Jefferson Township Public Schools
American Sign Language II
Course of Study
August 2012
Table of Contents
Introduction
Page 3
Philosophy
Page 3
Standards
Pages 3-4
Scope and Sequence
Pages 4-22
Assessment
Page 22
Course Requirement Sheets
Pages 22-23
Sample Rubrics
Pages 24-25
Sample Lesson Plans
Pages 26-28
References
Page 29
Introduction:
The American Sign Language II course of study is designed reinforce and build upon the tenets
of ASL I, rendering it a cumulative experience. The second year course reviews and solidifies
sign vocabulary, fingerspelling and numbers and focuses on expressive and receptive signing
activities. Students will begin to use their skills for basic/intermediate conversation while paying
closer attention to various modes of communication (interpersonal, interpretive and
presentational.) Also, the history of American Sign Language and Deaf culture will be studied
further. Successful completion of this course will prepare students with the skills necessary for
advanced study of American Sign Language.
Philosophy:
The goal of this course is to provide students of ASL II with the vocabulary and grammar
essential to communicate with users of sign language as well as the ability to communicate in
meaningful and appropriate ways with members of the Deaf community. The goal of
communication in ASL requires that the teacher use the target language (ASL) at all times in
class, the students work regularly in pairs or groups to negotiate meaning as a team, students
self-assess to monitor their own progress and that cultural information and appropriate
behaviors are emphasized throughout the course. Successful completion of this course will
expose students to a valuable and challenging world language experience as well as prepare
students to continue their studies in ASL III.
Statement of NJCCCS for World Languages:
7.1 All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts and ideas, while also gaining an understanding of perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
Three Strands
The revised world languages standard continues to include three strands, one for each of the
three modes of communication: interpretive, interpersonal and presentational.
Strand A: Interpretive Mode of communication: Students demonstrate understanding of spoken
and written communication within appropriate cultural contexts. Examples of this kind of “oneway” reading or listening include cultural interpretations of printed texts, videos, online texts,
movies, radio and television broadcasts and speeches.
Strand B: Interpersonal Mode of communication: Students engage in direct oral and/or written
communication with others. Examples include face-to-face, participating in online discussions
or video conferences, instant messaging or text messaging and exchanging personal letters or
e-mails.
Strand C: Presentational Mode of communication: Students present orally, information,
concepts and ideas to an audience of listeners or readers with whom there is no immediate
interaction. Examples include a presentation to a group, posting an online video, creating a
video cast or writing an article for a newspaper.
Intermediate-Low Level: Students communicate using words, lists and simple sentences to ask
and answer questions, to handle simple transactions related to everyday life and to talk about
subject matter studied in other classes.
Scope and Sequence:
Unit 7: Giving Directions
Unit 8: Describing Others
Unit 9: Making Requests
Unit 10: Talk About Family and Occupations
* Midterm Examination Units 7-10
Unit 11: Attributing Qualities to Others
Unit 12: Talking About Routines
Unit 13: Locating Things Around the House
Unit 14: Complaining, Making Suggestions and Requests
* Final Examination Units 7-14
Unit 7: Giving Directions
Lesson 1: Strategies for Learning ASL, Conversation Practice-Places, Locations, Problems,
Snacks, Needs, Sizes of Snacks, Degrees of Certainty
Lesson 2: Cardinal And Ordinal Numbers
Lesson 3: Giving Directions Using a Common Reference Point
Lesson 4: Fingerspelling
Lesson 5: Story: “The Candy Bar”
Lesson 6: Culture: Cross Cultural Communication Notes
Lesson 7: “Idioms and Phrases in ASL” Vol. I Numbers 1-7
Lesson 8: Unit Review
Core Concept: Giving Directions
Enduring Understanding for Unit 7:
1. Students will demonstrate comprehension of ASL through viewing practice conversations and
participating in role play activities.
2. Students will use “Wh” questions, appropriate vocabulary and reference points to give
accurate directions to various locations.
3. Students will be able to identify and use culturally appropriate strategies to communicate with
deaf people despite limited sign knowledge.
Essential Questions for Unit 7:
1. What are some strategies I can use to learn ASL and to communicate appropriately with deaf
people?
2. How can I use reference point to give accurate directions?
3. What is the importance of role shift and classifier use in ASL stories?
Standards and Learning Objectives for Unit 7
Interpretive Mode:
Students will learn:
• Appropriate vocabulary in ASL associated with places, snacks, needs and certainty.
