Fashion Show, Novice Low, ASL 101, Lab 03
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)
Fashion Show
Description:
Students will practice introducing each other. Students will also gain experience with describing clothes and colors.
Proficiency Level:
Novice Low
Keywords:
fashion, clothes, color, descriptions, adjectives, fashion show
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 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.
CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
CLTR 1.3: Function appropriately in diverse contexts within the target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can introduce myself and others
- I can describe what a person is wearing and what they look like
- I can help another person correctly guess a vocab word
- I can fingerspell different words
Materials Needed:
Dry erase markers
Erasers
Warm-up
1. Begin by opening the Google Slideshow and introducing the Can-Do's for today's activity.
Students will begin by pairing up (a group of three is fine if there's an odd number of students), and each student should grab a checklist as well as a dry erase marker.
2. The students should then take a few minutes to answer the questions about their partner.
3. Then, the fashion show begins! student A walks down the “runway”, while student B introduces and describes student A based upon the questions asked on the checklist.
4. Have all the partners take turns until everyone has introduced someone and has walked down the runway.
Main Activity
1. The main activity is called “Guess Who” students will pair up; if odd number, a group of three is fine.
2. Each student will have a Guess Who sheet. Question your partner on who the person in the picture is, based on questions of what their wearing, hair styles, gender, etc.
3. The person who's turn it is will start asking their partner questions, and will have to narrow it down until they figure out who their partner has chosen on the paper. For example, “Is it a man or woman?”
4. Once they receive a response, they will either mark off all the male/female, or whomever doesn't qualify for their question. Once one round is finished, the students can switch roles and the person asking questions becomes the one who is being asked.
Wrap-up
Talk about the famous Deaf individuals on the Guess Who sheets. Talk about the obstacles they overcame in order to be successful people.
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!