ASL Frameworks

ASL Frameworks: An Introduction

Barbara Hayes and Erin Furda

August 2013

The Process: A group of ASL teachers was asked by Mary Nagel, CTE Supervisor for

OSPI, to work together to begin the process of updating the ASL Frameworks for CTE in

Washington State. The committee was comprised of Barbara Hayes, ASL Teacher and

Consortium Coordinator at Seattle Central Community College, Erin Furda, ASL Teacher in Bellingham, WA, Beth Schoenberg, ASL Teacher in Issaquah, WA, and Rebecca

Matz, ASL teacher in Central Kitsap, WA. The committee spent over 200 hours researching frameworks in other states, reviewing curriculum, debating, meeting, and writing the current ASL Framework Draft.

The performance assessments were derived from a variety of curriculum as well as from our own teaching experience. The standards were taken directly from the National ASL

Standards (draft), which are aligned with ACTFL standards. The competencies were developed from frameworks from around the country as well as from a variety of curriculum.

A Work In Progress: Most importantly, this is a beginning. It is our hope that our work can be used as a starting point for debate, discussion, and analysis of programs statewide and that the framework documents will be treated as living documents, that can be changed and improved with time. We believe it is important to get feedback from teachers throughout the state and from the Deaf community. We first shared the frameworks with teachers at the Summer Institute at SCCC in June, 2012. We worked an entire day and only got through ASL 1. There was a great deal of debate, questions, and feedback for improvement. This is what we hope will continue to happen at the CTE conference in Yakima in August, again at SCCC in September, and continually for many months to come. The model frameworks will be posted on the OSPI website and will be updated as improvements are made.

Curriculum: We understand there are different curriculums and materials used in ASL programs, including Signing Naturally, Master ASL, and ASL at Work. It is not our intention to promote one curriculum over another. What a student accomplishes in each level of ASL should not vary depending on teacher or which curriculum is used. Rather, there should be consistent expectations based on what a first year language learner should be able to do in a certain amount of time. That being said, it happened that our own experience within the committee was more heavily related to Signing Naturally . In areas where we included items specific to Signing Naturally , we always tried to leave it optional for teachers to choose to use or not. All performance assessments are linked directly to the National ASL Standards.

Flexibility: These specific frameworks are not mandated. Each district still has the right to design their own frameworks as long as they meet the industry standards and include

leadership (to qualify for CTE funding). While we hope these frameworks will lead to increased consistency across programs in Washington State, we also expect that districts will modify them so that they accurately represent their own programs.

SLPI:ASL and ASLPI: We chose to recommend the use of these two assessments for a number of reasons. Participating in either of these assessments provides students with the opportunity to challenge themselves and receive honest and helpful feedback from Deaf people and from a national Deaf organization (RIT/NTID, NC ASLTA). It can give students a sense of accomplishment as well as practice in taking these forms of assessments, which will be required later if they chose to go into interpreting or teaching.

It also provides important feedback for teachers on our students from an outside perspective. We are aware that many ASL students will not chose to or will not be able to afford these assessments. However, we feel it’s valuable to make students aware of the assessments and to encourage as many as possible to participate.

Bellingham piloted this last spring (2012) with four ASL students (three in ASL 2 and one in ASL 1) and students gave very positive feedback after the experience. Because there are no rating teams in Washington State, students took the assessments via videophone through NC ASLTA SLPI:ASL. We also recommend teachers take the assessments as a way to model the desire to improve, receive feedback and respect the role of native signers in the teaching of and evaluating of ASL. (Note: These assessments are also required for ASLTA teacher certification).

To learn more about the SLPI:ASL, go to: http://www.rit.edu/ntid/slpi/ and http://www.ncaslta.org/slpi-sign-language-proficiency-interview.html

To learn more about the ASLPI, go to: http://www.gallaudet.edu/aslpi.xml

ASL Vertical Alignment

These are general recommendations. Units of study, texts, videos, and other materials should be based on

ACTFL and National ASL Standards and should be ultimately determined by each district.

Deaf

Community

Events

Deaf

Awareness

Week

ASL Stories and Poetry

Movies/

Media

ASL 1

Students will attend Deaf community events to observe and/or interact with Deaf signers. Students are expected to practice respectful and culturally appropriate behavior.