• Appropriate use reference points in ASL.
• Appropriate use of ordinal numbers in ASL
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to ask for
and give directions to various locations.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Create dialogue to role play given topics
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 8 Describing Others
Lesson 1: Conversation Practice-Ethnicity, Hair, Body Types, Faces, Clothing, Styles and
Patterns, Accessories
Lesson 2: Identifying Others - Grammar
Lesson 3: Identifying Others - Practice (Additional Ethnicity Vocab from Costello)
Lesson 4: Idioms and Phrases in ASL DVD Vol I #8-14
Lesson 5: Numbers: Multiples of 10 and 11
Lesson 6: ASL Poetry: Selected Works of Clayton Valli
Lesson 7: Cumulative Review Unit 8
Core Concept: Identifying and describing others in ASL.
Enduring Understanding for Unit 8:
1. Students will learn the grammatical structure of ASL and how to apply this to identifying
persons who are in sight vs. not present.
2. Students will use appropriate ASL vocabulary to present identifying characteristics and to
give confirmation.
3. Students will be able to show appreciation for the art of ASL poetry and appropriately use
ASL idioms in context.
Essential Questions for Unit 8:
1. What are the correct ASL vocabulary words and grammatical structures for identifying and
describing others?
2. How do I use ASL grammar to identify persons who are present and not present?
3. How are idioms used in ASL?
Standards and Learning Objectives for Unit 8
Interpretive Mode:
Students will learn:
• Appropriate vocabulary in ASL associated with Identifying others
• Appropriate use IX-Loc and Topic in ASL
• Correct signs for numbers that are multiples of ten and eleven
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to identify
others.
• Give feedback, acknowledgement and confirmation
• Give and receive information to identify individuals
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Create dialogue to share and receive Information on identifying others.
• Use distinguishing characteristics and facial grammar to identify people both present and
not present.
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 9 Making Requests
Lesson 1: Conversation Practice- Verbs, Objects Around the Room, Problems and Requests,
Stages of Completion
Lesson 2: Money Numbers
Lesson 3: Verb Types - Plain, Inflecting, Spatial
Lesson 4: Making Requests
Lesson 5: Idioms and Phrases in ASL Vol. I DVD # 15-21
Lesson 6: ASL Story: “Wrong Name!” 6:13
Lesson 7: Unit 9 Cumulative Review
Core Concept: Making Requests
Enduring Understanding for Unit 9:
1. Students will learn the grammatical structure of ASL and how to apply this to asking for
assistance and objects from certain locations.
2. Students will use plain, inflecting and spatial verbs correctly.
3. Students will demonstrate comprehension of ASL stories and use idioms appropriately.
Essential Questions for Unit 9:
1. What are the correct ASL vocabulary words and grammatical structure for problems and
asking for assistance or for objects from various locations?
2. How are plain, inflecting and spatial verbs signed?
3. How is role shift used in ASL?
Standards and Learning Objectives for Unit 9
Interpretive Mode:
Students will learn:
• Appropriate vocabulary in ASL associated with problems, assistance, objects and
location.
• Appropriate use of verb types
• How to use role shift in ASL storytelling
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of
topics.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
7.1.ILA.8 Compare and contrast linguistic elements in English and the target language.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to share
and receive information on making requests
• Use plain, inflecting and spatial verbs correctly in conversation
• Make and respond to requests related to assistance or securing objects.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature on schoolrelated topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to
• Create dialogue to make and respond to requests
• Retell ASL stories
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally
and in writing.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 10: Talking About Family and Occupations
Lesson 1: Conversation Practice - Workplaces, Occupations, Employment Status. Pronouns,
Relationships
Lesson 2: Personal and Possessive Pronouns
Lesson 3: Age Numbers and Ranking within Family
Lesson 4: Talking About Children (Ranking)
Lesson 5: Comprehension Practice - Workplaces, Occupations, Employment Status, Pronouns,
Relationships
Lesson 6: Fingerspelling
Lesson 7: Idioms and Phrases in ASL Volume 1 #22-28
Lesson 8: ASL Story “If Only I Could Fly”
Lesson 9: Cumulative Review Unit 10
Core Concept: Discussing Families and Occupations
Enduring Understanding for Unit 10:
1. Students will learn the appropriate vocabulary in ASL to discuss families and occupations of
various people.
