📆ASL Level 3, Activity 12-Resolving Scheduling Conflicts (Face-to-Face)

Smiling female freelancer writing do to list in her weekly planner while using mobile phone in cafeteriaPicture by Drazen Zigic

Description:

Students will have the opportunity to practice discussing the concept of time in ASL and working through time conflicts in conversation.

Semantic Topics: Time, Conflicts, Conversation, Schedule 
Grammatical Structures: Sentence Structure

Products: Correct grammar use and time-related signs

Practices: Beginning a sentence with the correct time-related sign such as PAST, NOW, FUTURE, RECENTLY, etc., and/or the specific time

Perspectives: Sign language is very direct and clear. Utilizing correct sentence structure is vital for successful communication

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 am able to discuss topics that are interesting to me
  • I am able to resolve scheduling issues
  • I am able to understand messages portrayed exclusively visually

Materials Needed

Warm-up

Materials Needed for Warm-Up

  1. Start with 5-minute conversations
    • “START TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
  2. Begin with a review of signs related to Thanksgiving
    1. “PRACTICE fs-THANKSGIVING SIGN” 
    2. THANKSGIVING (3 ways to sign)
    3. TURKEY
    4. MASHED POTATOES AND GRAVY
    5. SWEET POTATOES
    6. PIE (PUMPKIN AND APPLE)
    7. FAMILY
    8. FRIENDS
    9. GATHER
    10. DINNER
    11. FRUIT 
    12. VEGETABLE 
  3. Have a discussion about what students are doing for Thanksgiving along with what their traditions are with their families
    • “YOU THANKSGIVING DO-DO?”
    • “YOUR FAMILY TRADITIONS HAVE?”

Main Activity

Materials Needed for Main Activity

Schedule conflicts!

  1. Start by going over the schedule invite cards
  2. Have students pair up and hand each student a schedule conflict card
    • “NOW GAME PLAY PARTNERS”
  3. The card they have tells them what they need to do and by the time of day and activity which they have to do. They will then invite their partner to an event of their choosing that doesn’t conflict with their card.
    • “PARTNER A CARD READ SEE PICTURE INVITE PARTNER EVENT TIME BEFORE AFTER CONFLICT CARD”
  4. The other person will then offer their help, but with a restriction of their own
  5. EX: In response to “I need to finish this paper by midnight” the other person could offer to help review the rubric and help with the organization of the main points of the paper, but only after 10 pm because they have soccer practice that night
    • “PARTNER B CARD READ RESPOND GO-TO TIME CAN CAN’T”
  6. After both partners are done, have students draw a new card and partner B invites partner A to an event.
    • “FINISH NEW CARD CONTINUE PARTNER B PICK HAPPEN/EVENT” 

The point of this activity is to simulate real-life scenarios involving problem-solving and scheduling conflicts. Feel free to have students either make up why they can’t help right away, or tell the other person their real schedule. In the example, the other person might really have soccer practice until that time or it might be made up. Have fun with this!

Wrap-up

  1. What are some scenarios where you think you would use this skill?
    • “TIME PLAN DAILY USE SKILL WHEN?”
  2. What would you like to review most on for the upcoming finals?
    • “FINAL TEST SOON PRACTICE NEED WHAT?”

Cultural Notes

When making plans in ASL, it’s important to keep in mind the structure of a sentence and the use of time. First comes the time, otherwise known as the tense. Followed by the topic, which is the subject. Then the comment, what is being said about the subject. Finally closing with the referent, which refers to the subject one is talking about.

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 am able to discuss topics that are interesting to me
  • I am able to resolve scheduling issues
  • I am able to understand messages portrayed exclusively visually

License

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Let's Chat! American Sign Language (ASL) Copyright © 2023 by Armilene Cabreros; Audra Dooley; Claire Oberg; Collin Dauenhauer; Delaney Obaldia; Emily Harrison; Amber Hoye; Emma Wilkinson; Gabi Jones; Izabelle Finner; Jacob Steele; Kate Maryon; Madison Mackey; Megan McAllister; Monica Potts; Rebecca Mulgrew; Robyn Holland; Samantha Showers; Sarra Foerster; Serena Krause; Sophia Orm; Tiana Gratiot; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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