Back to School Speed Dating, Advanced Low, ASL 301, Lab 01
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 language, 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.
3. Adapt for Another Language:
- See the linked English Version at the top of the activity (English Version may not be available for all activities)
Back to School Speed Dating, Advanced Low
Description:
In this activity, students will have the opportunity to get to know each other and their lab assistant by sharing summer experiences in a casual setting. Students will share their preferences and express reasons for their preferences as well. Students will also practice describing vacations.
Keywords:
Summer, semester, schedule, vacation, least favorite, activities, travel, events, socialize, experiences.
NCSSFL-ACTFL Can-Do Statements:
- I can exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames.
- I can tell stories about school and community events and personal experiences across major time frames.
- I can understand people's reactions about their vacation experience.
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 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of viewers 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 State Content Standards:
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 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
Materials Needed:
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and have one student look up a picture that represents their summer on the iPad.
“Our goal today is to get to know each other! We'll be looking up generic pictures or your personal pictures that represent what you did this summer."
2. Once the first student is done pulling up their picture and sharing, have them hand the iPad to the next person to look up their pictures. This should stimulate a natural conversation, not as structured.
If students need some assistance continuing the discussion naturally, use the prompts below:
- "That sounds so fun! Has anyone else done anything like that before?"
- "Do you think your experience would have been better if you were alone/with others?"
- "What are your opinions on summer? Is it for work or play?"
- "As the lab assistant/instructor, share your own experiences."
Main Activity
1. Give each student a Summer Discussion card. Pair students up and have them go through each prompt, chatting for about a minute for each question.
“Now that we've shared a little bit with pictures, I have cards that will give you prompts for you to talk about in partners. Talk about each naturally and spend about a minute or two on each. Don't worry if you go over this time, just have fun!"
2. Make sure students are interacting with each other. If students seem confused, join their group and model a conversation with them.
3. Let the students continue with the activity until about 5 minutes before the lab ends.
Wrap-up
Ask some of the following questions to finish the lab:
- Do you have a bucket list? What's on it?
- What goals do you have for the remaining of summer?
- What changes are you preparing for till next summer?
- What suggestions do you have for people who are new to Boise?
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 exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames
- I can tell stories about school and community events and personal experiences across major time frames.
- I can understand people's reactions about their vacation experience.
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...