Art: Display an art piece in the style of a Deaf artist

“Timber”

“The Gum Story”

“The Gallaudet and Clerc Story”

“A to Z ABC Stories”

(Used for Culture in ASL 1)

“Signs of the Times”

“A Sign of Respect”

“Through Deaf Eyes”

“The Hammer”

ASL Films

ASL 2

Students will attend Deaf community events and interact with and/or volunteer with Deaf signers when possible. ASL 2 students are expected to interact at a deeper level than ASL 1 students and to hold conversations with others at the event about daily activities, interests, family, and other familiar topics

Audism: Display an art piece about audism

“Wrong Name!”

“Ghost in My Room”

“To a Hearing Mother”

ASL 3

Students attend Deaf community events and interact with and/or volunteer with Deaf community members and participate in extended conversations, form friendships, participate in group games and discussions.

Deafhood: Display and art piece about Deafhood

“The Ball”

*“Bird of a Different Feather”

*“For a Decent Living”

* May be too difficult for ASL 3

(Used primarily for Culture in

ASL 2)

Films that align with ASL 2 Model

Frameworks:

“Audism Unveiled”

“The Mind Traveler: Usher’s

Syndrome”

“Deaf President Now”

“The L.A.C.D. Story”

(Used for Culture and Receptive

Skill practice and development in ASL 3)

Films that align with ASL 3

Model Frameworks:

“Re-defining DEAF”

“For a Deaf Son”

Films that could be shown for ASL 2 or 3:

“Beyond Silence”

“Love Is Never Silent”

“Sweet Nothings In My Ear”

“A Sign of Respect”

“Your Name is Jonah”

“The Hammer”

“Children of a Lesser God” (rated PG-13)

“Audism Unveiled”

“Sound and Fury”

“The Mind Traveler: Usher’s Syndrome”

“Deaf President Now”

“The L.A.C.D. Story”

“Re-Defining DEAF”

“For a Deaf Son”

ASL Films

Books/Texts

Special Units of Study

“Deaf Again,” or “Anything But

Silent” by Mark Droslbaugh

“For Hearing People Only,” by

Moore and Levitan

“A Loss for Words,” by Lou

Ann Walker

“Laurent Clerc, The Story of His

Early Years,” by Cathryn Carroll

“Everyone Here Spoke Sign

Language,“ by Nora Ellen Groce

“Movers and Shakers,” by

Cathryn Carroll and Susan M.

Mather

“Deaf Heritage,” by Jack

Gannon

Deaf Artists

Introduction to Deaf Culture

Technology used by the Deaf

Famous Deaf People

Introduction to American Deaf

History

Deaf Again,” or “Anything But

Silent” by Mark Droslbaugh

“For Hearing People Only”, by

Moore and Levitan

“A Loss for Words,” by Lou Ann

Walker

“Laurent Clerc, The Story of His

Early Years,” by Cathryn Carroll,

“Everyone Here Spoke Sign

Language”, by Nora Ellen Groce

“Deaf Culture, Our Way” by

Holcomb

Deaf-Blind Community

Cochlear Implants

Audism

American Deaf History

History of ASL

Interpreting (certification and ethics)

“Forbidden Signs: American

Culture and the Campaign

Against Sign Language,” by

Douglas Baynton

“The Signing Family,” by

Stewart and Stahlman

“A Study of American Deaf

Folklore,” by Susan Rutherford

Deaf Education

Deaf Space

Deafhood

Deaf Portrayal in Media

Deaf World History (WWII . . .)

Allying with Deaf People (as a hearing person, an interpreter, an

ASL student, etc . . . )

Careers/Training related to ASL

ASL Vertical Alignment: Expressive and Receptive Assessment

These are general recommendations. Units of study, texts, vidoes, and other materials should be based on

ACTFL and National ASL Standards and should be ultimately determined by each district.

SLPI:ASL

ASLPI

Expressive

Performance

Assessments

ASL 1

Earn a rating of Novice to

Survival on the SLPI:ASL, or

Level 1 on the ASLPI.

Students will sign a personal autobiography including their own language backgrounds, likes and dislikes, living situations (who with, where, what type of housing), and school/work information.

Students will bring photographs of their family to share with the class. Students will present their photos and give information including names, ages, relationships, locations, events, and other important details. Students will also respond to questions asked by their peers about their photos.

