Picture by Crayon

 Warm-up

1. Start with 5-minute conversations about whatever they want
   • “NOW DAY START TIME 5 MINUTE CONVERSATION DISCUSS TOPIC WHATEVER” 
2. Vocabulary Review
   • MAJOR
     • Dominant horizontal “B” hand, palm facing left if right-handed, its bottom edge in contact with top edge of non-dominant “B” hand, dominant hand moves forward twice.
   • MINOR
     • Dominant horizontal “B” hand, palm facing left if right-handed, its bottom edge in contact with bottom edge of non-dominant “B” hand, dominant hand moves forward twice.
   • NURSING
     • Dominant horizontal “U”, palm facing downward. Non-dominant hand “A” with palm facing up. Dominant hand taps the wrist of non-dominant wrist twice.
   • EDUCATION
     • Dominant hand fingerspelling “ED” near the upper side head.
   • PSYCHOLOGY
     • Dominant and non-dominant “flat” with non-dominant parallel to the body and palm oriented outward. Dominant hand palm oriented inward. Bring Dominant hand down between thumb and pointer finger of non-dominant hand, twice.
   • MATH
     • Dominant and non-dominant “M” hands, palm oriented inward facing body. Move hands towards opposite sides of the body so the top and bottom of each hand are grazing each other. Repeat the motion twice.
3. Introduce yourself first using things like name, major, minor, a fun fact, etc.
   • “HI LIST 5- MY NAME, YEAR, MAJOR/MINOR, ME FROM, FUN THING ABOUT ME”
4. Have students introduce themselves using the same information.
   • “NOW TAKE TURNS LIST 5”
5. An optional Kahoot can be added. The Kahoot cannot be provided for this lab since it is based off of Boise State University’s WLRC lab rules. However, you are free to create your own Kahoot using rules for your class or lab.
   • “NOW KAHOOT PLAY PRACTICE LAB RULES”

Main Activity: 

1. Pass out the Bingo cards to students and introduce the game.
   • “NOW GAME PLAY NAME B-I-N-G-O”
2. Each Bingo card has the same setup but the cards are open to a student’s interpretation. For example, there is a picture of a lion with the word “Animals.” The students can then open a conversation about animals:
   • “B-I-N-G-O CARD PHOTO LION WORD ANIMAL. TOPIC ANIMAL CONVERSATION”
3. “What is your favorite animal?”
   • “YOUR FAVORITE ANIMAL WHAT”
4. “Do you like animals?”
   • “YOU ANIMALS LIKE”
5. “Do you have any pets?”
   • “YOU PETS HAVE”
6. Students can only cross off the space on the card when they have discussed a chosen square
   • “TOPIC DISCUSS FINISH SQUARE CROSS OFF”
7. Encourage students to stray away from yes or no questions. Students should feel comfortable using open-ended questions and in turn, expanding upon the questions they are asked by engaging in conversation and asking more questions. This will also help re-introduce facial expressions and using the correct eyebrow orientation with open-ended questions.
   • “YES NO QUESTIONS ASK NOT. MAKE CONVERSATION. WH QUESTIONS EYEBROWS DOWN”
8. The “free” space in the middle allows students to come up with their own topic of choice.
   • “FREE SQUARE YOU TOPIC MAKE CAN” 
9. Students should not be sticking with one partner but mingling with everyone in the lab as this is their opportunity to know other students with similar language interests.
   • “NEW TOPIC NEW PARTNER. MEET MEET MEET ALL LAB”

WRAP-UP

1.  What are you most excited about for the semester?
   • “NOW SEMESTER YOU EXCITED WHAT?”
2. Are you planning to continue on to get your minor in ASL?
   • “YOU MINOR ASL PLAN YES NO?”
3. Are there any questions/concerns about lab hours or outside lab hours?
   • “LAB HOURS UNDERSTAND?”

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!