Would You Rather, Intermediate-Mid, ASL Foundation
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.
Would You Rather?
Description:
We are going to be focusing on role shifting with a game of Would You Rather! Emphasize role shifting, listing, and non-manuals when asking questions. We're also making sure students are concentrating on grammar and ASL sentence structure.
Proficiency Level:
Intermediate-Mid
Keywords:
Would you Rather, Sentence Structure, Role Shifting, Lists, Listing
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 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.
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.
NCSSFL-ACTFL Can-Do Statements:
- I can communicate my preferences.
- I can expand upon my opinions and share ideas with peers.
- I am able to identify cultural, geological, and generational differences in signing style.
Materials Needed:
Warm-up
1. Begin by explaining today's Can-Do Statements and handing out one scenario card to each student.
2. For the warm-up we are practicing role-shifting, give the students an example of role shifting if they have never seen it before (they should very well know what role shifting is by 201)
"For today's warm-up, were telling these short stories, get paired up with a partner and take turns signing your stories. Each story has a conversation or back and forth of some kind, this is where the role shifting comes in. Establish each person in one place and refer back to them there, DON'T refer back to their name each time the conversation switches."
Main Activity
1. To start, hand out 2-3 (depending on how many students you have) of the would you rather cards to each student in your lab.
2. We're going to go around the lab and each person is going to sign one of their cards at a time.
For the two options on the would you rather cards, you can either role shift to differentiate or you can list them on your first two fingers.
3. Have each person respond on what they would rather do and give a reason behind their decision, this should instigate some conversation!
Explain what option you would choose and why.
Wrap Up
Ask the following questions to finish the lab:
1. Are you more comfortable with role shifting or listing? Why?
2. What can you do to improve the one you're not as strong with?
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 am able to communicate my preferences.
- I am able to expand upon my opinions and ideas to others.
- I am able to identify cultural, geological, and generational differences in signing style.
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...