Service Animals, Intermediate- Mid, ASL 202, Lab 11

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:

  • 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)

Service Animals, Intermediate- Mid

Description:

In this activity, students get the chance to explore the possibility of deaf people needing service animals. The activity encourages conversation about important topics surrounding deaf individuals. Students will have the opportunity to converse unfamiliar topics and discuss potentially controversial topics. 

Proficiency Level:

Intermediate Mid

Keywords:

Service Animal, Deaf, Service Animals for the Deaf, Captions

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1: Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of viewers 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 State Contents 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.
  • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can effectively communicate with peers in a competitive setting.
  • I can lead a conversation on topics that are unfamiliar to me.
  • In my own and other cultures, I can understand the needs of deaf individuals.

Materials Needed:

Warm-up

1. Begin by introducing today's Can-do's and opening up the Google Slideshow. 

2. With a partner, students will use the Fingerspelling Bee Cards to practice fingerspelling. Each group will receive one card. 

3. The first partner will ask 3 words for the second student to fingerspell. 

4. The group will swap their card with another group. 

5. Now it's the second student will ask the questions while the first student practices fingerspelling. 

Main Activity

1. Students will watch the Service Dog for the Deaf Video (https://www.youtube.com/watch?v=DWAyPVN4zyw)

     This video discusses the positives and negatives of having a service dog and how that process works.

     The captions are permanently on this video. Please discuss with students about the potential positives and negatives about owning and training a service dog.

2. Students will get into groups of 3-4. They will take turns asking and answering the questions using the question cards in ASL. 

3. If there is time left over, have the lab come together to discuss the group's response. 

Wrap-up

Ask the following questions to finish the lab: 

1. Do you know anyone with a service animal?
2. Do you think it would benefit deaf people to have service dogs? Why or why not?

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 effectively communicate with peers in a competitive setting.
  • I can lead a conversation in topics that are unfamiliar to me.
  • In my own and other cultures, I can understand the needs of deaf individuals.

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