Students will study videos of

Deaf storytelling and copy the way the story is signed in their own project. (Stories may include: “Timber”, “The Gum

Story”, “Gallaudet and Clerc.”)

Students will sign a narrative about their daily routine including times and activities

(ex: 7:00am wake up, brush teeth, eat breakfast; 7:45am ride the bus to school . . . ).

Students will sign a childhood story from their own lives

(including appropriate role shifting, eye gaze, referencing,

ASL grammar principles, character introductions and descriptions, transitions, numbers, and fingerspelling).

ASL 2

Earn a rating of Survival to

Survival Plus on the SLPI:ASL, or Level 2 on the ASLPI.

Students will describe how to perform a hands-on task (how to do errands or chores, build something, repair something, etc.).

Students will create and perform their own ABC, Number, or

Handshape story.

Students will translate and sign a children’s book in ASL.

Students will interview each other demonstrating appropriate turn-taking, questioning/answering, eye contact, clarification, sharing of information, confirming, and prosody.

Students will study videos of

Deaf storytelling and copy the way the story is signed in their own project. (Stories may include: “Wrong Name!,”

“Ghost In My Room.”)

Students describe their real house or their dream house including detailed descriptions of the lay out, furniture, colors, textures, and designs.

Students select a famous person to describe. They bring a picture to class, and without showing the picture, they describe, in detail, their physical appearance and personality attributes. The class tries to guess who they are describing and are then shown the picture.

Students work in groups of two

ASL 3

Earn a rating of Intermediate on the SLPI:ASL, or Level 2+ on the ASLPI.

Students will participate in a

“Treasure Hunt” where they have to give others on their team signed directions to different locations around the building in order to find the “treasure” at the end.

Students will create a signed dialogue incorporating complaints and advice, where one person has a problem the second person tries to help.

Situations may include a visit to the doctor, a counseling session, or a conversation between friends.

Students will describe how to prepare a recipe including appropriate vocabulary, measurements, descriptions, etc

. . .

Students will draw a time line of their lives, including at least 10 events, and present it in ASL.

Dates, including day, month, and year, should be given as well as details about the events.

Students will sign their own family history narrative beginning with their great grandparents (three generations back) on each side of their family, sibling ranking, births, deaths, important events

(marriage, moves, jobs), names, ages, nationalities, geographical information, describing personalities, and interesting details. (If students do not have access to this information, the assignment can be modified.)

Receptive

Performance

Assessments

Students will take written tests and quizzes to assess vocabulary, fingerspelling, and comprehension at the ASL 1 level. Tests and quizzes are signed by the ASL teacher or other proficient signers.

Students will watch videos in

ASL and retell or answer comprehension questions. to role-play purchasing a ticket for travel (bus, ferry, train, plane). The dialogue must include discussion of the schedule, time, money, directions (map) and weather.


Students will watch videos in

ASL and retell or answer comprehension questions.


Students will watch complex videos in ASL and retell or answer comprehension questions. (Videos can be academic in nature and for enertainment (watched without captions and/or sound) .

YOUR SCHOOL DISTRICT HERE

Course: American Sign Language Interpreter – Year 2

CIP Code: 161603 Exploratory Preparatory

Career Cluster: Education and Training

Total Framework Hours up to:

Date Last Modified: 8/1/2012

180

Cluster Pathway: Sign Language Interpreter

COMMUNICATION

COMPONENTS AND ASSESSMENTS

Performance Assessments:

Note: Numbers listed before Performance Assessment items refer to the Competencies listed below.

Expressive and Receptive End of Course Assessment:

1.1.1; 1.2.1; 1.2.2; 1.3.1: Students are encouraged to take the SLPI:ASL or the ASLPI to demonstrate ASL proficiency skills. The goal for ASL 2 is to earn a rating of Survival to Survival Plus on the SLPI:ASL, or Level 2 on the ASLPI.

Expressive:

1.1.1; 1.2.1; 1.3.1: Students will describe how to perform a hands-on task (how to do errands or chores, build something, repair something, etc.).

1.3.1: Students will create and perform their own ABC, Number, or Handshape story.

1.2.1; 1.3.1: Students will translate and sign a children’s book in ASL.

1.1.2: Students will interview each other demonstrating appropriate turn-taking, questioning/answering, eye contact, clarification, sharing of information, confirming, and prosody.

