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American Sign Language Level One:

Primary Resource(s): Smith, Lentz, & Mikos. “Signing Naturally, Level One: Teacher Curriculum & Student Workbook. Units 1-3 (teal book).” Dawn Sign Press, 2007. Alternate textbook/resources may be considered upon parent request.

Pre-Unit: Building a Classroom Community/Fingerspelling Unit

Timeline: 

3 weeks

Standards:

ASL1.P1A

ASL1.P1B

ASL1.P1C

ASL1.P2A

ASL1.P2B

ASL1.IP1A,B,C,D,E,F,G,H, I,J

ASL1.IP2A

ASL1.IP2B

Learning Targets:

I will demonstrate understanding of classroom routines and norms.

I will identify reasons to learn ASL.

Using ASL I can…

-Fingerspell names

-Ask and give my name

-Produce correct form for “fist” handshape letters in names

-Fingerspell names

-Produce correct form for names with double letters

-Correctly fingerspell names with the letter “Z” 

-Produce correct form and movement for letters P, Q, Y, PR and PL in words

-Produce correct form for “up” handshape letters in names

-Produce correct form and movement for names with letter combinations “ja, je, ji, jo, and ju.”

-Produce correct form position and movement for names with the letters G and H

Instructional Methods:

-Introduction to Manual Alphabet (overview)

-1.3 “Fingerspelling: Fist Letters”

-2.5 “Fingerspelling: Up Letters”

-2.10 “Fingerspelling: Double Letters”

-3.4 “Fingerspelling: Moving Letter Z”

-3.11 “Fingerspelling: Down Letters P, Q, Y”

-4.6 “Fingerspelling: Moving Letter J”

-5.3 “Fingerspelling: Words with G and H Letters”

Materials: 

SN Fingerspelling Lessons & DVD

Fingerspelling games

(ASL Scrabble)

Assessment:

Fingerspelling Quiz (receptive)

Expressive Video #1:

Greeting,

My name _______ (Fingerspell your first & last name)

Tell classification (Fr/Soph/Jr/Sr),

My favorite color _____

Nice meet you

Signing Naturally Textbook: Unit 1: Getting to Know You

Timeline: 

5 weeks

Standards:

ASL1.IP1A,B,C,D,E,F,G,H,I,J

ASL1.IP2

ASL1.INT1A

ASL1.P1A-C

ASL1.CCC2AB

ASL1.CU1C

ASL1.CCC1B,C

ASL1.CCC3A

Learning Targets: Using ASL I can…

-Ask for a person’s name

-Produce correct number forms

-Tell whether descriptions are the same or different

-Introduce myself-

Open/close conversations 

-Understand and sign numbers 1-15 

-Ask/tell if two items are similar or different

-Ask who & Tell who by identifying the person. Acknowledge by glancing and nodding

-Describe a shape and indicate where to place secondary items

-Give commands involving objects and body position

-Follow instructions to draw shapes, write names, and to jot down numbers and/or letters

-Get another person’s attention

Instructional Methods:

1.1 “Getting to Know you”

1.2 “Cardinal Numbers 1-10”

1.4 “Same or Different 1”

1.5 “Introducing Oneself”

1.6 “Cardinal Numbers 11-15”

1.7 “Same or Different 2” 

1.8 “Asking Who”

1.9 “Specifying Where (Inside, Above, and Below)”

1.10 “Giving Commands: Objects in the Classroom”

1.11 “Following Instructions”

1.12 “Culture: Getting Attention”

Assessments:

Expressive Video #2:

Include:

-Name

-Gender

-Clothing

-Physical description

-Identify two things in either the shapes, numbers, letters or name category, explain where things are placed and say if they are the same or different.

Weekly quizzes (Fridays)

End of Unit Exam 

Unit 2: Exchanging Personal Information

Timeline: 

5 weeks

Standards:

ASL1.IP1A,B,C,D,E,F,G,H,I,J

ASL1.IP2

ASL1.INT1A

ASL1.P1A,B,C

ASL1.CCC2A,B

ASL1.CU1C

ASL1.CCC1B, C

ASL1. CCC3A

Learning Targets: Using ASL I can…

-Identify self, Negate, give correct information. -Ask yes/no questions

-Produce correct number forms. 

