Weekly Board Game, Novice Mid, ASL 101, Lab 11

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. 

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)

Weekly Board Game


This activity aims to help students with sign related to days of the week. It will also help students in answering questions dealing with their weekly routines. In the warm up, students get to practice receptive fingerspelling skills. 

Proficiency Level:

Novice Mid


Game, Days of the Week, Questions, Routines

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

Idaho State Content Standards

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 2.2: Describe the connections of products from the target culture with the practices and perspectives of the culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about what I did last week.
  • I can talk about what I will be doing the following week.
  • I can have a conversation about my weekly schedule.

Materials Needed:


1. Begin by introducing the Can-Dos for today’s activity and displaying the Google Slideshow. Review the days of the week again, and answer any questions students may have.

"Today, we are going to review the days of the week. If you have any questions, let me know."

2. Next, have students take out a piece of paper and a pencil. They will be taking a fingerspelling quiz that will consist of ten different names. Tell students you will fingerspell each name 3 times, and that they will need to write down what they see.

"Now, take out a piece of paper and a pencil. I will fingerspell ten different names to you two 3 times. Write down what you see."

3. When finished, show the names that are on the slideshow and let students compare their answers to the correct ones. Ask students how they did.

"Here are the correct names. How did you all do? Was it easy or hard?"

Main Activity

1. Set the game board up and lay the cards out next to it. Let students pick their game piece and place them at the start of the board. Have each student roll the die to see who gets the highest number. They will go first, then play will continue to their left.

"Now, we're going to play a game. It discusses weekly routines. Pick a game piece and put it at the start of the board. Each of you will roll the die and whoever gets the highest number goes first. Then, the person to the left will go and continue."

2. When it's your turn, roll the die and move your game piece the number of spaces. Whatever space you land on, draw the card that corresponds with it. Sign the question to the group, then answer it.

"Roll the die and move your game piece the number of spaces. Draw the correct card and sign the question, then sign your response."

3. Keep playing until someone wins!


Ask the following questions to finish the lab: 

1. "What did you learn from the game?"

2. "Do you feel more comfortable with describing your weekly routine?"

3. "Do you have any additional questions?"

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 talk about what I did last week.
  • I can talk about what I will be doing the following week.
  • I can have a conversation about my weekly schedule. 

Return to top