American Sign Language Curriculum 9-12 American Sign Language I.pdf · who understand sign language. 4. To develop insight into the nature of language and culture, creating awareness

Approved by the Rockwood Board of Education on June 5,

2008

9-12

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TABLE OF CONTENTS

Acknowledgements………………………………………………………………… 3 Rockwood School District Mission Statement……………………………………. .4 Rockwood School District American Sign Language Goals for Graduates……….. 6 Rockwood School District Expectations……………………………………………7 Rockwood American Sign Language Rationale…………………………………….8 The 5 C’s of Foreign Language Education………………………………………….9 Learning Cycle Model of Instruction………………………………………………10 High School Foreign Language Course Map………………………………………11 American Sign Language Coverage Chart…………………………………………12 Application Level Assessment Strands…………………………………………….13 “A Rationale for an American Sign Language Curriculum”……………………….15 Guidelines for Dealing with Disturbing Content in Student Writing………………15a American Sign Language I…………………………………………………………19 American Sign Language II………………………………………………………...41 Professional Resources……………………………………………………………..63 Show Me Standards……………………………………………………………….. 64 Missouri Foreign Language Standards……………………………………………..71 ACTFL Performance Guidelines for K-12 Learners……………………………….73 Resources…………………………………………………………………………...74

CAC, First Reading, March 13, 2008 CAC, Second Reading, April 3, 2008

BOE, First Reading, May 8, 2008 BOE, Second Reading, June 5, 2008

Approved June 5, 2008

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ACKNOWLEDGEMENTS

The members of the American Sign Language Committee would like to extend thanks to parents, teachers and administrators who provided assistance and comments during the development of this document.

American Sign Language Committee

Sarah Keathley, Lafayette/Marquette High Schools Steve Harris, Eureka High School Charlotte Landrum, Eureka/Rockwood Summit High Schools

Administrative Reviewers

Dr. Kathy Peckron, Deputy Superintendent Curriculum and School Leadership Dr. Robert Headrick, Coordinator of Foreign Languages and ESOL Dr. Bertha Doar, Director of Assessment Dr Karen Hargadine, Principal, Fairway Elementary Cindy Brown, Wildwood Pat Ewing, Administrative Annex Mary Herman, Parent Bret Cummens, Outside reviewer

Support Staff

Nancy Connelly, Secretary to Coordinator of Foreign Languages, ESOL

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ROCKWOOD SCHOOL DISTRICT MISSION STATEMENT

We do whatever it takes to ensure all students realize their potential.

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ROCKWOOD SCHOOL DISTRICT AMERICAN SIGN LANGUAGE GOALS FOR GRADUATES

Successful experiences in American Sign Language will enable students: 1. To communicate in American Sign Language. 2. To acquire knowledge and understanding of the language and culture of the Deaf Community. 3. To connect with other disciplines and bodies of knowledge available only to those who understand sign language. 4. To develop insight into the nature of language and culture, creating awareness for the students’ own culture and language. 5. To participate in sign language at home and around the community. 6. To become a life-long learner by using American Sign Language for personal enjoyment and enrichment. 7. To become an active participate in a global society.

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ROCKWOOD AMERICAN SIGN LANGUAGE RATIONALE Students today prepare for tomorrow’s reality, in which they will need to function effectively in varied contexts. The constant shrinking of the globe will expand their experience beyond that of previous generations, to include contacts with other languages and cultures, both in their private lives and in their work. Languages are increasingly demanded in a wide range of professions. To succeed, students will need new tools, many of which are available primarily, if not solely, through the study of other languages. They include:

1) The ability to communicate well for varied purposes. In other languages, as well as in English, effective communication requires an understanding of both the target language and culture under study and one’s own, which implies the ability to interact confidently within many arenas, including the workplace and communities where the language is spoken. 2) A solid foundation in basic subject matter and skills. All core subjects must contribute to this end, in an integrated fashion, to aid students in realizing the connections among the parts of their education. Basic subject matter includes the development of verbal, reasoning, and listening skills and knowledge of the great achievements of human cultures artistic, literary, scientific, etc. The study of another language has been shown to enhance students’ performance in other academic fields. Learning from other fields can also be reinforced in the foreign language classroom. 3) An understanding and appreciation of the diversity of languages and cultures, including one’s own. These tools aid students to function as responsible, informed, and confident citizens, and to enhance their personal development. They allow the finding of one’s own place in the wider world.

