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Lesson Plan - Unit 11: Attributes Qualities to Others
Course Outcomes:
After completing this course, students will be able to:
1. Demonstrate accurate ASL facial expression (NMS) and syntax to broaden their
conversational skills that included the attributes qualities to others.
2. Develop conversational skills by using the contrastive structure in ASL.
Lesson Outcomes:
By the end of this class, students will be able to:
1. Identify and sign the qualities based on person’s/animal’s personality traits.
2. Use the role shifting in contrastive structure.
3. Express the learned signs for some personalities in ASL
Materials
Equipment needed for classroom
!
Computer & LCD Projector
Materials to bring to classroom
!
Signing Naturally Level One: Unit 11, pg. 252-270 (Attributes)
!
Activity: Pair practice (PowerPoint, slide 8)
Procedures
1.
Roll Call - Sign the attendance sheet
2.
Warm-up Exercises (5-10 Minutes)
3.
Ask students if they have any questions regarding to homework
4.
Discuss about Unit 10 Quiz Expectation (See Attachment)
5.
Follow the slides included instructions of what to do.
! Introduce the vocabulary
! Provide constructive feedback
! Introduce sentence structure (Topic-Comment & Contrastive Structure)
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Preview of Language Function
Lexical signs:
Personal Qualities
Animals/People
GOOD
DOG
POOR
CAT
RICH
FISH
YOUNG
SNAKE
OLD
RAT
SEMESTER
SAD
SHEEP
TAKE-UP
HUMBLE
BEAR
LITTLE-BIT
FAMOUS
HARE
REAL/TRUE
STRANGE
LION
HEAR
UGLY
SNOW-WHITE
BUT
SNOBBISH
WINNE THE POOH
(GANG)
RUDE
NERVOUS
INNOCENT
MEAN
BEAUTIFUL
CHEERFUL
SHY
CUTE
HANDSOME
EGO
HEART-SOFT
JEALOUS
STRICT
LAZY
UGLY
PAGE 2 OF 10
QUEEN
PRINCESS/
PRINCE
Other
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Lexical signs:
Personal Qualities
Sentence Structure
Animals/People
Other
POSS MOM topic MEAN POSS FATHERtopic SWEET
__________________________________________
PEOPLE THINK ME (WILD) BUT REAL ME (SHY) (correct
description of self )
GRAMMAR
CULTURE/LANGUAGE
NOTES
CONVERSATIONAL
STRATEGY
One-character role shifting
Role Shifting
Confirming, qualifying
and contradicting opinions
Contrastive Structure
Topic-comment Structure
LESSON SEQUENCES & PROCEDURE:
Slide: 1
Length: 10 minutes
Procedure: Roll Call (Attendance
Sheet)
Have conversation with students
Warm-up (allow the students to
converse with students)
PAGE 3 OF 10
Teaching
Approach
1. StudentCentered
2. Interactive
Approach
Students will be
interacting with
their peers. Please
provide
constructive
feedback to
students if needed
while assessing
the language
skills
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Slide: 2
1. Ask the students what does the
term, QUALITIES means?
2. Allow the students to answer,
make the corrections if students
doesn’t know the signs for
qualities.
Teaching
Approach:
Lexical
Approach
Slide: 3
1. Point to the picture, introduce
the signs for each
2. Pick a picture to narrate that
include the learned signs
If the students can’t think of
examples, pick any picture and
describe the personality (MAN
ANGRY)
PAGE 4 OF 10
Teaching
Approach:
Direct Method
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Slide: 4
1. Ask the students to identify the
characters in the picture
2. (WHO THAT? – SNOWWHITE, 7 DWARFS)
3. Ask the students to identify the
dwarfs and ask for the names of
the characters and ask them
what each character’s
personality is like?
Correct answers:
a. SNOW WHITE
(BEAUTIFUL,
INNOCENT, SWEET)
b. QUEEN (MEAN)
c. SLEEPY (SLEEPY, LAZY)
d. DOPEY (PEA-BRAINED)
e. DOC (SMART, WISE)
f. PRINCE CHARMING
(SWEET)
g. GRUMPY (MAD,
COMPLAIN++)
h. BASHFUL (SHY)
PAGE 5 OF 10
Teaching
Approach
Direct Method
Interactive
Learning
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Slide: 5
1. Ask the students what kind of
dog is it?
Teaching
Approach
2. Answer: Cocker Spaniel &
Poodle
Direct Method
3. Ask the student what’s the
personality that each dog tends
to have?
