Picture by SHEVETS Production

Warm-Up

1. Start with 5-minute conversations about whatever they want
   • “NOW DAY START  TIME 5 MINUTE CONVERSATION DISCUSS TOPIC WHATEVER”
2. Pro-Tactile ASL video: Have students watch the video about Pro-Tactile ASL. Follow up with discussion questions
   • “NOW  VIDEO WATCH TOPIC rhq-WHAT? fs-PRO-TACTILE ASL”
   • Discussion Questions:
     1. What are the benefits of pro-tactile ASL vs. using Braille and fingerspelling?
        • “BRAILLE FINGERSPELLING COMPARE fs-PRO-TACTILE ASL BETTER HOW?”
     2. What are the differences between pro-tactile ASL and ASL?
        • “ASL PRO-TACTILE ASL DIFFERENT HOW?”
     3. What could be some disadvantages of pro-tactile ASL?
        • “fs-PRO-TACTILE ASL ADVANTAGE NOT WHAT?”
     4. If you had to invent a way for Deaf-Blind people to communicate what would you do?
        • “DEAF-BLIND COMMUNICATE YOU NEW WAY MAKE WHAT?”

Main Activity

[PICK 2-3] Incorporating different types of fingerspelling skills

1. Receptive (Spelling Bee)
2. Expressive (Fingerspelling Jam)
3. Receptive (Hellen Keller)
4. Expressive (Team Race)

1. Spelling Bee (Spelling Bee words/ speed progression)
   1. “NOW FINGERSPELL PRACTICE”
   2. The lab assistant will have a card of words to fingerspell for the group
   3. The lab assistant will start out slow for the first round of words, then increase speed as the activity goes on
      • “START SLOW CONTINUE FAST”
   4. When all words are signed, show students the correct answers
      • “FINISH 4 GROUP WORDS SHOW RIGHT/CORRECT ANSWERS” 
      • Round 1
        1. Umbrella
        2. Bilingual
        3. Office
        4. Abstract
      • Round 2
        1. Bookmark
        2. Kootenai
        3. Giraffe
        4. Language
      • Round 3
        1. Talkative
        2. Mountain
        3. Practice
        4. Toast
      • Round 4
        1. Taxes
        2. Chapstick
        3. Everglades
        4. Burrito
2. Fingerspelling Jam (Cards will be printed)
   • 1. Hand out a Fingerspelling Jam card to each student, this will be used for all three songs
     2. If students get through the card, give them another (do not duplicate)
     3. Start with song #1 at the slowest tempo and model how students should fingerspell to the beat
     4. Fingerspell together with the song
        1. You do not have to finish the song, maybe do one or two minutes just to show them what they’re doing
     5. Increase in speed by going to song #2, and then #3
        1. slow: https://www.youtube.com/watch?v=jjr68pehq6A
        2. medium: https://www.youtube.com/watch?v=v8B5AOljhsY
        3. fast: https://www.youtube.com/watch?v=Q-DmCZcYK6I
   • “FINGERSPELL MUSIC cl-LIST 1-3 1 SLOW 2 MIDDLE 3 FAST. FINGERSPELL CARD WITH MUSIC SPEED”
3. Helen Keller Activity (Cards will be printed)
   1. Students will get in partners, have students choose to be one or two
      • “PARTNERS PRO-TACTILE ASL PRACTICE.”
   2. Student one will close their eyes
      • “PARTNER ONE EYES CLOSE”
   3. Student two will fingerspell for them while student one feels their hands to read it
      • “STUDENT TWO FINGERSPELL IN STUDENT ONE HANDS – STUDENT ONE FEEL”
   4. Student one will then repeat back the word to student two while both partners close their eyes
      • “STUDENT TWO FINISH BOTH CLOSE EYES STUDENT ONE FINGERSPELL WORD SHOW STUDENT TWO”
   5. Student two will sign either yes or no to student one while they feel their hands
      • “STUDENT ONE SIGN YES NO STUDENT TWO FEEL ANSWER”
   6. Switch after each word or two
      • “1-2 WORDS FINISH SWITCH CONTINUE”

Wrap-Up

1. What did you think about the Hellen Keller activity
   • “HELLEN KELLER ACTIVITY THINK WHAT?”
2. What round(s) in the fingerspelling quiz was difficult for you?
   • “FINGERSPELLING QUIZ ROUND 1-4 HARD WHICH?”
3. What strategies do you find most helpful for fingerspelling?
   • “FINGERSPELLING HELP HOW?”
4. Resource for more fingerspelling practice outside of class: https://asl.ms/ 
   • “FINGERSPELLING HELP MORE NEED? PRACTICE SELF”

End of Lab:

• Sign or show Can-Do statements once more 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!