Fall Bucket List, Intermediate Low, ASL

Created Feb. 7, 2024 by Amber Hoye, Delaney Lyon, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

Fall Bucket List, Intermediate Low

Description:

In this activity, students will identify and interview a partner regarding their "bucket list" for fall. (While designed for fall, this activity could easily adapted for any season.) Once complete, they will also be present their list to the group and discuss some aspects of their daily routine during the fall.

Keywords:

To-do, Bucket List, Interpreting, Gloves 

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 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.

Idaho Content Standards for World Languages:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • 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.
  • CLTR 1.2 - Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

  • I can plan and discuss events in the community.
  • I can make comparisons between cultural products/technology.
  • I can have simple conversations on a variety of everyday topics.
  • I can use the language to meet my basic needs in familiar situations.

Materials Needed:

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and starting the provided video: the video is about two boys who have invented "interpreting gloves." When the gloves are worn and the person signs, the gloves spit out a sentence in spoken English. 

“Watch the video provided, pay attention to details about the gloves. We are going to discuss afterwards"

2. Ask students what they think about the gloves. Do they think there are any problems with the gloves' functions?

“What do you think? Do you see any potential communication problems with these gloves?” 

  1. Point out that it is one-way communication when wearing the gloves, the hearing person can understand...but what happens when the hearing person wants to respond? If they don't know ASL, the gloves can't help that aspect of the conversation.
  2. Also, point out that deaf people sign quite fast. With the speed that the gloves were relaying in English, there would be quite a lag in the conversation.

Main Activity

1. Give each student a marker and a Bucket List paper.
“Now, we are going to take 5-10 minutes to write down at least 6-7 items on our bucket list, after we write them down we are going to share them one by one. The items can be short term  or they can be any long-term goals you have.” 
                
2.  Now we will share our lists (this facilitates good conversation about personal goals):

"We are going to go one-by-one explaining one item on your bucket list at a time. Don't just say the item, you need to explain why its on your list and  your reasoning. While someone is explaining their list, if you relate or have anything to add about their item, feel welcome to comment"  

Wrap-up

Ask students the following question to finish the lab: 

1. Ask students what goals they feel they need to work most on.  Don't accept “nothing” as an answer! Try to have each student make a specific and actionable goal for the semester. 

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can plan and discuss events in the community.
  • I can make comparisons between cultural products/technology.
  • I can have simple conversations on a variety of everyday topics.
  • I can use the language to meet my basic needs in familiar situations.


Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...


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