2. Students will use personal and possessive pronouns to share and receive information on
family members and occupations.
3. Students will sign age numbers appropriately and use ranking to show birth order.
Essential Questions for Unit 10:
1. What are the correct ASL vocabulary words and grammatical structure for describing families
and occupations?
2. How are personal and possessive pronouns used in ASL?
3. How do you use number incorporation to show age numbers in ASL?
Standards and Learning Objectives for Unit 10
Interpretive Mode:
Students will learn:
• Appropriate vocabulary in ASL associated with families and occupations
• Appropriate use of personal and possessive pronouns
• Appropriate production of age numbers
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of
topics.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
7.1.ILA.8 Compare and contrast linguistic elements in English and the target language.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to share
and receive information on families and occupations.
• Discuss family ranking.
• Reply to and ask questions about age using correct number incorporation.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Create dialogue to share and receive information on families and Occupations.
• Present information on their family using a slide show.
• Retell ASL stories.
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally
and in writing.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 11: Attributing Qualities to Others
Lesson 1: Conversation Practice – personal qualities and opposites
Lesson 2: Numbers: 67-98 Correct Production
Lesson 3: Role Shifting: Describing Characters
Lesson 4: Comprehension Practice: Winning Numbers
Lesson 5: Idioms and Phrases in ASL Vol. 1 DVD # 29-35
Lesson 6: ASL Story ”A Fishy Story”
Lesson 7: Culture: Deaf Mosaic “Deaf President Now”
Lesson 8: Unit 11 Review
Core Concept: Discussing Attributes and Opinions
Enduring Understanding for Unit 11:
1. Students will learn the correct ASL vocabulary used to describe people’s attributes, personal
opinions and numbers 67-98
2. Students will use role shift appropriately to discuss people in ASL
3. Students will demonstrate comprehension of an ASL story and use ASL idioms appropriately
in conversation.
Essential Questions for Unit 11:
1. What are the correct ASL vocabulary words for personal attributes and opinions?
2. How is role shift used effectively in ASL?
3. How are idioms used in ASL?
Standards and Learning Objectives for Unit 11
Interpretive Mode:
Students will learn:
• Appropriate vocabulary and grammar in ASL associated with attributes and opinions
•
•
Appropriate use of numbers 67-98
How to use ASL idioms in context
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of
topics.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
7.1.ILA.8 Compare and contrast linguistic elements in English and the target language.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with ASL grammar and practiced
vocabulary to share and receive information on attributes and opinions.
• Discuss their opinions using role shift
• Use and comprehend ASL idioms in conversation.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Create dialogue to share and receive information on attributes and opinions.
• Make and present lists of attributes for people present and not present.
• View then demonstrate comprehension of ASL stories by retelling portions or
participating in class discussion.
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally
and in writing.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 12: Talking About Routines
Lesson 1: Conversation Practice - Times of Day and Routines, Frequency, Getting Ready,
Rooms in a House
Lesson 2: Clock Numbers (Time signs)
Lesson 3: Calendar
Lesson 4: Time of Day/Activities
Lesson 5: Idioms and Phrases in ASL Vol. 1 #36-42
Lesson 6: ASL Story: “Safe Keeping”
Lesson 7: Cultural Connection: Brief History of Deaf America
Lesson 8: “The Gallaudet and Clerc Story”: Two Person Role Shift, Spatial Agreement,
Gesturing vs. Signing
Lesson 9: Unit 12 Cumulative Review
Core Concept: Talking About Routines
Enduring Understanding for Unit 12:
1. Students will learn the ASL vocabulary necessary to discuss daily routines.
2. Students will use correct number incorporation for clock numbers
3. Students will demonstrate comprehension of ASL stories and use aspects of ASL storytelling
to create their own.
Essential Questions for Unit 12:
1. What are the correct ASL vocabulary words and grammatical structure for discussing daily
routines?
2. How are clock numbers produced in ASL?
3. How is tense portrayed in ASL stories?
Standards and Learning Objectives for Unit 12
Interpretive Mode:
Students will learn:
• Appropriate vocabulary and grammar in ASL associated with daily routines
• Appropriate use of clock numbers
• ASL storytelling techniques
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of
topics.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
7.1.ILA.8 Compare and contrast linguistic elements in English and the target language.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to share
and comprehend stories in ASL.
• Ask related questions and provide meaningful feedback after storytelling.
