Groton Public Schools
Curriculum Map
INTRODUCTION
Course Title: American Sign Language I
Curriculum Area and Grade: World Languages (Grades 9-12)
Course Purpose:
The purpose of this course is to introduce students to American Sign Language, the 4th most used language in the United States (approved as a foreign
language offering by the CT General Assembly on Tuesday, June 7, 2011). As such ASL I meets Connecticut’s Common Core of Learning for World
Language for the 21st century: Communication, Cultures, Connections, Comparisons Among Languages/Cultures, and Communities in at least one
language other than English.
Major Learning Goals and Understandings:
Student Learning Expectation(s): Students will, by the completion of ASL I, be able to have basic conversations in ASL incorporating the
fundamentals of ASL grammar, vocabulary, fingerspelling, numbers, and culture. They will be able to demonstrate the ability to select, produce, and
use appropriate sign choice for clear and accurate basic communication (needs, wants, opinions) along with the application of appropriate grammar
and syntax (facial expression, body language, deixis, fulcrum, signing space). As cultural aspects of ASL are integrated throughout the course, students
will have a basic understanding of Deaf culture, differences between Deaf and Hearing cultures, and insight of the experiences of being deaf when
communicating in a hearing world. (World Language Standards: Communication, Cultures, Connections, Comparisons, Communities)
21st Century Learning Expectation(s): www.p21.org In keeping with the standards and expectations, students will have the opportunity to demonstrate
collaborative learning, critical thinking, problem solving, global citizenship, and innovation. Each student will demonstrate his/her individual skills in
the areas of interpersonal and interpretive communication, literacy across the core content areas (print/manual/digital) via topics related to ASL, and
global comparisons (English language vs. ASL, American Hearing culture vs. American Deaf culture, ASL as a basis for other manual languages,
similarities/differences between spoken/signed languages). Integration/use of technology gives students a springboard toward mastery of expected
ASL I skills as well as a support for the basic knowledge of the culture and language.
Units and # of Weeks
1. Communication – ASL Components
(1.5 – 2 weeks)
3. Grammar
(integrated throughout the course)
5. Numbers and Time
(2 – 3 weeks)
7. Animals
(2.5 – 3 weeks)
9. Culture Practices
(integrated throughout the course)
11. Connections
(integrated throughout the course)
13. Communities
(integrated throughout the course)
Note: Units 3, 9, 10, 11, 12, 13 are woven into each unit of instruction
2. Fingerspelling and Greetings
(2 – 3 weeks)
4. People, Pronouns, & Related Vocabulary
(6 – 7 weeks)
6. Colors
(.5 – 1 weeks)
8. Food & Health
(2 – 3 weeks)
10. Culture Products (integrated throughout the course)
12. Comparisons(integrated throughout the course)
Mappers/Authors: Paula Rosenberg Bell, M.Ed Teacher of the Deaf and Hard of Hearing
Date Approved: September 2012
Part 1 – Unit 1 ~ Communication: ASL Components
Grade:
Subject:
Course:
Length of Unit: 36 weeks
9-12
American Sign Language
American Sign Language I
ASL Components 1.5 - 2 weeks
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 - Standards Unit 1 ~ Communication: ASL Components
Key (GLE) Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Note: Throughout this curriculum, ASL = American Sign Language; MCE = manually coded English; PSE = Pidgin Creating, Evaluating, Analyzing,
Signed English. Cultural and Grammatical aspects of ASL are integrated into each unit.
Applying, Understanding and
Remembering
The students will know:
The students will be able to:
 ASL is a living language
 the four parameters of ASL
 signing space
 the difference between marked and
unmarked handshapes
 the importance of maintaining
eye contact, and facial expressions
 turn-taking
 the ‘rules’ of interrupting, pointing,
‘mouthing’, fingerspelling
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Differentiate between ASL and MCE/PSE
Identify handshape, palm orientation, location, and movement
Identify (oral/sign/print/digital) each of the above parameters
Demonstrate understanding (oral/sign/print) of the importance of
non-manual behaviors, eye contact, signing space, fingerspelling
vs. signing
Analyze (oral/sign/print/digital) the cultural differences between
Deaf/deaf, hard of hearing, hearing impaired, Hearing/hearing
Create various facial expressions to show “tonal quality and
inflection”
Apply (oral/sign/print/digital) the ‘rules’ of signing
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is not related to English and therefore may not have a one to one translation or relationship.
American Sign Language has all of the components of a living cultural language (history, folklore) including but not limited to: grammar,
syntax, phonology, semantics.

Essential Questions
What makes ASL a distinctly different language from English?
How is ASL a “cultural” language?
Part 3 – Common Unit Assessments
Communication: ASL Components
 Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).
 Activities demonstrating the above to include but not limited to: pre-assessment of knowledge about ASL, Deafness, Deaf Culture;
modeling/copying/student sharing with partners/small group/1-1 with instructor; quiz/test (digital/print/through-the-air); analysis of digital
observations of authentic (native) signers; Q/A games related to the topic 1-9
Part 4 – Common/Assured Learning Experiences
Communication: ASL Components
 Development of visual skills (receptive) via activities/games
 Preparation of manual skills (expressive ) via interactive activities/games
 Print/digital material
 Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
 Vocabulary: (not limited to): signing hand, base hand, deixis, fulcrum, signing space, parameters, palm orientation, eye gaze, Deaf/deaf, HoH
vs. HI, non-manual behaviors, fingerspelling, signing, ASL, MCE, PSE, ‘deaf nod’
Part 5-Teacher Notes
Communication: ASL Components
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Lincoln Memorial photo
Getting Started handout
Pre-assessment (T/F handout or Activote)
Flip charts
Part 1 – Unit 2 ~ Communication: Fingerspelling and Greetings
Grade:
Subject:
Course:
Length of Unit: 36 weeks
9-12
American Sign Language
American Sign Language I
Fingerspelling/Greetings: 2 -3 weeks
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 – Standards Unit 2 ~ Communication: Fingerspelling and Greetings
Key (GLE) Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Note: Throughout this curriculum, ASL = American Sign Language; MCE = manually coded English; PSE = Pidgin Creating, Evaluating, Analyzing,
Signed English. Cultural and Grammatical aspects of ASL are integrated into each unit.
Applying, Understanding and
Remembering
The students will know:
The students will be able to:

the manual ASL alphabet

rules associated with fingerspelling;
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basic ASL courtesies: indication of
comprehension/back-channeling
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name signs (cultural)
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comprehend fingerspelling;
demonstrate introductions;
demonstrate the ‘WH’ expression to request information, receive
assistance, confirm comprehension;
distinguish and discuss (oral/sign/print/digital) the rules of ASL
courtesy;
identify non-manual markers (WH face, yes/no) in ASL
presentations (live/digital)
demonstrate understanding (oral/sign/print) of the importance of
said rules;
produce ASL to express personal likes, dislikes, agreement, and
disagreement regarding familiar or known topics;
identify confirmations (lip quiver, nod, ‘yes’)
explain sight lines/visibility and light conditions
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.