-Ask “how many” questions

-Identify square to place “X” or “O” 

-Ask “which” question

-Narrate language background using transitions. 

-Respond to HOW YOU. 

-Tell present condition FINE++, TIRED, etc.

-Tell what person likes to do in leisure time

-Produce correct number forms.

- Ask/give subtraction problems

-Take the signer's perspective. 

-Describe combination of shapes

-Identify the person and give information about the person. 

-Ask/state preferences

-Go through signed conversation. Go through crowd of people conversing in signs

-Use different strategies to ask for a sign

Instructional Methods:

2.1 “Giving Information about Yourself”

2.2 “Cardinal Numbers 16-19”

2.3 “Identifying Locations: Tic-Tac-Toe”

2.4 “Narrating Experience with Languages”

2.6 “Talking about Leisure Activities”

2.7 “Cardinal Numbers 20-29”

2.8 “Describing Three Types of Shapes”

2.9 “Identifying People”

2.11 “Culture: Negotiating a Signing Environment”

2.12 “Asking What Is the Sign”

Assessments:

Expressive Video: Your Language Background

Include:

-Name 

-School

-Subject and levels of difficulty & how much you remember

-Leisure Activities how many years

-Short story or description of something that happen in that schedule of activities/identify someone

Weekly Quizzes (Fridays)

End of Unit exam

Unit 3: Discussing Living Situations

Timeline:

5 weeks

Standards:

ASL1.IP1A,B,C,D,E,F,G,H,I,J

ASL1.IP2A

ASL1.INT1A,B,C,D

ASL1.P1A,B,C

ASL1.CCC2A,B

ASL1.CU1A,B,C

ASL1.CCC3A

ASL1.CCC4A,B

ASL1.CCC5A, B

Learning Targets: Using ASL I can…

-Ask/tell where I live 

-Use real world orientation to indicate where

-Give commands involving object and location.

-Use weak hand to establish reference. 

-Use topicalization when naming object or location

-Find objects through others’ facial expressions. 

-Use facial expressions to confirm or negate.

-Describe residence. 

-State opinion, use contrastive structure to ask “WHICH” question. 

-Use facial markers to indicate size

-Give directions to places around the classroom using real world orientation. 

-Describe how one feels

-Locate square, then follow instructions to fill in the square

-Count 1-66

-Tell about living arrangements. 

-Describe pet(s). 

-Orient signs to person being referred to

-Give directions using real world orientation. -Express needs. 

-Express gratitude

-Ask how many hours/minutes. 

-Tell length of time

-Use spatial agreement when signing GO-TO, COME-here. 

-Ask/tell: where work, how get there, how long it takes

-Locate square, fill in information

-Use strategies to ask for a sign

Instructional Methods:

3.1 “Telling Where One Lives”

3.2 “Giving Commands: Locations”

3.3 “Communicating with the Face”

3.5 “Discussing One’s Residence”

3.6 “Giving Basic Directions: Around the Classroom”

3.7 “Identifying Which Square 1”

3.8 “Cardinal Numbers 30-66”

3.9 “Talking about Roommates and Pets”

3.10 “Giving Basic Direction: Expressing Needs”

3.12 “Telling How Long”

3.13 “Traveling to School or Work”

3.14 “Identifying Which Square 2”

3.15 “Asking What Is the Sign”

3.16 “Reviewing Cardinal Numbers 30-66”

Assessments:

FlipGrid Dialogue (2 min)

Include:

Where you live

Who you live with

How long does it take to get to school /describe basic directions

Weekly Quizzes (Fridays)

End of Unit exam

Final Exam (Cumulative- covering pre-unit, SN Units 1-3)

American Sign Language Level Two:

Primary Resource(s): Smith, Lentz, & Mikos. “Signing Naturally, Level One” Teacher Curriculum & Student Workbooks: Units 4 & 5 (teal book) & Units 7 & 8 (purple book). Dawn Sign Press, 2007 & 2017.