1.1.1; 1.2.1; 1.3.1: Students will study videos of Deaf storytelling and copy the way the story is signed in their own project. (Stories may include: “Wrong

Name!,” “Ghost In My Room.”)

1.1.1; 1.3.1: Students describe their real house or their dream house including detailed descriptions of the lay out, furniture, colors, textures, and designs.

1.1.1; 1.2.1; 1.3.1: Students select a famous person to describe. They bring a picture to class, and without showing the picture, they describe, in detail, their physical appearance and personality attributes. The class tries to guess who they are describing and are then shown the picture.

1.1.2; 1.3.1: Students work in groups of two to role-play purchasing a ticket for travel (bus, ferry, train, plane). The dialogue must include discussion of

the schedule, time, money, directions (map) and weather.

Receptive:

1.2.1: Students will take written tests and quizzes to assess vocabulary, fingerspelling, and comprehension at the ASL 2 level. Tests and quizzes are signed by the ASL teacher or other proficient signers.

1.2.1: Students will watch videos in ASL and retell or answer comprehension questions.

Leadership Alignment:

Students will perform ASL stories: copy-sign stories, handshape stories, ABC stories, etc . . . for an audience. (Possible audiences may include students in another class, parents and families, the Deaf community.) 1.A.1; 1.A.2; 1.A.3; 1.B.2; 3.A.3; 3.B.2; 3.B.3; 7.B.1; 9.A.2; 10.A.1; 10.A.2; 10.B.1;

11.B.1

Standards and Competencies

Standard/Unit: Communication

Standards (National ASL Standards draft)

1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.

1.2 Students understand and interpret recorded and live American Sign Language on a variety of topics.

1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.

Competencies

1.1 Interpersonal Skills

Total Learning Hours for Unit: 70

1.1.1 Students exchange information in ASL, utilizing cultural references where appropriate. Students will:

A. Discuss and share ideas on likes and dislikes, agreements and disagreements (e.g., opinions on school subjects, books, movies).

B. Inquire about and share personal reactions with various intensities to a variety of familiar contexts (e.g., going to the doctor, first date).

C. Negotiate directions, requests, and demands in a simple way in small groups (e.g., explain or clarify, accept or decline invitations).

D. Give descriptions of people and objects using buoy (formerly ranking, listing & ordering technique), constructed action / dialogue, depicting

verbs (formerly classifiers), surrogates (formerly role shifting), and tokens.

E. Share more factual information on topics related to familiar people, places, and things (e.g. occupation, geographic location)

F. Initiate and participate in casual exchanges with classmates (e.g., discuss past or future personal actions, make suggestions, offer advice).

G. Ask and respond to questions to gain knowledge and clarify understanding (how to get from point A to point B, how an engine works).

H. Discuss and analyze simple humor and ASL poems (e.g., favorite ASL fable, Deaf tree joke). (“Deaf Culture, Our Way” by Holcomb may be

used as a resource.)

I. Discuss matters of personal importance (e.g., interview classmates about their memorable experiences).

1.1.2 Students demonstrate skills necessary to initiate, participate in, and close an exchange and demonstrate greater ability to recognize and

respond to listener feedback during one-to-one conversation (e.g., correcting mistakes, resuming conversation).

1.2 Interpretive Skills

1.2.1 Students understand information on new and familiar topics presented in ASL through a variety of media including authentic narratives and

materials. Students will:

A. Identify main ideas and essential details while viewing an ASL signed narrative, using buoy, constructed action / dialogue, depicting verb, surrogate and token.

B. Comprehend culturally authentic ASL genres (e.g., poetry, jokes, and stories).

C. Understand instructions (e.g., 2-3 step directions, spatial directions).

D. Demonstrate comprehension of a variety of unfamiliar topics by seeking clarification as needed and responding accordingly (e.g., yes/no

and wh-questions).

E. Demonstrate comprehension of basic descriptions, physical attributes, and surroundings (e.g., family, daily

routines, surrounding environment).

F. Demonstrate fingerspelled word recognition for proper nouns and lexicalized fingerspelling in one-to-one scenarios with fewer teacher-aided

cues (e.g., products, brands, names, places, words that have no signs).

1.3 Presentational Skills

1.3.1 Students present information using newly acquired vocabulary, phrases, and patterns. Students will:

A. Demonstrate mastery expressing prepared short presentations (up to 5 minutes) (e.g., describing things and past, current, and future

events using appropriate lexical and syntactic choices).

