Picture by SHEVETS Production

Warm-Up

1. Ask students to type their name and ID # for attendance
   • “YOU LIST 2- NAME, ID NUMBER TYPE”
2. Start with 5-minute conversations in breakout rooms
   • “START BREAKOUT ROOMS TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
3. 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”
4. 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

Incorporating different types of fingerspelling skills

1. Receptive (Spelling Bee)
2. Expressive (Dominant hand and Non-Dominant hand fingerspelling)

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
      1. “FINISH 4 GROUP WORDS SHOW RIGHT/CORRECT ANSWERS” 
      2. Round 1
         1. Umbrella
         2. Bilingual
         3. Office
         4. Abstract
      3. Round 2
         1. Bookmark
         2. Kootenai
         3. Giraffe
         4. Language
      4. Round 3
         1. Talkative
         2. Mountain
         3. Practice
         4. Toast
      5. Round 4
         1. Taxes
         2. Chapstick
         3. Everglades
         4. Burrito
2. Dominant Hand/Non-Dominant Hand Fingerspelling
   1.  In breakout rooms (2-3 students per room) have students fingerspell words for each other
      • “BREAKOUT ROOMS FINGERSPELL PRACTICE TAKE TURNS”
   2. The students watching can then type their answers into the chat.
      • “STUDENT SIGN OTHER WATCH. STUDENT WATCH TYPE ANSWER”
   3. First, they will fingerspell a few words with their dominant hand.
      • “START 2-3 WORDS DH”
   4. After they both are finished, they will fingerspell words with their non-dominant hand.
      • “FINISH BOTH SWITCH NDH”

Wrap-Up

1. What round(s) was difficult for you?
   • “ROUND 1-4 HARD WHICH?”
2. What strategies do you find most helpful for fingerspelling?
   • “FINGERSPELLING HELP HOW?”
3. 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!