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LEARNING CYCLE MODEL OF INSTRUCTION

START

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HIGH SCHOOL FOREIGN LANGUAGE COURSE MAP

Course 9 10 11 12 AMERICAN SIGN LANGUAGE* American Sign Language I* American Sign Language II*

CLASSIC ELECTIVES Introduction to Classical Mythology

Classical Roots Classical Civilization

FRENCH French I French II French III CC French IV WG/CC French V WG/CC AP French WG/CC

GERMAN German I German II German III CC German IV WG/CC German V WG/CC AP German Language WG/CC German Experience** German Culture and Language Through Film

LATIN Latin I Latin II Latin III CC Latin IV WG/CC AP Latin Literature WG/CC AP Vergil’s AENEID WG/CC Ancient Greek I Ancient Greek II

SPANISH Spanish I Spanish II Spanish III CC Spanish IV WG/CC AP Spanish V WG/CC (Gray area denotes the grade level that course is offered.) WG - weighted grade course * Courses pending approval of Board of CC – approved for college credit Education. AP – Advanced Placement

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American Sign Language Coverage Chart

Course 1st Semester 2nd Semester

American Sign Language I

American Sign Language

II

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Application Level Assessment Strands

Interpersonal Communication CCO I American Sign Language I Students will introduce their families and home to classmates in ASL and interpret, in turn, introductions created by classmates. Students will answer short follow-up questions from teacher and/or classmates American Sign Language II Students will express feeling and opinion in ASL about assigned topics from the broader community and engage in question/answer sessions with peers/or teacher. Interpretive Communication CCO II American Sign Language I Students will understand and interpret exchanges in ASL in a variety of simple everyday situations, common to hearing and deaf. American Sign Language II Students will understand and interpret signed conversation in a greater variety of more complex everyday situations common to Hearing and Deaf. Presentational Communication CCO III American Sign Language I Students will create and present a signed interpretation of the main lyric or repeated refrain of a popular song, with appropriate facial/body grammar and expressiveness. American Sign Language II Students will create and present in sign an interpretation of a popular song/short story/poem with appropriate facial/body grammar and expressiveness.

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Application Level Assessment Strands Culture CCO IV American Sign Language I Students will keep a hypothetical “Deaf Diary” to identify and analyze as many aspects of their lives as possible (settings and situations) that would be significantly different if they were Deaf or hearing impaired. American Sign Language II Students will identify and analyze aspects of their lives that would be significantly different if they were deaf/hearing impaired and will propose specific, practical solutions. Comparisons CCO V American Sign Language I Students will examine the relevance of body language and facial expressiveness to communication and personality in general, and specifically in ASL, including the consideration of different styles of signing. American Sign Language II Students will observe and analyze styles of body language and facial expressions in a variety of ASL signers, deaf and hearing, noting commonalities and differences. Connections CCO VI American Sign Language I Students will compile and be able to sign a list of direct personal questions common and appropriate in Deaf Culture, possibly not appropriate in hearing communication. American Sign Language II Students will compile and be able to sign a list of personal questions appropriate in deaf culture but too direct in hearing culture. Community CCO VII American Sign Language I Students will prepare a 3-5 minute personal narrative in ASL, or a dialogue with a partner, suitable for video taping and use for beginning first semester ASL students. American Sign Language II Students will prepare a 3-5 minute dialogue with a partner in ASL suitable for video taping and sharing with classmates inside/outside of class.

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A Rationale for an American Sign Language Curriculum

Robert Headrick, Jr. Ph.D. Coordinator of Foreign Languages

The following discussion provides a brief explanation and rationale for this American

Sign Language Curriculum document. Specifically, the discussion will address the

sequencing and placement of certain objectives, as well as defining an appropriate

framework on which the curriculum was developed.

The first general feature of the curriculum is to provide ASL students with

conversational competence. In each objective of the courses, students are exposed to or

expected to demonstrate receptive and/or expressive skills in conversational behaviors.

These objectives form the basis on which students will develop conversational skills in

ASL that will enable them to interact with the Deaf Community.

Second, it’s important to recognize that vocabulary is drawn from meaningful

contexts, for example, introducing oneself, describing physical characteristics, seeking

information, etc. Vocabulary is organized in three categories: (1) vocabulary students are

exposed to, which will be used later in subsequent courses; (2) vocabulary students are

expected to demonstrate receptive mastery of; and (3) vocabulary students are expected

to demonstrate both receptive and expressive mastery of in contextualized conversations.

Third, there is a formal introduction to the study and mastery of the manual alphabet

and fingerspelling. Fingerspelling is best taught within the context of ASL conversation

and therefore is introduced based on need in order to become competent in that area of

conversation.

