Unit IV: Evolution - Mountain Lakesfc.mtlakes.org/Curriculum_Resources/FAV2-00102E35... · Web viewClassroom assessments will be utilized throughout the unit to monitor student comprehension

American Sign Language ITopic Outline

Course Description and Philosophy

This is a full year course that will provide an introduction to American Sign Language, the language of the Deaf. This curriculum will provide ASL students with conversational competence. Students are expected to demonstrate receptive and/or expressive skills in each lesson. There is a formal introduction to the study and mastery of the manual alphabet (fingerspelling). Vocabulary is presented in meaningful contexts, for example, introducing oneself, seeking information and describing physical characteristics. In addition, students will receive instruction about Deaf culture and history throughout the course.

Language is best learned using an immersion model. Studies have shown that students learning with immersion had brain waves similar to native speakers/signers of the language. Following this model, ASL I will be presented with minimal to no voice. Students will be evaluated through various techniques including classwork, homework, expressive assignments, and receptive assignments.

Teacher Resources: American Sign Language: A Teacher’s Resource Text on Curriculum Methods, and Evaluation Baker-

Shenk & Cokley American Sign Language: A Teacher’s Resource Text on Grammar and Culture Baker-Shenk Cokley Deaf Heritage Jack Gannon For Hearing People Only Moore & Levitan www.aslpro.com www.lifeprint.com www.spreadthesign.com www.youtube.com (instructional videos, grammatical examples, etc.) Sound & Fury video For a Deaf Son video

Text Reference: Smith, Lentz, Mikos. Signing Naturally: Units 1-6, copyright 2008, by Dawn Sign Press, San Diego,

California Written 2014

http://www.youtube.com/

http://www.spreadthesign.com/

http://www.lifeprint.com/

http://www.aslpro.com/

Unit I: Getting To Know You

Essential Question: How does a student introduce himself/herself and meet others? How does a student give basic commands to others?

Objectives: Students will be able to:

Fingerspell “fist letters” Ask/give names of students and objects. Correctly produce and use numbers 1-15. Introduce oneself. Tell if something signed is the same or different. Give/follow commands. Get another person’s attention in a culturally appropriate way

Topic/Content Skills

Assessment Resources Instructional Method

Tech Infusion NJCCCS

ASL/Deaf culture pretest.

Test/QuizzesHomeworkClasswork

JournalVideo recordings

Signing Naturally 1

LectureClass discussion

Group workSign production

activities

Power PointSmartboardWorkspaceVoicethread

DVDsOnline videos

7.1.IL.C.5

Ask name, give name



Signing Naturally 1



activities


DVDsOnline videos

7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Signing cardinal numbers 1-10



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activities


DVDsOnline videos

7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3




Produce correct form for “fist” handshape letters: A, E, I, O, S, T, N, M

Test/QuizzesHomeworkClassworkJournalVideo recordings

Signing Naturally 1

LectureClass discussionGroup workSign production activities

Power PointSmartboardWorkspaceVoicethreadDVDsOnline videos

7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students can tell if a described pair of shapes are the same or different


Signing Naturally 1



7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Introduce onself, open/close conversations


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Understand and sign numbers 1-15


Signing Naturally 1


Power PointSmartboardWorkspaceVoicethreadDVDs

7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will describe a pair and can ask and tell if a pair is the same or different


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will use new vocabulary to describe a person in the room using gender and a brief description.


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7.1.IL.A.17.1.IL.A.27.1.IL.A.47.1.IL.B.27.1.IL.B.3




Students will describe shapes and indicate where to place secondary items: above, below or inside.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will give commands involving objects and body position.


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7.1.IL.A.17.1.IL.A.27.1.IL.A.37.1.IL.B.27.1.IL.B.3

Students will follow instructions to draw shapes, write names, and to jot down numbers and/or letters.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will learn to get the attention of another person.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Differentiated Learning ActivitiesClassroom assessments will be utilized throughout the unit to monitor student comprehension and growth. Homework and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment.

21st Century Skills: Communication and CollaborationStudents will complete the American Deaf Culture Quiz to assess what knowledge they have of ASL and Deaf culture. Students will work together in groups of 3 to introduce each other and discuss their answers to the quiz. Students should not attempt to change other people’s answers, but should feel free to change their own answers based on what was discussed. The answers to the quiz will be reviewed as a whole group and discussed further.

Unit II: Exchanging Personal Information

Essential Question: How does the student ask if others are Deaf or hearing? How does a student describe experiences he/she has had with other languages?

Objectives: Students will be able to: Ask and tell personal information. Ask and tell how many. Give instructions. Fingerspell name. Narrate about language(s) one grew up speaking and learning. Discuss leisure activities. Identify a person, and give information about a person. Ask for a sign.




