🦻ASL Level 6, Activity 10-Deaf Games! (Face-to-Face)

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Description:

Students will begin by learning about 2 commonly played games in the Deaf community. They will then play the games as a group and have a conversation about inclusivity and differences of games in the Deaf vs hearing community, this will lead into a game of Taboo that will challenge students to use signs outside their comfort zone and recall signs they may not have used in a while.

Semantic Topics: Games, Deaf Culture, Childish, Challenge
Grammatical Structures: Vocabulary, Sentence Structure

Products: Deaf Culture, Comparison

Practices: Compare Deaf and hearing cultures in the realm of games

Perspectives: What aspects make a game ‘Deaf friendly’?

Standards

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
  • Standard 4.2 Students demonstrate understanding of the nature of culture through comparisons of American Deaf culture and their own.

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: CLTR 2.1 Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • Objective: CONN 2.3 Compare and contrast cultural similarities and differences in authentic materials.
  • Objective: COMT 2.1 Interpret materials and/or use media from the language and culture for enjoyment.

Can-Do Statements

NCSSFL-ACTFL Can-Do Statements:

  • I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
  • I can make comparisons between products and practices to help me understand perspectives.
  • I can interact at a competent level in familiar and unfamiliar contexts.

Warm-up

Materials Needed for Warm-up

  1. Attendance
  2. Begin with 5-7 minutes of conversation
    • “START 5-7 MINUTES CONVERSATION.” 
  3. Vocabulary
    1. TELEPHONE/CELL PHONE 
      • Hand shape Y located on cheek
      • Hand shape C located on cheek
    2. REJECTED 
      • Hand shape 10 with extended arm facing up and movement twists wrist to point thumb to the ground facial expression unhappy/disapproval
    3. BARRIERS 
      • both hand shapes B with arms crossed located at the chest and moving up towards the head
    4. CURRICULUM
      • Non dom hand shape compressed 5 palm oriented to the left. Dom hand shape C located at the top of non dom hand movement into hand shape M at the bottom of the non dom hand
    5. MAINSTREAM
      • Both hand shapes 5 located at shoulders palms facing the ground outward movement with dom hand overlapping non dom
  4. Introduce the elephant game and play the video
    • “PAST YOU NAME ELEPHANT GAME KNOW?”
  5. Play a few rounds of the elephant game with the whole group
    • “VIDEO FINISH. NOW ELEPHANT GAME PLAY” 
  6. Introduce ‘Deaf Telephone’ and play the video
  7. Play a few rounds of ‘Deaf Telephone’
    1. “VIDEO FINISH. NOW GAME PLAY DEAF TELEPHONE” 
    2. Ask students if they’ve ever seen an actual telephone for Deaf people
      • “PAST YOU SEE TELEPHONE FOR DEAF PEOPLE YOU?” 
    3. Explain that the actual name for a Telecommunications Device for the Deaf (TDD) is a teleprinter
    4. Spark a conversation about interpreters and distant communication among Deaf people
  8. Have a group conversation about inclusivity and Deaf games
    1. Do you think hearing people are excluded in the context of “Deaf games”
      • “YOU THINK HEARING PEOPLE PUSH-AWAY FROM DEAF GAMES YOU?”
    2. Can most games be altered to include the Deaf community?
      • “CAN MOST GAMES CHANGE INCLUDE DEAF COMMUNITY? WHY/WHY NOT?”
    3. Are there games that can be enjoyed by both the Deaf community and non-signing hearing people?
      • THERE GAMES ENJOYED BOTH DEAF COMMUNITY [SHIFT] SIGN NON HEARING PEOPLE?” 
    4. Do you think the language barrier has a greater impact on Deaf children or adults?
      • “YOU THINK LANGUAGE BARRIER HAVE BIG IMPACT DEAF CHILDREN OR ADULTS? WHY?”

Main Activity

Materials Needed for Main Activity

Taboo!

  1. Introduce the game
    • “NOW GAME PLAY NAME fs-TABOO”
  2. The lab instructor will give one person a Taboo card
    • “ME ONE PERSON CARD GIVE WITH WORD WITH LIST WORDS USE CAN’T”
    • The word that is marked as the main word is the word that people are trying to guess
    • The words marked as forbidden words are signs they are not allowed to sign as they are describing the word
  3. The group will begin guessing
  4. Use a timer to time 30 seconds for each word. (You can use one on your phone or computer).
    • “TIME 30 SECONDS HAVE GROUP GUESS WORD”
    • If you decide that it is harder online or easier, adjust the time to the needs of your lab.
  5. Have students sign guesses while the person is signing. The first person to guess correctly “wins.” Make sure to go over the sign at the end to make sure everyone knows it.
    • “ALL GUESS FIRST CORRECT WIN”
  6. Go around until the allotted time runs out.
    • “ME NEW PERSON WORD SEND GAME CONTINUE” 

Wrap-up

  1. How can deaf culture education impact inclusivity?
    • “DEAF CULTURE EDUCATION IMPACT INCLUSIVITY HOW? 
  2. Should the ASL alphabet be implemented in the mainstream curriculum
    • “SHOULD ASL ALPHABET INCLUDED IN MAINSTREAM EDUCATION?” 
  3. How is a Deaf child who grows up going to a hearing school impacted socially among the Deaf community?
    • “DEAF CHILDREN GROW-UP GOING-TO HEARING SCHOOL IMPACTED SOCIALLY IN DEAF COMMUNITY HOW?”  
  4. With today’s access to technology, do you think Deaf people still own teleprinters?
    • “REGARDING PRESENT DAY TECHNOLOGY, YOU THINK DEAF PEOPLE STILL OWN TELEPRINTERS? YES/NO WHICH?”

Deaf Culture

Deaf children growing up with a community of other Deaf people and kids establishes Deaf culture, acceptance, and pride at an early age. This is shown with children’s games commonly known and played among the Deaf community.

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 communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
  • I can make comparisons between products and practices to help me understand perspectives.
  • I can interact at a competent level in familiar and unfamiliar contexts.

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; 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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