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Fourth, students will experience opportunities for limited exposure to members of the

Deaf Community both in a classroom setting and in a wide range of social functions. The

goal here is teach the culture associated with ASL in the context of real life situations as

opposed to setting up artificial situations to talk about culture.

Finally, by the time students complete Level II, it will be assumed that students will

have a strong foundation in ASL language and culture, and now require guided practice

opportunities for refinement and practice.

American Sign Language A Teacher’s Resource Text on Curriculum, Methods and

Evaluation (1999) provides the following summaries for ASL I and ASL II:

ASL I—the students are not expected to possess any in-depth theoretical knowledge of

the grammatical features of ASL. Instead, the students are given ample opportunities to

experience successful and satisfactory communication directly in ASL (153).

ASL II—the students’ exposure to the culture and community of Deaf individuals is

increased by receiving specific information about significant influences on that culture

and community…In a real sense, students in the course begin the serious study of ASL as

a language in that they begin to learn the complexities of specific grammatical features of

ASL (154).

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Finally, the same reference text provides the following teaching guidelines:

1. The teacher should not use voice at all in the classroom.

2. Students should not be permitted to use voice at all in the classroom.

3. Students are permitted in the beginning to write questions or comments on the

blackboard or through the use of other media.

4. All information (course forms, explanatory materials, background information,

assignments, etc) should be presented to students in writing…

5. Except for the above (3 & 4), all in-class teacher communication should be

communicated in ASL.

6. The teacher should not demand that the students express themselves in ASL until

they have had ample, meaningful receptive exposure to the language.

7. All vocabulary should be taught in meaningful contexts through the use of

interactional techniques, dialogues, narratives, stories, etc.

8. The teacher should bring in a variety of Deaf individuals who use ASL to function

as team teachers and/or additional models for the class.

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9. When a Deaf individual is brought in to the class, the teacher should meet him/her

before the class to explain in detail what will happen in the class, what the

individual is expected to do, any ‘ground rules’ that the teacher has established for

the class, how much control the individual will have in the class, etc.

10. As frequently as possible, the teacher should videotape the expressive signing of

each student.

11. The teacher should obtain permission from appropriate personnel for the class to

engage in any planned interactions with the Deaf community.

12. The teacher should carefully evaluate any proposed text or combination of texts or

other materials and determine their appropriateness for achieving course

objectives.

13. The teacher should avoid having students participate in the interpretation or

transliteration of audio taped materials.

14. The teacher should be aware of the limitations and barriers to effective signing

posed by the classroom environment…

15. The optimum class size is approximately 10-12 students per teacher, and

16. Classes should meet a minimum of four (4) hours weekly.

These guidelines are intended to maximize teacher effectiveness and to ensure that

students have every opportunity to acquire ASL skills successfully.

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Guidelines for Dealing with Disturbing Content in Student Writing As teachers, we are mandated reporters if we suspect that a student may present a danger to himself/herself or others. As teachers of World Languages, we may encounter student writing that raises a red flag. If you concerned about a student because of alarming content in his or her writing, you must follow-up with your administrator. Alarming content includes violent, abusive, threatening or destructive language or passages that are not appropriate for the audience and purpose of an assignment. If you feel uncomfortable or anxious about the content, take action.

1. Talk to the student about the tone or content of his or her writing that has aroused concern.

2. Inform the building administrator and give him or her a copy of the student’s Writing and documentation outlining concerns and any action taken. 3. Maintain confidentiality about the issue.

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Core Conceptual Objective I: Students will engage in conversational signing to provide and obtain information, express feelings, and exchange opinions in a variety of basic topic areas, such as introductions ad personal information, family and friends, home and daily living, etc. Essential Question: How do I introduce and express myself and meet others?

National Foreign Language Standards Communication 1.1

Content and Skills: By the end of this grade/course students should know:

Semester 1 Vocabulary related to the following topics:

Families Morning Routines Meals Rooms/Furniture Foods Colors Fingerspelling School Money Banking

Grammar and structure Yes/No questions Wh-questions Non-manual markers Noun-Adjective Combination Sign Modification Negation Signing Space Numbers Topic/Comment structure Signing Parameters When and how to use Fingerspelling Directional Verbs Conceptual Accuracy Iconic Signs vs, Symbolic Signs

Culture and History Introduction to Deaf culture Origins of ASL Gallaudet University Deaf vs. deaf Oralism vs. Manualism Technological Support Deaf Folklore Equal Access Inclusion Schools for the Deaf History of Deaf Rights

