ASL 2 (Blocks 1, 3 & 4)

What

ASL 2 (Blocks 1, 3 & 4)

When

5/1/2025

SN Unit 5, Lesson 7C: “Telling How Often”
& 5.6 Part 2: Translating English sentences with “do”
ASL2.IP1 Students exchange information in the target language, utilizing cultural references where appropriate. Students will:
G. Ask questions and provide responses about plans and events (e.g., time markers, listing, and sequencing).
ASL2.CCC3 Students develop a better understanding of the English language through a study of the target language. Students will:
A. Compare vocabulary usage and structural patterns of the target language with English (e.g., conjugation of verbs and time markers)
I can ask how often an activity occurs
I can tell how often an activity occurs with frequency time signs
I can identify five ways to translate English sentences with “Do” into ASL
I can translate English sentences with “do” into ASL.
I can examine and describe the challenges faced by Deaf athletes in the hearing world.
DAILY 10: Translating English Questions with “Do” Write an ASL gloss for each of these sentences.
1. What do you need to do tomorrow?
2. What did you do last Saturday?
3. Did you feed the cat?
4. Do you like scary movies?
5. When will you do the vacuuming?
Mini-Lesson 5.6 Part 2: Translating English sentences with “do” into ASL
PowerPoint/Notes/Modeling: 5 TRANSLATION TIPS

GUIDED PRACTICE: Translate Question how? (10 sentences- students take turns translating into ASL; teacher feedback)

GROUP PRACTICE (INDEPENDENT): Exercise 5.5 “How Often” (p. 394-395)
Work in groups. Each person takes a turn asking a question to the group. Everyone records the answer given and the person asking volunteers the answer as well. Based on the answers, write the letter of the correct frequency chart next to the activity. (Teacher monitoring/feedback)

Whole Group DVD Practice: Who Did What How Often? (Handouts: p. 258-260)
Priscilla and Isias discuss how often a person does a particular activity. Write down the name and activity, then circle the letter that corresponds to the calendar that correctly shows how often (see calendars on pages 258-259). (Answers discussed in class).

Unit 5 Quiz 3 Overview- Covering topics:
Errands and chores vocabulary
Frequency signs
Putting events on a calendar by date/frequency
Translating English questions with “Do” into ASL