Review Games, Novice Mid, ASL 101, Lab 12

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

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 in Spanish, 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)

Review Games, Novice Intermediate

Description:

This lab allows students to review what they've learned so far. Students will play a variety of games to better their sign skills. The games involve vocabulary, fingerspelling and physical descriptions. 

Proficiency Level:

Novice Mid

Keywords:

Review, Games, Fingerspelling, Physical Descriptions, Vocabulary

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.

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.

CLTR 1.1 - Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture

NCSSFL-ACTFL Can-Do Statements:

  • I can sign different question words 
  • I can accurately describe different pictures to someone else.
  • I can use my vocabulary knowledge to interpret my lab assistant's signs.
  • I can accurately fingerspell words to someone else.
  • I can interpret someone else's fingerspelling.

Materials Needed:

Warm-Up

1. Begin by introducing the Can-Dos for today’s activity and displaying the Google Slideshow. Remind students how to sign useful question words (WHQ). Make sure to show students proper facial expressions for each word.

"Today, we are going to review WHQ words. Watch my facial expressions, and make sure you're doing the same."

Main Activity

1. Begin by arranging three different locations for the lab students. Group students into pairs of two or three depending on your lab size. Have each group begin at one of the stations, and give them approximately 8-10 minutes to complete the review activity. When time is up, have students rotate to the next game.

"Now, I'm going to group you up into pairs or threes. One group will start here, another will start here, and the last will start here. You will have 8-10 minutes to complete the activity, and when time is finished, you will rotate to the next activity."

2. The first location is drawing. One student will be drawing on the whiteboard, the other student/s will draw a picture card. The student with the picture card will use physical descriptions to describe to the other student/s. The other student/s will draw what they see, and when they're finished, they will compare their drawing to the picture.

"The first area is drawing. One student will be describing the picture, the other student will be writing it down. Use physical descriptions to describe shapes, colors, and other descriptions. When you're finished describing and drawing, compare the two together to see how close they are."

3. The second location is fingerspelling quotes. One student will draw a fingerspelling quote card, and the other student will sit across from them with a whiteboard and marker. The first student will begin fingerspelling the quote, and the second student will write down what they see. When they're finished, they will compare the card to what the other student wrote down then switch.

"The second area is fingerspelling. One student will draw a card and the other student will sit across from them and write. The first student will start fingerspelling the quote, then the second student will write down what they see. When finished, compare the card to what the student wrote down, then switch roles."

4. The last location is bingo. The lab assistant will be conducting this activity with students. The lab assistant will randomly sign vocabulary words to the students, and they'll need to use their knowledge to correctly cross off the word on their bingo sheet. Whoever crosses off their words first wins!

"The last area is bingo. The lab assistant will be helping the students with this one. The lab assistant will sign different vocabulary words, and the students will need to understand it to cross off the words on their card. When you cross off all your words, you win!"

Wrap-Up

Ask the following questions to finish the lab: 

1. "Did you enjoy the review games?"

2. "Which was your favorite?"

3. "Is there anything else you would like to review?"

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 sign different question words.
  • I can accurately describe different pictures to someone else.
  • I can use my vocabulary knowledge to interpret my lab assistant's signs.
  • I can accurately fingerspell words to someone else.
  • I can interpret someone else's fingerspelling.

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