ASL 2 (Blocks 3 & 4)

What

ASL 2 (Blocks 3 & 4)

When

1/26/2022

ASL 2 (3rd & 4th blocks)

Signing Naturally: Unit 4, Lesson 9: Telling How Family Members are Related

Standards Addressed
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:
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.
Learning Targets
Using contrastive structure and possessive adjectives, I can describe relationships between family members.
ABC Project: I can use the letters of the fingerspelled alphabet to create a signed narrative.

Introduction
Daily 10: One volunteer will choose a category card.
That person will fingerspell five items that belong in that category.
You’ll write it on your paper. We will go over the answers tomorrow.
Direct Instruction
&
Guided Practice
Review: SN 4.8 Mini-Dialogues 2 & 3 (exercise p. 201) Watch DVD and answer questions about each conversation. Go over answers in class.
Introduce picture of family; Teacher models discussion of family members/relationships. Ss answer questions about pic/people.
Guided Practice: Pairs use dialogue prompt to practice identifying and describing family relationships.
DVD Practice activity 4.9- P. 202- Answer questions on handout about relationships. Go over responses.
Possessive Adjectives & Pronouns: Discussion & guided review (p. 203, #1-4). Assign HW.
Remaining class time: Ss work on ABC stories and get teacher feedback/input in development.

Assessment Strategies & Activities
Teacher observations of student participation and signing accuracy. Provide immediate feedback on techniques.
DVD activities p. 200-203, Daily 10 sheets (collected/graded on Fridays)
Differentiation
Follow IEP accommodations as specified. Individualized support for all signers. Pair stronger signers with struggling signers to provide language models/assistance.
Homework
HW: P. 203 (handout): Translate #5-12 into ASL using correct pronouns/possessive adjectives. Be prepared to sign sentences in class tomorrow. Continue working on ABC story projects.