Essential Questions
What do students need to know prior to learning ASL?
Part 3 – Common Unit Assessments
Communication: Fingerspelling and Greetings
 Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1(interview)
with instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the
topic 1-6; structured drills; picture sequencing
Part 4 – Common/Assured Learning Experiences
Communication: Fingerspelling and Greetings
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Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Participation in Fingerspelling Relay, Songs (ABC, B-I-N-G-O, RESPECT by Aretha Franklin), ABC Bingo
Role playing of introduction, requesting assistance, etc.
Creation of an ASL ABC book, poster, digital/board game for younger children (alone, partner, or group)
Part 5-Teacher Notes
Communication: Fingerspelling and Greetings
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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List of 3 and 4 letter words for drill/relay
Teacher made games
Pictures of common situations
Flip charts
Activotes
Word puzzles (Word Search, Crossword Puzzle, Anagram)
Handouts: ABC, simple sentence
Part 1 – Unit 3 ~ Communication: Grammar
Grade:
Subject:
Course:
9-12
American Sign Language
American Sign Language I
Length of Unit: 36 weeks
ASL grammar is an integral part of the
language. It is woven into each segment of
instruction from fingerspelling to cultural
aspects of ASL.
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 – Standards Unit 3 ~ Communication: Grammar
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language; MCE = manually coded English; PSE = Pidgin
Signed English. Cultural and Grammatical aspects of ASL are integrated into each unit.
The students will know:
The students will be able to:
 basic components of ASL grammar
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appropriate to Level 1
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distinguish and produce various sentence types (S-O-V, S-V-O, WHword);
determine spacial distance (expression, deixis)
integrate time indicators, pluralization, incorporation of numbers,
descriptors into sentences
demonstrate noun-verb pairs (car/drive, door/open-door/close-door,
etc.), subject-object -verb agreement (he-see-me, I-see-him, you-seehim)
demonstrate (seeking information and yes/no) using appropriate facial
expression
demonstrate topic-comment grammatical expression
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.
American Sign Language is not related to English
American Sign Language has all of the components of a living cultural language.

Essential Questions
What do students need to know prior to learning ASL?
How is ASL distinct from English?
Why and how is ASL a living cultural language?
Part 3 – Common Unit Assessments
Communication: Grammar

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1(interview)
with instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to
grammar; structured drills; picture sequencing
Part 4 – Common/Assured Learning Experiences
Communication: Grammar
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Development of visual skills (receptive) via activities/games/class work
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Participation in signed conversations and presentations
Role playing of introduction, requesting assistance, etc.
Structured drills
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Vocabulary and concepts (not limited to): gender, plurals, interrogatives, idioms, descriptors, noun-verb pairs, negation, classifiers,
pronominalization, sentence ordering (S-O-V, S-V-O), time indicators, sequencing, initialization, directional verbs, facial grammar, eye gaze,
deixis, basic classifiers ~ CL: 1, CL:1-1, CL: 2, CL: 3, CL: B
Part 5-Teacher Notes
Communication: Grammar
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Teacher made games: Signing Baseball, Jeopardy, Wheel of Fortune
Pictures of common situations
Flip charts
Activotes
Part 1 – Unit 4 ~ Communication: People, Pronouns, Related Vocabulary
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
People, Pronouns, Related Vocab 6-7 weeks
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 - Standards Unit 4 ~ Communication: People, Pronouns, Related Vocabulary
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language; MCE = manually coded English; PSE = Pidgin
Signed English. Cultural and Grammatical aspects of ASL are integrated into each unit.
The students will know:

sign gender by location of
production
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family relationships
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pronouns
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basic descriptors
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basic associated action verbs
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:
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differentiate between male/female signs based on location;
discuss (via sign) family relationships (mother/father, brother/sister, et al);
identify a person in a photo from a signed description;
describe/demonstrate 3-5 ASL sentences about an individual including
locale, job, education, personal characteristics, et al.;
synthesize classifiers CL: 1, CL: 1-1, CL: 2, CL: 3, CL: F when describing
an individual;
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.
American Sign Language is not related to English.
American Sign Language has all of the components of a living cultural language.

Essential Questions
What do students need to know, prior to learning ASL?
How is ASL distinct from English?
Why is it a living cultural language?
Part 3 – Common Unit Assessments
Communication: People, Pronouns, Related Vocabulary

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote), rubric scoring of the creation and presentation of a family tree, circle of
friends, team, club, et al
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Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topics
1-5, creation of a family tree, circle of friends, team, club, et al
Part 4 – Common/Assured Learning Experiences
Communication: People, Pronouns, Related Vocabulary
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Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Structured drills
Participation in signed conversations and presentations
Part 5-Teacher Notes
Communication: People, Pronouns, Related Vocabulary
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Project/Presentation Rubric
Flip charts
Handouts: gender, classifiers, people, action verbs
Part 1 – Unit 5 ~ Communication: Numbers and Time
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Numbers and Time 2-3 weeks
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 - Standards Unit 5 ~ Communication: Numbers and Time
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:
 the basic ASL number rules including
cardinal, ordinal, placement, and
listing/ranking
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will be able to:
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produce cardinal numbers, ordinal numbers, placement, listing /
ranking
discuss (sign/print/digital) the difference between even dollar amounts
$1-$10 and ordinal numbers 1st -10th
demonstrate understanding (sign/print) time indicators
synthesize pluralization placement into signed sentences
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.
American Sign Language is not related to English.
American Sign Language has all of the components of a living cultural language.

