Jeopardy, Novice Mid, ASL 101, Lab 07

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 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

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:

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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)



This activity uses a game of jeopardy to help students review the signs and concepts they have learned so far. Students will be able to converse about basic needs and their hobbies and interests. 

Proficiency Level:

Novice Mid


Jeopardy, Review, Fingerspelling, Culture

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 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can answer questions about something I have learned. 
  • I can use the language to meet my basic needs in familiar situations. 
  • I can talk with someone about hobbies or interests.
  • I can use my receptive skills to interpret fingerspelling. 

Materials Needed:

Google Slideshow


Warm up:

1. Begin by introducing the Can-Dos for today’s activity. Put students into groups of 3 or 4. 

2. Students will create a story based off the picture shown to them on the Google Slideshow. 

Main Activity

For the main activity we are playing Jeopardy, which has 5 different categories; shapes & colors, numbers, psychical descriptions, questions, and deaf culture. Each question prompts the students with a different task related to its main category. 

1. Pull up the Jeopardy game up on the projector. Divide the lab group into two separate groups and have each student take a turn answering a question.

"Now, we're going to play a game called Jeopardy. I'll divide you into two teams, then each person will take a turn answering a question."

2. If you finish the Jeopardy game before the lab time is up, you can fill the rest of the time with some simple conversation. Ask the students how they are doing, what their weekend plans are, if thy are going to the upcoming football game, etc. 


Ask the following questions to finish the lab: 

1. "Did you like reviewing what you've learned so far?"

2. "What do you feel like you need help learning?"

3. "Was the fingerspelling activity easy or hard?"

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 answer questions about something I have learned. 
  • I can use the language to meet my basic needs in familiar situations. 
  • I can talk with someone about hobbies or interests. 
  • I can use my receptive skills to interpret fingerspelling. 

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