🍝ASL Level 2, Activity 9-Recipes (Online)
Description:
Applying knowledge of food and cooking vocabulary as well as being able to explain recipes in ASL and share personal food preferences.
Products: Cooking recipes
Practices: Expressing how to follow a recipe
Perspectives: What do Deaf and hearing cultures have in common when it comes to cuisine?
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 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.
- 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
- I can put ingredients together to create a recipe
- I can explain a recipe to others
- I can understand others’ recipes
Materials Needed
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Warm-Up
Materials Needed for Warm Up
- Ask students to type ID # for attendance
- Favorite Recipe
- Have students pick their favorite recipe (has to have multiple steps.)
- “PICK FAVORITE RECIPE STUDENTS WILL”
- Have students pick their favorite recipe (has to have multiple steps.)
- Discussion Questions
-
- What’s your favorite type of food?
- “FOOD FAVORITE TYPE WHICH?”
- Italian, Spanish, American, etc
- What’s your favorite food?
- “FAVORITE FOOD WHAT?”
- What is your least favorite food?
- “FAVORITE LAST FOOD WHAT?”
- What’s your favorite restaurant in Boise?
- “FAVORITE RESTAURANT BOISE WHAT?”
- What’s your favorite restaurant in America?
- “FAVORITE RESTAURANT AMERICA WHAT?”
- What is one food you want to try?
- “FOOD TRY WANT WHICH?”
- What’s your favorite type of food?
Main Activity
Materials Needed for Main Activity
Making food!
- Each student will be given different food items that will create a recipe
- “RECIPE CREATE WITH DIFFERENT FOOD ITEMS STUDENTS WILL”
- They will all be given a whiteboard and marker and will have to write the recipe down using the ingredients they were given.
- “RECIPE USING GIVEN INGREDIENTS STUDENTS WILL WRITE USING WHITEBOARD”
- The students are giving a full tutorial on how to cook a certain dish.
- “TEACH HOW-TO MAKE DISH STUDENTS WILL”
- We do want to make sure they include amounts, times increments, and preparation needed for that step (if it’s meat they need to include cooking it) If not, the activity will go by too fast. They obviously can make up the amounts if they don’t know recipes by heart.
- “INCLUDE AMOUNTS, TIME PARTS, STEPS (SPECIFIC COOK STEPS IF MEAT) ACTIVITY FINISH FAST IF NOT. MAKE-UP AMOUNTS FOR RECIPES THEY CAN IF NEEDED”
- Maybe on the big white board write down: “Make up amounts for: how long for each step, how much of the ingredient (cup, TBSP, etc.), preparations needed, and instructions (mix, chop/cut, boil.)”
- “WRITE ON BIG WHITE BOARD IF NEEDED. AMOUNTS, STEP TIME, HOW MUCH INGREDIENT, PREP, INSTRUCTIONS MAKE-UP”
- After everyone has created their dish, we will go around and present
- “CREATED DISH FINISHED, PRESENT STUDENTS WILL”
Red-Hamburger
Blue- Spaghetti
Purple- Lasagna
Orange- Tacos
Yellow- Cookies
Pink- Pancakes or Waffles
Grey- Cheesy Potato Soup
Light Blue- Chilli
Red- Fudge Brownies
Lime Green- Guacamole
Orange- Lemonade
Black- Mac & Cheese
Beige- Meatballs
Pink- Omelette
Wrap-up
- Was it easy or difficult to sign a recipe for the class?
- “SIGNING RECIPE TO CLASS EASY OR DIFFICULT WHICH?”
- Do you feel like this activity was helpful?
- “THIS ACTIVITY HELPFUL? YES/NO?”
Deaf Culture
Cuisine is a great example of culture although in this case, hearing and Deaf people share the same traditions when it comes to types of foods in their region. This shows that Deaf individuals that use ASL are a part of American culture as well as Deaf culture.
End of Lab:
- Read can-do statements 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 put ingredients together to create a recipe
- I can explain a recipe to others
- I can understand others’ recipes
