ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Signing Naturally Unit 3 - Discussing Living Situations

3:1 Telling Where One Lives

3:2 Giving Commands: Locations <---3:3 Communicating with Face 3:4 Fingerspelling: Moving Letter Z 3:5 Wh-Word Questions-Which 3:6 Ordinal Numbers 1st-9th Giving Basic Directions 3:7 Identify and Draw 3:8 Cardinal Numbers 30-66 3:9 Spatial Agreement-Orienting Signs 3:10 Expressing Needs. Story Corner: The Elevator Incident 3:11 Down Letters 3:12 How long does it take? 3:13 Spatial Agreement-Modifying Verb Movement 3:14 Visual Way of Living 3:15 Asking What is the Sign 3:16 Speaking in the Presence of a Deaf Person is Considered Impolite Course Description This course introduces the student to basic knowledge about American Sign Language and deaf people. Emphasis in the course is upon acquisition of both comprehension and production skills as well as upon knowledge of the deaf community and the development of cultural awareness necessary for maximal communication interaction. The student will begin with visual readiness activities and then progress through a group of targeted lexical items taught within meaningful contexts that stress use of questions, statements, commands and conversational rules such as attention-getting and turn-taking. Basic ngerspelling skills will also be stressed.

Course Learning Outcomes At end of this course, students will be able to: I. II. Participate e!ectively in conversations using basic vocabulary and structure. Comprehend and produce non-manual grammar in appropriate contexts.

III. Develop an understanding and appreciation of Deaf history and culture.

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Lesson Student Learning Outcomes At end of this lesson, students will be able to: Lesson Outcomes Demonstrate ability to comprehend and produce topiccomment sentences Modify the verb PUT Lesson Activity Practice with corresponding photos displayed on screen Small group activity Lesson Assessment I II III

Comprehension checks X X Observe & give feedback during small group activity Assignment: Student workbook pages 113-114 Comprehension checks X X Observe & give feedback during small group activity Assignment: Student workbook pages 113-114 Walk around room, observe and assist X

Practice with corresponding photos displayed on screen Small group activity

Model video calling and vexting skills

Students swap numbers and use videocalling apps to call each other and leave videobased text messages.

Materials and Equipment Equipment needed for classroom: -Digital projector and a computer -White board -Dry erase markers and eraser Materials to bring to class or to identify/collect while at class: -Table; Box, Shelves; Wastebasket, Backpack, Projector, TV, Pen/Pencil, Paper, Book, Apple, Cup, Candy, Picture, Eyeglasses, Cellphone, Shoes Access to Canvas Learning Management System for: -Video assignment (comes with rubric)

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Vocabulary and Concepts Covered Unit 3:3 Lexical Nouns TABLE BOX SHELF WASTEBASKET BACKPACK PROJECTOR #TV PEN/PENCIL PAPER BOOK APPLE CUP CANDY PICTURE EYEGLASSES fs-CELL PHONE SHOES Lexical Verbs PUT-ON PUT-UNDER PUT-BESIDE PUT-BEHIND PUT IN-box OPEN-BACKPACK HIDE LOOK-FOR FIND SUMMON Grammar Action involving object and location Weak hand to establish reference point to sign the action Topicalizing location and/ or object Structure: LOCATION OBJECT PERSON + ACTION

Signing Naturally, Student Workbook, p. 159-161

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Procedure (Class time: 50 minutes) Approximately 3 mins/47 mins left When students arrive in class, start conversations with random students by asking how they are doing. When all students are present (and when it is the start of class time), ngerspell students names as part of roll call/attendance. Depending on their comprehension skills, try varying your ngerspelling position (to the side, to the back, low, high, and so on).

7 mins/40 mins left Introduce lexical signs for TABLE, BACKPACK, PEN/PENCIL, SHELF, WASTEBASKET, BOX, PROJECTOR APPLE, fs-CELL PHONE, CANDY, BOOK, SHOES, PAPER, PICTURE, CUP and fs-TV.

Check student comprehension by asking random students the sign for various items on the slides.

5 mins/35 mins left Introduce the verb PUT, and discuss di!erent ways to modify the verb.

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Introduce concepts of PUT-ON, PUT-UNDER, PUT-BESIDE, PUT-BEHIND, PUT-IN-box using objects introduced in earlier slides (e.g. fs-CELL PHONE, PAPER, CANDY). Ask di!erent, random students to demonstrate comprehension by putting trash can in middle of classroom then putting a pencil on top, behind, to the side, inside and under the trash can.

5 mins/30 mins left Introduce lexical concepts for OPEN-BACKPACK and ZIP-BACKPACK. Discuss the signs for holding and wearing a backpack. Discuss di!erent types of backpacks. Use actual student examples in the classroom.

5 mins/25 mins left Discuss sentence structure and non-manual grammar required for making commands that specify location.

Note the eyebrow position for the rst two, identifying the location and the object and then the subject (you) and nally the modied verb (PUT). Demonstrate some sentences to the class, and ask for volunteers to do the same. " TABLE" WASTEBASKET PENCIL " YOU" APPLE" YOU" PUT PUT (LOCATION) (LOCATION)

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

10 mins/15 mins left Small Group Activity: Demonstrate by asking a student to come up to the front. Sign a command involving location and object, and allow the student to complete the task (e.g. putting eyeglasses on the TV). Group students in fours. Each student takes a turn signing a command. Instructor walks among groups giving feedback regarding grammar, production and structure as well as answer any questions or concerns students may have.

12 mins/3 mins left Large Group Activity: Demonstrate: Student A leaves the room giving an object to student B, student B hides the object somewhere in the room. Student A returns asking where his/her object is, and student B says that student C put the object in specic location (without looking or pointing in the area of the object). Student A responds and retrieves the object, student B gives an object to student C and leaves the room. Student C hides the item and the process continues throughout all of the students in class or until time runs out.

3 mins/0 left Quickly review the sentence structure and do a few comprehension checks. Ask students if they have any questions or concerns? Remind students to complete their video assignment about what theyve learned today in class on Canvas before the next class.

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Assessment Informal: - Observe students signing. Demonstrate correct structure, grammar or production if needed. - Utilize occasional comprehension checks Formal: - Video assignment on Canvas: Keep Hiding the Teachers Eyeglasses! The teacher begins by signing that he put his eyeglasses in a specic location in his o#ce, but now he cannot nd it. He asks for help in nding it. A photo of his o#ce is included. The rst student who responds tells the class to hide the eyeglasses in a specic location in the o#ce. The next student disagrees with the hiding spot and tells the class to hide the eyeglasses in another spot in the o#ce. The same happens with the next student and so on. The same location cannot be used twice.

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Assignment requirements: When giving commands involving a location, follow the sentence structure below:

The next person negates the suggested location, and commands a new location. No two locations can be the same. Video Rubric:

2013 John Moore Jr.

ASL 101: American Sign Language 1

Unit 3:2

Duration: 50 mins.

Methodology 1) Direct Method: This lesson frequently uses pictures and actual objects to introduce vocabulary by identifying and labeling. 2) Total Physical Response: Commands are given where students physically respond by putting the object in the correct location. 3) Interactive Approach: Through the small and large group activities in this lesson, students are prompted to interact with each other by commanding to put objects in a certain location or asking where objects are located.

2013 John Moore Jr.