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 email@example.com 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 firstname.lastname@example.org.
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 email@example.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.
Questions! Novice Low
This lab will introduce ASL students to name signs and how to use WHQ questions. The warm-up will be a short video of Nyle DiMarco and Tyler Oakley signing together. In the video, they also discuss sign names and how a person can acquire one.
Questions, Handshapes, Name Signs, Introductions
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations, 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.
- Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.
Idaho State 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 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CONN 2.2: Analyze the content and cultural perspectives of authentic materials prepared in the target language by or for native speakers.
NCSSFL-ACTFL Can-Do Statements:
- I can introduce myself, including greetings and my name
- I can identify name signs and how one can acquire one
- I can respond to and create yes/no questions
- I can respond to who, what, where, questions
1. Begin by introducing the Can-Dos for today’s activity and showing the YouTube video to the students.
“Today, we are going to watch a video about name signs. After we finish, we will talk more about name signs"
2. After the video is over, discuss hand shapes and name signs with the students.
"What did you think of the video? Did you see they talked about name signs?"
3. After the students have discussed the video, show the name signs presentation.
"This talks about name signs and who has one. Here are some people who don't have one. You must be given a name sign, you don't pick one yourself"
1. Begin by reviewing the signs for questions (who, what, when, where, why, how). Also review cardinal numbers up to ten.
"We will start with signs for questions. Who, what, when, where, why, and how. Next, we will sign numbers."
2. Hand the question cards out to students and pair them up. Have them start asking each other questions based off of the questions cards.
"With your partner, ask different questions. You can ask "What is your mom's name?" or "Where are you from?"
3. After students have asked a question, they will cross the appropriate question off of their sheet. Walk around and help students as needed. Remind students to ask each other different questions and not ask the same questions as their partner.
"After you ask a question, cross it off your sheet. Ask different questions than your partner. If you need help, ask me."
4. After students have completely finished asking questions with their partners, have them switch partners and do it again.
"If you're finished, sign more with your partner and wait. We will switch partners when everyone is finished."
Ask the following questions to finish the lab:
1. "What was the easiest question to ask?"
2. "Do you feel comfortable with asking different people questions?"
3. "What was easy and what was challenging?"
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 introduce myself, including greetings and my name
• I can identify name signs and how one can acquire one
• I can respond to and create yes/no questions
• I can respond to who, what, where, questions
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...