ASL 1 (Blocks 3 & 4)

Homework: Deaf Culture Slideshow Projects are due on Tuesday, October 12, 2021

Opening

(I Do)

Standards

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

A. Produce gestures, handshapes, movements, facial expressions and pantomime. (e.g., marked and unmarked handshapes, emotions). 

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

H. Follow and give simple directions (e.g., use of space, far/near, left/right). 

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

I can describe asymmetrical, symmetrical, circular, and linear shapes in sign space using the correct sequence.

I can use signer’s perspective to sign and draw shapes and their combinations.

Success Criteria

I know I’ve got it when I can identify if a shape is asymmetrical, symmetrical, circular or linear.

I know I’ve got it when I can use non-dominant reference points to hold my place when signing shapes in space.

I know I’ve got it when I can sign the larger shape first, followed by secondary items. 

I know I’ve got it when I can use signer’s perspective to correctly draw shapes I see signed to me. 

Introduction/Connection/Direct Instruction

Daily 10: Student Presentations- Your Language Background- 5 students per day will share their language backgrounds with the class. Peers will make notes with key facts about their classmates’ language backgrounds.

Work Period

(We Do, You Do)

Guided Practice

Collaborative Practice

Independent Practice

Introducing: Basic types of shapes (asymmetrical, symmetrical, circular, and linear)

Teacher modeling/guided practice- producing signed shapes, using reference point in correct location.

Notes (from Ppt): Types of Shapes & Combination shapes

Independent practice- DVD Practice: Exercise 2.8: Student Text p.78 (answers checked in class)

Notes: Signer’s Perspective

Pairs practice- draw three shapes on your paper. Practice signing the shapes to a partner. See if partner can draw each one correctly using signer’s perspective.

Differentiation

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

Formative/Summative Assessments

(We Check)

Assessment Uses/Strategies

DVD practice exercise 2:8

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 at Deaf socials.

Closing

(We Check)

Summarize/Share

“Draw It”- Pairs practice @ board- Teacher draws name sticks, pairs come to board and sign/draw shapes using signer’s perspective. All students must participate when their names are chosen.

Schoolwide Instructional Focus

Literacy (Reading and Writing)

Deaf Culture Slideshow projects (written components); in class notes/discussion