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Lesson Plan - Unit 9: Making Requests
Course Learning Outcomes: After completing this course, students will be able to:
1. Demonstrate broaden conversational and narrative skills in ASL by using both ideas. 2. Exhibit the ability to use appropriate ASL grammatical features and functions of the
language to tell about their environment outside of the classroom by making the requests regarding to assistance.
3. Demonstrate an understanding of and respect for Deaf culture by engaging in appropriate strategies used in Deaf community and to be able to use their ASL skills within and beyond the school settings.
Lesson Outcomes:
At the end of this lesson, the students will be able to:
1 . Identify and produce lexical signs for in hospital room, and necessary tasks.
2 . Demonstrate accurate ASL facial grammar (NMS) and syntax to make clarification on sequencing locations of items in the rooms with the reference point.
3 . Develop conversational skills by using spatial verbs and inflecting verbs in ASL.
Materials
Equipment needed for classroom
! Computer & LCD Projector
Materials to bring to classroom
! Signing Naturally Level One: Unit 9 , pages: 182-215
! Activity: Pair practice & Group Activity
o Group activity: Flash Card for the Add Signs (Please use the ones in Ziploc bag with colorful flashcard)
Procedures
1 . Roll Call - Sign the attendance sheet
2 . Warm-up Exercises (5-10 minutes)
3 . Remind students Deaf Event #2 is due on April 25th.
4. Follow the slides included instructions of what to do.
a. Introduce the vocabulary
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b. Provide constructive feedback
5. Wrap-Up Activity
6. Homework
Preview of Language Function
Spatial Verbs
In classroom Inflecting Verbs
Others Types of request
Numbers
PUT-ON
DROP-IN
SHELVES CABINET
WASTEBASKET DOOR WALL
CHAIR TABLE
WINDOW
GIVE-TO SHOW-TO
ASK-TO TELL-TO
YES, THANK-YOU
YES, PLEASE NOT-YET
FINISH HELP-ME FOR-YOU THIRSTY
CIGARETTE
INSERT STACK-
UP
51 – 75 CENTS
fs-CENTS
LESSON SEQUENCES & PROCEDURE:
2:00-2:05 5 Minutes (Roll Call – have the students to sign in for documentation purpose) & fill out the attendance sheet (Highlight for who’s here)
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2:05 – 2:10
1. Warm-Up (allow students to get the sense of conversation)
** Monitor student’s language skills, any errors in sign production – make constructive feedback
Teaching Approach:
Interactive Learning
2:15-2:20 (See attachment below)
o Discuss about Expectations
for Midterm o Review the information from
previous class by asking students what they learned from last class.
o Homework: Ask students if they have any questions
2:20-2:25 o Ask students what’s the name
of the verb category for the following pictures shown (Answer: Inflecting Verbs)
2:25-2:30
o Point to the picture, and introduce the signs.
o Demonstrate the signs in narrative
o Ask students to give us examples of each inflecting verbs
(SHOW-TO, GIVE-TO, TAKE-AWAY)
Teaching Approach
Direct Method
Defining
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2:35-2:40
Ask students to explain the first picture Correct answer:
o MAN COLD, PLEASE FOR-ME CLOSE-WINDOW
o MAN SICK, PLEASE FOR-ME TEA BRING
o PAPER COPY, PLEASE FOR-ME COPY
o ME LATE FOR WORK, PLEASE FOR-ME HURRY
Teaching Approach
Direct Method:
Identify and label
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2:40-2:45
Introduce the signs: PATIENT WANT WHAT –be sure to use wh-q (eyebrow up on PATIENT)
Point to the picture, identify the picture each
1. BED PAN
2. BED-RISE
3. TV
4. RAIDO
5. CANDY
6. CIGARETTE
7. FLOWER
8. WINDOW
a. CLOSE
b. OPEN
9. BLANKET
10. BOOK
11. MEDICINE
12. BUG KILL
13. TELEPHONE
Teaching Approach
Direct Method
2:45-3:00
Point to a picture, and ask the students “PATIENT WANT WHAT?
- Have the students to answer the questions
Teaching Approach
Interactive Learning
(Encourage the students to share their
answers)
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3:00-3:15
Demonstrate the students of how to use the following sign narrative: “PLEASE FOR+ME” in ASL (ME TIRED, PLEASE FOR+ME BLANKET GIVE-to-me)
1. Be sure to use the NMS when you use the PLEASE FOR+ME with the minimal eyebrows raised up
Teaching Approach
Direct Method
3:05-3:15 Point to a picture and introduce the lexical signs.
