Vocabulary Battleship, Intermediate-Low, ASL 202, Lab 13

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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.

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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.

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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.

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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)

Vocab Battleship


Students will talk about their favorite board games. They will learn how to discuss preferences in board games. For the main activity, students are playing battle ship with some review of vocabulary signs from the semester. 


Vocabulary, Battleship, Games, Board game, Expressive, Receptive, Review

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 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.

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 2.2: Describe the connections of products from the target culture with the practices and perspectives of the culture.

CONN 1.1: Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

  • I can recognize signs out of sentence/conversation context. 
  • I can make predictions using the information given to me. 
  • I can ask and answer yes or no questions. 

Materials Needed:


Start by introducing the Can-Do statements to the group. 

1. Ask students what their favorite childhood board game was growing up.  Have students describe the board game to the rest of the group. 

What was your favorite board game growing up? Why?  

          a. ask them why this was their favorite game and have them go into detail (in other words, don't just let them say "because I liked it" or "because it was fun") 

Main Activity: Battleship

1. Students will partner up with each other.  Hand out one color of battleship cards to each student. One partner will use the blue card while the other will use the orange. 

With a partner, you will each receive one color of the battleship cards. Make sure the color you have is different from your partner's. 

2. Have students ask you to clarify which signs they're not sure of, but for the most part, these words should be a review for them. 

Are there any signs anyone is unclear of? 

3. Students will then place their ships (one that occupies 4 places, 3 places, and 2 places).

Place your ships on your board. Each one will occupy a different number of spaces. One will occupy 4 spaces, another 3 spaces, and the last, 2 spaces. 

5. Students can make a guess as to where their partner's ship is by signing one sign on the top and one sign to the side.

Guess where your partner's ships are by signing the sign on the top and sigh to the side to find the coordinates. 

6. Keep playing until every ship is hit.

Keep playing until every ship is hit. 

7. If you finish one set of cards, give students another color.


Ask the following questions to finish the lab: 

1. What words still felt difficult to you? 
2. How did this activity improve your skills? 

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 recognize signs out of the sentence/conversation context.
• I can make predictions using the information given to me.
• I can ask yes or no questions.

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