Semester 2 Vocabulary related to the following topics:

Sports Nature Medical Occupational Clothing Intro to Surroundings Intro to Telling Where you Live Intro to Directions Intro to Describing Others

Grammar and structure Use of Space Use of Facial Expressions in ASL Numbers Classifiers

Culture and History Communication Issues Accessibility Issues Technology Parental Issues involving a Deaf Child Communication Options for the Deaf

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Facilitating Activities at Depth of Knowledge levels:

Level 1 Recall

Level 2 Skill/Concept

Level 3 Strategic Thinking

Level 4 Extended Thinking

1. Students will recognize and recall a basic vocabulary of approximately 500 ASL signs in a variety of topic areas. 2. Students will select the appropriate vocabulary to use when engaged in exchanges about school/family daily activities. etc.

1. Students will give and follow simple instructions and ask and answer simple questions in ASL. 2. Students will respond to teacher initiated questions. 3. Students will apply ASL grammatical structures and facial/body grammar in formal drills and a variety of improvisational exchanges.

1. Students will apply ASL grammatical structures and facial/body grammar in formal drills and a variety of improvisational exchanges. 2. Students will exchange information about personal events. 3. Students will exchange personal information about themselves, friends and family. 4. Students will participate in a structured role-playing situation using ASL vocabulary and grammar.

1. Students will compose and communicate in ASL in a variety of descriptive scenarios with partners (concerning specific people and places).

Application Level Assessment for CCO I: Students will introduce their families and home to classmates in ASL and interpret, in turn, introductions created by classmates. Students will answer short follow-up questions from teacher and/or classmates. 1. Demonstrate knowledge of vocabulary for family relationships, i.e. mother, father, sister, uncle, etc. Be able to fingerspell proper names of family members. 2. Be able to sign/fingerspell address, street name, telephone number, birthdates, etc. 3. Be able to understand short, signed questions requesting more information about family. How will students demonstrate transfer of skills to a new context?

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American Sign Language I Scoring Guide

Exceptional Above Standard

Meets Standard Below Standard Well Below Standard

Vocabulary appropriate use knowledge

All signs appropriate Topic list Completely mastered

Mastered signs Appropriately 80% (most signs)

Some signs 60% (some signs)

Very few or none Less than 60% (zero or none)

Facial grammar Body language Eye contact

Confident Expressive All appropriate

Appropriate All often expressive

Sometimes interacts with meaning Not expressive

Makes little contribution to meaning

Fluency Smoothness and continuity

Flows very well (pauses) do not interfere with meaning or understanding

Interferes with meaning and understanding

Prevents or interferes to great extent

Use of signing space Well defined Persons and objects placed clearly and fluently

Satisfactory Persons and objects placed clearly

Placement references hard to follow

Incoherent unclear fails to establish consistently

Comprehension/receptive skills

In depth understanding without need for repetition. Able to ask follow up questions

Good understanding Able to follow up

Some understanding Does not ask for info

Little or no understanding

ASL structure (vs. “signed English”)

Highly idiomatic, using comment, topic structure, classifiers etc.

Aware of and able to use structure to some extent

Only occasionally uses ASL structure

Little or no use of ASL

Interpretive skills receptive expressive

Shows high level of understanding Exceptionally expressive, creative artistic

Shows good understanding Expressive

Shows some understanding Occasionally expressive

Little or no understanding Inexpressive

Content and organization (formal productions)

Thoroughly well prepared Well organized Highly effective

Evident preparation Organization Effective

Some preparation Effective in part only

Little or no preparation Ineffective

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Core Conceptual Objective II: Students will understand and interpret signed communication (ASL) in a variety of basic topics. Essential Question: How do I communicate more broadly in the everyday world?



Semester 1 Vocabulary – 250 (min) discrete signs in topic areas:

Personal introductions Personal information Going to class Showing understanding and asking for help Asking politely/thanking Interruptions and apologies Descriptions of physical appearance,

clothing, personality and character Requests and polite commands Expressing feelings, opinions, preferences

Grammar and structure Questions: Info seeking and yes/no Affirmative and negative sentences Use of pronouns Specific and approximate locations (there

and here) Verb change to indicate subject and object Sign contractions Adjective placement Alteration of sign for descriptive elaboration Topic/comment structure Verb pairs (open/close etc) Turning on and off verb pairs All day, all night etc. (time extension) Negative incorporation (don’t like, don’t

know etc) Use of modals (must, can, will etc) Verb tense, time signs and use of Finish

