ASL 1 & ASL 3

What

ASL 1 & ASL 3

When

9/6/2023

ASL 1:
Unit 1: Introducing Oneself
Lesson 1.4: Same or Different 1
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 tell if a described pair of shapes is similar or different.
I can request repetition of a description when unsure.
I can sign these phrases/vocabulary: Same-as, different, shape, letter, number, again.
Class announcements- Reminders, Assignment due dates
Daily 10: “That Deaf Guy” comic- Read/Discuss.
BEGIN VOICES OFF NOW
Intro: Signing Naturally Lesson 1.4: Same or Different 1


Introduce shapes via PowerPoint and concepts of Same-as, different, and shape (category sign). Discuss comparative structure (determining if two things are same/different). Introduce sign “again.”
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.
Check for student understanding. Students complete handout w/DVD presentation of shapes and determine if same-as or different. (Refer to student workbook p.14-15)
Show a “Spot the Differences” comic and have students sign same-as and different to locate the similarities and differences.
Complete handout (from SN student text) by watching DVD. Go over answers in class and check for accuracy.
Refer to Lesson 1.4 PowerPoint on Baker’s ASL 1 Class webpage.

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