👆ASL Level 3, Activity 11-Directional Verbs (Online)
Description:
Students will be able to practice translating written English to ASL with a focus on directional verbs and classifiers in storytelling.
Products: Use of signer’s space and perspective and correct execution of directional verbs and classifiers
Practices: Watching a video about directional verbs then applying them to telling a story
Perspectives: Being intentional about CLs and directional verbs is very important to clearly tell a story
Standards
AATSP Standards for Learning American Sign Language:
- “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”
- “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: Interact with others in the target language and gain meaning from interactions in the target language”
- “COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions”
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can explain fictional circumstances comfortably
- I can articulate a concept without using specific vocabulary
- I can understand how to translate written English to ASL
Materials Needed
Warm-up
Materials Needed for Warm Up
- Ask students to type ID # for attendance
- Start with 5-minute conversations in breakout rooms
- “START TIME BREAKOUT ROOMS 5 MINUTE CONVERSATION DISCUSS WHATEVER”
- Today we’re going to watch a video about directional verbs
- “NOW DAY VIDEO WATCH TOPIC DIRECTION VERB”
- Watch THIS VIDEO to practice directional verbs
- We are going to review directional verbs in preparation for the main activity. Discuss directional verbs and provide some examples. Have students discuss the connections between a directional verb and classifiers.
- “VIDEO FINISH DISCUSS DIRECTION VERB. DIRECTION VERB CL CLOSE SAME HOW?”
MAIN ACTIVITY
Materials Needed for Main Activity
- Directional Verb practice!
- Go over the Directional Verb Words Canva link with the group
- “NOW DIRECTION VERB PRACTICE TOGETHER”
- Using the story cards each student will read/translate a chunk of the story until they reach the dinosaur (this is the indicator that it is time to switch)
- “NOW GAME DIRECTION VERB PRACTICE”
- Go over the first story card first
- “START ME STORY CARD SHOW-YOU”
- Put students into breakout rooms of 2-3 people
- After they reach the dinosaur, have them give the card to the next person
- Have students sign a chunk of the story, making sure they focus on the directional verbs
- “BREAK OUT ROOMS TAKE TURNS STORY SIGN FOCUS DIRECTION VERBS. DINO PICTURE STOP NEW PERSON START”
- Once the stories are finished lab instructor will privately send a directional verb card to one person at a time and they will use it to create a sentence.
- Remember to stress that the directional verb cards are not to be signed specifically
- Encourage students to SHOW the card rather than TELL what happened.
- “STORY FINISH NOW SENTENCE CREATE. ME SEND WORDS TAKE TURNS MAKE SENTENCE. SHOW NOT TELL”
Wrap-up
- Do you see the importance of classifiers?
- “CL IMPORTANT WHY?”
- How will this help your ASL skills in the future?
- “CL HELP ASL BECOME BETTER HOW?”
Culture Notes
Classifiers and directional verbs are useful when utilizing signing space and considering signer’s perspective. When signing an elaborate story, it is best to employ directional verbs to further develop one’s ASL grammar and minimize the audience’s confusion. Additionally, the use of directional verbs assists stories in coming alive, thus creating a sense of shared lived experiences between signers.
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 explain fictional circumstances comfortably
- I can articulate a concept without using specific vocabulary
- I can understand how to translate written English to ASL