B. Present skits, recite selected poems, tell anecdotes, and perform stories in ASL (e.g., share ABC stories, number stories, handshape

stories).

C. Respond using topic-comment or topicalization structure when asked basic social questions (e.g., what the student likes to do for fun,

favorite foods, favorite sports).

D. Express opinions about cultural practices, perspectives, and products (e.g., perspectives on controversial topics).

E. Identify and demonstrate the parameters of ASL including handshape, location, movement, palm orientation, and non-manual signals (e.g.,

give examples of each parameter).

F. Produce cardinal numbers 1 to 99,999; ordinals – floors, labels, money, ranges, height, dates, addresses; number incorporation in age,

time, money, o’clock and pronouns.

Aligned Washington State Standards

Art

Communications

Educational

Technology

Health and Fitness

1.1.1 Applies a variety of listening strategies to accommodate the listening situation

2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.

2.2.1 Uses communication skills that demonstrate respect.

2.2.2 Applies skills and strategies to contribute responsibly in a group setting.

2.3.2 Creates personal intercultural communication norms to guide one’s self in a diverse social system.

3.1.1 Applies skills to plan and organize effective oral communication and presentation.

4.1.1 Analyzes and evaluates strengths and weaknesses of one’s own communication using own or established criteria.

4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.

1.1.1 Generate ideas and create original works for personal and group expression using a variety of digital tools.

2.3.1 Select and use common applications.

1.1.1 Applies complex motor skills and movement concepts to activities

Math

Reading

Science

Social Studies

World Language

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

3.1 Develops ideas and organizes writing. Writing

CULTURE




2.1.1; 2.1.2: Students will attend Deaf community events and interact with and/or volunteer with Deaf signers when possible and complete their written reflection paper about their experience and what they learned about Deaf culture. (ASL 2 students are expected to interact at a deeper level than ASL 1 students and to hold conversations with others at the event about daily activities, interests, family, and other familiar topics.) Resource: “A Sign of

Respect: Strategies for Effective Deaf/Hearing Interactions,” DVD and Workbook by Thomas K. Holcomb and Anna Mindes.

2.2.1; 2.2.4: Students will read a novel or non-fiction book written by or about Deaf people, Deaf history, or American Sign Language and respond through writing and discussion to the topics about Deaf culture and the experiences of the characters in the novel. (Possible novels: “Deaf Again,” or

“Anything But Silent” by Mark Droslbaugh, “For Hearing People Only”, by Moore and Levitan, “A Loss for Words,” by Lou Ann Walker, Laurent Clerc,

The Story of His Early Years, by Cathryn Carroll, “Everyone Here Spoke Sign Language”, by Nora Ellen Groce.) *Students will read a different book than was read in ASL 1.

2.2.1: Students will watch a variety of films and media with Deaf actors, characters, and/or issues related to Deaf culture and community and participate in discussions and write reflections to demonstrate increased awareness of Deaf culture. (Films and media may include: “Audism Unveiled,” “Sound and Fury,” “The Mind Traveler: Usher’s Syndrome,” “Beyond Silence,” “Love Is Never Silent,” “Sweet Nothings In My Ear,” “Deaf President Now,” “The

L.A.C.D. Story,” *”Children of a Lesser God.”) *Children of a Lesser God” is rated PG-13 and may not be suitable for all high school students.

2.1.2; 2.1.3; 2.2.1; 2.2.2; 2.2.3; 2.2.4: Students will take written exams after watching videos, reading sections of literature, and attending to teacher lectures about Deaf history and culture.

2.1.2; 2.2.4: Students work in pairs where one person wears a blindfold and earplugs to simulate being Deaf-Blind. The person who can see guides their partner in an activity. (Possibilities may include: a walk around the building, eating food, building, art, playing a game, etc.)

2.1.2; 2.1.4: Students work in pairs where one person wears a blindfold and earplugs to simulate being Deaf-Blind. The person who can see interviews their partner using tactile signing, then they switch roles. Afterwards, students discuss their experiences with the class.

2.1.4: Students create a visual art piece to demonstrate what they have learned about Audism (“Audism Unveiled” could be used as a resource.)

Students may display their work for “Deaf Awareness Week.”


