ALEX Learning Activity

  

Create a Fun, Fictional Family

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Carole Murray
System:Vestavia Hills City
School:Vestavia Hills High School
  General Activity Information  
Activity ID: 2097
Title:
Create a Fun, Fictional Family
Digital Tool/Resource:
Family Signs Video Resource
Web Address – URL:
Overview:

Create a fun, fictional family in the classroom. This should be a humorous activity. View the family signs and pronoun video, then proceed with the activity. The whole class will be involved as the family members attending a wedding. They will be trying to identify family members and relationships by asking yes/no and ‘wh’ questions with personal and possessive pronouns and answering factual information.

This activity was created as a result of the World Languages COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
American Sign Language
ASL (2017)
Grade: 7-12
Level II
1) Communicate and share using American Sign Language on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use ASL to meet basic survival needs.

b. Participate in expressive and receptive conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Talk about their daily activities and personal preferences.

e. Describe in the past time frame.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • use ASL to gain information for basic needs, such as directions.
  • communicate on familiar topics using phrases and simple sentences.
  • ask and answer questions on factual information, such as alerting and assisting devices used by Deaf people.
  • communicate about daily activities and personal preferences, such as school, athletics, film, books, food, and current events.
  • describe an event in the past time frame, such as past school activities and events.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to expressively ask for and receptively understand directions.
  • strategies to communicate using phrases and simple topic/comment sentences.
  • strategies for asking and answering yes/no and 'wh' questions.
  • strategies to communicate about daily activities and personal preferences using phrases, simple sentences, and/or listing.
  • strategies to describe an event in the past time frame.
Skills:
Students are able to:
  • use ASL to gain information to meet basic survival needs, such as locating a bathroom or a place to eat.
  • expressively and receptively communicate on familiar topics using a variety of phrases and simple sentences.
  • ask and answer questions on factual information using the appropriate ASL sentence type with the correct non-manual markers.
  • communicate about their daily activities and personal preferences.
  • describe an event in the past time frame with the correct ASL word order.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • ASL can be used to engage in conversations to share information.
  • interpersonal communication requires the knowledge of linguistic elements.
American Sign Language
ASL (2017)
Grade: 7-12
Level II
6) Use American Sign Language to connect with other disciplines.

a. Use ASL vocabulary to refer to concepts from other subject areas.

b. Identify family members, relationships, and community information.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Interpersonal Mode, Interpretive, Mode
Evidence Of Student Attainment:
Students:
  • use American Sign Language vocabulary to discuss topics, e.g., numbers used in science/math, countries, and contributions of Deaf people in history, from other school subject areas.
  • identify family members, relationships, and community information, e.g., locations, personnel, and transportation.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary used to discuss subject-specific content such as math, science, geography, and history .
  • vocabulary used to identify family members and family relationships.
  • vocabulary used to identify community information.
Skills:
Students are able to:
  • discuss topics from other school subjects using appropriate ASL vocabulary and grammar.
  • identify family members by fingerspelling the names or showing the personal name signs, and describing the relationships between family members.
  • identify community locations, such as schools, and libraries using the appropriate vocabulary.
  • identify community emergency services and personnel using the appropriate vocabulary.
  • identify community transportation types used in the local area with the appropriate vocabulary and classifiers.
Understanding:
Students understand that:
  • Proficiency in ASL is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • ASL can be used to learn all school subjects.
  • By engaging in one-to-one conversation about other school subject material using ASL, students reinforce their knowledge of those subjects.
American Sign Language
ASL (2017)
Grade: 7-12
Level II
8) Compare characteristics of American Sign Language and their own language.

a. Demonstrate an understanding of parameters including location, movement, and non-manual markers.

b. Experiment with forming appropriate use of non-manual markers.

c. Use examples of personal and possessive pronouns in ASL.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • show understanding of the ASL parameters of location and movement by observing meaning differences with changing parameters.
  • demonstrate understanding and appropriate use of non-manual markers as they relate to questions and descriptive meanings in ASL.
  • use ASL personal and possessive pronouns, e.g., indexing, present referent, absent referent .
Performance Descriptors:
Knowledge:
Students know:
  • ASL has linguistic features which are not present in English.
  • strategies to identify ASL parameters.
  • strategies to identify meaning changes with parameter changes.
  • strategies to create facial expressions to match the non-manual markers.
  • strategies to use non-manual markers to create questions.
  • strategies to use non-manual markers (basic mouth morphemes) to add descriptive meaning.
  • strategies to differentiate personal and possessive pronouns.
  • when to use personal and possessive pronouns.
Skills:
Students are able to:
  • identify the ASL parameters of location, movement, and non-manual markers.
  • show how to use non-manual markers for questions and descriptive meanings.
  • demonstrate the appropriate use of personal and possessive pronouns in ASL.
Understanding:
Students understand that:
  • by learning another language one can better understand how the native language works.
  • other understandings will depend on theme taught.
  • American Sign Language has linguistic features which have no equal in English.
  • ASL is a visual language which uses facial expressions for grammar.
Learning Objectives:

Student will:

  • identify family members and relationships using the target language.

  • ask and answer questions using past tense.

  • use personal and possessive pronouns.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

*Create a fun, fictional family in the classroom. This should be humorous.

*Students will view the family signs video to support their vocabulary and signing knowledge.

*Ask for two volunteers, one male and one female. They meet, fall in love, get engaged and get married. This is done with mime and signs.

*At the wedding, the whole family shows up. Students choose an index card or the teacher can assign a specific family member position to a student. Cousins, in-laws, aunts, uncles, grandparents, step-mothers, and even the ex-boyfriend can show up. Several cards should tell the student to only give relationship information, such as ‘HIS MOTHER BROTHER’ or ‘HER SISTER DAUGHTER’. This will help students practice comprehension of the family signs and the relationships.

*The students should move around the room and practice expressive and receptive signing skills with their classmates as they try to figure out ‘who’ each person in the wedding party and each person in attendance is supposed to be.

*The teacher or a student can be the person presiding during the ceremony. This can end with the wedding or you can extend it to the reception. Students should be signing in character during this activity; no voicing. The teacher can lead the questioning and discussions so that the past tense is used.

*After the activity, a receptive assessment can be given to assess the students’ abilities to identify family members and relationships. The teacher can sign the family signs, and the students can write the meanings in English. The teacher can also sign relationships, for example, ‘YOUR MOTHER BROTHER WHO?’ to get the answer of UNCLE. Therefore, the family vocabulary, family relationships, questioning words, and pronouns will all be assessed receptively. The students would have expressively practiced the family vocabulary and questioning during the activity.

Assessment Strategies:

The teacher will assess the students’ written answers to the receptive assessment.


Advanced Preparation:

Teach family signs, personal and possessive pronouns, yes/no and ‘wh’ questions before this activity. Create index cards with family member vocabulary or family relationships for students to choose.

Review of pronouns and possessives can be done using this video: https://www.youtube.com/watch?v=N9ilanrNFe8

 
Variation Tips (optional):

This activity can be expanded to include pets and information and descriptions about the fictitious family members.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: