🎄ASL Level 5, Activity 14-Holidays (Online)
Description:
Students will discuss their plans for the break. Then they will play a “flyswatter game” to practice vocabulary. Lastly, students will discuss the effects of “dinner table syndrome” on Deaf people
Semantic Topics: Games, Plans, Holiday, Break, Deaf Culture, Inclusion, Dinner Table Syndrome
Grammatical Structures: Storytelling, Vocabulary
Products: Vacation, making plans, Deaf culture
Practices: Reviewing vocabulary, discussing DTS
Perspectives: What is Dinner Table Syndrome? What can be done to improve DTS?
Standards
NCSSFL-ACTFL World-Readiness Standards:
- Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture.
- Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture
Idaho Content Standards for World Languages:
- Objective: COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- Objective: CONN 2.3: Compare and contrast cultural similarities and differences in authentic materials.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can discuss my plans for Winter Break
- I can discuss how holiday gatherings affect Deaf people
- I can practice receptive skills
Materials Needed
Warm-up
Materials Needed for Warm-up
- Ask students to type their name and ID # for attendance
- “YOU LIST 2- NAME, ID NUMBER TYPE”
- Start with 5-minute conversations in breakout rooms
- “START BREAKOUT ROOMS TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
- Have everyone take turns and share what they are doing for the break.
- “FUTURE YOU HOLIDAY DO-DO?”
Main Activity
Materials Needed for Main Activity
- Do the fingerspelling quiz, fingerspelling each word twice. After the fingerspelling quiz, go over the signs for each word.
- “NOW FINGERSPELL PRACTICE TEST DO. ME FINGERSPELL 10 WORDS TIME 2”
- Fingerspelling Quiz Words:
- Thanksgiving
- Dreidel
- Kwanzaa
- Ornaments
- Fireworks
- Christmas
- Ham
- Hanukkah
- Snowman
- Gingerbread
- Review vocabulary
- CHRISTMAS
- Dominant “C” hand with palm facing out moves in a slight arc motion from left to right in space if right-handed. There is a few information variants.
- HANUKKAH
- Left and right hand shapes 4. With palms facing outwards, overlap index fingers, then separate by moving outwards to either side of the body.
- KWANZAA
- Left and right hand shapes 1. with palms facing the torso, overlap index fingers, then separate by moving outwards to either side of the body. During this motion, change hand shapes from 1 to 3.
- HOLIDAY
- Two-handed “5” hands with palms facing each other are apart with the thumb tips on the sides of upper chest while the fingers wiggle.
- GIFT
- Left and right hand shapes X. Place both hands parallel to body with X hand shapes facing each other. Move from parallel position, to perpendicular.
- CHRISTMAS
- Have students take turns and pick one discussion question to answer
- How do you celebrate the holidays?
- “HOLIDAYS YOU CELEBRATE HOW?”
- What is the most memorable gift you gave/received?
- “PAST BEST GIFT YOU GIVE/RECEIVE WHAT?”
- How do you celebrate the holidays?
- Discussion: “Dinner Table Syndrome”
- What is dinner table syndrome? What causes it?
- “DINNER TABLE ILLNESS WHAT? HAPPEN HOW?”
- What can hearing people (in families with Deaf people) do to prevent this?
- “HEARING PEOPLE DINNER TABLE SYNDROME PREVENT HOW?”
- What is dinner table syndrome? What causes it?
Wrap-up
- Did you feel like you were able to properly communicate your plans with others?
- “FUTURE PLANS YOU COMMUNICATE FEEL HOW?”
- How are you feeling about fingerspelling?
- “YOU FINGERSPELLING FEEL HOW?”
- What other aspects of the holidays besides dinner table syndrome might be hard on Deaf individuals?
- “HOLIDAYS DEAF PEOPLE STRUGGLE HOW?
Deaf Culture
Holidays often entail large gatherings which makes lip reading or using a translator much more difficult. To be mindful of this while a Deaf person is present, the group can make sure only one person is speaking at a time or even better…learn sign language!
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 discuss my plans for Winter Break
- I can discuss how holiday gatherings affect Deaf people
- I can practice receptive skills
