Numbers & Shapes, Novice Low, ASL 101, Lab 04

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 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 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:
• 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. 

Numbers & Shapes, Novice Low

Description:

During the warm-up students will review how to sign shapes and the cardinal numbers from the slideshow. For the main activity, students will pair up and each grab a picture card without showing it to their partner. One student will describe the picture card being specific to location, color, etc, while the other draws what their partner just described to them. The partners will then switch roles.

Proficiency Level:

Novice Low

Keywords:

Shape, circle, square, color, number, describe, shirt, location, signer’s perspective

NCSSFL-ACTFL World-Readiness Standards

• Standard 1.1: Students engage in conversations, 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 listeners or readers on a variety of topics.
  
• Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture. 
  
• Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
  
• Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and 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.
• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
• CONN 1.1: Compare and contrast information acquired from other content areas.
• CONN 1.2: Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

• I can understand signer's perspective and translate someone's perspective correctly.
• I can sign cardinal numbers and do simple math problems
• I can sign different shapes. 

Materials Needed:

• Whiteboards
• Dry Erase Markers
• Erasers
• Google Slideshow 
• Easy Picture Cards 
• Advanced Picture Card

Warm-up

Main Activity

1. Pair students up and have them begin with the easy picture cards. These cards have one shape, one number, one name, and one object in each corner. 

2.One student will choose a card and describe the pictures on the card. The other student will draw what their partner is signing. 

"In pairs, have one person choose a card and describe it. The other person will write down what their partner is signing to them. The cards have one shape, one number, one name, and one object in each corner."

3. After the first partner is finished describing the card, the other partner will show them what they drew. If it's wrong, have them try again. If it's right, then have the student's switch roles.

"After the first partner is finished, the second partner will show what they drew. If it looks the same, then switch roles. If it looks different, try again."

4. After a while, have students switch partners and continue doing the activity. If it seems like some students are finding the activity too easy, have them try the advanced cards.

"Switch partners and do the activity again. If you feel like the cards are too easy, I will give you some harder cards for you to describe."

Wrap-up

Ask the following questions to finish the lab: 

1. "What was easy and what was difficult?"

2. "Do you feel more comfortable with shapes and numbers?"

3. "Do you understand the concept of Signer's Culture?"

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 sign different shapes
• I can sign cardinal numbers and do simple math problems
•  I can understand signer's perspective and translate someone's perspective correctly

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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...