Unit 4: Talking about Family

Timeline:

6 weeks

Standards:

ASL2.IP1A-G

ASL2.INT1A-D

ASL2.P1A-C

ASL2.CCC2AB

ASL2.CU1C

ASL2.CCC1A,B,C

ASL2.CCC5A,B

Learning Target: Using ASL I can…

-Talk about family and family relationships and desires for the future

-Reply to question questions by: negating statement, giving correct information, or both

-Produce correct number form and movement

-Summarize the information in a short narrative 

-Tell one’s ranking among siblings. 

-Describe relationships with siblings. 

-Ask/tell about similarities and differences between self and sibling 

-Produce age correctly

-Talk about extended family

-Tell parents’ rankings among their siblings. -Use personal and possessive pronouns to define relationships

-Use weak hand to indicate ranking. 

-Ask/tell how two people are related. 

-Use third person personal and possessive pronouns to tell relationships

-Integrate facial markers that coincide with negation and yes/no questions

-Discuss change in relationship and families -Get person’s attention to ask questions

-Use POSS and IX to ask about relationships

-Produce correctly numbers 1-100

-Ask for the next numbers, the number before and the number in between.

-Use signs, gestures, acting out to get meaning across when don’t know the sign

-Discuss family pictures, giving information about the occasion, relationship, marital status, age, etc. 

-Ask/answer follow up questions about the picture 

-Comment on family photos.

-As signer, position self so all can see. 

-As a listener, voluntarily move so others can see or ask others to move so you can see(by gently pressing their shoulders).

Instructional Methods:

4.1 “Talking about Immediate Family”

4.2 “Negation 1”

4.3 “Rocking Numbers 67-98”

4.4 “Have, Like, Want and Need”

4.5 “Talking about Siblings”

4.7 “Telling How Old”

4.8 “Talking about Extended Family”

4.9 “Telling How Family Members Are Related”

4.10 “Negation 2”

4.11 “Discussing Family Variations”

4.12 “Review Cardinal Numbers 1-100”

4.13 “Getting the Meaning Across”

4.14 “Commenting on Family Members”

4.15 “Culture: Maintaining a Clear Sightline”

Assessments:

FlipGrid Dialogue: 

(2 min)

Family photo

Name family members/extended family members

Age Ranking

Family Variation

Family Occasions

Weekly Quizzes (Fridays)

End of Unit exam

Unit 5:Talking about Activities

Timeline:

5 weeks

Standards:

ASL2.IP1A-J

ASL2.INT1A-D

ASL2.P1A-C

ASL2.CCC2A,B

ASL2.CU1C

ASL2.CCC1B,C

ASL2.CCC3A

ASL2.CCC2

Objectives:

-Ask what person did/will do on a certain day. -Use time sign at beginning of sentence

-Modify verb to agree with subject and object when repeating conversation

-Narrate story using agreement verb in role shift

-Discuss each person’s household duties

-Use possessive pronouns to refer to non-present person

- Ask/give opinion

-Ask/tell if completed a task

-Integrate head nods and head shake while signing FINISH and NOT-YET

-Ask/tell what errands one must do in the next few days

Sequence errands using FINISH and verb GO-TO

-List errands on weak hand

-Give opinion (what one is willing to do and refuses to do)

-Use frequency time signs to tell how often a person does a chore

-Use frequency time sign at end of sentence.

-Talk about one “out of the ordinary” activity. -Sequence activities involving time signs. 

-Use sign LEAVE-FOR

-Tell what person does for a living (job)

-Invite someone to: accompany you to do an activity together, join you to do an activity, help you do an activity.

Instructional Methods:

5.1 “Talking about Everyday Activities”

5.2 “Agreement Verbs”

5.4 “Talking about Chores”

5.5 “Asking If Done”

5.6 “Talking about Errands”

5.7 “Telling How Often”

5.8 “Talking about Activities with Others”

5.9 “Talking about What One Does for a Living”

5.10 “Putting It All Together”

Assessments:

FlipGrid Dialogue (3 min)

Include:

-Role Shift (2+ people)

-Everyday Activity

-Agreement Verbs

-Chores

-Asking if Done

Weekly Quizzes (Fridays)

End of Unit exam

Project:

Deaf Awareness Public Service Announcements (Project Based learning assignment)

Unit 7: Giving Directions

Timeline:

4 weeks

Standards:

ASL2.P1A

ASL2.CCC3A,B

ASL2.CCC4A,B

ASL2.CCC5A,B

Learning Targets: Using ASL I can…

Identify person in room by 

1) body position

2) appearance

3) clothing

-Add another description to confirm

-Ask to relay a message to the person

-Use correct form and movement to fingerspell clothing-related words.

