Professional Documents
Culture Documents
Course Information:
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ASL 2A (first semester & 2B (second semester) is a second year course for
high school ASL students. Classes are held once daily for a 55 minute period,
from September to June.
Course Description:
This ASL 2A/2B course will reintroduce and add on to introductory American Sign
Language for students who have a basic knowledge of ASL. Students will learn
comprehension and production of ASL through interactive activities focusing on
grammatical features, dialogues and narrative skills. Students will also become
familiar with Deaf culture, its diverse communities, and cultural identity.
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Course Goals:
2.
3.
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Course Outcomes:
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Lesson Plan
Activity
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Lesson Plan
Outcomes
Paired exercise
divided by glass
window (Simmons, D
& McMillan, J. 2014);
using images on a
sheet of paper.
Compare image
order between
signer and viewer.
Lesson Plan
Assessment
Method
Aligned With
Unit Outcomes
- Comprehension
1, 2
checks
Teacher
observations
Recasting
In-class
assessment
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Task-Based Language
Teaching (TBLT)
Developed in late 1990s by
varied authors
Application
to
Unit Plan
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Teaching
Associated
Methodology Methodology
Details
Communicative
Language Teaching
(CLT)
- Components of communicative
competence (such as:
grammatical discourse,
functional, sociolinguistic and
strategic) are focused on.
- Priority is given to real-world
contexts.
- Students assume more control
over their learning process as
active participants
- Teachers take a role as a
guide, or coach to facilitate the
process of learning.
- Teachers stimulate learners to
use language with meaningful
aims.
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Technology-Based
Language Learning
(TBLL)
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Materials needed
1. Digital presentations
2. Zinza, J.E. 1. (2006). Master ASL! Level One. Burtonsville, MD: Sign
Media Inc. ISBN: 1-881133-20-6.
3. In class assessment
4. Homework
5. Unit Test
equipment needed
(ITEM)
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6. Desktop computer
7. VGA cable / adaptor
8. White Board
9. Dry-erase markers
10.iPads (if available)
11.YouTube account
12.Point-and-shoot cameras
(QUANTITY)
(3)
(if needed)
(1 large; 30 small)
(15)
(30)
(individual)
(5)
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Fingerspelling
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Classhair
Length:
50 minutes
Review facial
activity
Opening:
One student will mark the absences/tardies while the other student
fingerspells the dates and signs the numbers. A new pair of students
are selected every day.
Height
Body type
Hair
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https://www.youtube.com/watch?v=w1wRuwudoRM&feature=youtu.be
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Refresh:
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Digital Presentation:
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The prompts written below the slide numbers are instructions give you a
concept of how to facilitate the lecture.
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Slide 2: Use ASL to describe the main features of both characters. Left
character: Focus on the nose, lips, eyebrows and eyes - maybe face shape.
Right character, focus on wrinkles, thin lips, big nose and ears, and hat.
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Slide 7: Why dont we give this a whirl? Focus on characteristics that stick
out. The German Shepherd with pointy ears. The small short dog with hair
over its face. The Australian Shepherd with the eye patch. The terrier with
scruffy snout.
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Slide 8: This skill of identifying salient features is not only limited to ASL.
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Slide 12: Sign Language Interpreters must be able to quickly identify people
in a room, without using names. They can describe salient features to the
deaf client.
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Slide 13: Now lets have some fun. What are they wearing? What is their
hair like? Smiles? Look for things that stick out!
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Activity Introduction:
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1. Photo files will be pre-loaded into iPads. (This should be done before
class). A series of photos are included. Two copies of each photo are in
this series.
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iPad.
5. One student will describe the character, while the other student uses
Draw apps to circle the correct character or features.
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7. After both have completed, they check their iPads, side by side to
Activity:
Glass Wall
compare notes.
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2. Instructor and students walk towards glass wall located in the hallway.
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3. Students form two lines; divided by the glass wall. One line will be one
side of the glass wall, while the other line will be on the other side of the
glass wall.
4. Partners should be facing each other - looking at each other through the
glass wall.
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9. The signer should circle 5 examples in the photo file, using the Draw app
on their iPad, WITHOUT revealing the answers to the second student.
Pick any color ink.
10.The signer will now sign salient features of the 5 examples they circled.
The viewer must try to find those examples based on the signers choices
in ASL; the viewer will try to match those examples by circling them in a
DIFFERENT ink color on their iPad.
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11.During the second round, the signer becomes the viewer and the viewer
Closing:
HW announcement
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becomes the signer. Repeat the activity demonstrated during the first
round for the 2nd copy of the same photo.
12.When this round is completed, students move onto the next pair of
photos, and repeat the activity.
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For homework, students can choose one of three options (pick one only) to
sign salient features:
A Family member
A Friend
Cartoon character (pick only from examples, and one character)
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Rubrics
5 Matching
4 Matching
Descriptions
Descriptions
Awesome!
Good Work!
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Activity Rubric
3 Matching
2 Matching
1 Matching
Descriptions
Descriptions
Description
Not bad.
Try to find a
couple more.
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Homework Rubric
SUPERIOR
COMPETENT
IN PROGRESS
EMERGING
NOT EVIDENT
7-8
5-6
3-4
1-2
Demonstrates
ability to
accurately use
indicating verbs
while
describing
salient features
Two indicating
verbs accurately
used to
describe salient
features.
One or two
indicating verbs
are expressed
and/or with
some errors.
Indicating verbs
not included
and/or many
errors are
shown.
Clearly
performs three
examples of
salient features
for each
character
described
Two examples
of salient
features are
accurately
applied.
One or two
examples of
salient features
are expressed
and/or with
some errors.
Use of salient
features is not
included and/or
many errors are
shown.
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CATEGORY
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Works Cited
review via GoReact. NOTE: See Homework Rubric for expectations.
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