Essential Questions
What do students need to know prior to learning ASL?
How is ASL distinct from English?
Why is it a living cultural language?
Part 3 – Common Unit Assessments
Communication: Numbers and Time

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic 14, role-playing scenarios
Part 4 – Common/Assured Learning Experiences
Communication: Numbers and Time
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Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Role-playing of various scenarios ~ shopping, calling someone, seeing grades, comparing sport scores, et al
Structured drills
Participation in signed conversations and presentations
Participation in number songs
ASL Number Sudoko
Schedules/calendars
ASL version of THE OLD WOMAN WHO SWALLOWED A FLY (listing)
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Associated vocabulary (not limited to): age, address, add, subtract, divide, multiply, equal, plus, minus, more, less, time, second, minute, hour,
day, week, month, year, morning, noon, afternoon, night, midnight, all day, all night, o’clock, how many/how much, days of the week, holidays
(New Year’s, Valentine’s Day, St. Patrick’s Day, Easter, Passover, Mother/Father Deaf Day, et. al, summer, winter, spring, fall, birthday,
anniversary, et al
Part 5-Teacher Notes
Communication: Numbers and Time
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Handouts: variations of numbers, number rules, time frame
Flip charts
ASL number dice
Calendars
Scenario Cards
Schedules
Number stories (video ~ need VCR access)
ASL version of THE OLD WOMAN WHO SWALLOWED A FLY
Part 1 – Unit 6 ~ Communication: Colors
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Colors .5- 1 week
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 - Standards Unit 6 ~ Communication: Colors
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:

the colors and shades
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:



produce a visual for a signed color
distinguish specific colors and shades
identify/ request a multi-colored object by its signed description
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.
American Sign Language is not related to English.
American Sign Language has all of the components of a living cultural language.

Essential Questions:
Communication Unit (includes all components 1- 8 which make up the unit)
What do students need to know prior to learning ASL?
How is ASL distinct from English?
Why is it a living cultural language?
Part 3 – Common Unit Assessments
Communication: Colors

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic 14, role-playing scenarios, creation of a color by number coloring page
Part 4 – Common/Assured Learning Experiences
Communication: Colors









Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Role-playing of various scenarios ~ shopping, calling someone, seeing grades, comparing sport scores, et al
Structured drills
Participation in signed conversations and presentations
Coloring activity involving coloring shapes per signed directions
Creation of a color by number page

Associated vocabulary (not limited to): color (noun/verb), paint (noun/verb), crayon, pencil, pen, draw, write, art, illustrate, cut, copy,
photocopy, color words, lighter, darker
Part 5-Teacher Notes
Communication: Colors
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Handouts: variations of numbers, number rules
Flip charts
Pattern cards with colored blocks
Crayons/markers, paper
ASL font installed on computers
Part 1 – Unit 7 ~ Communication: Animals
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Animals 2.5 - 3 weeks
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 - Standards Unit 7 ~ Communication: Animals
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:
 animal unit signs (not limited):

pet, zoo, farm, wild, forest/woods,

ocean/sea, lake, dog, cat, mouse, rat,
fish, bird, bug, cow, horse, pig,
chicken, hen rooster, duck, eagle,
whale, skunk, alligator, dolphin, lion,
tiger, monkey, elephant, swim, hunt,
catch, bark, climb, fly, ride.
identify an animal and action from a signed description
produce and identify a minimum of 20 unit signs via student created
matching activities.
Addresses all components
of Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.
American Sign Language is not related to English.
American Sign Language has all of the components of a living cultural language.

Essential Questions
What do students need to know prior to learning ASL?
How is ASL distinct from English?
Why is it a living cultural language?
Part 3 – Common Unit Assessments
Communication: Animals

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,
role-playing scenarios, creation of an animal matching activity, ‘hand animal’
Part 4 – Common/Assured Learning Experiences
Communication: Animals








Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Structured drills
Participation in signed conversations and presentations
Creation of a ‘hand animal’
Creation of an animal matching activity
Part 5-Teacher Notes
Communication: Animals
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Handouts: animal signs
Flip charts
Magazines, cards, markers, computer
ASL font
paper
samples of ‘hand animals’ (transparencies, computer images, 3-D)
Part 1 – Unit 8 ~ Communication: Food & Health
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Food & Health 2-3 weeks
Standards for Foreign Language Learning National Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings
and exchange opinions. (Communication 1.1)
Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a
variety of topics. (Communication 1.2)
Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or
via recorded materials. (Communication 1.3)
Connecticut State Standards
Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
(Communication 1.1)
Communication: Students will understand and interpret spoken and written language on a variety of topics.
(Communication 1.2)
Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
(Communication 1.3)
Part 2 - Standards Unit 8 ~ Communication: Food & Health
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:

basic food vocabulary

basic health vocabulary

three basic mouth morphemes: eee,
ooo, ahh.
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:



discuss their favorite/least liked food using grammatically correct
ASL sentences
identify the three mouth morphemes introduced
Explain and demonstrate to a non-ASL student or an adult three
body parts for the Hokie Pokie (to be demonstrated for the class
either live or via taping).
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communication

Big Idea
American Sign Language is a visual-gestural language with neither spoken nor written components.
American Sign Language is not related to English.
American Sign Language has all of the components of a living cultural language.

