🦉ASL Level 2, Activity 3-Guess who (Face-to-Face)
Description:
For this activity, students will practice describing one another and different pictures of people. They will work on descriptive order and focusing on details when describing a person.
Products: Grammar, describing physical characteristics
Practices: Describing physical characteristics and clothing of individuals
Perspectives: What aspects are considered when describing another person?
Standards
World-Readiness Standards:
- 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
- 4.1 Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages.
- 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 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can describe what others look like
- I can ask questions about others’ physical appearance
- I can communicate basic information about myself and people I know.
Materials Needed
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Warm-up
Materials Needed for Warm-Up
- Start by going over the 5 vocab words.
- “START REVIEW WORD LIST.”
Instructions:
Go over the order in which people should be described:
- Race/Ethnicity
- Gender
- Height
- Hair (type and color)
- Body type
- The most obvious thing about them
- The lab instructor will begin to describe one of the students in the lab, modeling how to properly describe a person (clothing, hair color, etc).
- “ME ONE PERSON DESCRIBE”
- The students will then try to figure out who the instructor is describing.
- “ALL FIND ME DESCRIBE WHO?”
- After they figure it out, the rest of the students will begin to describe other students in the lab.
- “NOW TAKE TURNS”
- Now use the individual outfit cards for further practice.
- Display one at a time and have students take turns describing the person in the picture
- “TAKE TURNS DESCRIBE ONE PERSON FROM PICTURE”
Main Activity
Materials Needed for Main Activity
Describe and guess! (Guess Who)
- To begin the activity, the lab instructor will pass out the master sheets to everyone but one student in their lab. They will place the outfit cards face down in the center of the desk.
- “INSTRUCTOR PASS MASTER PAPER ALL BUT ONE STUDENT, THEY CARDS FACE DOWN CENTER TABLE.”
- The one student who doesn’t have a master sheet will begin by drawing a card from the pile in the center of the desk.
- “STUDENT HAS CARD NONE THEY START DRAWING CARD.”
- The student will start describing the person on the card, and the students with the master sheets will have to pay attention and find the person on their sheet. If the person the student is describing is not on their sheet, they will simply need to say that they don’t have them.
- “STUDENT DESCRIBE PERSON ON CARD, OTHERS WILL SEARCH FOR PERSON ON PAPER. IF PERSON NOT THERE, SAY PERSON NONE.”
- Once that round is finished, all of the sheets rotate to the next student and the next student draws from the card pile.
- “ROUND FINISHED, PAPER CL (ROTATES TO NEXT STUDENT) STUDENT WITH PAPER NONE, PICK CARD.”
Wrap-up
- What are some ways to describe a person?
- “SOME WAYS DESCRIBE PERSON WHAT?”
- Was there anything difficult about this activity?
- “ANYTHING DIFFICULT WITH ACTIVITY?”
- Do you feel like you know how to describe a person?
- “KNOW HOW DESCRIBE PERSON YOU FEEL? YES/NO WHICH?”
- Also, have students self-assess themselves!
- “STUDENTS SELF-ASSESS.”
Deaf Culture Notes
Describing certain aspects of a person’s physical appearance may be looked at as rude in hearing culture but in Deaf culture, it is very common. Describing a person’s physical appearance helps the signer’s audience to completely understand and clarify what is being communicated.
End of Lab:
- Read can-do statements and have students evaluate their confidence with cards
- (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 describe what others look like
- I can ask questions about others’ physical appearance
- I can communicate basic information about myself and people I know.
