🕹ASL Level 2, Activity 14-Games (Online)
Picture by StorysetDescription:
Students will apply their understanding of fingerspelling to collaborate in spelling different words. Students will then play a game where they will create lists of different categories and sign their words to the group while fingerspelling words they don’t know the sign for.
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:
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 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
- 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.
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 Main Activity
- Ask students to type ID # for attendance
- “TYPE NAME ID NUMBER”
- Chain Letter
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- The lab instructor will establish an order (who goes first, next, etc.)
- “ME ORDER TYPE”
- The first student will begin by fingerspelling a letter. The next student will fingerspell another letter to add on to the word. All students will go in order 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”
- 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
- The lab instructor will establish an order (who goes first, next, etc.)
Main Activity:
Materials Needed for Main Activity
- The lab instructor will display a category either from the slides or the Scattergories link and the students will have a minute to think of as many things that fit the parameter. There is a timer embedded in the slides or an external link.
- “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 expansion of sign language and use of signs outside of individuals’ 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
- 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