Essential Questions
What do students need to know prior to learning ASL?
How is ASL distinct from English?
Why is it a living cultural language?
Part 3 – Common Unit Assessments
Communication: Food & Health
Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).
Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with instructor;
quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic, role-playing
scenarios
Part 4 – Common/Assured Learning Experiences
Communication: Food & Health








Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Structured drills
Participation in signed conversations and presentations
Bring a ‘finger food’ to school to share and describe
Participation in Simon Signs and the Hokie Pokie

Vocabulary (not limited to): milk, water, juice, coffee, tea, fruit, vegetable, meat, chicken, fish, turkey, hot dog, pizza, potato, beans, peas,
lettuce, cabbage, salad, Jell-O, pie, cookie, cake, ice cream, salt, pepper, ketchup, mayo, mustard, cheese, butter, peanut butter, cracker, jelly,
hungry, thirsty, breakfast, lunch, dinner/supper, snack, cafeteria, restaurant, kitchen hot/warm/cold/cool, body, bones, head, neck, eyes, ears,
mouth, teeth, tongue, heart, throat, shoulders, arm, hand wrist, fingers, waist, hips, buttocks, leg, knee, foot, toes, happy/sad, tired/awake,
interested/bored, healthy/sick, vomit, fever, broken, poison, surgery, cut, bandage, medicine, pill, vitamin, a cold, cough, pain, hurt, headache,
sore throat
Part 5-Teacher Notes
Communication: Food & Health
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Handouts: food, health vocab
Flip charts
Paper pizza
Magazines for food pictures
Multiple OPERATION games
Mouth Morphemes video (VCR)
Part 1 – Unit 9 ~ Culture: Practices
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Cultural Practices is integrated throughout the
course.
Standards for Foreign Language Learning National Standards
Culture: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. (Culture 2.1)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Culture: Students demonstrate an understanding of the relationship between the practices and the perspectives of American Deaf culture and the Deaf
World. (2.1)
Culture: Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture and the Deaf
World. (2.2)
Connecticut State Standards
Culture: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. (Culture 2.1)
Part 2 - Standards Unit 9 ~ Culture: Practices
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:
The students will be able to:

basic Deaf History; folklore;

group naming (Deaf/Hard of
Hearing), rejection of hearing
impaired/disabled/handicapped, cultural
deafness vs. medical deafness;

schools for the Deaf (preferred
choice of education), Gallaudet Univ.,
NTID;

socializing beliefs, membership in
the Deaf Community;

rules of Deaf courtesy (pointing is
fine, being descriptive is not rude, the
‘long good-bye’, voicing without signing
is inappropriate, staring is rude ~ eye
contact is not, explanations required if
leaving early/arriving late, interruptions);

communication strategies;

contributions from members of the
Deaf community to the Hearing
community.




use appropriate (Deaf) social behaviors when in Deaf community;
use basic signed information to members of the Deaf community;
compare and contrast cultural practices of the American Deaf and the
Hearing cultures;
discuss social/political issues affecting Deaf culture;
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Addresses all components
of Bloom’s Taxonomy in
a recursive manner.
Big Idea and Essential Questions
Culture (Practices)

Big Idea
American Sign Language is the language used by members of the Deaf community.
Members of the Deaf community are not disabled, handicapped, or impaired.
Deaf Culture (the community) is formed by the common bond of deafness and the use of ASL.

Essential Questions
Why is American Sign Language the language used by members of the Deaf community?
Why are members of the Deaf community not considered disabled, handicapped, or impaired?
How has Deaf Culture (the community) formed?
Part 3 – Common Unit Assessments
Culture: Practices

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,
research, reading/discussing articles
Part 4 – Common/Assured Learning Experiences
Culture: Practices








Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Structured drills
Participation in signed conversations and presentations
Viewing documentaries related to Deaf Culture
Research
Part 5-Teacher Notes
Culture: Practices
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
www.aslpro.com
www.lifeprint.com
www.signingsavvy.com
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Handouts: Deafness & Culture articles
Flip charts
THROUGH DEAF EYES (DVD)
AUDISM (DVD)
DUMMY HOY (DVD)
SUE THOMAS, FB EYE (series)
BRIDGE TO SILENCE (DVD)
Part 1 – Unit 10~ Culture: Products
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Cultural Products is integrated throughout the
course.
Standards for Foreign Language Learning National Standards
Culture: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. (Culture 2.1)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Culture: Students demonstrate an understanding of the relationship between the practices and the perspectives of American Deaf culture and the Deaf
World. (2.1)
Culture: Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture and the Deaf
World. (2.2)
Connecticut State Standards
Culture: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. (Culture 2.1)
Part 2 - Standards Unit 10 ~ Culture: Products (2.2)
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:

the importance of visual alerts,
appropriate lighting;

the significance of the football
huddle, the Lincoln Memorial;

hearing aids, cochlear
implants, bone anchored hearing
aids, brain stem implants

Deaflymplics

Video phones, pagers, TTYs,
texts

closed captioning, interpreters,
hearing ear dogs, ADA

art, literature, music, jokes

(Chuck Baird, Bernard Bragg,
Ella Mae Lenz, Gilbert Eastman)
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:




identify both traditional and tangible/intangible products and symbols of
the culture
use ASL to discuss art, music, or literature of the Deaf community.
Categorize the differences between Deaf and Hearing humor
Show information on technological inventions that were developed by/for
individuals who are/were deaf.
Addresses all components of
Bloom’s Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Culture (Products)

Big Idea
American Sign Language is the language used by members of the Deaf community.
Members of the Deaf community are not disabled, handicapped, or impaired.
Deaf culture (the community) is formed by the common bond of deafness and the use of ASL.

Essential Questions
Why is American Sign Language the language used by members of the Deaf community?
Why are members of the Deaf community not considered disabled, handicapped, or impaired?
How has Deaf culture (the community) formed?
Part 3 – Common Unit Assessments
Culture: Products

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,
viewing/reading/discussing literature, art, music
Part 4 – Common/Assured Learning Experiences
Culture: Products








Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Research: products created by members of the Deaf community
Participation in signed conversations and presentations
Viewing of documentaries and movies related to products associated with Deaf culture
Student created posters to be displayed for Mother Father Deaf Day
Part 5-Teacher Notes
Culture: Products
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www.aslpro.com
www.lifeprint.com
www.signingsavvy.com

