Guess Who, Novice, ASL 102, Lab 02
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)
20 Questions and Guess Who
Description:
This activity allows students to practice asking questions. Students will practice answering questions about physical characteristics.
Proficiency Level:
Novice Mid
Keywords:
questions, guessing, description, physical appearance, dress, clothing, traits, hair,
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 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 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CLTR 1.3: Function appropriately in diverse contexts within the target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can describe what others look like
- I can ask questions about others' physical appearance
- I can communicate basic information about myself and people I know.
Materials Needed:
Warm-up
1. Open the Google Slideshow. Begin by introducing the Can-do's for today's activity. Go over the order in which people should be described (consider writing this on the board):
- Ethnicity
- Gender
- Height
- Hair (type and color)
- Body type
- Most obvious thing about them
2. The lab instructor will begin to describe one of the students in the lab, modeling how to properly describe a person (clothing, hair color, etc).
3. The students will then try to figure out who the instructor is describing by asking questions.
4. After they figure it out, the rest of the students will begin to describe other students in the lab and guessing who they are.
Main Activity
1. To begin the activity, the lab instructor will pass out the to everyone but one student in their lab. They will place the outfit cards face down in the center of the desk.
2. The one student who doesn't have an outfit cards will begin by drawing an outfit card from the pile in the center of the desk.
3. The student will start describing the person on the card, and the students with the master sheets will have to pay attention and find the person on their sheet. If the person the student is describing is not on their sheet, they will simply need to say that they don't have them.
4. Once that round is finished, all of the sheets rotate to the next student and the next student draws from the card pile.
Wrap-up
Ask students the following questions to finish the lab:
What are some ways to describe a person?
Was there anything difficult about this activity?
Do you feel like you know how to describe a person?
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!
NCSSFL-ACTFL Can-Do Statements:
- I can describe what others look like
- I can ask questions about others' physical appearance
- I can communicate basic information about myself and people I know.