ASL 1 & ASL 3

What

ASL 1 & ASL 3

When

9/11/2023

ASL 1

SN Unit 1: Introducing Oneself
Lesson 1.6: Cardinal Numbers 11-15
ASL1.IP1 Students exchange simple information in the target language, utilizing cultural references where appropriate. Students will:
A. Produce gestures, handshapes, movements, facial expressions and pantomime. (e.g., marked and unmarked handshapes, emotions).
B. Produce and recognize appropriate attention-getting behaviors (eg., hand wave, shoulder tap).
C. Sign basic greetings, introductions, farewells and expressions of courtesy (e.g., eye gaze, turn taking, please and thank you).
I. Ask questions and provide responses based suggested topics (e.g., yes/no and wh- questions).
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).
ASL1.CCC2 Students demonstrate an understanding of the significance of culture through comparisons between the culture studied and the students’ own culture. Students will:
A. 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).
B. Demonstrate an awareness of elements of the students’ own culture (e.g., communication and social interaction; other languages in the home, extended family).
I can explain differences between Deaf culture and hearing culture and give examples.
I can introduce myself in ASL.
I can ask “wh” questions (who/what/where) using appropriate non-manual markers.
I can list non-manual features of Wh-questions in ASL.
I can fingerspell the entire American manual alphabet.
I can fingerspell my name.
Class announcements- Reminders, Assignment due dates
Daily 10: Show “Love ASL Butterfly” piece of artwork by Nancy Rourke,
a deaf artist. Q: What message do you think the artist is trying to convey through this piece?
A: According to the artist’s website, “This painting is inspired by infamous ASL poet, Debbie Rennie, "Black Hole: Color ASL." The ladder represents a direction or a path that leads you to a new journey. A Deafhood journey. A Deaf artist is at the top of the ladder, spattering red, yellow and blue paint on its wings and made this Deaf butterfly filled with LOVE. The butterfly has its own eyes and is STANDing strong with hands waving.”


BEGIN VOICES OFF NOW
SN 1.6- Cardinal Numbers 11-15
Watch video clip of Iva model the numbers in ASL. Discuss the handshapes and orientation/movement for each individual number sign.
Identify numbers on PowerPoint (random teacher selections).
“Give me the next number” activity.
Sign the numbers with Joey (DVD modeling)
Pair newer signers with more experienced signers. Allow signers who really seem to “get it” to assist peers as needed. Follow IEP accommodations as specified. Provide desk copies of notes for students who require additional visual supports. Visually monitor student engagement. Question and check for student understanding throughout lesson.
Students will watch & complete activities with DVD:
Circle the Number & Write the Number. Self-check for accuracy & discuss.
Review topics for Friday quiz.
Play fingerspelling BINGO with students’ names. Ss will take turns at front: stand/spell their names to the class. Ss fill in their blank BINGO cards. Tchr fingerspells Ss names as the “caller.” Winners receive free HW passes.
Study for Friday’s Quiz (Unit 1, Lessons 1.1-1.6).
Topics:
What are non-manual markers for “Wh” questions?
How do you introduce yourself in ASL?
Read/sign numbers 0-15
Fingerspelling alphabet (all letters)
Fingerspelling- receptive & expressive:
I spell, you write.
I show you a written word, you fingerspell to me.
Identifying if two signed phrases are same or different
Can you spell your name in ASL? Show me.

-------------------------------------------------------------------------------------------------------------------------
ASL 3: August 2023

Instructional Text:

Zinza, Jason E. Master ASL! Level One.

Unit 1: “Introducing Yourself,” Sign Media Inc, 2006.



MASTER ASL! LEVEL ONE

Unit 1: Introducing Yourself


Georgia Performance Standards:

ASL1.IP1 Students exchange simple information in the target language, utilizing cultural references where appropriate. Students will:

A. Produce gestures, handshapes, movements, facial expressions and pantomime. (e.g., marked and unmarked handshapes, emotions).

C. Sign basic greetings, introductions, farewells and expressions of courtesy (e.g., eye gaze, turn taking, please and thank you).

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).



Learning Targets & Success Criteria:

Using ASL, I can…

Properly greet and tell people farewell

Introduce myself to others

Ask for help and clarification

Ask and answer questions

Engage in a basic signed conversation

Interact appropriately with Deaf people

I can describe ASL sentence structure and the roles of facial expressions and non-manual signals

I can explain the cultural view of Deafness

Introduction/Connection

Class announcements- Reminders, Assignment due dates

Daily 10 (Varies daily- video clips/ASL comics/Deaf art- discussion)


Direct Instruction: Discuss the following:

Introduction to Deaf Community

Basic sentence structure

Basic Introduction dialogue

Interacting with the Deaf

Numbers 1 -10, 11-20

Non-manual signals

What is Deaf culture

Asking for help and clarification

Verb directionality

Deaf terminology: Deaf/deaf & Medical vs. cultural Deafness,

Greetings, Farewells, Deixis, Eye Contact

Names, fingerspelling, closing signals, one-word answers

Yes/No & WH-Q non-manuals; WH-Face

How people learn ASL, ASL vs. English structure

Gallaudet, DPN (Deaf President Now)