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Handouts: Deafness & Culture articles
Flip charts
SOUND AND FURY (DVD)
AUDISM (DVD)
THROUGH DEAF EYES (DVD)
SWEET NOTHING IN MY EAR
SWITCHED AT BIRTH (series)
BEETHOVAN’s NIGHTMARE (CD)
Workshops/shows with the National Theater of the Deaf (New London, CT)
Part 1 – Unit 11~ Connections
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Connections are integrated throughout the
course.
Standards for Foreign Language Learning National Standards
Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (Connections 3.1)
Connections: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its
cultures. (Connections 3.2)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Connections: Students reinforce and further their knowledge of other disciplines through studying American Sign Language. (Culture 3.1)
Connections: Students acquire information and recognize the distinctive viewpoints that are only available through studying American Sign Language
and Deaf Culture.(3.2)
Connecticut State Standards
Connections: Students will reinforce and expand their knowledge of other areas of study through the world language (Connections 3.1)
Connections: Students will acquire and use information from a variety of sources only available in the world language, using technology, print,
audiovisual, media, data and human resources.
Part 2 - Standards Unit 11 ~ Connections
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:

the geographic connections between
the U.S. Deaf communities, the
development of new signs, and the
international Deaf communities;

the historic perspective of ASL ~ it’s
growth and acceptance (including the use
of numbers for dates);

technology that was invented for or
by a member of the Deaf community;

Deaf poets/writers who wrote in
English (Listen to Me, A Recipe for ASL;
Robert Panara,Lex Lowman, Laura
Searing, Linwood Smith, et al);

the link between ASL and modern
baseball, the football huddle and Deaf
Culture, Olympic records;

the difference between
ASL/MCE/PSE.

members of the Deaf community
form a cultural minority.
Bloom’s Taxonomy
Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:



identify (from ASL) key locations on a map
demonstrate the differences between a sentence signed in ASL vs. MCE
explain (oral/sign/print/digital) Deaf vs. Hearing viewpoints of the
culture.
Addresses all components
of Bloom’s Taxonomy in
a recursive manner.
Big Idea and Essential Questions
Connections

Big Idea
Information learned through the study of ASL and Deaf Culture can be related to other disciplines.

Essential Questions
Why does studying ASL and Deaf culture improve a student’s ability to work within/across a number of disciplines?
Part 3 – Common Unit Assessments
Connections

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,
viewing/reading/discussing literature, art, music, biographies
Part 4 – Common/Assured Learning Experiences
Connections








Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Research: current connections to members of the Deaf community
View: EXTREME HOME MAKEOVER (Deaf family) ~ compare and contrast how the technology differs from a Hearing family
View: COPYING BEETHOVEN; discuss in target language what has changed/remained the same since Beethoven’s time (connection to the
arts, music, history, fashion).
Participate in workshops offered by the National Theater of the Deaf (New London, CT)
Part 5-Teacher Notes
Connections
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
www.aslpro.com
www.lifeprint.com
www.signingsavvy.com










Handouts: Deafness & Culture articles
Flip charts
SOUND AND FURY (DVD)
AUDISM (DVD)
THROUGH DEAF EYES (DVD)
SWEET NOTHING IN MY EAR
SWITCHED AT BIRTH (series)
BEETHOVEN’s NIGHTMARE (CD)
COPYING BEETHOVEN (DVD)
NTD workshops ~New London, CT
Part 1 – Unit 12 ~ Comparisons
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Comparisons are integrated throughout the
course.
Standards for Foreign Language Learning National Standards
Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. (Comparisons
4.1)
Comparisons: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. (Comparisons
4.2)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Comparisons: Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their native
language. (Comparisons 4.1)
Comparisons: Students demonstrate understanding of the concept of culture through comparisons of Deaf culture and their own. (Comparisons 4.2)
Connecticut State Standards
Comparisons: Students demonstrate an understanding of the nature of language through comparisons of that world language and their own.
(Comparisons 4.1)
Comparisons: Students will demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
(Comparisons 4.2)
Part 2 - Standards Unit 4 ~ Comparisons
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:
The students will be able to:

at least 5 language differences
between English and ASL

at least 5 cultural differences
between Hearing and Deaf cultures

respect = facial expression not titles

the pragmatics of learning ASL




demonstrate asking questions in ASL vs. English
visually compare an ASL idiom and an English idiom (i.e. Train Zoom vs.
Missed the boat)
compare a sentence in ASL to English
demonstrate the differences between introductions, leave taking,
approaching an individual for practice help
Bloom’s Taxonomy
Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Addresses all
components of Bloom’s
Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Comparisons

Big Idea
The study of ASL increases awareness of culture and communication.

Essential Questions:
Comparisons
How does the study of ASL increase awareness of culture and communication?
Part 3 – Common Unit Assessments
Comparisons

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,
role-playing
Part 4 – Common/Assured Learning Experiences
Comparisons







Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Research: behavior patterns and points of view in Deaf culture that are similar to and different from Hearing culture (i.e. personal space, arriving
late, descriptions)
Research: Unique features of Deaf culture, ASL features, English/ASL differences, or Hearing/Deaf cultural differences; create a visual (poster,
video, power point, et al) of those features
Vocabulary and concepts (not limited to): asking questions, leave taking, sentence structure, back channeling, parameters, noun-verb pairs, use
of space, classifiers, idioms, ): introductions, use of voice in ‘mixed company’(Deaf/Hearing), culture vs. disability, Deaf Pride, ASL as a
novelty, collectivism vs. individualism, turn taking, multiple meanings, time/place to approach a Deaf person for ‘practice.
Part 5-Teacher Notes
Comparisons



www.aslpro.com
www.lifeprint.com
www.signingsavvy.com







Handouts: Deafness & Culture articles
Flip charts
SOUND AND FURY (DVD)
AUDISM (DVD)
THROUGH DEAF EYES (DVD)
SWEET NOTHING IN MY EAR
SWITCHED AT BIRTH (series)
Part 1 – Unit 12 ~ Communities
Grade:
9-12
Subject:
American Sign Language
Course:
American Sign Language I
Length of Unit: 36 weeks
Communities are integrated throughout the
course.
Standards for Foreign Language Learning National Standards
Communities: Students use the language both within and beyond the school setting. (Communities 5.1)
Communities: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. (Communities
5.2)
Supporting Standards
(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)
Communities: Students use American Sign Language both within and beyond the school setting.(Comparisons 5.1)
Communities: Students show evidence of becoming life-long learners by using American Sign Language for personal enjoyment and enrichment.
(Comparisons 5.2)
Connecticut State Standards
Communities: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active
participation. (Communities 5.1)
Part 2 - Standards Unit 12 ~ Communities
Key (GLE) Content Knowledge and Concepts/Skills
Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are
integrated into each unit.
The students will know:

how to respond to a member of the
Deaf community when encountered outside
of the classroom;

how to use ASL to initiate
connections outside of the classroom;

ASL idioms, slang, and common
expressions (appropriate to Level I);

cultural boundaries;

how to work with an interpreter

cultural points of view

about the CODA/SODA experience
through films, novels, live events
Bloom’s Taxonomy
Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will be able to:



appropriately initially generate a conversation
visually compare cultural boundaries (Hearing/Deaf)
demonstrate the differences between introductions, leave taking,
approaching an individual for practice help
Addresses all
components of Bloom’s
Taxonomy in a
recursive manner.
Big Idea and Essential Questions
Communities

Big Idea
Having the ability to communicate in ASL opens doors for both Deaf and Hearing individuals.

