Scattergories,Novice Mid, ASL 102, Lab 14
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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 WLRCLAR@gmail.com 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)
Scattergories
Description:
This lab will practice reviewing fingerspelling (both receptive skills and fingerspelling skills) along with vocabulary practice. The students will work together to fingerspell focusing on the first and last letters in the opening activity. In the main activity students will work in teams to practice their vocabulary for a variety of categories.
Proficiency Level:
Novice Mid
Keywords:
Review, Fingerspelling, Vocabulary, Categories
NCSSFL-ACTFL Can-Do Statements:
- I can fingerspell words that follow a pattern
- I can communicate with others to express my ideas
- I can effectively communicate and work in a team setting
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 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture
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 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.
Materials Needed:
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
“Today, we are going to participate in a review game focusing on fingerspelling"
1. Student will be in pairs for this activity
2. The first student will begin by fingerspelling a letter. The next student will fingerspell another letter to add on to the word. Both students will go back and forth until one student can't think of another letter to add to the word.
For example: A-P-P-L-E, E-G-G-P-L-A-N-T, T-A-C-O-S, S-T-R-A-W-B-E-R-R-Y, etc.
3. Whomever added the last letter gets the point and the game will restart with a new word.
4. Students don't need to follow a specific category when fingerspelling a word
5. If students feel the game is too easy, then introduce a category that they'll need to follow.
“What did you all think of this game? Remember, when practicing fingerspelling we want to make sure that we are focusing on the whole word. "
Main Activity
1. Begin by splitting the students into two teams
“We are now going to play a game that is going to allow us to practice a lot of different vocabulary in a short amount of time."
2. Each student will go head to head against a member of the opposing team
“One person from each team will share the signs the team came up with."
3. The lab instructor will give each duo a category and they’ll have about a minute to think of as many things that fit the parameter
Ex: Category- Animals: Dog, Cat, Horse, Pig, etc.
“Remember that both teams cannot use the same sign.:
4. The catch is that if you and your opponent think of the same words, they don’t count, so think outside of the box!
Ex: Armadillo, Hedgehog, Porcupine, etc.
Wrap-up
Ask the following questions to finish the lab:
1. "What did you think of this review activity?"
2. "Did you learn any new signs during this activity?"
3. "Do you feel comfortable thinking of vocabulary for a certain topic?"
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 fingerspell words that follow a pattern
- I can communicate with others to express my ideas
- I can effectively communicate and work in a team setting