🧩ASL Level 4, Activity 14-Scattergories (Face-to-Face)
Description:
Students will briefly discuss the difference between speech acquisition between speaking (hearing) and signing (Deaf/CODA/or Other). Using Scattergories students will think of words and practice their signs. Students will discuss summer plans as well as plans for their future in ASL.
Products: Ability to identify the difference between speech acquisition between speaking (hearing) and signing (deaf/CODA/or Other)
Practices: Discussion and gameplay
Perspectives: Students should be able to recall a variety of signs that aren’t always used quickly at this level. Competitive gameplay promotes this.
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 4.2 Students demonstrate understanding of the nature of culture through comparisons of American Deaf culture and their own.
Idaho Content Standards for World Languages:
- COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- CONN 2.2 Compare and contrast cultural similarities and differences in authentic materials
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can exchange information on a variety of familiar and unfamiliar topics that I have researched
- I can participate in conversations to compare and contrast communities
- I can elaborate on future plans, including details.
Materials Needed
Warm-Up
Materials Needed for Warm Up
- Start with 5-minute conversations about whatever they want
- “NOW DAY START TIME 5 MINUTE CONVERSATION DISCUSS TOPIC WHATEVER”
- Language Development!
- Have students watch part of this video on the progression of a child learning ASL.
-
- “VIDEO WATCH CHILDREN GROW UP LEARN ASL”
-
- Do you know what your first words were?
- “PAST YOUR FIRST WORDS KNOW? WHAT?”
- Do you think signing babble or verbal babble develops first?
- “fs-BABBLE SIGN SPEAK FIRST WHICH?”
- Do you think speaking or singing develops first?
- “YOU SPEAK SIGN DEVELOP FIRST THINK WHICH?”
- In what ways are signing babble and verbal (speaking) babble the same? In what ways are they different?
- “fs-BABBLE SIGN SPEAK SAME DIFFERENT HOW?”
- Do you know what your first words were?
Main Activity
Materials Needed for Main Activity
Scattergories
- The lab instructor will display a category and the group will have about a minute to think of as many things that fit the parameter
- Ex: Category – Animals
- Dog, Cat, Horse, Pig, etc
- “TIME 1 MINUTE ME SHOW CATEGORY ALL WRITE LIST WORDS IN CATEGORY”
- Dog, Cat, Horse, Pig, etc
- Ex: Category – Animals
- The catch is that if you and your opponent think of the same words, they don’t count, so think outside of the box!
- Ex: Armadillo, Hedgehog, Porcupine, etc
- “YOU OTHER PERSON WRITE WORD SAME-AS POINTS NONE. THINK DIFFERENT”
- Ex: Armadillo, Hedgehog, Porcupine, etc
- Additionally have students sign the words they provide, either all of their words or only the words that are different from the other students.
- “TIME FINISH TAKE TURNS SHARE SIGN LIST. SIGN DONT KNOW FINGERSPELL”
Wrap-Up
- Are you going to be taking 301 next semester?
- “FUTURE SEMESTER YOU ASL CONTINUE 301?”
- What are your summer break plans?
- “SUMMER HOLIDAY PLANS WHAT?”
- Are you going home for break or do you live here in Boise?
- “SUMMER HOLIDAY YOU HOME GO-TO BOISE LIVE WHICH?”
- What are you most or least excited about for summer?
- “SUMMER YOU EXCITED WHAT? EXCITED NOT WHAT?”
- Are you taking any summer classes?
- “SUMMER YOU CLASSES TAKE WILL?”
- Are you graduating soon?
- “SOON YOU GRADUATE WILL?”
Deaf Culture
Not all games are equally Deaf-friendly. Forget spelling bees, Trivial Pursuit, or other auditory-dependent games that have (unintentionally) shunned many a Deaf holiday celebrant. Even games that you would think are Deaf-friendly, like Pictionary, pose challenges. Some Deaf friendly board games include Monopoly, Dix It, Chess/Checkers, and Scrabble!
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!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can exchange information on a variety of familiar and unfamiliar topics that I have researched
- I can participate in conversations to compare and contrast communities
- I can elaborate on future plans, including details.
