ASL 2 (Blocks 3 & 4)

What

ASL 2 (Blocks 3 & 4)

When

2/7/2022

ASL 2 (3rd & 4th blocks)
Signing Naturally: Unit 4, Lesson 13: Getting the Meaning Across
Standards Addressed
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 Targets
SN 4.13: I can describe or act out to get the meaning across. I can use the sign “FOR-FOR” to ask the purpose of an object or activity.
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: Finishing Activity 4:12 (Cardinal Numbers 1-100)
Classmates exchange papers & check answers- Collecting for daily grade
SN 4:13 “Getting the Meaning Across”
Intro: Baker’s Keys (Teacher models using For-For in context and gestures/acting out to show purposes for each)
Pairs Practice:
Signer A: Take B’s keys, and ask B what each key is used for
Signer B: Explain by…
• using signs you know
• using descriptions
• acting out
Activity 4:13: David’s Keys
In this segment, David has lost his keys. Luckily, Iva found them.
Watch the video and answer the questions on your sheet.
We’ll go over the answers in class.

Review Activity 4.11 “Ten Years Later”
Work Session: ABC Stories (video/submit via USB or CD-rom)


Assessment Strategies & Activities
Teacher observations of student participation and signing accuracy. Provide immediate feedback on techniques. Daily 10 sheets (collected/graded on Fridays), Activities 4.11, 4.12, & 4.13
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.