Essential Questions
Why does an understanding of ASL and the Deaf culture allow one to participate more fully in the global community?
Part 3 – Common Unit Assessments
Communities

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air
(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with
instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,
role-playing
Part 4 – Common/Assured Learning Experiences
Communities






Development of visual skills (receptive) via activities/games
Preparation of manual skills (expressive ) via interactive activities/games
Print/digital material
Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital
Attending one Deaf event, visiting with a younger signing Deaf student, or an older Deaf adult
Participating in at least two chorus concerts or other GPS event

Vocabulary and concepts (not limited to): oralism, mainstreaming
Part 5-Teacher Notes
Communities



www.aslpro.com
www.lifeprint.com
www.signingsavvy.com




Handouts: Deafness & Culture articles
Flip charts
Visit from BRS, DNEC
Set up classroom visit/presentation from Deaf adult, CODA/SODA, Interpreter
Word List (not exclusive)
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”DRY”
”DULL”
“HEAR”
“SEE”
“TRAIN GONE”
"TRAIN ZOOM"
-ER
12 NOON
_____ MONTHS
_____ WEEKS FROM
_____ WEEKS
_____IN LAW
_____SELF
_____WEEKS AGO
A LOT
ABANDON
ABILITY
ABLE
ABOUT
ABSENT
ACCEPT
ACHE
ACQUIRE
ACT
ACT
ACTION
ACTIVE
ACTIVITY
ADD
ADDRESS
ADEPT
ADOLESCENTS
ADULT
ADVISE
AFRAID
NOW
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AFTER-AWHILE
AFTERNOON
AFTERWARD
AGAIN
AGAINST THE LAW
AGE: OLD + NUMBER
AGE
AGENT SUFFIX
AGREE
AHEAD
AID
AIRPLANE
ALCOHOL
ALL DAY
ALL NIGHT
ALL
ALLOW
ALMOST
ALREADY
ALTHOUGH
AM
AMAZE
AMEN
AMONG
AND
ANGRY (2)
ANNOY
ANSWER
ANY
ANYHOW
ANYWAY
APPARENTLY
APPEAR
APPEARANCE
APPRECIATE
APPROXIMATE
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ARE
ARITHMETIC
AROUND
ARRANGE
ASK
ASSIST
ASSISTANCE
ATTEMPT
AUNT
AWARE
AWFUL
BABY
BACK
BACON
BAD
BALD
BAN
BARE
BARELY
BASEBALL (ball)
BASEBALL (game)
BASKETBALL
BATHROOM
BEAUTIFUL
BECAUSE
BECOME
BED
BEFORE
BEHIND
BELIEVE
BELOW
BEST
BETTER
BICYCLE
BIG
BIKE
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BIRD
BIRTH
BIRTHDAY
BLACK
BLAME (self)
BLAME
BLANK
BLIND
BLUE
BOAT
BOOK
BOOKLET
BORED
BORING
BORN
BOSS
BOSTON
BOTHER
BOTTLE
BOX
BOY
BREAD
BREAK
BREAKFAST
BREEZE
BRIEF
BRING
BROCHURE
BROTHER
BROWN
BUG
BUILD
BUILDING
BUS
BUT
BUY
CABBAGE
CAKE
CALIFORNIA
CALL
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CALM
CAN (VERB)
CAN’T
CAN
CANDY
CAPABLE
CAPTAIN
CAR
CARDINAL NUMBERS: 1-100,
THOUSAND, MILLION
CARRY
CAST OFF
CASUAL
CAT
CENTS
CHAIR
CHEAP
CHEESE
CHILD
CHILDREN
CHURCH
CLASS
CLASSIFIERS (:1,:1-1,:2,:3:B)
CLEAN (ADJ)
CLEAN (VERB)
CLEVER
CLOSE TO
CLOSE-BOOK
CLOSE-DOOR
CLOSE-WINDOW
CLOSE
CLOTHES
CLOTHING
CLOUD
CLUB
COACH
COFFEE
COLD
COLLEGE
COLOR
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COME
COMIC
COMICAL
COMMAND
COMPARE
COMPETENT
COMPLAIN
COMPLETE
COMPREHEND
CONCENTRATE
CONCERNING
CONDUCT
CONSCIOUS
CONSTRUCT
CONSUME
CONTINUE
CONTROL
CONVENE
CONVENTION
CONVERSATION
COOK (noun)
COOK (verb)
COOKIE
COOL
COP
COPY
CORRECT
COSTUME
COULD
COULDN’T
COUNSEL
COUNT (2):
COUSIN (FEMALE)
COUSIN (MALE):
COUSIN
CRY
CUP
CUTE
DAD
DADDY
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DAILY
DANCE
DANCER
DAUGHTER
DAY
DEAD
DEAF (3)
DEATH
DECIDE
DECISION
DEED
DELIVER
DEMONSTRATE
DENTIST
DEPART
DESCRIBE
DESIRE
DESK
DESPITE
DETERMINE
DIALOGUE
DIE
DIFFERENT
DIFFICULT
DIME
DINE
DINNER
DIRECT
DIRTY
DISAGREE
DISAPPEAR
