Picture by Freepik

Warm-up

1. Begin with 5-7 minutes of conversation
   • “START WITH 5-7 MIN CONVERSATION.” 
2. Welcome the students!
   1. How are you?
      • “HOW ARE YOU?”
   2. How was your first week?
      • “HOW YOUR FIRST WEEK?”
   3. How are we feeling about the second week?
      • “SECOND WEEK YOU FEEL HOW?” 
3. Introduce how things will be like this semester:
   1. Labs will be held the same time every week
      • “EVERYWEEK LABS SAME TIME WILL.”
   2. Email if there are any questions
      • “IF QUESTIONS, EMAIL.”
   3. Go over Can Do Statements
      • “CAN DO STATEMENTS SHOW.”
   4. Assure them that this is a safe space to talk about personal and professional experiences.
      • “THIS SAFE PLACE TALK ABOUT PERSONAL AND/OR PROFESSIONAL EXPERIENCES.”
4. Vocab Review
   1. HOME TOWN
      • Dominant hand collapsed O hand shape on cheek bone move down towards chin
      • Left and right hand shape B finger tips touching non-dom facing in dom facing out move both hands by switching palm orientation
   2. FROM
      • Non-dom hand shape 1 location in front of chest. Dom hand shape X wrist bent down, palm orientation towards the left. Middle of pointer fingers touching, dominant hand moves towards chest away from non-dom
   3. LIVE
      • L hand shapes on both hands located at lower chest moving up towards the head stopping before the neck palm orientation facing body
   4. GROW UP
      • Dom hand shape closed 5 palm orientation facing the ground located at the side of the body at the upper waist moving up towards the head
   5. MOVE
      • Both hands collapsed O hand shapes fingertips pointing down to the ground located in front of the chest palm orientation down and parallel to the ground  movement from the left to the right
5. Introduce yourself:
   1. Name
      • “NAME?”
   2. Name Sign
      • “NAME SIGN WHAT?”
   3. Where you’re from
      •  “YOU FROM WHERE?”
   4. What year you’re in
      • “YOUR YEAR WHAT?”
   5. What’s your Major/Minor
      • “YOUR MAJOR, MINOR WHAT?”
   6. Why ASL? What’s your ASL story?
      • “YOU CHOSE ASL WHY? YOUR ASL STORY WHAT?” 
6. Let them introduce themselves
   1. FS their name for their turn
7. Click on the Questions slide and ask students if they have any questions about the Lab Rules for the semester.
   1. Answer any questions students have.

Main Activity

1. Explain to students that we use ACTFL standards for language learning to gauge their understanding. The next nine slides in purple are examples of Advanced Standards.
   • “THE “ACTFL” OUR STANDARD FOR LANGUAGE LEARNING HELP YOU THE STUDENTS, UNDERSTAND BETTER. NEXT 9 SLIDES PURPLE EXAMPLES ADVANCED STANDARDS.” 
2. Ask students to use their understanding cards to answer honestly whether or not they would be able to complete each standard.
   • “PLEASE USE YOUR UNDERSTANDING CARDS ANSWER HONESTLY IF YOU CAN OR CAN’T FINISH EACH STANDARDS.”
3. The Lab Assistant should take a mental note of students’ strengths and weaknesses. If they feel inclined, the Lab Assistant could write down some general topics students are struggling with.
   • “TAKE NOTE OF STUDENTS STRENGTHS AND WEAKNESSES.”
4. EX: Law terminology, Social issues, etc.
5. Note: Students are not expected to sign about these standards, but simply gauge their ability level.
6. Flip to the last slide before the wrap-up. The Lab Assistant will ask students based on their strengths, weaknesses, and interests, what types of topics they would like to cover in the upcoming weeks.
7. The Lab Assistant will write these responses on the whiteboard (or type in the responses directly into the Google Presentation).
8. If time allows, encourage a conversation to flow naturally until the end of the lab

Wrap-up

1. Ask students what goals they have for the semester including one for
   • • “GOALS FOR THE SEMESTER INCLUDING LABS, SCHOOL, PERSONAL GOAL WHAT?”
   • Labs
   • School
   • Personal goal

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!