Culture and History Basic history of ASL and development of

deaf community in America DEAF vs deaf; Basic introduction to

“Cultural world of deafness” First and last names Where live? vs Where from? Getting and holding attention

Semester 2 Vocabulary – 250 discrete signs (minimum) in topic areas

Objects and location Objects and number How many Family background/relationships Friends and acquaintances Personal appearance and personality Personal residence and occupations Food and shopping Offering help Declining and explaining

Grammar and structure Basic classifier predicates (size, shape, etc.) Plurality – quantifiers; incorporation of

numbers Ironic/humorous variation of classifiers Subject and object change (more verbs) Classifiers representing category and outline Classifiers with movement Signs from finger spelling Negative modals Incorporation of “none” Classifiers indicating thickness, width and

depth Incorporating numbers for dollar amount Conventions of ASL gloss vs written English

(summary) Use breakdown, wear-out etc. (distinctions) Structures for declining

Culture and History Deaf organizations and schools for the deaf Technological support Oralism vs sign Social conventions

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Level 1 Recall




1. Students will match pictures and pictograms to target vocabulary.

1. Students will respond to various commands. 2. Students will observe and orally summarize ASL exchanges in various basic topic areas. 3. Students will summarize in written English ASL exchanges. 4. Students will develop beginning skills in transcribing ASL exchanges with ASL gloss notation.

1. Students will interpret formal signs, facial/body grammar and other visual cues. 2. Students will identify main points of a story, song, or dramatic scene performed in ASL.

1. Students will observe and repeat an ASL exchange, making a significant change; students, in turn, will identify and interpret changes. 2. Students will present and interpret follow-up questions after brief ASL dramatizations. 3. Students will compose and interpret ASL clues identifying well known movies.

Application Level Assessment for CCO II: Students will understand and interpret exchanges in ASL in a variety of simple everyday situations, common to hearing and deaf. 1. Demonstrates ability to express polite greetings to someone “Good morning”, “Hello, how are you”? “What is your name”? “Where do you go to school”? etc. 2. Demonstrates ability to receptively understand signed expression of the above. 3. Demonstrates ability to participate in a signed conversation demonstrating expressive and receptive abilities. How will students demonstrate transfer of skills to a new context?

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Core Conceptual Objective III: Students will perform and interpret short narrative exchanges in ASL on a variety of basic topic areas. Essential Question: How do I tell a story or describe a situation?



















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Level 1 Recall




1. Students will create and/or download flashcards to cover basic vocabulary. 2. Students will participate in vocabulary games and internet activities (ASL websites; ASL University online). 3. Students will interpret, orally and in writing, questions asked in ASL format. 4. Students will apply appropriate vocabulary from topical lists in a variety of everyday settings.

1. Students will participate in structured, guided conversations. 2. Students will question classmates in ASL on a variety of everyday topics. 3. Students will apply appropriate vocabulary from topical lists in a variety of everyday settings. 4. Students will apply rules of ASL structure and facial/body grammar. 5. Students will sign stories based on cartoons, dialogues, video previously used in class.

1. Students will create dialogues to be signed by themselves and others. 2. Students will compose short narratives on topics of interest to teenagers. 3. Students will sign descriptions of familiar people, places, pastimes and activities.

Application Level Assessment for CCO III: Students will create and present a signed interpretation of the main lyric or repeated refrain of a popular song, with appropriate facial/body grammar and expressiveness. 1. Student will research and select appropriate signed vocabulary to retain essential meaning of English lyric. 2. Student will research and select appropriate facial/body grammar to communicate the musical aspects of song, i.e. rhythm, musical instrumentation, category of song (rock, etc.) 3. Student will attempt to synthesize the above in an expressive presentation. How will students demonstrate transfer of skills to a new context?

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Core Conceptual Objective IV: Students will demonstrate a basic understanding of the historic development of ASL and appreciation of the defining aspects of Deaf Culture. Essential Question: Where did ASL come from; what does it mean to be Deaf (as opposed to deaf) today in the U.S.?

National Foreign Language Standards Culture 2.1, 2.2


















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Level 1 Recall




1. Students will read about and report on cultural attitudes and practices distinctive of the Deaf community. 2. Students will access various websites to research Deaf organizations and Deaf culture. 3. Students will watch and answer “active-viewing questions” about movies and informational videos relevant to Deaf culture.

