Family Trees, Novice Mid, ASL 101, Lab 09

Created Feb. 7, 2024 by Amber Hoye, Megan McAllister, Delaney Lyon, Sarra Foerster, Izabelle Finner, Camille Daw, Mimi Fahnstrom

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 language 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. 

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)

Family Trees

Description:

This lab introduces students to signs surrounding familial relationships and how to describe their family tree. It also helps students receptive skills and interpreting another student's family tree. 

Proficiency Level:

Novice Mid

Keywords:

Family Trees, Families, Relationships, Family Members

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.

Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.

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 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.

CONN 1.1: Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe my family tree 
  • I can ask someone questions about their family 
  • I can be specific when describing members of my family 

Materials Needed:

Warm-Up

For the warm up, we are going to review relationship signs. Such as brother, sister, mother, father, daughter, son, grandfather, grandmother, etc. 

1. Begin by introducing the Can-Dos for today’s activity and holding up the different example family tree pictures. Ask students who is related to who, and review the signs for different familial relationships.

“Today, we are going to chat about family trees. Here are some pictures of different families, and I want you all to tell me who's related to who. If you don't know the sign for a relationship, I will help."

Main Activity

1. Begin by passing out whiteboards, markers, and erasers to each student. Also hand out the family tree template, making sure each student has one. Then, pair students up with one another and have one describe their family tree, while the other draws the family tree. 

"You will be partnered up and each given a family tree template. One person will start by describing their family tree, and the other person will draw the family tree on the white board."

2. After students have initially begun describing their family trees, the other student will ask follow up questions to get more information. They can also ask about physical descriptions of family members.

"After the first person has described their family tree, the second person will ask questions to gather more information. They can also ask about physical appearances of various family members."

3. After one student has completely finished describing their family tree and answering questions, the pairs will switch roles. If time allows, regroup students and have them do the same activity with a different person.

"When you're finished, switch roles. If there is enough time, we will switch partners."

Wrap-up

Ask the following questions to finish the lab: 

1. "Do you feel more comfortable with describing your family tree?"

2. "Are there any additional signs you would like to know about family trees?"

3. "Do you feel more comfortable with your receptive skills?"

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 describe my family tree 
  • I can ask someone questions about their family 
  • I can be specific when describing members of my family 

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