ASL 2 (Blocks 3 & 4)

What

ASL 2 (Blocks 3 & 4)

When

1/14/2022

Glynn Academy Daily Agenda for Instruction
ASL 2
Blocks 3 & 4
SN Unit 4, Lesson 1: Talking About Immediate Family

Homework: Practice signs learned in class today.

Georgia Performance Standards (GPS)

ASL2.IP1 Students exchange information in the target language, utilizing cultural references where appropriate. Students will:
F. Ask questions and provide responses based on topics such as self, others, and immediate environment.
G. Ask questions and provide responses about plans and events (e.g., time markers, listing, and sequencing).

ASL2.IP2 Students demonstrate skills necessary to initiate, sustain and close exchanges in the target language.
Students will:
Initiate, participate in, and close an exchange.
B. Use simple paraphrasing to convey and comprehend messages (e.g., retelling, and create story from picture stimuli).
C. Use non-manual aspects of ASL to convey and comprehend messages (e.g., eye gaze, and role shifting).
D. Demonstrate SLPI Survival to Survival+ or ASLPI Level 1.0 to 2.0 Proficiency in target language exchanges.

ASL2.P1 Students present information using newly acquired vocabulary, phrases, and patterns. Students will:
A. Retell main ideas and essential details from level-appropriate ASL materials (e.g., summarizing signed narratives).
B. Give brief, organized signed presentations, using visual and technological support as appropriate.
C. Demonstrate SLPI Survival to Survival+ or ASLPI Level 1.0 to 2.0 Proficiency expressive skills.


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

I can explain differences between Deaf culture and hearing culture and give examples.
Using only ASL, I can discuss relationships, family, life events, and desires for the future.
Success Criteria
I know I’ve got it when I can read an ASL cartoon and explain how Deaf culture is different from hearing culture.
I know I’ve got it when I can use ASL to ask and answer questions about whether or not I’m married, have a significant other, have children, and whether or not I want children in the future, and if so, how many.

Introduction/Connection/Direct Instruction
Daily 10: “That Deaf Guy” cartoon. Read/Discuss.

Basic Family Vocabulary:
Two students will volunteer and present three assigned scenes based on a given script. After each scene, go over vocabulary and explain in context.
WHOLE-GROUP PRACTICE 1: Asking about Relationships
WHOLE-GROUP PRACTICE 2: Asking about Desires for future
WHOLE GROUP: DVD PRACTICE: Conversation 1
Michelle (A) and Iva (B) demonstrate a dialogue in which they use CONTRASTIVE STRUCTURE to give information about children.
DVD DEMO: Contrastive Structure in Slow Motion

Summarize/Share
INDEPENDENT ACTIVITY: DVD practice (worksheet 4.1): Watch the three mini-dialogues and answer the questions on your handout. Observe the signers using contrastive structure. (Quiz grade).