• Use unit vocabulary to ask and answer questions about daily routines and times of day.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Use ASL vocabulary and grammar to present daily routines
• Retell ASL stories
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally
and in writing.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 13: Locating Things Around the House
Lesson 1: Conversation Practice - Rooms, Furniture, Appliances and Items
Lesson 2: Opening Conversations: Yes/No Questions
Lesson 3: Group Survey: What’s In Your House?
Lesson 4: Numbers: 101-109, multiples of 100 up to 1000
Lesson 5: Describing Where Rooms Are Located
Lesson 6: Reference Points, Correcting, Confirming
Lesson 7: Scissors Game
Lesson 8: Describing the Arrangement of a Room
Lesson 9: Unit 12 Cumulative Review/Classifiers for Various Furniture
Lesson 10: Telling Where Objects Are
Lesson 11: Fingerspelling: Double Letters
Lesson 12: Interaction: Small Objects in the House
Lesson 13: Design Your Living Room
Lesson 14: ASL Story “Lost Shoe”
Lesson 15:Idioms and Phrases in American Sign Language Volume 1 #43-52
Core Concept: Locating Things Around the House
Enduring Understanding for Unit 13:
1. Students will learn the ASL vocabulary necessary to discuss rooms and parts of a house,
household objects and quantifiers.
2. Students will use correct number production for multiples of 100.
3. Students will demonstrate comprehension of ASL stories and use ASL idioms appropriately in
context.
Essential Questions for Unit 13:
1. What are the correct ASL vocabulary words and grammatical structure for discussing things
around the house?
2. How are numbers that are multiples of 100 produced in ASL?
3. What are characteristics of ASL stories?
Standards and Learning Objectives for Unit 13
Interpretive Mode:
Students will learn:
• Appropriate vocabulary and grammar in ASL associated with things around the house
• Appropriate use of ASL numbers: multiples of 100
• ASL storytelling techniques
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of
topics.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
7.1.ILA.8 Compare and contrast linguistic elements in English and the target language.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to share
and comprehend information on homes in ASL.
• Ask related questions and provide meaningful feedback after shared information or
storytelling.
• Use unit vocabulary to ask and answer questions about each others homes.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Use ASL vocabulary and grammar to present a floorplan of their living rooms
• Retell ASL stories
7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia
rich presentation on targeted themes to be shared virtually with a target language audience.
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally
and in writing.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Unit 14: Complaining, Making Suggestions, Requests
Lesson 1: Conversation Practice - Ailments, Remedies, Suggestions, Time Signs, Complaints,
Requests
Lesson 2: Identify the Ailment
Lesson 3: Making Suggestions About Health
Lesson 4: Complaining About Feeling Sick
Lesson 5: Complaining About Others and Making Suggestions
Lesson 6: “At The Garage” Gestural Activity and “Fast Forward” Facial Expression Activity
Lesson 7: Fingerspelling: Commonly misspelled words
Lesson 8: Making Requests
Lesson 9: ASL Story “Final Exam”
Lesson 10: Cultural Connection: Cheers and Songs
Lesson 10: Unit 14 Cumulative Review
Core Concept: Complaining, Making Suggestions and Requests
Enduring Understanding for Unit 14:
1. Students will learn the ASL vocabulary necessary to complain, make suggestions and make
requests.
2. Students will use time signs (temporal production) appropriately.
3. Students will demonstrate comprehension of ASL stories and use aspects of ASL storytelling.
Essential Questions for Unit 14:
1. What are the correct ASL vocabulary words and grammatical structure for complaints, making
suggestions and making requests?
2. How do you show temporal aspects of ASL?
3. What are characteristics of ASL stories?
Standards and Learning Objectives for Unit 13
Interpretive Mode:
Students will learn:
• Appropriate vocabulary and grammar in ASL associated with complaints and making
suggestions and requests
• Appropriate use of time signs in ASL
• ASL storytelling techniques
7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette in target culture and
in one’s own culture.
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of
topics.
7.1.IL.A.6 Identify the main idea, theme and most supporting details in readings from age-and
level-appropriate culturally authentic materials.
7.1.IL.A.7 Infer the meaning of new unfamiliar words in some new contexts.
7.1.ILA.8 Compare and contrast linguistic elements in English and the target language.