Identify self. Negate, give correct information. Ask yes/no questions.


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7.1.IL.A.17.1.IL.A.27.1.IL.A.37.1.IL.A.47.1.IL.B.27.1.IL.B.37.1.IL.C.1




Produce correct number forms 1-19. Ask “how many” questions.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will learn reference points by directing others to mark an X or O in specific squares on a Tic-Tac-Toe grid.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Narrate language background using transitions.


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Produce correct form for “up” handshape letters – B, C, D, F, K, L, R, U, V, W, X


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will sign cardinal numbers 20-29 and ask “how many” questions while doing subtraction.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3




Students will take signer’s perspective to describe and draw basic shapes and combinations of shapes.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will use identify a person and give information about that person.


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Students will produce movement associated with double letters in a name.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will learn the culturally appropriate way to pass through people signing a conversation.


Signing Naturally 1




Students will use different strategies to ask for signs and respond to requests for signs.


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21st Century Skills: CommunicationAfter viewing and analyzing the ASL story “Timber,” students will learn about storytelling in ASL. Students will practice role shifting, and the elements to create a cohesive ASL story. Using what they have learned in class up to this point, students will record themselves presenting the story and submit it to the teacher.

Unit III: Discussing Living Situations

Essential Question: How does the student tell where he/she lives? How are facial expressions used to communicate in ASL? How does a student discuss where he/she lives?

Objectives: Students will be able to: Ask/tell where he/she lives. Use real world orientation to indicate where he/she lives. Give commands involving object and location. Use weak hand to establish reference. Use topicalization when naming object or location. Describe residence. Give directions to places around the classroom. Use spatial agreement when signing GO-TO, COME-here. Ask how many hours/minutes. Tell length of time.




Ask/tell where a student lives. Use real world orientation to indicate where.


Signing Naturally 1




Give commands involving object and location. Use weak hand to establish reference. Use topicalization when naming object or location.


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Use eye contact, facial expressions, head nods, and headshakes to communicate with others.


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Students will produce the moving letter Z in context of words.


Signing Naturally 1



7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Using correct grammar, students will discuss one’s residence.


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Students will give directions to locations around the classroom.


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Students will use the signer’s perspective to identify which square to fill in with information or an illustration.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will produce cardinal numbers 30-66.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will summarize information about themselves and two other people.


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Students will furrow brows to ask wh-word question asking where a location is.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3




Students will produce the down letters P, Q, Y in the context of words and names.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Students will make temporal statements by incorporating numbers with basic time signs.


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Students will use spatial agreement when signing GO-TO, COME-here.


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Use signer’s perspective to identify which square to fill in information.


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Use various strategies to ask for a sign and respond to requests for signs.


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Review and practice the cardinal numbers 30-66.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Ask WHICH and WH-questions.


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Ethical Decision Making/Character EducationStudents will view the signing of this popular Deaf joke:

“A Mafia gang takes on a Deaf man to run their deliveries, feeling it would be safer having someone unable to overhear conversations. However, one day when he is to deliver a large sum of money, he never shows up with it. The mobsters track him down, but don't find the money on him. As none of them are able to use sign language, they bring in an interpreter.

Mobster: "Where'd you hide the money?" (Interpreter signs the question.)

The bag man signs his reply. The interpreter says, "He says he had to ditch it in the river because the cops were onto him."

Mobster: "I'm not fooling around! You better tell me where that money is!" (Interpreter again signs.)

The bag man signs his reply, and the interpreter relays, "He swears he is telling the truth. He had to get rid of it."

The mobster pulls out a revolver and points it between the Deaf man's eyes. "Tell me where that money is, or I'll kill you right now!" (Interpreter signs his statement.)

The bag man, sweating profusely, signs, "It's inside a shoebox under a loose floorboard in my bedroom closet."

The interpreter says, "He says he doesn't know where it is and he doesn't think you have the guts to pull the trigger."

At the end of the joke, students will get in groups and discuss the ethical decisions made by the interpreter and what ethics an interpreter is bound to. The teacher will also guide students into a discussion about signing in the presence of a Deaf person at all times and giving equal access to the conversation/information being shared.

Unit IV: Talking about Family

Essential Question: How does the student discuss family members, and family activities?

Objectives: Students will be able to: Talk about family and family relationships and desires for the future. Reply to questions by –negating statement, giving correct information, or both. Produce correct number form and movement. Summarize information in a short narrative. Describe relationship with siblings. Ask/tell similarities and differences between self and siblings. Produce age correctly. Talk about extended family. Ask/tell how two people are related. Integrate facial markers that coincide with negation and yes/no questions. Correctly produce numbers 1-100. As signer, position self so all can see. As listener, voluntarily move so others can see or ask others to move so you can see.




