Master ASL Unit 2: Week 6, Class 5

Course Number 101, Section A

Tues/Thurs 1:00 2:30 pm

Sherry Williams, Instructor
williamss@sccsc.edu
Office: LIB 217


Course Description:

This ASL 1 course will introduce the basics of American Sign Language for
students who have little or no knowledge of ASL. Students will learn
comprehension and production of ASL through interactive activities focusing on
grammatical features and narrative skills. Students will also become familiar with
Deaf culture, its diverse communities, and cultural identity.

Course Outcomes:

At the end of this course, students will be able to:

1) Apply authentic communicative skills learned in this course (narratives,
conversations, discussions) using American Sign Language. (ACTFL 1.1, 1.3,
3.2, and 5.1)

2) Demonstrate basic knowledge of cultural attitudes, norms and values in the
Deaf community. (ACTFL 2.1, 2.2, 3.2, and 4.2)

3) Utilize relevant technology to produce, identify and assess key features in ASL
discourse. (ACTFL 1.2, 1.3, 3.1, 3.2, 4.1, 5.1, and 5.2)


Required Textbooks:

Zinza, Jason E. Master ASL 1 (2006).
Burtonville, MD: SignMedia, Inc.
Baynton, D., Gannon, J.R., Bergey, J.L.,
Through Deaf Eyes: A Photographic History of
an American Community (2007). Washington
D.C.: Gallaudet University Press.
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Unit 2 Student Learning Outcomes:

Unit Outcome
At the end of the unit,
the student will
Unit Activity

Unit Assessment

Aligned with Course
Outcomes

1) ask for help using
appropriate
vocabulary and
grammar markers
Students will
participate in a
dialogue asking and
providing help.

Teacher observation
and feedback.

ACTFL 1.1
2) use directional
verbs with appropriate
use of space.
Students will practice
directional verbs
GIVE, HELP, and
MOVE with various
props using pronouns
and space.
Teacher observation
and feedback
ACTFL 1.1
3) discuss his/her
weekly routine, using
time indicators
Students will
videotape themselves
outlining their weekly
routine.
Student videos ACTFL 1.1
4) identify some
characteristics of Deaf
culture
Online class
discussion re: Master
ASL p. 48 & p. 52-53
plus Through Deaf
Eyes p. 4-6.
Teacher rubric for
online class
discussion
ACTFL 2.1

Teaching Methods:

The instructor will use the Direct Method when teaching about asking for
help, teaching new vocabulary, and demonstrating the use of directional
verbs.
The instructor will use the Communicative Method when students are
practicing asking for help, discussing their routines, or engaged in
classroom group activities.

Materials and Equipment for Lesson Plan:

Digital presentation (PPT or Keystone); index cards with persons name,
day, and weekend activity; whiteboard, markers, and erasers.

Unit 2 Schedule

Class Topics Coveieu Assignments
Week 4, Class 7 Asking foi Belp,
Biiectionality veibs,
WB-Face,
Asking foi Claiification,
IconicNon-iconic Signs
Piactice in paiis anu in
class using vaiious
piops.
Bomewoik assignment:
Think of thiee examples
of iconic signs foi the
next class.
Week 4, Class 8 Asking Questions uialogue,
YesNoNegation questions,
Beaf Cultuie (labels anu iuentity)
Stuuents piactice in paiis
anu in class.
Bomewoik assignment:
Bevelop thiee yesno
questions using negation.

Week S, Class 9 Expansion of Actions anu uiving
Requests,
Facial Expiessions anu Eyebiows,
Signeu Question Naik,
Biiectionality using the ASK sign
Stuuents piactice in paiis
anu in class.
Week S, Class 1u Bays of the Week,
Baily Activities,
Weekly Activities,
What is Beaf Cultuie.
Stuuents uiscuss uaily
activities with a paitnei.
Stuuents uiscuss weekly
activities with a paitnei.
Bomewoik assignment:
viueotape a typical
weekly activity foi
youiself.
Paiticipate in online
uiscussion about Beaf
cultuie.
Week 6, Class 11 Weekenu Activities,
Nonthly Calenuai,
WB-Signs
Stuuents uiscuss
weekenu activities with a
paitnei.
Bomewoik assignment:
make viueotape about
youi weekenu plans.
Week 6, Class 12 WB-Signs uialogue
Compiehension woik
0nit 2 Review
Stuuents piactice vaiious
types of uialogues.




Lesson Procedure:

Lesson Outcomes: At the end of the lesson, the student will be able to:

1) describe some of their weekend activities using ASL.
2) engage in a dialogue about their weekend activities.

Roll Call: Each student will fingerspell the name of the person sitting next
to him/her. (5 minutes)

Collect homework assignment #3 from p. 59. (5 minutes)


Review some signs from the previous unit,
which will be incorporated into todays lesson (5
minutes)






Introduce new vocabulary words (10 minutes)




















Have students work with a partner to describe at
least three weekend activities.
Have students explain to the class about their
partners weekend activities. (15 minutes)




Class activity: Students will engage in a game to
construct a weekend schedule for three different people listed in PPT #9
(for simple schedule) or PPT #10 (for expanded schedule). (20 minutes)

Class activity directions: You will receive a card with a name, day, and
activity. Memorize the information. Leave card facedown on your desk.
Find your classmates with the same name as yours. Work with them to
construct your persons weekend schedule. When you are done, write
your persons schedule on the board.

Show PPT slide #7 and #8 before giving out the
cards to students. Depending upon the number
of students, the instructor will have either two or
three names and can expand to morning and
afternoon: e.g.. Saturday am - basketball &
Saturday afternoon - work. I will tell them ahead
of time how many weekend activities for each
person so they will need to find everyone first before writing the weekend
schedule on the board. Afterwards, they will explain the schedule to their
classmates. Answers are on PPT #9 and PPT #10 slides, depending if
teacher uses simple weekend schedule for a small class or an extended
weekend schedule for a large class.

Answers:










Simple weekend schedule Expanded weekend schedule


Review todays vocabulary including new
additional words that are not in the unit. (5
minutes).
Discuss homework assignment: students are to
produce a short 1-2 minute video of themselves
discussing their weekend activities last weekend
and this coming weekend. (5 minutes).

Unit 2 Quiz











































Rubric
For both comprehension questions on quiz and for student-made videos


Category 3 2 1
Sign Accuracy Signs are clear and
accurate.
One or two signs are
inaccurate
More than two errors
in sign production and
accuracy
Facial Expression Uses appropriate
facial expression to
indicate grammar and
stress
Some inaccuracies in
facial expression and
grammar
No facial expression
or grammar noted
Use of Space Uses space
appropriately
Some inaccuracies in
use of space
Little to non-existent
use of space
Conceptually Accurate Response is in ASL
and conceptually
accurate
Response is a mixture
of ASL and English
structure
Student responds with
English structure

Total: ________/12