Interpersonal Mode:
Students will be able to:
• Use expressive and receptive skills in combination with practiced vocabulary to share
and comprehend information on complaints and make suggestions and requests.
• Use temporal aspects in ASL sign production to show recurring or continuous activities.
• Ask related questions and provide meaningful feedback after shared information or
storytelling.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age-and level-appropriate classroom and cultural activities.
7.1.IL.B.3 Use appropriate gestures, intonation and common idiomatic expressions of the target
culture/language in familiar situations.
7.1.IL.B.4 Ask and Respond to factual and interpretive questions of a personal nature on
school-related topics.
7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode:
Students will be able to:
• Use ASL vocabulary and grammar to tell a story about a time they were sick
• Retell ASL stories
7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia
rich presentation on targeted themes to be shared virtually with a target language audience.
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally
and in writing.
7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the
target culture and one’s own culture orally, in writing or through simulation.
Assessment:
25% Communicative Participation
(See Weekly Rubric and Classwork Grades)
35% Tests
(Written Tests, Video Assessments, Expressive Assessments)
30% Quizzes
(DVD Video Assessments From Workbook, Vocabulary Quizzes)
10% Homework
(Culture, Individual Presentations, Written and Video Assignments)
American Sign Language II Course Requirements:
Course Description: The study of American Sign Language is a cumulative experience. The
first year course stressed sign vocabulary, fingerspelling and numbers as well as expressive
and receptive signing activities. The history of American Sign Language and Deaf culture was
introduced. The second level, ASL II, will afford students an opportunity to solidify the acquired
concepts from ASL I as well as build upon them. Successful completion of this course will
prepare students with the skills necessary for the ongoing study of American Sign Language in
ASL level III.
Class Text: Students will use text “Signing Naturally.” The goal and design of the “Signing
Naturally” curriculum is communication, meaning to bring a person unable to communicate in
ASL to a basic level of competency. Curriculum and lessons are designed to address the five
areas of Communication, Cultures, Connections, Comparisons and Communities outlined by the
ACTFL.
Grading: Students must achieve a grade of “D” (65) or higher to pass American Sign Language
I. Student performance in the following areas will be used to determine grades for this course:
25% Communicative Participation
(See Weekly Rubric and Classwork Grades)
35% Tests
(Written Tests, Video Assessments, Expressive Assessments)
30% Quizzes
(DVD Video Assessments From Workbook, Vocabulary Quizzes)
10% Homework
(Culture, Individual Presentations, Written and Video Assignments)
Weighting:
First Marking Period
Second Marking Period
* Midterm Examination Units 1-3
Third Marking Period
Fourth Marking Period
* Final Examination Units 1-6
20% of Final Grade
20% of Final Grade
10% of Final Grade
20% of Final Grade
20% of Final Grade
10% of Final Grade
Absences: Should a student be absent, it is expected that he or she will ask the teacher or a
fellow student for the missed work and make up any work or assignments within one week.
Make-up work will not be accepted after one week.
Handing in Assignments: Late work will not be accepted unless a student is absent on the due
date in which case he or she will be expected to turn in the assignment the day he or she
returns to school.
Plagiarism: Cheating and plagiarism are not tolerated. Students caught cheating or plagiarising
will receive a grade of 0/F for that test, quiz or assignment.
Respect: Respect of the teacher and fellow classmates is expected at all times.
Materials: Materials such as DVDs and video equipment will be used often in this class. It is
expected that students will use caution when handling equipment and return all borrowed
materials. Loss or damage may result in students paying to replace equipment or materials.
Extra Help: Teacher is available for extra help for students who care to schedule.
Communicative Participation Rubric (Weekly)
Name: _____________________________
Area 1: Student Attends to Information Presented in Class:
1
2
3
4
5
Area 2: Student Shows Understanding By Following Directions:
1
2
3
4
5
Area 3: Student Participates Appropriately in Class Dialogues:
1
2
3
4
5
Area 4: Student Shows Appropriate Use of ASL Vocabulary and Grammar:
1
2
3
4
5
Area 5: Student Participates Effectively in Small Group Dialogue:
1
2
3
4
5
Key:
1=60/F
2=70/C
3=80/B
4=90/A
5=100/A+
The grades in each of the five areas will be averaged to give you a final grade each week for the
“Communicative Participation” portion of your final grade for this course.