DISCARD
DISCOVER
DISTANT
DIVIDE
DO (ACTIVE)
DO (INACTIVE)
DO NOT
DOCTOR
DOESN'T
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DOG
DOLLAR
DONE
DOOR
DOUBLE
DOWN
DRAMA
DREAM
DRESS
DRINK
DRIVE-TO
DRIVE
DROWSY
DRY
DUMB6
DUPLICATE
EARACHE
EASY
EAT
EFFORT
EGGS
EMPATHY
EMPTY
END
ENDEAVOR
ENGINE
ENJOY
EQUAL
ERROR
ESCAPE
EVENING
EVERYDAY
EXAMPLE
EXCUSE ME
EXERCISE
EXHAUSTED
EXPENSIVE
EXPERT
EXPLAIN
FACE
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FACTORY
FAKE
FALL
FALSE
FAMILY
FAR
FASCINATING
FAST
FATHER
FAULT (self)
FAULT
FED-UP
FEEL
FEELINGS
FEMALE
FEW
FIGURE
FILL UP
FIND
FINE
FINGERSPELL
FINISH
FIRST
FISH
FLESH
FLOWER
FLY (noun)
FLY (verb)
FOOD
FOOTBALL (ball)
FOOTBALL (game)
FOR
FORBID
FOREST
FORGET
FORSAKE
FRAGRANCE
FRENCH FRIES
FRIDAY
FRIEND
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FRIGHTENED
FROM
FRONT
FULL
FUMES
FUN
FUNNY
FURIOUS
FUTURE
GARMENT
GAS
GASOLINE
GENERAL
GENTLEMAN
GET AWAY
GET-UP
GET
GIRL
GIVE-TICKET/GET-TICKET
GIVE
GLASS
GO-BY-BOAT
GO-BY-TRAIN
GO
GOLD
GONE
GOOD-FRIEND
GOOD:
GRANDDAUGHTER
GRANDFATHER
GRANDMOTHER
GRANDSON
GRAY
GREEN
GROUP
GROW UP
GROW
GUM
HA HA
HAD
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HAMBURGER
HANDSOME (2)
HAPPEN
HAPPY-TO-MEET-YOU
HAPPY
HARD (DIFFICULT)
HARD OF HEARING
HARD (SURFACE)
HAS
HATE
HAVE
HAVE TO
HAZEL
HE:
HEADACHE
HEAR
HEARING (2)
HEARING IMPAIRED
HEAVY
HELLO
HELP
HER
HERE
HERS
HERSELF
HI
HIM
HIMSELF
HIS
HOME
HOP
HOT DOG
HOT
HOUSE
HOUSE NUMBERS/YEARS
HOW
HOW ARE YOU?
HOW MANY
HOW MUCH
HOWEVER
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HUGE
HUH?
HUMOR
HUMOROUS
HUNGER
HURT
HUSBAND
I
I ‘LL ALWAYS LOVE YOU
I’LL ONLY LOVE YOU
I DON’T LOVE YOU
I LOVE YOU
I REALLY LOVE YOU
ICE CREAM
ICE SKATE
ICE
IDEA
IF
IGNORANT
ILLEGAL
IMITATE
IMMEDIATELY
IMMENSE
IMPORTANT
IMPROVE
IN SPITE OF
IN
INDIFFERENCE
INDIFFERENT
INFANT
INFLUENCE
INFORM
INFORMATION
INQUIRE
INSECT
INTEREST
INTERESTING
INTERFERE
INTERROGATE
INTERROGATION
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INTERRUPT
INTRODUCE
IS
IT
IT-DOESN’T-MATTER
ITS
ITSELF
JOB
JOURNAL
JUDGE
JUMP
JUST AWHILE AGO
JUST
KID(‘FOOL’)
KID(CHILD/GOAT)
KNEEL
KNOW
LADIES’ ROOM
LADY
LARGE
LAST WEEK
LAST YEAR
LATE
LATELY
LATER
LAUGH
LAW
LEARN
LEARNER
LEAVE
LEFT(DIRECTION)
LEFT (VERB)
LESS
LESSON
LET ALONE
LET KNOW
LET
LETTER
LETTUCE
LIBRARY
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LIE DOWN
LIE
LIFE
LIGHT (NOUN)
LIGHT (VERB)
LIGHT (WEIGHT)
LIKE
LIKE
LITTLE (AMOUNT)
LITTLE (HEIGHT)
LIVE
LOCATION
LONELY
LONESOME
LONG AGO
LONG TIME AGO
LOOK (APPEARANCE)
LOOK(VERB)
LOSE
LOUD
LOVE
LUNCH
MACHINE
MAD
MAGAZINE
MAIL (noun)
MAIL (verb)
MAKE
MAKE UP ONE’S MIND
MALE
MAN
MANAGE
MANY
MATH
MAY
MAYBE
ME
MEAL
MEAT
MEDDLE
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MEDICAL
MEET (GROUP)
MEETING
MEMORIZE
MEN’S ROOM
MENSTRUATE
MENSTRUATION
MERCY
MIDDAY
MIDNIGHT
MIGHT
MILK
MIMIC
MINE
MISTAKE
MISUNDERSTAND
MOM
MOMMY
MONDAY
MONEY SIGNS
MONEY
MONTH
MONTHLY
MOON
MORE
MORNING
MOTHER
MOTORCYCLE
MOVE
MOVIE
MULTIPLICATION
MULTIPLY
MUSIC
MUST
MY NAME
MY NAME SIGN
MY
MYSTIC, CT
NAKED
NEAR
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NEARLY
NECESSARY
NEED
NEGLECT
NEPHEW
NEVER
NEVERTHELESS:
NEW YORK
NEW
NEXT WEEK
NEXT YEAR
NICE
NICKEL
NIECE
NIGHT
NO (ZERO)
NO
NOISY
NONE
NOON
NOT KNOW
NOT LIKE
NOT WANT
NOT YET
NOT
NOTHING
NOTICE
NOTIFY
NOW
NUMBER OF ITEMS
NUMBER
NURSE
O.K.
OBJECT
OBSTRUCT
OBTAIN
ODOR
OFF
OFFICER
OH-I-SEE
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OH
OLD
ON
ONCE
ONCE UPON A TIME
ONESELF
OPEN-BOOK
OPEN-DOOR
OPEN-WINDOW
