🤫ASL Level 2, Activity 6-Truths and a Lie (Online)
Description:
Students will be challenged on their knowledge and see how quick they are when it comes to a variety of vocabulary words. They will also be tested based on their ability to communicate and respond to a variety of situations and determine possible lies.
Products: Questions, personal information
Practices: Interpreting fingerspelling and sharing personal facts
Perspectives: What does the average day of a Deaf person look like?
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 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 4.2 Students demonstrate understanding of the nature of culture through comparisons of American Deaf culture and their own.
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.
- CONN 2.3 Compare and contrast cultural similarities and differences in authentic materials
- COMP 1.1 Observe formal and informal forms of language.
Can-do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can understand various vocab words
- I can ask questions about my peers
- I can sign basic statements about myself
Materials Needed
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Warm-Up
Materials Needed for Warm-Up
- Ask students to type ID # for attendance
- “TYPE NAME ID NUMBER”
- Start with the Intro video on a representation of the average Deaf day.
- Ask follow-up questions and initiate a discussion
- “YOU THINK WHAT? DISCUSS”
- Vocab Game!
- Make sure to cover the entire list of words first to make sure they know all the signs
- Do the signs that are similar right after each other.
- The goal of this activity is to get them to pay careful attention to signs!
- “YOU WATCH SIGNS CLOSELY”
- The lab assistant will sign a random word from the list.
- “ME PICK WORD SIGN FROM LIST”
- In the private chat feature, the students will send their answers to the lab instructor (not the whole class).
- “SEND ANSWER ONLY ME. fs-DM.” (direct message)
- The student who sends in the correct answer the fastest wins the round! Feel free to announce it to the class who won, but don’t tell them who got second, last, etc…
- “ANSWER FIRST WHO? POINT WIN”
- Repeat!
Main Activity
Exercises
Two Truths and a Lie
- If no one has played before, explain the rules
- Everyone brainstorms two truths and one lie
- “ALL BRAINSTORM 2 TRUE ONE LIE”
- Then, have one student type their 3 statements into the chat, and then share their truths and lie by signing.
- “THINK FINISH CHAT SEND SIGN ALL”
- The class will then guess which of the three was the lie, after that have them explain/talk about their two truths for a little more conversation.
- “ALL THINK LIE WHICH? WHY? DISCUSS”
- Then it’s the next student’s turn to share their truths and lie!
- “TAKE TURNS CONTINUE”
Name Quiz (if time)
Fingerspell 5 different names to help students practice.
- Emma
- Liam
- Noah
- Olivia
- William
Once finished, ask students what names were hard/easy for them
Wrap-Up
- What did we struggle with?
- “YOU HARD THINK WHAT?”
- What went well?
- “YOU GOOD DO-DO WHAT?”
- Did you like this activity?
- “NOW DAY YOU fs-LAB LIKE?”
Deaf Culture Notes
As the video shows, hearing communities are not well accommodating to Deaf individuals. In some instances, disabled groups are viewed as an inconvenience or rude, when in reality they are misunderstood. Despite daily challenges, Deaf individuals creatively adapt to their environment all the while embedding their unique 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
NCSSFL-ACTFL Can-Do Statements:
- I can understand various vocab words
- I can ask questions about my peers
- I can sign basic statements about myself