Talk about immediate family: husband, wife, mother, father, daughter, son, etc…


Signing Naturally 1




Students will reply to a yes-no question with a negative statement and/or corrected information.


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Produce the rocking numbers between 67-98.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Discriminate among the signs HAVE, LIKE, WANT, and NEED by asking and answering “what” questions then summarizing information in a short narrative.


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Sign one’s ranking among siblings. Describe relationship with siblings.


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Produce the moving handshape letter J in the context of names.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Produce the number forms for giving ages


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Use person and possessive pronouns to define relationships with extended family.


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ower PointSmartboardWorkspaceVoicethreadDVDsOnline videos


Use possessive adjectives and contrastive structure to describe the relationship between two people.


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ower PointSmartboardWorkspaceVoicethreadDVDsOnline videos





Students will give a negative statement using either NOT or NONE followed by a question.


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Discuss change in relationships and families. Get person’s attention to ask question. Use POSS and IX to ask about relationship.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Produce numbers 1-100 correctly.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Use signs, gestures, acting out to get meaning across when a sign is unknown.


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Students will discuss their own family members using pictures.


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Students will practice tactics to maintain a clear sightline of the signer, and to be sure they can be clearly seen by the listener.


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3


21st Century Skills – Communication and CollaborationStudents will practice telling narratives and asking follow up questions. The class will be divided into four groups. Each group will receive a different narrative from the teacher. Students will work together to figure out how best to sign the information and the follow up questions. Students will rehears in a group until they no longer need to look at a paper to sign their narrative.

One member from each group will switch to form a new group with four students with four different narratives. Students will sign their narratives and ask the group follow up questions.

Unit V: Talking about Activities

Essential Question: How does the student discuss daily activities? How does the student discuss time related topics?

Objectives: Students will be able to: Ask what person did/will do on a certain day. Use time sign at beginning of a sentence. Modify verb to agree with subject and object. Narrate story using agreement verb in role shifting. Produce correct form position and movement for names with the letters “G” and “H”. Discuss each person’s household duties. Ask/tell if completed a task (integrate head nods and headshake). Use frequency time signs to tell how often person does a chore. Talk about one “out of the ordinary” activity. Sequence activities involving time signs. Tell what a person does for a living.




Ask what person did/will do on a certain day. Use time sign at beginning of sentence.


Signing Naturally 1




Modify verb to agree with subject and object when repeating conversation. Narrate story using agreement verb in role shift.


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Produce correct form position and movement for letters “G” and “H.”


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7.1.IL.A.17.1.IL.A.27.1.IL.B.27.1.IL.B.3

Use possessive pronouns to refer to non-present person while discussing household chores.


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Integrate head nods and headshakes while asking/telling if a task is completed.


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Ask or tell what errands are done. Use time signs to describe a variety of errands.


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Use frequency time signs to tell how often a person does a chore.


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Sequence activities using time signs.


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Students will tell what they do, did, or want to do for a living.


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Invite someone to accompany, join or help them do an activity.Tell a narrative about activities and develop questions about it.


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21st Century Skills: Creativity and InnovationDeaf and hard of hearing students often lag behind their hearing peers in the areas of reading and language. Students will work in teams to create a game or activity to help younger deaf and hard of hearing students practice and improve reading and language.

Unit VI: StorytellingEssential Question: How does the student tell a story in ASL?

Objectives: Students will be able to:

Retell a signed story. Narrate a story. One and two-person role shifting. Maintain spatial agreement. Use of signing space. Use of transitions for telling a story.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCSUnderstand stories presented in class.


Signing Naturally 1 LectureClass discussionGroup workSign production activities



Practice one-person role shift.





Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCSPractice two-person role shift to show interaction between two people.





Practice the direction a character enters and exits a story





Recognize the difference between a sign and a gesture.





Practice maintaining spatial agreement when referring to established locations.





Practice word order for object + action.






21st Century Skills: CommunicationUsing what has been learned in the storytelling unit. Each student will create a story about a memorable childhood incident. They will focus on using transitions and modified verbs to move the story along. Students will tell their stories in front of the class. After the presentation of each story, the other students will fill out a feedback sheet and give them to the storyteller. The feedback sheets will include things done well and things in need of more practice.

Documents

Unit IV: Evolution - Mountain Lakesfc.mtlakes.org/Curriculum_Resources/FAV2-00102E35... · Web viewClassroom assessments will be utilized throughout the unit to monitor student comprehension