1. Students will compose a hypothetical reaction to the prospect of losing their hearing. 2. Students will discuss the problems and issues of Hearing parents with deaf children. 3. Students, for a brief sustained period, will ask family and friends to repeat themselves and note reactions for class discussion.

1. Students will attend and review signed events in the general community. 2. Students will seek out and document encounters with ASL signers. 3. Students will compose a list of questions designed to elicit information about the history and purposes of Deaf organizations. 4. Students will design a system of technological support and improvements for Deaf students at an American high school.

Application Level Assessment for CCO IV: Students will identify and analyze as many aspects of their lives as possible (settings and situations) that would be significantly different if they were Deaf or hearing impaired. 1. Students will participate in various classroom discussions to identify and list their various activities in school and to imagine how they would manage if they were hearing impaired. How will students demonstrate transfer of skills to a new context?

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Core Conceptual Objective V: Students will identify and analyze body language-gestural and facial expressiveness in general in a variety of communicative settings, including sports, social interaction between friends and strangers, etc. Essential Question: How do body language and facial expressions enhance communication in a variety of situations?

National Foreign Language Standards Comparison 4.1


















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Level 1 Recall




1. Students will compile a list of visual/gestural signs common within our shared American culture. 2. Students will compile a list of activities enjoyed alike by hearing and Deaf. 3. Students will convey emotions and ideas nonverbally, with gestures and expressions.

1. Students will practice and self-evaluate a variety of facial expressions appropriate to different attitudes and emotions. 2. Students will examine and reenact preverbal body language in developmental context. 3. Students will identify and compile ASL signs which are recognizable metaphorical (mimic or create concrete analogies). 4. Students will develop a basic repertoire of shape/size/quantity “classifiers” for creative use.

1. Students will describe weather and/or climate with body language and connect to ASL signs, if possible.

Application Level Assessment for CCO V: Students will examine the relevance of body language and facial expressiveness to communication and personality in general, and specifically in ASL, including the consideration of different styles of signing. 1. Students will observe and mimic a variety of facial expressions and body gestures appropriate to different grammatical structures, i.e. yes/no questions, informational seeking questions, topic/comment structures etc. 2. Students will attempt to sign with appropriate body/facial expressions short statements and questions. 3. Students will attempt to receptively understand appropriate body/facial expression in short statements and questions. How will students demonstrate transfer of skills to a new context?

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Core Conceptual Objective VI: Students will develop insights about spoken English and hearing culture through the study of ASL and Deaf culture. Essential Question: How do the Deaf culture and the Hearing culture differ and coincide?

National Foreign Language Standards Connections 3.1, 3.2


















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Level 1 Recall




1. Students will recognize and recall an expanding vocabulary of 250 ASL signs in a variety of topic areas.

1. Students will identify ASL signs similar to gestures in hearing communication and compare meanings.

1. Students will compile examples of English idioms in common use and confront the problem of ASL “translation.” 2. Students will compare facial expression and body language in hearing and deaf cultures. 3. Students will explain what an idiomatic expression is. 4. Students will compare cultural and social conventions in hearing and deaf cultures. 5. Students will prepare an ASL gloss for a classmate to sign and translate into written English.

1. Students will situational role-play as hypothetically Deaf. 2. Students will assign personalize “sign-names” for classmates. 3. Students will prepare a personal introduction to a member of the Deaf community.

Application Level Assessment for CCO VI: Students will compile and be able to sign a list of direct personal questions common and appropriate in Deaf Culture, possibly not appropriate in hearing communication. (“Is she your girlfriend?”) etc. 1. Students will have a class discussion with the goal of creating a hypothetical conversation between two hearing people with the focus on the issues of tact, politeness, physical attributes, physical space, etc. 2. Observe and analyze video conversations that contrast indirectness/bluntness to the aspects noted above, i.e. “You look angry” What’s wrong?” “Man with beard over there is arrogant.” 3. Students will compare and contrast conversation between hearing people and conversations between deaf people.. How will students demonstrate transfer of skills to a new context?

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Core Conceptual Objective VII: Students will use ASL both within and beyond the school setting. Essential Question: How can I make use of ASL outside the school setting?

National Foreign Language Standards Community 5.1, 5.2


















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Level 1 Recall




1. Student will recognize and recall an expanding vocabulary of 250 ASL signs in a variety of topic areas.

1. Students will identify ASL signs similar to gestures in hearing communication and compare meanings.

1. Students will observe signing by members of the Deaf community. 2. Students will observe and interview deaf and hearing signers in class. 3. Students will view and analyze movies with significant signing content. 4. Students will read and discuss Deaf literature and history. 5. Students will sign routinely in other classes (Pledge of Allegiance, simple classroom requests and responses etc.) 6. Students will teach classmates simple lyrics in idiomatic ASL.

