📆ASL Level 3, Activity 12-Resolving Scheduling Conflicts (Online)
Description:
Students will have the opportunity to practice discussing the concept of time in ASL and working through time conflicts in conversation.
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
- Ask students to type ID # for attendance
- “LIST 2- NAME ID, NUMBER TYPE”
- Start with 5-minute conversations in breakout rooms
- “START TIME BREAKOUT ROOMS 5 MINUTE CONVERSATION DISCUSS WHATEVER”
- Begin with a review of signs related to Thanksgiving
- “PRACTICE fs-THANKSGIVING SIGN”
- THANKSGIVING (3 ways to sign)
- TURKEY
- MASHED POTATOES AND GRAVY
- SWEET POTATOES
- PIE (PUMPKIN AND APPLE)
- FAMILY
- FRIENDS
- GATHER
- DINNER
- FRUIT
- VEGETABLE
- “PRACTICE fs-THANKSGIVING SIGN”
- 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!
- Start by going over the schedule invite cards by sharing your screen with the group
- Before putting students in breakout rooms explain the instructions and privately send each student 4 schedule conflict cards that are different from the partner you are going to assign them to.
- “NOW GAME PLAY BREAKOUT ROOMS ME SEND 4 SCHEDULE TIME CARDS”
- 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”
- The other person will then offer their help, but with a restriction of their own
- 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”
- 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”
- Once you’ve explained everything ask for questions and open the breakout rooms (again make sure partners have different cards)
- “BEFORE BREAKOUT ROOMS QUESTIONS HAVE?”
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
- What are some scenarios where you think you would use this skill?
- “TIME PLAN DAILY USE SKILL WHEN?”
- What would you like to review most on for the upcoming finals?
- “FINAL TEST SOON PRACTICE NEED WHAT?”
Deaf Culture 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