Answer:
Cocker Spaniel: (SWEET) Poodle
(SNOOBISH)
If the students does not know what
that sign for SWEET, provide the
example of the opposite from
SWEET/FRIENDLY
SWEET vs. MEAN
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Slide: 6
1. Ask the student what are the
movies they remember from
those pictures and describe each
character’s personality traits.
a. Wizard of Oz
i. Tin Man
(COURAGEOUS)
ii. Scarecrow (PEABRAINED)
iii. Lion (FEARFUL)
iv. Wicked Witch
(MEAN, BAD)
v. Glenda, Good
Witch (GOOD,
SWEET)
b. Winnie The Pooh
i. Tigger (SILLY,
HAPPY,
CHEERFUL)
ii. Pooh (SWEET,
NOT-SMART)
iii. Eeyore (SAD,
COMPLAIN++)
iv. Piglet (CUTE,
YOUNG)
v. Owl
(SMART,WISE)
vi. Christopher
(SMART)
c. Goofy (SILLY)
(Encourage them to use the
contrastive structure)
PAGE 7 OF 10
Teaching
Approach
Direct Method
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Slide: 7
1. Ask the student to check in if
they know the story of
Hare/Tortoise
2. Ask the student what’s the
difference between these
animals?
Teaching
Approach
Direct Method
3. What’s the personality?
Answer: HARE FAST WIN
TORTOISE SLOW, LOST
(Pair Practice)
Slide: 8
1. Ask the students what is the
role shifting?
Teaching
Approach
a. If students does not
know the role shift is,
please explain that
role shift helped to set
the topic and become
the character of the
person based on
actions or personality
traits.
Interactive
Learning
2. Demonstrate the example of
contrastive structure of
family members with their
personality traits
3. Ask the students to provide
their own examples for their
family members.
4. *Suggest you provide
examples and move your
shoulder from left to right
and ask them, what the
shoulder turning is called?*
PAGE 8 OF 10
(Encourage the
students to
share their
answers)
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Homework Assignment
View the DVD, “Describing
Characters”, pg. 64 in the Signing
Naturally Student Textbook
Assessing the
student’s
comprehension
(Check in with
the students on
Tuesday, what
they have
learned in the
video)
Assessment Tools
Informal Assessment:
a. Demonstrations for narrative exercises
b. Constructive Feedback
!
Positive Critique is given to students when they made errors.
c. Comprehension Checks
!
Ask the student questions regarding to qualities to check on their
comprehension and abilities to express the answers in appropriate ASL.
d. Demonstrate this structure with Wh-Q structure. Be sure to use picture of the cat
looking like mean to fit the personality. Once demonstrate, ask the students if the
cat is friendly, or not.
a.
(CAT FRIENDLYwh-q) Answer: NO CAT ITSELF MEAN
e. Assessing Language Skills
!
Activity: (Pair Practice)
- Asked the students to tell the personality traits of their family
members to teach other during their pair practice. I gave them
feedback when I noticed some errors or unclear
production/grammar.
- While pair practice, use the sign: I suggest you to use….. The goal is
to avoid saying, “You’re wrong”.
Formal Assessment Tool:
Students will view the DVD, “Describing Characters” and answer the questions
on page 64. (Please instruct them to submit their assignment (Unit 10 – by
PAGE 9 OF 10
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Saturday at midnight) via MyThread. (Please look for attachment for Unit 10
Quiz Guidelines and Quiz)
Homework to be assigned:
Unit 10 - Quiz due on Saturday, March 30th by midnight.
Unit 11 - View “Describing “ Characters on DVD and answer pg. 64
PAGE 10 OF 10
Gallaudet University
ASL Program
Unit 10 Quiz
Students will conduct a dialogue with each other to talk about occupations and/or workplaces.
Students should be able to include vocabulary that indicates time signs, relationship verbs,
occupations, workplaces, possessive pronouns, and pronouns (US-TWO, THEY-TWO).
Dialogues will be recorded and submitted via MyThread video for up to two minutes.
Students will need to include:
Appropriate use of topic-comment structure
Appropriate use of possessive pronouns
Appropriate use of Wh-question
Appropriate use of cardinal number
Appropriate use of pronouns (US-TWO, THEY-TWO)
Appropriate use of sign production
GU - ASL Programs
Revised: 10/2011
Gallaudet University
ASL Program
ASL 2
Unit 10 Quiz
Name
Grade
0 / 150
10 = Excellent
9 = Good
8 = Adequate
7 = Emerging 6 = Developing
Difficult to
All morphology,
Frequent
Some morphology,
follow with a
syntax,
morphology,
syntax, semantics,
lot of errors in
semantics, &
syntax, semantics,
Jumbled, not
& discourse errors,
morphology,
discourse are
& discourse
understandable
but can be
syntax,
produced
errors, still
understood.
semantics, &
correctly.
understandable
discourse.
Talking about Occupation/Workplace
Appropriate use of possessive pronouns
9
9
8
8
7
7
6
6
0
0
x 2 =
x 2 =
0
Appropriate use of pronouns
10
10
Appropriate use of wh-question
10
9
8
7
6
0
x 2 =
0
Appropriate use of sign production
10
9
8
7
6
0
x 3 =
0
Appropriate use of time signs
10
9
8
7
6
0
x 2 =
0
Appropriate use of topic-comment structure
10
9
8
7
6
0
x 2 =
0
6
0
x 2 =
0
Appropriate use of cardinal number
10
9
8
7
Total Points:
0
0
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