WILL”
- Each student will go head-to-head against a member of the opposing team
- “TAKE TURNS ONE PERSON BOTH TEAMS PLAY”
- The lab instructor will give each duo a category and they’ll have about a minute to think of as many things that fit the parameter
- “ME TOPIC GIVE. 1 MINUTE YOU THINK SIGNS WITH TOPIC”
- Ex: Category – Animals
- Dog, Cat, Horse, Pig, etc
- The catch is that if you and your opponent think of the same words, they don’t count, so think outside of the box!
- Ex: Armadillo, Hedgehog, Porcupine, etc
- “TEAMS SIGNS SAME POINTS NONE”
Wrap-up
- Do you have any plans for the summer?
- “SUMMER YOU PLANS HAVE?”
- Are you taking any summer courses?
- “FUTURE SUMMER YOU CLASS HAVE?”
- Have you enjoyed learning ASL this semester?
- “NEW SEMESTER YOU ASL LEARN ENJOY?”
- Who are you taking ASL with next semester?
- “FUTURE SEMESTER YOUR ASL TEARER WHO?”
Deaf Culture Notes
Fingerspelling is the baseline for understanding and communicating in sign language. Competitive games encourage the expansion of sign language and the use of signs outside of an individual’s daily vocabulary. Deaf people have a very wide vocabulary and only fingerspell when they have to, this makes conversations more quick and in-depth.
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 fingerspell words that follow a pattern
- I can communicate with others to express my ideas
- I can effectively communicate and work in a team setting
