ASL 1 (Block 1)

What

ASL 1 (Block 1)

When

3/31/2023

SN Unit 2: Exchanging Personal Information
Unit 2 Review Day
Opening
(I Do)
Standards
ASL1.IP1 Students exchange simple information in the target language, utilizing cultural references where appropriate. Students will:
F. Ask for clarification (e.g., “what,” again, understand).
I. Ask questions and provide responses based suggested topics (e.g., yes/no and wh- questions).
J. Use sequenced information meaningfully (e.g., telling time, days of the week, months, seasons, expressive fingerspelling, numbers 0 -100).
ASL1.IP2 Students demonstrate skills necessary to sustain exchanges in the target language. Students will:
A. Initiate, participate in, and close a brief exchange (e.g., turn taking and dialogue).
B. Demonstrates SLPI Novice + to Survival or ASLPI Level 1 to 2 proficiency.
ASL1.CCC2 Students demonstrate an understanding of the significance of culture through comparisons between the culture studied and the students’ own culture. Students will:
Compare patterns of behavior and interaction in the students’ own culture with those of the target culture (e.g., phone/TV access; ring signalers, visual noise; proxemics; eye contact; driving; use of interpreters).
ASL1.INT2 Students will comprehend signed and non-manual markers to understand simple messages in the target language.
Learning Target(s) related to the standard(s)

I can demonstrate my signing skills acquired in Unit 2 for the following topics:
Names
Equations with Two Numbers
Shapes with a number or name inside
Sentences with numbers
Questions
Commands
Success Criteria
I know I’ve got it when:
I can accurately sign and comprehend signed dialogues involving names, numbers, shapes, questions, and commands.
Introduction/Connection/Direct Instruction
Daily 10: That Deaf Guy cartoons w/Q&A, discussion


Work Period
(We Do, You Do)
Guided Practice
Collaborative Practice
Independent Practice
Review games/activities (see PowerPoint)
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
Pair & share, ticket out the door, review game (varies depending on lesson topic & class behavior)
Schoolwide Instructional Focus
Literacy (Reading and Writing)
In-class notes/discussion; guided practice activities (handouts/DVD exercises)