Students will learn about cochlear implants: the mechanism, the history, and the controversy within the Deaf and hearing communities. Students will research online to learn about what a cochlear implant is and how it works. They will develop research questions and complete a research project with

a partner, prepare a Power Point Presentation, and share it with the class. Students will read articles and watch a movie about the controversy surrounding cochlear implants and attend a panel discussion by community members on the topic. Finally, students will participate in a discussion where they debate their perspectives on cochlear implants using information from their research and experiences from the unit. (Note: Community panels could be made accessible through video conferencing and live streaming technology so that many districts could participate simulaneously, including those in less populated areas of the state.)

2.A.1; 2.C.1; 2.C.2; 2.C.3; 2.C.4; 2.C.5; 2.D.2; 3.A.1; 3.A.2; 3.A.3; 4.A.1; 4.A.2; 4.B.3; 9.A.1; 9.A.2; 9.B.2


Standard/Unit: Standard Category: Culture - National ASL Standards (draft)

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf Culture

2.2 Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf Culture

Competencies Total Learning Hours for Unit: 35

2.1 Students will understand perspectives, practices, and products of the culture where ASL is used and how they are interrelated. Students will:

2.1.1 Participate in real or simulated cultural events (e.g., Deaf community events, sign-only meals and activities).

2.1.2 Identify patterns of behavior typically associated with Deaf culture in formal and informal settings (e.g., Deaf clubs, Deaf sports).

2.1.3 Explore organizations of Deaf World/Deaf Identity (e.g., foreign Deaf communities and sign languages, international organizations, Deaf Way,

World Federation of the Deaf, and Deaflympics).

2.1.4 Analyze the role of audism (in employement, organizations, legislation, education, media, etc).

2.2 Students will compare and analyze beliefs, values, and attitudes reflected in products found in Deaf culture and other cultures. Students will:

2.2.1 Identify and learn about the expressive products of Deaf culture such as art, film, stories, poetry, and literature, and explore the ways in which

these products reflect the lifestyles and perspectives of Deaf people.

2.2.2 Recognize and identify famous Deaf people from the United States.

2.2.3 Recognize familiar tangible products of Deaf culture (e.g., statues of Gallaudet and Cogswell on Gallaudet campus).

2.2.4 Recognize and discuss, sub-groups in the Deaf community and their history, identity and perspectives (e.g., experiences of Deaf-Blind

(including tactile signing, technology, interpreting, SSPs=Support Services Providers); KODA/CODA).


Art

Communications

2.1: Applies a creative process in the arts (dance, music, theatre and visual arts.)

2.2: Applies a performance process in the arts (dance, music, theatre and visual arts.)

2.3: Applies a responding process in the arts (dance, music, theatre and visual arts.)

4.2: Demonstrates and analyzes the connections among the arts and other content areas.

4.4: Understands how the arts influence and reflect cultures/civilization, place and time.

1.1.1 Applies a variety of listening strategies to accommodate the listening situation

1.2.1 Evaluates effectiveness of and creates a personal response to visual and auditory information.

1.2.2 Evaluates the effect of bias and persuasive techniques in mass media.



2.3.1 Analyzes the influence of cultural principles, beliefs, and world views on intercultural communication.


3.1.1 Applies skills to plan and organize effective oral (or signed) communication and presentation.

3.3.1 Applies skills and strategies for the delivery of effective oral (or signed) communication and presentations.

Educational

Technology


Math

Reading

Science

Social Studies


1.2.1 Communicate and collaborate to learn with others.

1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.

1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.

1.3.2 Locate and organize information from a variety of sources and media.

1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.

1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.

M1.5.C Make valid inferences and draw conclusions based on data.

M2.6.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics

M1.8.H Synthesize information to draw conclusions and evaluate the arguments and conclusions of others.

2.1 Demonstrate evidence of reading comprehension.

3.4 Read for literary experience in a variety of genres.

5.1.1 Analyzes the underlying assumptions of positions on an issue or event.

5.1.2 Evaluates the depth of a position on an issue or event.

5.3.1 Creates and articulates possible alternative resolutions to public issues and evaluates these resolutions using criteria that have been identified in the context of a discussion.

World Language

Writing 2.1: Adapts writing for a variety of audiences.

CONNECTIONS




3.1.2; 3.2.1: Students create a timeline of American Deaf History and American Sign Language including significant events and dates as well as brief descriptions.