1. Students will attend and review signed events outside school. 2. Students will identify and analyze the literary elements of poetic works by Deaf authors.

Application Level Assessment for CCO VII: Students will prepare a 3-5 minute personal narrative in ASL, or a dialogue with a partner, suitable for video taping and use for beginning first semester ASL students. 1. Student will first determine topic and content and research appropriate signs/body/facial expression for narrative. 2. Student will put the above into a narrative and practice to obtain fluency, i.e. peer/teacher critique, self-critique in front of mirror, etc. 3. Student will videotape their personal narrative and present to class for review and evaluation. How will students demonstrate transfer of skills to a new context?

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PROFESSIONAL RESOURCES

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SHOW-ME STANDARDS

KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS

Note to Readers: What should high school graduates in Missouri know and be able to do? The Missourians who developed these standards wrestled with that question. In the end, they agreed that “knowing” and “doing” are actually two sides of the same coin. To perform well in school or on the job, one must have a good foundation of basic knowledge and skills. Equally important, though, is the ability to use and apply one’s knowledge in real-life situations. These standards (73 in all) are intended to define what students should learn by the time they graduate from high school. There are 33 “Performance” standards, listed under four broad goals. There are also 40 “knowledge” standards, listed in six subject areas. Taken together, they are intended to establish higher expectations for students throughout the Show-Me State. These standards do not represent everything a student will or should learn. However, graduates who meet these standards should be well prepared for further education, work, and civic responsibilities. All Missourians are eager to ensure that graduates of Missouri’s public schools have the knowledge, skills, and competencies essential to leading productive, fulfilling and successful lives as they continue their education, enter the workforce and assume their civic responsibilities. Schools need to establish high expectations that will challenge all students to reach their maximum potential. To that end, the Outstanding Schools Act of 1993 called together master teachers, parents, and policy-makers from around the state to create Missouri academics standards. These standards are the work of that group. The standards are built around the belief that the success of Missouri’s students depends on both a solid foundation of knowledge and skills and the ability of students to apply their knowledge and skills to the kinds of problems and decisions they will likely encounter after they graduate. The academic standards incorporate and strongly promote the understanding that active, hands-on learning will benefit students of all ages. By integrating and applying basic knowledge and skills in practical and challenging ways across all disciplines, students experience learning that is more engaging and motivating. Such learning stays in the mind long after the tests are over and acts as a springboard to success beyond the classroom. Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the Code of State Regulations, 5 CSR 50-375.100

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GOAL 1

Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas. Students will demonstrate within and integrate across all content areas the ability to 1. develop questions and ideas to initiate and refine research 2. conduct research to answer questions and evaluate information and ideas 3. design and conduct field and laboratory investigations to study nature and society 4. use technological tools and other resources to locate, select and organize information 5. comprehend and evaluate written, visual and oral presentations and works 6. discover and evaluate patterns and relationships in information, ideas and structures 7. evaluate the accuracy of information and the reliability of its sources 8. organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation 9. identify, analyze and compare the institutions, traditions and art forms of past and present societies 10. apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers

GOAL 2 Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Students will demonstrate within and integrate across all content areas the ability to 1. plan and make written, oral and visual presentations for a variety of purposes and audiences 2. review and revise communications to improve accuracy and clarity 3. exchange information, questions and ideas while recognizing the perspectives of others 4. present perceptions and ideas regarding works of the arts, humanities and sciences 5. perform or produce works in the fine and practical arts 6. apply communication techniques to the job search and to the workplace 7. use technological tools to exchange information and ideas

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GOAL 3 Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems. Students will demonstrate within and integrate across all content areas the ability to 1. identify problems and define their scope and elements 2. develop and apply strategies based on ways others have prevented or solved problems 3. develop and apply strategies based on one’s own experience in preventing or solving problems 4. evaluate the processes used in recognizing and solving problems 5. reason inductively from a set of specific facts and deductively from general premises 6. examine problems and proposed solutions from multiple perspectives 7. evaluate the extent to which a strategy addresses the problem 8. assess costs, benefits and other consequences of proposed solutions

