Surprising State Laws, Intermediate-low, ASL
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 amberhoye@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.
Using 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 amberhoye@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 in Spanish, 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 WLRCLAR@gmail.com 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)
Fun With States!
Description:
Students will work in pairs/small groups to discuss how to translate English sentences to ASL using classifiers. Students will then review the state signs and discuss unusual laws that each state has.
Keywords:
States, Laws, Discussion, Classifiers
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 1.3 - Students present information, concepts and ideas in American Sign Language to an audience of viewers on a variety of topics.”
- "Standard 3.1 - Students reinforce and further their knowledge of other disciplines through American Sign Language."
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
- CLTR 2.2 - Describe the connections of products from the target culture with the practices and perspectives of the culture.
- CONN 1.1 - Compare and contrast information acquired from other content areas.
NCSSFL-ACTFL Can-Do Statements:
- I can take part in a discussion using classifiers through translation
- I can review state signs
- I can ask for and provide information about specific events
Materials Needed:
Warm-up
1. Using the slides in the Google Slideshow, ask the students to explain each situation, focusing specifically on classifiers:
- A man riding a bike gets hit by a car
- Pancakes stacked on top of each other
- A car accident where one car flips over
- Using a pitcher to fill a water glass
- A metal can with a screw on lid
- Two people walking one dog
“Today, we are going to go over the proper use of classifiers. With a partner, take turns signing these sentences using a variety of different classifiers."
Make sure students correctly and clearly explain each situation utilizing classifiers. Show students a variety of options of how to sign the same things using classifiers if possible.
Main Activity
Fun with States!
Review state signs with this video (This is 9 minutes, so it is not required, but can be referred to if needed)
1. Put the states and law cards out on the table randomly
2. Have students work together to match the states with the law cards and justify why they think they go together
3. Reveal which one goes with which!
Answer Key:
Arizona - Any misdemeanor committed while wearing a red mask is considered a felony.
Texas - It is illegal to take more than three sips of beer at a time while standing.
California - You are not permitted to wear cowboy boots unless you already own at least two cows.
Oregon - Ice cream may not be eaten on Sundays.
Colorado - It is illegal to permit ones llama to graze on city property.
New York - A person may not walk around on Sundays with an ice cream cone in his/her pocket.
Washington - All lollipops are banned.
Idaho - Riding a merry-go-round on Sundays is considered a crime.
Chicago, Illinois - Law forbids eating in a place that is on fire.
Wrap-up
"How comfortable do you feel using classifiers?"
"What do you think will help make classifiers more clear?"
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
• 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 take part in a discussion using classifiers through translation
- I can review state signs
- I can ask for and provide information about specific events
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...