Video Assessment Rubric:
Name:________________________
Area 1: Student Uses Appropriate Vocabulary:
1
2
3
4
5
Area 2: Student Demonstrates Knowledge of How to Use Wh-Questions::
1
2
3
4
5
Area 3: Students Uses Correct Form and Movement For Fingerspelled Letters:
1
2
3
4
5
4
5
Area 4: Student Produces Correct Number Forms:
1
2
3
Area 5: Student Demonstrates Knowledge of How To Get Another Person’s Attention in a
Culturally Appropriate Way.
1
Key
1=60/F
2=70/C
3=80/B
4=90/A
5=100/A+
2
3
4
5
Lesson 1: Signing Naturally Units 7-12
Topic: Giving Directions
Objective: Student Will Be Able To:
• Participate in conversation practice with a partner on assigned topics using presented
ASL Vocabulary and ASL Grammar to Ask For and Give directions.
Standards:
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.C.2 Present student-created and/or authentic short sits, plays, poems, songs, stories or
reports.
Essential Questions:
1. What are the ASL signs to ask for and give directions?
2. How do you use reference points in ASL?
3. What is appropriate eye contact for communicating in ASL?
Introduction: Vocabulary Input
1. Students view a signed conversation between two native signers on the “Signing Naturally”
DVD.
2. Teacher Invites students to explain what took place during the video conversation.
3. Students will then take turns sharing pieces of the conversation until all students
comprehend.
4. Students view the conversation again for individual comprehension.
5. Teacher presents new signs from unit 7 as students copy, sign and corrections are made.
Practice: Dialogues
1. Teacher displays a dialogue on the board and students sign it with a partner.
2. Teacher circulates and supports.
3. Students, in pairs, take turns presenting their dialogues to the class and are given feedback
by teacher and classmates.
Evaluate: Create Dialogues
1. Teacher shows students two prompts and explains students will choose a prompt and have a
conversation with their partners.
2. Teacher demonstrates with a student.
3. Students work with partners to have conversations on giving directions. Teacher circulates
and evaluates.
Homework: Video
Students view a video on the class blog of a person giving directions and answer questions
(also on blog) about the details.
Lesson 2: Singing Naturally Units 7-11
Topic: Ordinal Numbers and Common Reference Points
Objective: Student Will Be Able To:
• Give accurate directions by producing ordinal numbers and using reference points
appropriately in context of giving directions.
Standards:
7.1.IL.A.4 Use target language to describe people, places, objects and daily activities learned
about through oral or written descriptions.
7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.C.2 Present student-created and/or authentic short skits, plays, poems, songs, stories or
reports.
Essential Questions:
1. What are the ASL signs for ordinal numbers?
2. How do you use reference points in ASL?
3. What is spatial agreement in ASL?
Introduction: Vocabulary Input Ordinal Numbers 1-10
1. Teacher has students copy and sign ordinal numbers 1-10 correcting palm orientation.
2. Teacher shows the difference between cardinal and ordinal signed numbers.
Introduction: ASL Grammar
1. Teacher demonstrates how to open a dialogue by identifying a common reference point.
2. Teacher demonstrates how to use eye gaze and non-manual behaviors to ensure spatial
agreement.
Practice: Ordinal Numbers and Directions
1. Students view a “Signing Naturally” video of native signers giving directions within a building.
2. Students watch the video and identify various things in a diagram of a building using ordinal
numbers and reference points.
Evaluate: Ordinal Numbers and Directions
1. Teacher demonstrates with a student partner asking for and giving directions within the
school building.
2. Students practice with partners as the teacher roams around checking dialogues.
Homework: Vocabulary Review
1. Students will view video on blog of new unit vocabulary and they will write down the words
they know.
References
Smith, Cheri, Ken Mikos, and Ella Mae Lentz. Signing Naturally Units 7-12. San
Diego, CA: Dawn Sign Press, 2008. Print.
Smith, Cheri, Ken Mikos, and Ella Mae Lentz. Signing Naturally Level 2. San
Diego, CA: Dawn Sign Press, 2008. Print.
Ganezer, Gilda and Avery Posner. Idioms and Phrases in American Sign
Language Vol I, Everyday ASL Productions, 2009. Print and DVD.
Valli, Clayton. ASL Poetry. San Diego, CA: Dawn Sign Press, 1995. DVD.
"World Languages." The Official Web Site for the State of New Jersey. Web. 14
July 2011. <http://www.nj.gov/njded/aps/cccs/wl/>.