OPEN
OPPOSITE
OR
ORANGE
ORDER
ORDINAL NUMBERS
ORDINARY
OTHER
OUR
OURS
OURSELVES
OUT
OVER
OWN (ASL)
PACKAGE
PAIN
PAMPHLET
PANTS
PAPER
PARENTS
PARTY
PAY
PAY ATTENTION
PEACEFUL
PENNY
PEOPLE
PERFORM
PERFORMANCE
PERHAPS
PERIOD
PERMIT
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PERSIST
PERSON
PHONE NUMBERS
PHOTO
PHOTOCOPY
PHOTOGRAPH
PHYSICIAN
PICTURE
PIG
PINK
PITY
PLACE (WIN) NUMBERS
PLACE
PLAN
PLANE
PLAY (noun)
PLAY (verb)
PLEASANT
PLEASE
PLURALS
POLICE
POSITION
POSSESS
POSSIBILITY
POSSIBLY
POSSIBLY
POTTY
POWERFUL
PRACTICE
PREFER
PREPARE
PRESENT(noun)
PRESENT(verb)
PRESIDENT
PRETTY
PREVIOUS
PRIDE
PROBABLE
PROBLEM
PROCURE
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PROGRAM
PROHIBIT
PROMISE
PRONOUNS INCORPORATING
NUMBERS
PROUD
PUBLIC
PURE
PURPLE
PUT-IN-GAS
PUT
QUARTER
QUERY
QUESTION
QUICK
QUIET
QUIZ
RACE
RAIN
RANKING/LISTING
RAPID
READ
RECEIVE
RECEIVE
RECENTLY
RED
REFUSE
REGRET
REGULATE
REHEARSE
REIGN
REMEMBER
REPEAT
REQUEST
RESOLVE
RESPOND
RESPONSIBILITY
RESPONSIBLE
RESTROOM
RIGHT (direction)
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RIGHT
RIVAL
ROLLER BLADE
ROLLER SKATE
ROOM
ROSE
ROUTINE
RUN (NOSE)
RUN (COMPETE)
RUN (CONTROL)
RUN (ENGINE)
RUN (MOVEMENT)
RUN (STOCKING)
RUN AWAY
SAD
SALAD
SAME
SANDWICH
SATURDAY
SAY
SCARED
SCENT
SCHOOL
SEAT
SECOND,
SEE YOU LATER
SEE
SEEM
SELF
SELL
SEND
SENSE
SENTENCE
SEVERAL
SEW (by hand)
SEW (by machine)
SHALL
SHE
SHIRT
SHIVER
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SHORT (DURATION)
SHORT(HEIGHT)
SHORT(LENGTH)
SHOULD
SHOW (noun)
SHOW (verb)
SHOW UP
SICK
SICK-OF
SIGHT
SIGN
SIGN LANGUAGE
SILENCE
SILVER
SIMPLE
SING
SISTER
SIT
SKATE
SKILL
SKILLFUL
SKIP
SKIRT
SLEEPY
SLOW
SMALL (AMOUNT)
SMALL (HEIGHT)
SMART(2)
SMELL
SMILE
SNOW
SO
SOCCER
SOFT
SOME
SON
SONG
SOON
SORROW
SORROWFUL
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SORRY
SPRING(noun)
SPTING (verb)
STAND
STAR
STAY
STEP _____
STILLNESS
STOMACH ACHE
STOP
STORY
STRENGTH
STRIVE
STRONG
STUDENT
STUDY
STUPID
SUBSTANCE
SUBSTANCE
SUBTRACT
SUGAR
SUIT
SUMMER
SUN
SUNDAY
SUPERINTENDENT
SUPPER
SUPPOSE
SURPRISE
SWEATER
SWEET
SWEETHEART
SWIFT
SWIM
SWING
SYMPATHY
TABLE
TAKE
TALE
TALK (4)
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TALK WITH
TALL (BODY)
TALL (BUILDING)
TAN
TASTE
TAXI
TEA
TEACH
TEACHER
TEAM
TEARS
TEENAGERS
TEENS
TELL
TEMPLE
TERRIBLE
THANK YOU
THAT
THE END
THE
THEIR
THEIRS
THEM
THEMSELVES
THERE
THESE
THEY
THING
THINK
THIRD
THIS
THOSE
THRILL
THROUGH
THURSDAY
TICKET0
TIME (historical)
TIME
TIRED
TO FISH
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TO-TELEPHONE
TO
TODAY
TOILET
TOMATO
TOMORROW
TOOTHACHE
TOUCH-FINISH
TOUCH-NEVER
TOUCH
TRAIN (noun)
TRAIN (VERB)
TREE
TRUCK
TRUE
TRY
TUESDAY
TWICE
TWINS
UGLY
UNCLE
UNDER
UNDERSTAND
UNFORTUNATE
UP
US
USE
USED TO
USUAL
VACANT
VALUABLE
VAN
VANISH
VERDICT
VERY INTERESTING
VERY
VIE
VIOLET
VISIT
VOLUNTEER
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VOTE
VOW
WAGON
WAIT
WALK
WANT
WARM
WAS
WAS
WASHINGTON
WATCH ME
WATCH (noun)
WATCH (verb)
WATER
WE
WEAK
WEAKNESS
WEAR
WEDNESDAY
WEEK
WEEKLY
WEEP
WELCOME
WELL
WENT
WERE
WET
WHAT SHALL I DO
WHAT’S GOING ON
WHAT’S HAPPENING
WHAT’S UP
WHAT-FOR
WHAT
WHATEVER
WHEN
WHERE
WHEREVER
WHICH
WHITE
WHO
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WHY
WIFE
WILL
WINDOW
WINTER
WISH
WITH
WITHDRAW
WITHOUT
WOMAN
WON'T
WOODS
WORD
WORK
WORLD
WORSE
WORSHIP
WORTH IT
WOULD
WRITE
WRONG
YEAR
YEARLY7
YEARS
YELLOW
YES
YESTERDAY
YOU (PLURAL)
YOU (SINGULAR)
YOUNG
YOUR (PLURAL)
YOUR (SINGULAR)
YOURS (PLURAL
YOURS (SINGULAR)
YOURSELF
YOURSELVES
YOUTH
ZERO