Location, Location, Location

Learning Resource Type

Learning Activity

Subject Area

World Languages

Grade(s)

7, 8, 9, 10, 11, 12

Overview

Students will show an understanding of the parameters of location and movement by noting differences in meaning as the location and movement is changed. Students will view "The Five Parameters of ASL" resource for information and examples needed to complete this activity. Students will compete in pairs or teams to see who can experiment with changing movement and changing locations to create the newest sign meanings.

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

Phase

During/Explore/Explain

World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L2.8
Compare characteristics of American Sign Language and their own language.

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

Students will:

identify the location of a sign.
identify the movement of a sign.
identify location and movement as two parameters of signs and changing one of them will change the meaning.

Activity Details

Introduction

Students will view "The Five Parameters of ASL" resource for information and examples needed to complete this activity. A three-column chart labeled ‘location’, ‘movement’, and ‘meaning’ could be used as a graphic organizer to compare the characteristics and show the related meaning. The location would stay the same and the movement could change, which would change the meaning.

Activity

*Students will compete in pairs or teams to see who can experiment with changing movement and then changing locations to create the newest sign meanings with a single hand shape. The hand shape 1 is suggested because of the number of signs made with this that new signers will know.

*Students will start with a location and name the meaning at that location. Then, the student will change the movement, e.g. twist, tap, right, left, up, down etc. to create new meanings.

*Students will then find a new location and continue the process.

*The students with the longest list of correct sign meanings will ‘win’.

Follow up

*Teacher will lead a discussion to see which locations the students chose and who found the most interesting sign meanings.

Assessment Strategies

Students will create a graphic organizer to show location and movement and how changing them will result in meaning change. This can be evaluated to measure learner objectives.

Variation Tips

*A fourth column could be added to the graphic organizer for two-handed signs and their movements as the students developed their skills and understanding of this concept.

*Instead of writing this in a graphic organizer, the students could do this as a group activity. They could start with a location and a movement and go around a circle, so the next person changes the movement or location to create a new meaning. This could be used as a review activity for vocabulary using any hand shape.

*After being successful with location and meaning, non-manual markers can be added to see how they would change the meaning if the location and movement were the same.

Background / Preparation

Students should have been taught the basic parameters in ASL. The online resource will just be a review with change of location and movement examples. They should also have basic vocabulary connected with the hand shape 1.

5 Parameters of ASL

http://www.asldeafined.com/wp-content/uploads/2017/08/5-Parameters-of-ASL-.pdf

Approved Date

2018-07-10

Owner (Author)

cmurray

Design by Adaptive Theme