First Date Horror Stories, Intermediate-Mid, ASL 04202, Lab

Created Feb. 7, 2024 by Amber Hoye, Delaney Lyon, 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 in Spanish, follow the instructions below:

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First Date Horror Stories

Description:

In this activity students will get the opportunity to learn some Valentine's Day vocabulary and will be able to share and talk about a given prompt as well as personal stories. Students are given excerpts about bad first dates. This allows them to explain a sequence of events by using different signs and classifiers. 

Proficiency Level:

Intermediate-Mid

Keywords:

Classifiers, Vocabulary, Story Telling, Valentine's Day 

NCSSFL-ACTFL Can-Do Statements:

  • I can converse about topics that are familiar to me.
  • I can exchange preferences with my friends about our likes and dislikes.
  • I can understand the difference between a statements and questions in people's conversations.

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1: Students use American Sign Language to engage in conversations and provide 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 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.

Idaho 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.
  • COMP 2.2: Compare and contrast appropriate gestures and oral expressions in the target culture with the learner’s culture.

Materials Needed:

Warm-up

1. Begin by asking students if they have any Valentine's Day plans.

"Do you have any Valentine's Day plans?"

2. After talking about each group members plans, let the students know your'e going to be giving them some Valentine's Day vocabulary.

"We're going to be learning some Valentine's Day vocabulary". 

List: Sweetheart, Valentine's Day, Chocolate, Angel, Rose, Flowers, Kiss, Break-Up, Single, Relationship, Engaged, Jewelry, Stuffed Animal

Main Activity

1. Students will be given cards of awful first dates

2. Students will then describe to the group what the card says. If the excerpt explains a situation the students are expected to show rather than tell what happened, have them do so.  After they've shared the excerpt have them say what they would do in that situation.

Describe to the group what the card says. If the excerpt has a situation that would be better to show rather than tell, please show us instead. Tell us what you would do in the situation instead. 

3. Lab Assistant should join in after the student is done, to tell them what they would do to encourage a discussion about each situation.

We will discuss each situation afterwards. 

4. It is also encouraged that students recount their own experiences, but we need to be aware of boundaries and comfort level of students so do not require students to talk about their experiences.

If you also have a story you'd like to share, feel free to do so. 

Wrap-up

Ask the following questions to finish the lab: 

1. How do we feel about the can do statements?
2. Did you find the Valentine's Day vocabulary useful? If not, are there any related words you would like to know?

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 converse about topics that are familiar to me.
  • I can exchange preferences with my friends about our likes and dislikes.
  • I can understand the difference between a statements and questions in people's conversations.

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