ASL 1 (Block 1)

Homework: Study vocabulary learned in class.

Opening 

(I Do)

Standards 

ASL1.INT2 Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students will: 

A. Differentiate among statements, questions, and commands (e.g., yes/no, WH, rhetorical questions, commands). 

B. Recognize basic non-manual markers (e.g., facial grammar, mouth phonemes/morphemes). 

ASL1.IP1 Students exchange simple information in the target language, utilizing cultural references where appropriate. Students will: Ask questions and provide responses based suggested topics (e.g., yes/no and wh- questions). 

ASL1.CCC1 Students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. Students will: 

A. Demonstrate knowledge of the evolution and spread of American Sign Language (e.g., travels of T.H. Gallaudet; location of residential schools; Martha’s Vineyard; Gallaudet University/NTID/CSUN; regional signs). 

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

• I can explain the historical and cultural significance of Gallaudet University in the Deaf world.

• I can negate and give correct information in response to Yes/No questions.

Success Criteria

I know I’ve got it when:

I can explain where Gallaudet University is located and why it is important to the Deaf community.

I can identify who I am using ASL and correct others when they give incorrect information about me.

Introduction/Connection/Direct Instruction

Daily 10: This week’s focus: Gallaudet University

Watch video/discuss: “Gallaudet- a Worldwide draw for Deaf students”

Work Period

(We Do, You Do)

Guided Practice

Collaborative Practice

Indepdendent Practice

Vocab Modeling- Yes/No, Teacher/Student, Languages, Classes

Guided practice: teacher-student interviews; pairs practice

One-Handed signs, two-handed symmetrical and non-symmetrical signs- discussion and partner practice activity (list as many as you can)

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

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 with CCGAD each month at Deaf socials. 

Closing 

(We Check)

Summarize/Share

Vocabulary Wrap-Up

Reminders/Announcements

Schoolwide Instructional Focus

Literacy (Reading and Writing)

Ticket out the Door, Written responses to in class activities