3.1.2; 3.2.1; 3.2.2: Students will take written exams after watching videos, reading sections of literature, researching, and attending to teacher lectures about Deaf history and culture.


Students will learn to sign, “The Star Spangled Banner” and will perform it at school assemblies and events. 1.B.1; 3.B.3; 8.1.A; 8.1.3; 9.A.2; 10.A.2;

10.B.1; 11.B.1


Standard/Unit: Connections - National ASL Standards (draft)

3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language

3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and Deaf culture.


3.1 Students use information acquired in the study of ASL and information acquired in other subject areas to reinforce one another. Students will:

3.1.1 Present live or recorded reports on topics being studied in other classes (e.g., importance of nutrition).

3.1.2 Describe the basic study of world history by studying the history of the Deaf world (e.g., French roots of the American Deaf community,

Brief history of Deaf America)

3.1.3 Demonstrate comprehension of short videos in ASL that relate to areas such as social studies, science, technology, or the arts (e.g.,

presentation on health).

3.2.Students relate information acquired in other subjects to their understanding of the Deaf community. Students will:

3.2.1 View and discuss ASL folk tales, short stories, and poems that have been developed for young people and passed down for generations (e.g.,

well-known humorous stories shared on vlogs).

3.2.2 Demonstrate an understanding of major events in Deaf history that have had profound influence on Deaf cultural values (e.g., materials on

attempts to eradicate the use of ASL).

Art

Communications

Educational

Technology


Math

Reading

Science

World Language

Writing

Social Studies


4.2: Demonstrates and analyzes the connections among the arts and other content areas.




1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry.

1.3.2 Locate and organize information from a variety of sources and media.

1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.

1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions.

2.1 Demonstrate evidence of reading comprehension.

2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

5.1.1 Analyzes the underlying assumptions of positions on an issue or event.

5.1.2 Evaluates the depth of a position on an issue or event.

3.1: Develops ideas and organizes writing.

COMPARISONS




4.1.1: Students will participate in a handshape game. A handshape is shown and students work in groups to come up with as many signs as possible that use the selected handshape (e.g. for the hanshape, “B,” DOOR, TABLE, GOD, WINDOW are examples).

4.1.1; 4.1.2; 4.2.2; 4.2.3: Students will write a comparison and contrast paper articulating similarities and differences between Deaf culture and their own and/or ASL and English grammatical features.


Voice-Off-Day (VOD): Students will spend a 24-hour period without talking. Before VOD, ASL 2 students will visit ASL 1 classes to discuss their experiences from VOD the previous year. ASL 2 students will participate in VOD a second time to contribute to the school-wide ASL community as well as to continue to develop their own awareness of oppression and access barriers for Deaf people. 3.A.1; 3.A.2; 3.A.3; 3.A.4; 3.A.5; 11.B.1


Standard/Unit: Comparisons - National ASL Standards (draft)

4.1 Students demonstrate understanding of the nature of American Sign Language and their own languages.

4.2 Students demonstrate understanding of the nature of American Deaf culture and their own.


4.1 Students develop a better understanding of the English language through a study of ASL. Students will:

4.1.1 Compare vocabulary usage and structural patterns of ASL with English, including adverbs, pluralization, commands, negations, spatial

locations, compound signs, verb inflection (temporal), buoys, constructed action / dialogue, depicting verbs, surrogates and tokens.

4.1.2 Recognize and describe the correct non-manual signals that are distinctive to ASL (e.g. non-manual signals used by a Deaf storyteller).

4.2 Students demonstrate an understanding of similarities and differences between Deaf culture and the students’ own culture(s). Students will:

4.2.1 Identify the similarities and differences between schools for the Deaf and their own and their family life with other Deaf families (e.g.,

differences in attending a residential school and a neighborhood school).

4.2.2 Compare verbal and nonverbal behavior in activities among friends, classmates, family members, and teachers in Deaf culture and their own

culture (e.g., expectations regarding the concept of DEAF TIME “being on time”).

4.2.3 Examine the relationship between cultural perspectives and expressive products by analyzing selected products from Deaf culture and their

own (e.g., perspectives between the ASL poem, “ To a Hearing Mother,” with the poem, “You Have to Be Deaf to Understand,” written in

English).


