Fall Bucket List, Intermediate Low, ASL

Please Note: 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. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language. Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials. Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. Enjoy!- Boise State World Languages Resource Center

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.

Relevant ACTFL World-Readiness Standards

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

Download: Bucet_list_v4IVZaB.pdf


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. 
(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!

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...
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...

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...


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