Picture by ASL That included under fair use as described in the CBPFUOER.

Warm-up

Imagination collaboration

1. Attendance
2. Begin with 5-7 minutes of conversation
   • “START TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
3. Vocabulary
   1. SPRING
      • Non dom hand shape C stationary with palm oriented facing chest and dom hand shape compressed 5 inside of non dom C moving upward to spread out hand shape 5
   2. HOLIDAY
      • Both hand shapes 5 touching chest with thumbs in a bouncing motion with palms facing the ground
   3. BREAK
      • Non dom hand shape 5 with pointer and middle connected and seperate from ring and pinky connected fingers palm facing chest. Dom hand shape B palm oriented facing the ground bouncing inside opening in non dom hand
   4. TRAVEL
      • Bent V hand shape palm facing the ground moving in a zig zag motion away from the chest
   5. DESCRIBE
      • Both hand shapes F palms facing each other with pinkies parallel to the ground moving by switching from front to back
4. The students will be shown pictures from various places to visit for Spring Break (slides 5-8).
   1. Use the Classifier Pictures slides for this activity
5. At each picture, all students will collaborate to describe one part of the image using almost exclusively classifiers.
   1. Encourage students to get up, and engage with others’ signs.
   2. “ME PICTURE SHOW YOU WORK TOGETHER SIGN PICTURE CL USE”
6. Once all pictures are thoroughly signed, start a casual conversation using the following guiding questions:
   1. What are your plans for Spring Break?
      • • “SPRING BREAK PLANS WHAT?”
   2. Do you usually do something for Spring Break or stay home?
      • • “NORMALLY YOU TRAVEL [SHIFT] STAY HOME?”
   3. What was your favorite experience during Spring Break in the past?
      • • “YOUR FAVORITE MEMORY FROM SPRING BREAK WHAT?” 
   4. Do you have any plans to travel in the near future? Where will you be going and why?
      • • “YOU HAVE PLANS TRAVEL? YOU GOING WHERE? WHY?” 
   5. Encourage students to use their newly practiced CL skills to vividly describe their experiences.
      • “YOU CL PRACTICE USE DESCRIBE EXPERIENCE”
   6. Various locations/destinations will be displayed on the presenter’s screen
   7. Flip to slide 7 to show the first picture
   8. Students are to take turns using classifiers describing one aspect of the picture at a time to contribute to the full image
      • “TAKE TURNS CL USE DESCRIBE ONE PART OF PICTURE”
   9. Students will take turns until there are no more outstanding aspects of this picture left to explain
   10. This will continue through slide 10

Main Activity

Character Collaboration

1. Flip to the Character Collaboration slide (slide number 9)
2. The lab assistant will hand out Character cards to each student.
   1. Make sure students are able to pair up with others.
      • “NOW PARTNER HAVE”
3. If there are 4 students, hand out 4 different character cards.
4. Students will not show their character to others.
   • “ALL PERSON CARD HAVE SHOW NOT”
5. Each student will sign their characters using only classifiers. Students are not allowed to fingerspell.
   • “YOU PERSON CARD DESCRIBE CL USE ONLY FINGERSPELL NOT”
6. The other students will try to guess which character they have until they are correct. Then the partner who was guessing will now sign their character card using only CLs”
   • “PARTNER GUESS PERSON WHICH SWITCH”
7. When partners finish guessing give everyone a new card
8. Continue with this activity until time runs out

Wrap-up

1. Do you think classifiers present a universal component to sign language?
   • “YOU THINK CLASSIFIERS IMPORTANT PART ASL?” 
2. Do Classifiers limit or expand sign language vocabulary?
   • “YOU THINK CLASSIFIERS LIMIT [SHIFT] EXPAND SIGN LANGUAGE VOCABULARY?”
3. Do classifiers need to be specific or are they mostly open-ended?
   • “YOU THINK CLASSIFIERS NEED SPECIFIC [SHIFT] MOSTLY OPEN-MINDED?”

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!