Making Food, ASL, Novice High
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 amberhoye@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 amberhoye@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 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)
Making Food
Description:
Students will practice describing recipes and how to make food. Students will write down their recipes and describe how to complete a specific recipe
Proficiency Level:
Novice High
Keywords:
recipes, food, making, instructions, eating
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 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 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.
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 put ingredients together to create a recipe
- I can explain a recipe to others
- I can understand others' recipes
Materials Needed:
Whiteboards & Markers
Warm-up
1. Begin by opening the Google Slideshow and introduce the Can-Do statements.
2. Have students pick their favorite recipe. Ensure students pick one that has multiple steps.
3. Students will write down the recipe step-by-step.
4. Give students 3-5 minutes to write their recipe down. They will then go around and present.
Main Activity
1. Each student will be given different food items that will create a recipe
2, They will all be given a whiteboard and marker, and will have to write the recipe down using the ingredients they were given.
3. The students are giving a full tutorial on how to cook a certain dish.
4. We do want to make sure they include amounts, times increments, and preparation needed for that step (if its meat they need to include to cook it) If not, the activity will go by too fast. They obviously can make up the amounts if they don't know recipes by heart.
5. Tell students, “Make up amounts for: how long for each step, how much of the ingredient (cup, TBSP, etc.), preparations needed, and instructions (mix, chop/cut, boil.)”
Wrap-up
Ask the following questions to finish the lab:
Was it easy or difficult to sign a recipe to the class?
Do you feel like this activity was helpful?
End of lab:
- Read can-do statements and have students evaluate their confidence with 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 put ingredients together to create a recipe
- I can explain a recipe to others
- I can understand others' recipes