ASL 1 (Blocks 3 & 4)

SN Unit 3: Discussing Living Situations

Lesson 5: Discussing One’s Residence

Standards

ASL1.IP1 Students exchange simple information in the target language, utilizing cultural references where appropriate. Students will: 

G. Give simple descriptions (e.g., introduction to size and shape specifiers, classifiers, adjectives). 

I. Ask questions and provide responses based suggested topics (e.g., yes/no and wh- questions). 

ASL1.IP2 Students demonstrate skills necessary to sustain exchanges in the target language. Students will: 

A. Initiate, participate in, and close a brief exchange (e.g., turn taking and dialogue). 

B. Demonstrates SLPI Novice + to Survival or ASLPI Level 1 to 2 proficiency.

Learning Target(s) related to the standard(s)

• I CAN ASK AND ANSWER QUESTIONS ABOUT WHERE I LIVE.

• I CAN USE CONTRASTIVE STRUCTURE TO DESCRIBE TWO DIFFERENT THINGS.

• I CAN INCLUDE MOUTH MORPHEMES (OO, CHA, AND MM) TO CONVEY MEANING IN SIGNED SENTENCES.

Success Criteria

I know I’ve got it when I can describe my home based on size, age, exterior features (colors, window trim), etc. 

I know I’ve got it when I can use accurate NMM when describing age/size of my home.

Introduction/Connection/Direct Instruction

Daily 10: Which classifier would you use?

1. BOWL OF SOUP

2. WRISTWATCH

3. LARGE PIZZA

4. BOOKSHELF

5. BIG DRAIN PIPE

6. SODA CAN

7. QUARTERS

8. WINDOWS

9. COOKIE 

10. COMPUTER DESK

Guided Practice

Collaborative Practice

Independent Practice

DVD demo: conversation 2

Let’s watch Iva and Michelle discuss their homes. 

Notice that they ask the WH-Word question- “WHICH?” 

This is an example of CONTRASTIVE STRUCTURE-  Asking about two items in spaces opposite of each other. 

For example: You go HS-College Which?

More about contrastive structure:

Watch Iva demonstrate contrastive structure. 

Notice how she nods her head and shifts her body from one side to the other. 

As a right handed signer, she begins on her non-dominant (left) side. She ends her question with the sign for “which” and furrowed brows. 

Conveying size

• To show the size of something, use these non-manual markers along with the signs. 

• Small: OO, Medium: MM, Big: CHA

Describe the outside walls and window trim

Pairs Practice (Front of room) with dialogue prompt

Differentiation

Pair stronger signers with those needing more support. Implement accommodations per IEPs and 504 plans. Small group/individualized feedback from teacher.

Assessment Uses/Strategies

DVD practice- (Answers reviewed in class)

Teacher’s observations of student engagement/participation, Direct feedback of signing skills, Reteach if necessary; advanced students have opportunities to extend their skills through community based learning opportunities.

Summarize/Share

Recap & Review- What did we learn today?