Art

Communications

Educational

Technology



1.2.2 Evaluates the effect of bias and persuasive techniques in mass media.

4.1.1 Analyzes and evaluates strengths and weaknesses of one’s own communication using own or established criteria.

Math

Reading

Science

Social Studies

World Language

Writing

.

COMMUNITIES




5.1.1; 5.2.1: Attend Deaf cultural and community events or social activities.

5.1.1; 5.2.1: Communicate via video, letters and/or emails about school and life with Deaf peers.

5.1.2; 5.2.3: Students chose an ASL-related career and create a project (poster, PowerPoint, essay, etc.) including education required, employability,

ASL skills needed, and certification requirements.

5.2: Students will report on current events in the Deaf community throughout the year (local, regional, national, international)


After studying the National Interpreter Certification (NIC) Code of Professional Conduct (C P C), students will work together to create a skit to demonstrate “Good Interpreter/Bad Interpreter.” In the first portion of the skit they will demonstrate correct adherance to all ten e ts in the C P C. In the second portion of the skit, they will break at least one ten e t and convey the consequences of this. Students will also submit a written paper on why the tents are critical to providing ethical and professional service as an ASL Interpreter.

3.B.1; 3.B.2; 3.B.3; 4.A.2; 4.B.1; 4.B.3; 6.A.1; 6.A.3; 7.B.1; 7.B.2; 10.A.2; 10.B.1.a, b, c, d, e, f, h; 11.A.1; 11.A.2; 11.A.3; 11.A.4


Standard/Unit: Communities - National ASL Standards (draft)

5.1 Students use American Sign Language within and beyond the school setting

5.2 Students show evidence of becoming lifelong learners by using American Sign Language for personal enjoyment and enrichment


5.1 Students will develop and apply ASL and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.

Students will:

5.1.1 Communicate with peers and other members of the Deaf community about daily life, various experiences, and special events

5.1.2 Interact with ASL users in the Deaf community to learn about community relations and possible future career options (e.g., interview a person

who uses ASL in their work and summarize the information, invite professionals into the classroom for a discussion, etc.)

5.2 Students will participate in the Deaf community. Students will:

5.2.1 Establish and/or maintain relationships with ASL users (e.g., socialize with Deaf mainstreamed students).

5.2.2 Explore and describe career possibilities where ASL is useful or beneficial (e.g. interpreter, ASL specialist, Deaf education teacher, vocational

rehabilitation)

5.3 Learn about ASL Interpreter certification, ethics, training programs, and basic translation concepts


Art

Communications

1.1.1 Applies a variety of listening strategies to accommodate the listening situation.




2.3.1 Analyzes the influence of cultural principles, beliefs, and world views on intercultural communication.




4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.

Educational

Technology


Math

Reading

Science

Social Studies

Writing


1.2.1 Communicate and collaborate to learn with others.

1.2.2 Develop cultural understanding and global awareness by engaging with learners of many cultures.

2.2.1 Develop skills to use technology effectively.

2.2.2 Use a variety of hardware to support learning.

3.3 Read for career applications.

5.1 Students use the language both within and beyond the school setting.

5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

2.1: Adapts writing for a variety of audiences.

21 st

Century Skills

Check those that students will demonstrate in this course:

LEARNING & INNOVATION INFORMATION, MEDIA & TECHNOLOGY SKILLS LIFE & CAREER SKILLS

Creativity and Innovation

Think Creatively

Work Creatively with Others

Implement Innovations

Critical Thinking and Problem Solving

Reason Effectively

U se Systems Thinking

Make Judgments and Decisions

Solve Problems

Communication and Collaboration

Communicate Clearly

Collaborate with Others

Information Literacy

Access and /evaluate Information

Use and Manage Information

Media Literacy

Analyze Media

Create Media Products

Information, Communications and Technology

(ICT Literacy)

Apply Technology Effectively

Flexibility and Adaptability

Adapt to Change

Be Flexible

Initiative and Self-Direction

Manage Goals and Time

Work Independently

Be Self-Directed Learners

Social and Cross-Cultural

Interact Effectively with Others

Work Effectively in Diverse Teams

Productivity and Accountability

Manage Projects

Produce Results

Leadership and Responsibility

Guide and Lead Others

Be Responsible to Others

ASL Frameworks

ASL Frameworks: An Introduction

ASL Vertical Alignment

ASL Vertical Alignment: Expressive and Receptive Assessment

YOUR SCHOOL DISTRICT HERE

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