ASL 2 (Blocks 1, 3 & 4)

What

ASL 2 (Blocks 1, 3 & 4)

When

4/23/2025

SN Unit 5 Lesson Standards:
ASL2.IP1 Students exchange information in the target language, utilizing cultural references where appropriate. Students will:
E. Give and follow directions and instructions (e.g., locatives, and indexing).
F. Ask questions and provide responses based on topics such as self, others, and immediate environment.
I can analyze written English and determine how to convey the meaning via ASL
I can use the verb “GO-TO” and transition “FINISH” when sequencing errands.
Show locations in agreement with verbs GO-TO and COME-here
I know I’ve got it when I can…
Use Go-to & Finish to describe errands in order
Use the Wh-question “must #do what”?
List errands on non-dominant hand
Respond with “Oh, I see,” “Wow,” or “I pity you”
Show locations in agreement with Go-to and come-here
Daily 10: Video- VOX-Pop: How Amber Galloway-Gallego interprets music in ASL. Discuss. How can we apply some of her strategies to our song projects?
Day 1: Teacher Modeling: Vocabulary Intro:
fs-PO
MEDICINE-STORE
fs-DRUG STORE
fs-VIDEO STORE
DRY-CLEAN +++
SCHOOL
DENTIST
GAS-STATION
#ZOO
fs-VET
GO-TO (LEAVE-FOR)
BOX THROW-TO “out”
FIND MEDICINE
#RENT MOVIE
DROP-OFF CLOTHES
FIND SON
TEETH CLEAN +++
PUT-IN-GAS FULL, fs-OIL, EXCHANGE
VOLUNTEER, FEED ANIMAL, #DOG BRING-TO, GET INJECTION
HELP FRIEND PACK, MOVE-TO
HAIRCUT


Day 2: Guided Practice: (take turns @ front)
Sequence 2 activities
nod left raise brow & nod nod right
(errand 1) + [transition] + (errand 2)

Calendar Review (handout)-Exercise 5:4- Sequencing Two Activities (p. 392-393)
Day 2: You have a calendar handout. Fill in today with two activities/errands and then go back, from March 13 through March 26 with two activities/errands. Students will come to front of room and share 1 day’s activities using the sequencing strategy/structure modeled above.
Day 3: Work with a partner on the following dialogue:
Signer A: Ask what B did or will do on a certain day
Signer B:Tell two errands and/or activities