🎬ASL Level 5, Activity 05-Theater Pt.2 (Online)

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Description:

Students will watch clips two times and discuss with a partner how they would interpret them. They will then perform their interpretation for the rest of the group.

Semantic Topics: Theater, Preform, Partners, Video
Grammatical Structures: Interpreting, Facial Expression

Products: Interpreting, Non-manual markers

Practices: Watching a short video and retelling the story to a partner
Perspectives: Are there different ways to tell the same story? Why might people sign stories differently?

Standards

NCSSFL-ACTFL World-Readiness Standards:

  • 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics
  • 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture

Idaho Content Standards for World Languages:

  • COMT 2.1 Interpret materials and/or use media from the language and culture for enjoyment.
  • COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of
  • topics using appropriate media in the target language.

Can-Do Statements

NCSSFL-ACTFL Can-Do Statements:

  • In my own and other cultures, I can analyze how products of personal and public interest are related to perspectives
  • I can understand the cultural struggles of others and purpose solutions to these problems
  • I can state a viewpoint with supporting evidence on social and professional topics

Materials Needed

Warm-up

Materials Needed for Warm-up

  1. Ask students to type their name and ID # for attendance
    • “YOU LIST 2- NAME, ID NUMBER TYPE”
  2. Start with 5-7 minute conversations in breakout rooms
    • “START BREAKOUT ROOMS TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
  3. Vocabulary Review
    1. INTERPRET PERSON
      1. Left and right hand shapes F touching with palms facing. Dominant hand wrist moves up and down.
      2. Left and right hand shapes B on their side facing straight falms facing one another. Movement straight down parallel to one another
    2. EMOTION
      1. Left and right hand shapes E facing in located on chest. Movement in a circular motion
    3. ENGLISH
      1. Left hand shape closed 5 palm facing the ground. Right hand shape collapsed closed 5 on top of left hand
    4. ACTOR/PERFORMER
      1. Left and right hand shapes A with thumbs out located on chest moving in a circular motion towards the body. Palms facing one another
    5. VOICE
      1. Dominant hand shaped V, pointer finger on neck moving outward toward chin
  4. Have students take turns and pick one discussion question to answer about interpreting
    1. Have you considered becoming an interpreter?
      • “YOU INTERPRET PERSON BECOME MAYBE?”
    2. In what settings have you seen interpreters?
      • “PAST YOU INTERPRET PERSON SEE WHERE?”
    3. What intimidates you most about interpreting?
      • “YOU INTERPRET SCARED WORRIED WHAT?”
    4. How do you feel about switching between ASL and English grammar?
      • “ASL CHANGE ENGLISH, ENGLISH CHANGE ASL FEEL HOW?”
    5. Do you find it easier to interpret ASL into english or vice versa?
      • “ASL CHANGE ENGLISH, ENGLISH CHANGE ASL EASY MORE WHICH?”

Main Activity

Materials Needed for Main Activity

  1. Send the clip video links in the chat box
    • “PAST WEEK VIDEO WATCH 2. NOW ME VIDEO SEND SAME”
  2. Put students into breakout rooms with partners. Ask the students to watch the clips as they did for the first part of this activity, presented last week, (once to enjoy it,  and again to analyze the important aspects of the performance).
    • “NOW BREAKOUT ROOMS VIDEO WATCH TIME 2. FIRST WATCH ENJOY SECOND WATCH PERFORMANCE CLOSE”
  3. They will collaborate with a partner in breakout rooms and discuss how they would interpret the scene they watch.
    • “VIDEO FINISH PARTNER DISCUSS YOU INTERPRET HOW?”
  4. Students will then perform their interpretation for the rest of the group
    • “NOW SHARE YOU PERFORM HOW?”

Wrap-up

Think back to the Beauty and the Beast video clip from last week.

  1. How did your interpretations differ from the interpreters? (Style, speed, grammar)
    • “YOU INTERPRET DIFFERENT HOW?”
  2. How long do you think it took the interpreters to interpret the entire story of Beauty and the Beast?
    • “TIME INTERPRETERS TRANSLATE ALL STORY THINK HOW LONG?”
  3. How is interpreting different from conversational sign?
    • “LIST 2-INTERPRET, CONVERSATION SIGN DIFFERENT HOW?”

Deaf Culture

Signing styles differ from person to person. In fact, one will find that singers all over the country sign in varying ways, somewhat mimicking verbal accents.

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:

  • In my own and other cultures, I can analyze how products of personal and public interest are related to perspectives
  • I can understand the cultural struggles of others and purpose solutions to these problems
  • I can state a viewpoint with supporting evidence on social and professional topics

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; Amber Hoye; 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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