🎤ASL Level 5, Activity 11-Talents (Face-to-Face)
Description:
Students will begin by participating in a fingerspelling quiz. They will then share one of their talents/hobbies with the group and discuss questions related to their talents
Semantic Topics: Art, Talent, Writing, Painting, Dancing, Hobbies
Grammatical Structures: Fingerspelling, Storytelling
Products: Fingerspelling, arts, storytelling
Practices: Interpreting fingerspelled names, artistically sharing self-expression
Perspectives: Do hearing and Deaf individuals share hobbies? Who are some skilled Deaf individuals?
Standards
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
- Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages
Idaho Content Standards for World Languages:
- Objective: 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.
- Objective: CONN 2.3: Compare and contrast cultural similarities and differences in authentic materials.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can express what I am passionate about to a group using the target language
- I can discuss cultural topics outside of my typical everyday conversation
Materials Needed
Warm-up
Materials Needed for Warm-up
- Start with 5-7 minute conversations
- “START TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
- Fingerspelling Quiz
- “NOW FINGERSPELL PRACTICE TEST HAVE 10 WORDS”
- Review vocabulary
- HOBBY
- Finger spelled H-O-B-B-Y.
- SPORTS
- Two-handed “10” (or thumb-up) handshape with palms facing each other, one moves forward while the other one moves backward, alternating a few times.
- SEWING
- Left and right hand shapes F positioned in front of body. Dominant hand moves in clockwise motion.
- READING
- Dominant palm-down “V” hand, in front of non-dominant flat hand’s palm, slides down the palm twice (without touching the palm).
- OUTDOOR ACTIVITIES
- Nondominant hand shaped C. Dominant hand shaped 5. Place dominant hand inside of nondominant. Pull dominant hand out and change hand shape to O. Repeat motion twice.
- Left and right hand shapes C positioned in front to body, palms facing downward. Move simultaneously left to right twice.
- HOBBY
- Have students take turns and pick one discussion question to answer
- “HOBBY YOUR FAVORITE WHAT? WHY?
- “HOBBY YOU START HOW?”
The lab assistant will fingerspell the following ten words to increase the students’ exposure to fingerspelling:
- CAUTION
- WAITING
- KINESIOLOGY
- SKEPTICAL
- PEDAGOGY
- INTELLIGENT
- EDUCATED
- TOAST
- SCRUMPTIOUS
- ENLIGHTENED
Main Activity
Materials Needed for Main Activity
Talent Show
- Students will artistically show their self-expression that they will be sharing in the lab this week.
- This could include sewing, dancing, poetry, writing, painting, signing a song, unique outfits, etc.
- Keeping inclusion in mind. For example, students who have had a significant impact from singing can discuss their experience and how they were impacted.
- Students will share their expressions openly with the group. This should follow a “show and tell” format, allowing students to actively engage the presenter in a dialogue.
- “NOW DAY TAKE TURNS SHARE EXPLAIN YOUR SELF EXPRESSION”
- Once everyone has shared the following questions can be used to guide the conversation, as needed:
- How did you start this hobby?
- “YOU DO START HOW?”
- Did anyone close to you introduce you to this? Did you introduce this to any of your friends or family members?
- “PAST SHOW-YOU WHO? YOU SHOW TEACH HOBBY FAMILY FRIENDS WHO?”
- How has this impacted your life?
- “YOU DO LIFE CHANGE HOW?”
- Is it something you needed at the time or do you continue to do this activity now?
- “PAST DO? NOW DO CONTINUE?”
- How long have you been doing this?
- “PAST YOU DO HOW LONG?”
- Do you think this is a better representation of who you are than other hobbies you’ve tried in the past? Why?
- “YOU DO SHOW SELF PAST DO COMPARE HOW?”
- Do you see yourself continuing this passion in the future? Why or why not?
- “YOU DO CONTINUE? YES NO WHY?”
- How did you start this hobby?
Wrap-up
- How do hobbies look the same/different for Deaf people?
- “DEAF PEOPLE DO SAME DIFFERENT?”
- What do you think are common hobbies among Deaf people?
- “DEAF PEOPLE DO A LOT THINK WHAT?”
Deaf Culture
Hobbies among the Deaf community aren’t so different from the hearing community. They can range from dynamic, like parkour, to feeling music using the sound shirt, to calmer pastimes like reading, gardening, or swimming. As more Deaf and hard-of-hearing people explore hobbies and engage with the community based on their interests, they bring diversity to every group.
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 express what I am passionate about to a group using the target language
- I can discuss cultural topics outside of my typical everyday conversation