-Increase fluency in producing numbers 1-100

-Follow sequence to describe item; Ask & tell what it is made of

-Use Descriptive Classifiers, Instrument classifiers, and Locative Classifiers

-Comment on an item’s appearance

-Use appropriate signs to translate English sentences with “have” in them. (HAVE, MUST, FINISH, NONE, NOT-YET)

-Correctly translate sentences with spatial verbs, making sure verbs show agreement with locations established for places. 

Use Spatial Verbs: GO-TO, DRIVE-TO, TAKE-FROM, DROP-OFF, PICK-UP, CARRY-TO (location)

-Ask & Tell how many

-Give appropriate reactions: OH-I-SEE!, !FEW!, MANY!, WOW, !MADE-UP! YOU

-Describe item that is lost using correct sequence; confirm item; express gratitude

-Sign year numbers; Years past/future (follow rule of 9)

-Greet others and say goodbye; use appropriate eye contact; acknowledge persons passing by

-Retell stories after viewing signed narratives

Instructional Methods:

7.1 Identifying Present People

7.2 Fingerspelling: Clothing-Related words

7.3: Numbers: Guess My Number

7.4: Describing Personal Items

7.5 & 7.10: Translating Sentences with “Have” 1 & 2

7.6 & 7.12: Translating Sentences with “Drive to,” “Take to,” and “Pick-up” 1 & 2

7.7 Asking How Many

7.8 Describing Lost Items

7.9 Numbers: Telling the Year

7.11 Cultural: Greeting and Leave-Takings

7.13 Comprehension: The Family Portrait

Assessments:

FlipGrid Dialogue: 

Give and ask for directions to places on campus

-Weekly Quizzes (Fridays)

-End of Unit exam

Unit 8: Describing Others

Timeline: 

3 weeks

Standards:

ASL2.IP1A-J

ASL2.INT1A-D

ASL2.P1A-C

ASL2.CCC2A,B

Learning Targets: Using ASL I can…

Identify present people: SEE

Confirm: THAT-ONE

Correct: “wave-no”

Ask Wh-question: WHO

Use descriptive classifiers: body parts and clothing

Use contrastive structure

Count with cardinal numbers: multiples of 5, 10, 11

Instructional Methods:

“Describing Hair, Faces, and Racial Identity”

“Describing Body Types”

“Describing Style and Patterns of Clothing”

“Lost and Found”

Weekly Quizzes (Fridays)

End of Unit exam

American Sign Language Level Three:  

Textbooks/Resources: 

Zinza, Jason E. “Master ASL! Level One.” Sign Media Inc, 2006.

Zinza, Jason E. “Master ASL! Fingerspelling, Numbers & Glossing” Workbook. Sign Media Inc, 2007.

Smith, Lentz & Mikos. “Signing Naturally, Units 9-12.” Dawn Sign Press, 2017.

Pre-Unit: Review of ASL 1 & 2

Timeline: 

2 weeks

Standards:

ML3.IP1

ML3.IP2

ML3.INT1A-F

ML3.CU1A-C,

ML3.CCC1A-C

Learning Targets: I can…

Understand basic ASL grammar and syntax within introductory phrases

Explain how ASL is a legitimate language

Explain the historical roots of ASL

Identify the five parameters of ASL

Demonstrate proper signing space

Tell when fingerspelling is used in ASL

Recall survival signs and use them to ask for help/obtain needed items

Describe NMM and give examples

Use basic classifiers in context

Sign ASL numbers 1-100

Fingerspell words of varying lengths 

Instructional Methods:

Comprehensive review of topics taught in ASL 1 & 2 through slides presentations, interactive games, small group practice, and dialogues. 

Assessment: 

Pre-test (see what students remember) to establish baseline data

Vocabulary quiz

Deaf culture pre-test

Unit 1: Welcome!  