After introducing, review them by asking the students what’s the request?
Lexical Signs:
a. DIRTY
b. WATER-FLOWER
c. MAIL SEND
d. TRASHBAG
e. CLEAN
f. MUSIC
g. CIGARETTE
h. BED MESSY
i. LAUNDRY
After introducing the signs, ask the students to make request with the signs (the ones with question mark at the corner? – use that to make requests)
Teaching Approach
Interactive Learning Approach
Spiral
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3:15-3:20
1. Wrap – Up a. Ask the students of what
they have learned today.
You can give a quick and grand review.
2. Remind the students: No Homework
Assessment Tools
Informal Assessment:
! Constructive Feedback
! Positive Critique is given to students when they made errors.
! Comprehension Checks
i. Ask the students some questions regarding to make requests & s to check inflecting verbs on their comprehensions and abilities to express the answers in appropriate ASL.
! Assessing Language Skills
Formal Assessment Tool:
Students will produce a narrative about their family members’ daily routines. Please instruct them to submit their assignment before class, next Tuesday, April 23rd.
Homework to be assigned:
! None
Midterm - Units 7-9 NameGrade / 400
Overall DeliveryFluency
Appropriate and clear signing flow 10 9 8 7 6 0 x 2 = 0Appropriate amount of details 10 9 8 7 6 0 x 2 = 0
Clear delivery of message and meaning 10 9 8 7 6 0 x 2 = 0Sign Production
Accurate and articulated sign production 10 9 8 7 6 0 x 3 = 0ASL Grammar
Appropriate use of topic-comment structure 10 9 8 7 6 0 x 2 = 0Appropriate use of spatial referencing 10 9 8 7 6 0 x 2 = 0Appropriate use of spatial verbs 10 9 8 7 6 0 x 3 = 0Appropriate use of cardinal/ordinal numbers 10 9 8 7 6 0 x 2 = 0Appropriate use of contrastive structure 10 9 8 7 6 0 x 3 = 0Appropriate use of descriptive classifiers 10 9 8 7 6 0 x 3 = 0Appropriate use of inflecting verbs 10 9 8 7 6 0 x 3 = 0
10 9 8 7 6 0 x 2 = 0Non-Manual signals
10 9 8 7 6 0 x 2 = 0
10 9 8 7 6 0 x 2 = 0Comprehension
Able to comprehend your partner or to correct, clarify, or to repeat 10 9 8 7 6 0 x 3 = 0Delivery Appropriate opening and ending of conversation 10 9 8 7 6 0 x 2 = 0
Appropriate use of transition 10 9 8 7 6 0 x 1 = 0Maintains eye contact with audience 10 9 8 7 6 0 x 1 = 0
Total Points: 0
GU - ASL ProgramRevised: 1/2012
Gallaudet UniversityASL Program
ASL II
0
8 = Adequate 7 = Emerging 6 = Developing
Appropriate use of real world orientation
Appropriate use of adverbial nonmanuals
Appropriate use of wh-question
All morphology, syntax, semantics and discourse are
produced correctly.
Some morphology, syntax, semantics and discourser
errors but can be understood.
Frequent morphology, syntax,
semantics and discourser errors,
still understandable.
Difficult to follow understand with a lot of errors in All
morphology, syntax, semantics and
discourse.
Jumbled, not understandable
10 = Excellent 9 = Good
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Students will have the opportunity to conduct dialogues based on all the information they learned in Units 7-9. Students will need to create a situation each, including giving directions, describing others, and making requests. You can look in your workbook and read “conversation practices” in pages 2, 14, and 31. You can use the concept from conversation practice to create a situation yourself and conduct a dialogue with your partner. Vocabulary from Units 7-9 must be incorporated and used in a dialogue. It should be about 3-4 minutes long Students must demonstrate appropriate grammatical structure, adverbial nonmanuals, and facial expressions. The dialogue will be recorded and submitted via MyThread video. Students should include: Appropriate use of topic-comment structure Appropriate use of spatial referencing Appropriate use of WH-word questions Appropriate use of spatial verbs Appropriate use of inflecting verbs Appropriate use of adverbial non-manuals
Appropriate use of contrastive structure Appropriate use of descriptive classifiers Appropriate use of sign production Appropriate use of cardinal/ordinal numbers Appropriate use of real world orientation
! !