GOAL 4

Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society. Students will demonstrate within and integrate across all content areas the ability to 1. explain reasoning and identify information used to support decisions 2. understand and apply the rights and responsibilities of citizenship in Missouri and the United States 3. analyze the duties and responsibilities of individuals in societies 4. recognize and practice honesty and integrity in academic work and in the workplace 5. develop, monitor and revise plans of action to meet deadlines and accomplish goals 6. identify tasks that require a coordinated effort and work with others to complete those tasks 7. identify and apply practices that preserve and enhance the safety and health of self and others 8. explore, prepare for and seek educational and job opportunities

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Missouri students must build a solid foundation of factual knowledge and basic skills in the traditional content areas. The statements listed here represent such a foundation in reading, writing, mathematics, world and American history, forms of government, geography, science, health/physical education, and the fine arts. This foundation of knowledge and skills should also be incorporated into courses in vocational education and practical arts. Students should acquire this knowledge base at various grade levels and through various courses of study. Each grade level and each course sequence should build on the knowledge base that students have previously acquired. These concepts and areas of study are indeed significant to success in school and in the workplace. However, they are neither inclusive nor are they likely to remain the same over the years. We live in an age in which “knowledge” grows at an ever-increasing rate, and our expectations for students must keep up with that expanding knowledge base. Combining what students must know and what they must be able to do may require teachers and district to adapt their curriculum. To assist district in this effort, teachers from across the state are developing curriculum frameworks that show how others might balance concepts and abilities for students at the elementary, middle, and secondary levels. These models, however, are only resources. Missouri law assures local control of education. Each district has the authority to determine the content of its curriculum, how it will be organized, and how it will be presented.

Communication Arts In Communication Arts, students in Missouri public schools will acquire a solid foundation that includes knowledge of and proficiency in 1. speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) 2. reading and evaluating fiction, poetry and drama 3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) 4. writing formally (such as reports, narratives, essays) and informally (such as outlines, notes) 5. comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as storytelling, debates, lectures, multimedia productions) 6. participating in formal and informal presentations and discussions of issues and ideas 7. identifying and evaluating relationships between language and culture

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Mathematics In Mathematics, the students in Missouri public schools will acquire a solid foundation that includes knowledge of 1. addition, subtraction, multiplication and division; other number sense, including numeration and estimation; and the application of these operations and concepts in the workplace and other situations 2. geometric and spatial sense involving measurement (including length, area, volume), trigonometry, and similarity and transformations of shapes 3. data analysis, probability and statistics 4. patterns and relationships within and among functions and algebraic, geometric and trigonometric concepts 5. mathematical systems (including real numbers, whole numbers, integers, fractions), geometry, and number theory (including primes, factors, multiples) 6. discrete mathematics (such as graph theory, counting techniques, matrices)

Science

In Science, students in Missouri public schools will acquire a solid foundation that includes knowledge of 1. properties and principles of matter and energy 2. properties and principles of force and motion 3. characteristics and interactions of living organisms 4. hangs in ecosystems and interactions of organisms with their environments 5. processes (such as plate movement, water cycle, airflow), and interactions of Earth’s biosphere, atmosphere, lithosphere and hydrosphere 6. composition and structure of the universe and the motions of the objects within it 7. processes of scientific inquiry (such as formulating and testing hypotheses) 8. impact of science, technology and human activity on resources and the environment

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Social Studies

In Social Studies, students in Missouri public schools will acquire a solid foundation that includes knowledge of 1. principles expressed in the documents shaping constitutional democracy in the United States 2. continuity and change in the history of Missouri, the United States and the world 3. principles and processes of governance systems 4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) 5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment 6. relationships of the individual and groups to institutions and cultural traditions 7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

Fine Arts

In Fine Arts, students in Missouri public schools will acquire a solid foundation that includes knowledge of 1. process and techniques for the production, exhibition or performance of one or more of the visual or performed arts 2. the principles and elements of different art forms 3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts 4. interrelationships of visual and performing arts and the relationships of the arts to other disciplines 5. visual and performing arts in historical and cultural contexts

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Health/Physical Education In Heath/Physical Education, students in Missouri public schools will acquire a solid foundation that includes knowledge of 1. structures of, functions of, and relationships among human body systems 2. principles and practices of physical and mental health (such as personal health habits, nutrition, stress management) 3. diseases and methods for prevention, treatment and control 4. principles of movement and physical fitness 5. methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as violence, tobacco, alcohol and other drug use) 6. consumer health issues (such as the effects of mass media and technologies on safety and health 7. responses to emergency situations

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Documents

American Sign Language Curriculum 9-12 American Sign Language I.pdf · who understand sign language. 4. To develop insight into the nature of language and culture, creating awareness