Focus: Greetings, Getting started with ASL conversations

Timeline: 

4 weeks

Standards: 

ML3.IP1,2

ML3.INT1A-F

ML3.CU1A-C

ML3.CCC1A-C

Learning Targets: I can…

• Describe what is meant by the term “Deaf Community”  
• Use basic ASL sentence structure Engage in basic ASL introduction dialogue
• Explain appropriate ways of interacting with the Deaf
• Describe function of farewells in Deaf culture, 
• Give and use examples of Non- manual signals
• Demonstrate signing to ask for help and clarification
• Use signs with directionality
• Compare and contrast medical vs. cultural Deafness

Concepts:

Greetings, 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, Deaf/deaf

Terminology: 

Deixus, Eye gaze, fingerspelling names,

Eye contact, one-word answers,

closing signals. WH-Q, Iconic signs, NMS, 

shoulder tapping

Deaf/deaf, Question-maker, directionality, 

Gallaudet, DPN

Assessment:

Weekly Quizzes

End of Unit Exam

First Project: Show & Tell

Unit 2: Getting Started 

Focus: Continuing development of conversational ASL skills

Timeline:

4 weeks

Standards:

ML3.IP1,2

ML3.CU1A,B,C

ML3.CCC1A,B,C

Learning Targets: I can…

• Correctly use the signed question mark 
• Sign the days of the week
• Identify where to place time signs in ASL syntax
• Use “When” signs and WH-Signs in dialogues
• Identify correct placement of WH-signs in ASL syntax

Concepts:

Question mark vs. closing signals; time signs structure placement, Use of DO-DO, Numbers 21-30, Days of the Week, Sentence structure for WH-signs

Terminology:

DO-DO, 

Gestuno, Arbitrary vs. Descriptive Name Signs 

Assessment:

Weekly Quizzes

End of Unit Exam

Second Project: 

Cooking Show

Unit 3: Getting to Know You  

Focus: Sharing Background Information

Timeline:

4 weeks

Standards:

ML3.IP2A

ML3.IP1E,F

ML3.CU1A,B,C

ML3.IP2E

ML3.CCC1

ML3.IP2D

Learning Targets: I can use ASL to..

Exchange background information

Sign names of Cities & States 

Discuss shared interests 

Explain the origins and kinds of name signs

I can explain the differences between ASL and signed languages throughout the world

I can use Topic-comment structure

I can sign numbers 100-999

I can correctly use possessive signs

I can sign descriptions of colors, calendar signs, seasons, holidays, and the weather

I can use rhetorical questions to explain “why”

Concepts:

Email/internet & technology signs, Seasons/holidays, address/phone numbers, weather, colors, 

WHY as a rhetorical, 

Topic/comment structure,  Communication devices, Variations of the sign “Birthday”

Terminology:

Rhetorical, Waving, Topic/Comment, Possessive signs, Love-it vs. Love, videophone

ASL Idioms- PAH! Kiss-Fist, Train-gone, etc.

Assessment:

Weekly Quizzes

End of Unit Exam

Third Project: 

Thankfulness Letters

Unit 4: Family and Friends

Focus: Sharing about one’s relationships with others

Timeline:

4 weeks

Standards:

ML3.CU1A

ML3.P1A-F

ML3.CCC1

ML3.IP1

ML3.IP2

Learning Targets: I can..

-Use family signs

-Identify gender-based signs 

-Use shoulder-shifting for contrastive structure

-Demonstrate listing & ordering -Sign with the Age-spot

-Describe the rule of 9 for age

-Identify self-correction strategies for signing errors

Concepts:

Family, 

Gender Distinction, 

CODA, 

Contrastive Structure,  Shoulder-shifting, 

home signs, 

age spot, 

listing & ordering, 

major life events,

Deaf art, 

Plural form of “to go”,   how to fix signing mistakes, pronouns & number, pronoun agreement, physical & personal qualities

Terminology:

Home Signs, CODA, Rule of 9, listing & ordering

Assessment:

Weekly Quizzes

End of Unit Exam

Fourth Project: 

Letters to Santa

Final Exam & Project: 

Farewell Letters to Baker