Guess Who, Novice Low, ASL 101

Please Note: 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. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language. 

Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials. 

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 

Enjoy!

- Boise State World Languages Resource Center 

Guess Who

Proficiency Level:

Novice Low

This lab helps students practice how to describe a person's physical appearances. It also allows students to be exposed to various signing styles.

Keywords:

• Guess Who
• Fashion Show
• Physical Appearances
• Colors

Relevant NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself and others (Novice Low)
• I can describe what a person is wearing and what they look like (Novice Mid)
• I can help another person correctly guess a vocabulary word (Novice Mid)
• I can fingerspell different words (Novice Low)
  

Relevant ACTFL World-Readiness Standards (THIS STAYS THE SAME)

Communication
Standard 1.1
Students engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.

Materials Needed:

• Dry Erase Markers
• Erasers
• iPad

Laminated Color Warmup Cards, for lab instructor use

Download: Color Warmup Cards 

Laminated Checklist for Fashion Show, one for each student

Warm-up

Main Activity

1. Pair students up and give each person a laminated Guess Who game board, a marker, and an eraser. Students will take turns asking questions to try and guess who their partner has picked.

"With your partner, ask questions about the people on the game board. Cross people off as you learn more information, until you figure out who they guessed."

2. Remind students to ask questions like, "Is your person a man or woman?", "Do they have glasses?", etc.

"Ask questions like, 'Is your person a man or woman?', 'Do they have glasses?', and other questions. Don't have your partner describe the person they picked."

3. After one partner has guessed the partner's person correctly, they will switch roles and keep playing.

"After you guess their person, change roles and play again."

Wrap-up

Wrap-up questions (Pick the a few you’d like to ask):

1. "Did you like this lab? Why or why not?"

2. "What was easy and what was hard?"

3. "Do you think you can describe people well?"

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself and others (Novice Low)
• I can describe what a person is wearing and what they look like (Novice Mid)
• I can help another person correctly guess a vocabulary word (Novice Mid)
• I can fingerspell different words (Novice Low)

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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...