🇺🇸ASL Level 3, Activity 3-Fun with States (Face-to-Face)

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Description:

Students will work in pairs/small groups to discuss how to translate English sentences to ASL using classifiers. Students will then review the state signs, and discuss unusual laws that each state has.

Semantic Topics: States, Laws, Discussion
Grammatical Structures: Classifiers, Vocabulary

Products: Translating skills, correct use of classifiers, and recalling signs for different states

Practices: English is translated to ASL and classifiers are utilized to explain different situations

Perspectives: English grammar is completely different than ASL grammar so being able to translate while signing is important for understanding

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 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 take part in a discussion using classifiers through translation
  • I can review state signs
  • I can ask for and provide information about specific events.

Materials Needed

Warm-Up

Materials Needed for Warm-Up

  1. Start with 5-minute conversations
    • “START TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
  2. Write these sentences on a whiteboard and ask the students to explain and translate each situation, focusing specifically on classifiers:
    • “TAKE-TURNS TRANSLATE EVENT/HAPPEN fs-CL FOCUS”
    • Make sure students correctly and clearly explain each situation utilizing classifiers. Show students a variety of options of how to sign the same things using classifiers if possible.
  • A man riding a bike gets hit by a car
  • Pancakes stacked on top of each other
  • A car accident where one car flips over
  • Using a pitcher to fill a water glass
  • A metal can with a screw-on lid
  • Two people walking one dog

Main Activity

Materials Needed for Main Activity

Fun with States!

  • Review state signs: Video (This is 9 minutes, so it is not needed but can be referred to if needed)
  • Review specifically the signs for the states in the answer key

“VIDEO FINISH STATE SIGN PRACTICE”

  1. Put the states and law cards out on the table randomly
  2. Have students work together to match the states with the law cards and justify why they think they go together
  3. Reveal which one goes with which!

“LAW CARD MOVE MATCH STATE CARD. CARD TOGETHER WHY?”

Answer Key:

Arizona – Any misdemeanor committed while wearing a red mask is considered a felony.

Texas – It is illegal to take more than three sips of beer at a time while standing.

California – You are not permitted to wear cowboy boots unless you already own at least two cows.

Oregon – Ice cream may not be eaten on Sundays.

Colorado – It is illegal to permit one’s llama to graze on city property.

Hawaii – Coins are not allowed to be placed in one’s ears.

New York – A person may not walk around on Sundays with an ice cream cone in his/her pocket.

Washington – All lollipops are banned.

Idaho – Riding a merry-go-round on Sundays is considered a crime.

Chicago, Illinois – Law forbids eating in a place that is on fire.

Wrap-Up

  1. Are you feeling more comfortable using classifiers?
    • “YOU fs-CL SIGN COMFORTABLE FEEL?”
  2. What do you think will help you make classifiers more clear?
    • “fs-CL CLEAR/OBVIOUS BECOME MORE HOW?”

Cultural Notes

Classifiers are very important in Deaf culture to accurately describe a situation/story. Not every English word has a corresponding sign and ASL is very visual so CLs are not just useful, they are crucial to the language.

End of Lab:

  • Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards.)
  • 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 take part in a discussion using classifiers through translation
  • I can review state signs
  • I can ask for and provide information about specific events.

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; 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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