# Fall Bucket List, Intermediate Low, ASL

## Fall Bucket List

In this activity, students will identify and interview a partner regarding their "bucket list" for fall. (While designed for fall, this activity could easily adapted for any season.) Once complete, they will also be present their list to the group and discuss some aspects of their daily routine during the fall.

### Keywords:

To-do, Bucket List, Interpreting, Gloves

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can plan and discuss events in the community.
• I can make comparisons between cultural products/technology.
• I can have simple conversations on a variety of everyday topics.
• I can use the language to meet my basic needs in familiar situations.

Communication
Standard 1.1
Students engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.

### Materials Needed:

• Expo markers

Laminated Bucket List Papers

## Warm-up

1. Begin by introducing the Can-Dos for today’s activity and starting the provided video: the video is about two boys who have invented "interpreting gloves." When the gloves are worn and the person signs, the gloves spit out a sentence in spoken English.

“Watch the video provided, pay attention to details about the gloves. We are going to discuss afterwards"

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can plan and discuss events in the community.
• I can make comparisons between cultural products/technology.
• I can have simple conversations on a variety of everyday topics.
• I can use the language to meet my basic needs in familiar situations.

2. Ask students what they think about the gloves. Do they think there are any problems with the gloves' functions?

“What do you think? Do you see any potential communication problems with these gloves?”

1. Point out that it is one-way communication when wearing the gloves, the hearing person can understand...but what happens when the hearing person wants to respond? If they don't know ASL, the gloves can't help that aspect of the conversation.
2. Also, point out that deaf people sign quite fast. With the speed that the gloves were relaying in English, there would be quite a lag in the conversation.

## Main Activity

1. Give each student a marker and a Bucket List paper.
“Now, we are going to take 5-10 minutes to write down at least 6-7 items on our bucket list, after we write them down we are going to share them one by one. The items can be about fall, or they can be any long-term goals you have.”

2.  Now we will share our lists (this facilitates good conversation about personal goals):

"We are going to go one-by-one explaining one item on your bucket list at a time. Don't just say the item, you need to explain why its on your list and  your reasoning. While someone is explaining their list, if you relate or have anything to add about their item, feel welcome to comment"

## Wrap-up

### Wrap-up questions (Pick the a few you’d like to ask):

1. Ask students what goals they feel they need to work most on.  Don't accept “nothing” as an answer! Try to have each student make a specific and actionable goal for the semester.

### End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can plan and discuss events in the community.
• I can make comparisons between cultural products/technology.
• I can have simple conversations on a variety of everyday topics.
• I can use the language to meet my basic needs in familiar situations.

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...