ASL 2 (Blocks 3 & 4)

What

ASL 2 (Blocks 3 & 4)

When

1/28/2022

ASL 2 (3rd & 4th blocks)
Signing Naturally: Unit 4, Lesson 10: Negation: Part 2
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
SN 4.10: I can give a negative statement using either NOT or NONE followed by a question. I can answer these statements using the correct ASL Structure.
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.

Announcements & Video (Do’s and Don’ts for ASL Video projects):
“How to Ruin Your ASL Teacher’s Day”: https://youtu.be/uOIILzYgxTk


Direct Instruction
&
Guided Practice
Review: SN 4.9 Homework- P. 203- Translate #5-12 into ASL. Students sign/share their responses with class.
Guided Practice: Reviewing NOT and NONE. Teacher models ASL sentences; Ss copy signs.
Pairs Practice Q & A: Teacher models sentences; one partner signs question & partner responds in ASL.
Student Led Practice: One student will model the same sentences; partners switch roles and answer/ask questions.
Independent Practice: Ss work in groups of three asking/answering questions with negatives and contrastive structure.
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. 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
Continue working on ABC story projects.