Facial Expression Challenge, Intermediate-Low, ASL 201, Lab 09

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 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:
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    • 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)

Facial Expression Challenge, Intermediate-Low

Description:

Students will get the chance to watch a CODA Comedian in the warm up and get a glimpse into what it is like to have deaf parents. In the main activity, students will be able to work together to understand just how important facial expressions in sign language are. 

Keywords:

CODA, Comedian, Facial Expression, Facial, Expressive, Receptive

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 1.2 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 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 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I am able to understand the need for facial expressions.
  • I am able to challenge myself to step outside normal signing parameters.
  • I am able to discuss the importance of facial expressions in deaf culture.

Materials Needed:

Warm-up

1. Before starting the warm up, go over the Can-Do's for this weeks activity.

2. Show the video is of Keith Wann, a child of deaf adults whose first language is ASL. He tells the story of the day he was born. There is a voice over the video; If you think your students can handle no audio, please challenge them. 

3. Ask students what potential challenges and benefits come with having deaf parents. 

What are some challenges and benefits of having deaf parents? 

Main Activity

1. Main point of the activity is to avoid facial expressions, to challenge students into understanding just how important facials are!

Today we will learn about the importance of facial expressions. 

2. Have students pair up and they each get a stack of cards to sign to their partner.

With a partner, you will get a stack of cards. Practice signing the cards to each other without using facial expressions. Point out each time your partner uses facial expressions. 

3. Their partners job is to point out every time they use facial expressions.

4. Once they are done signing their cards, come back together as a group and ask them how hard it was to sign without their expressions.
      What was hard about this?
      Is there less understanding when there are no expressions?
      What expression specifically did you find hard to avoid?

Wrap-up

Ask the following questions to finish the lab: 

1. How did you like Keith Wann? 
2. Do you think someone who doesn't know ASL could understand this video?
3. Do any of you think you could improve upon your facial expressions? 

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 am able to understand the need for facial expressions.
  • I am able to challenge myself to step outside normal signing parameters.
  • I am able to discuss the importance of facial expressions in deaf culture.

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