Duval County Public Schools
District Curriculum Guide
Grades 9-12
Course: American Sign Language II
Pacing
Dates
Big Idea/Supporting Idea:
7 days
April — May
Topic: ASL Literature (Unit 11)
Standard(s)/Benchmark(s)
NGSSS: Benchmarks Commonly Covered
WL.K12.IM.6.3
Research contributions made by individuals from the
target culture through the arts such as visual arts,
architecture, music, dance, literature, etc.
WL.K12.IL.5.1
Write on familiar topics and experiences using main
ideas and supporting details.
WL.K12.IM.2.4
Recognize many high frequency idiomatic expressions
from a variety of authentic texts of many unknown
words by using context clues.
NGSSS: Additional Benchmarks Covered
WL.K12.IL.6.4
Identify products of culture (e.g., food, shelter, clothing,
transportation, toys, music, art, sports and recreation,
language, customs, traditions).
WL.K12.IM.4.5
Retell or summarize a storyline using logically connected
sentences with relevant details.
WL.K12.IL.5.1
Write on familiar topics and experiences using main
ideas and supporting details.
WL.K12.IM.5.3
State an opinion and provide supporting evidence using
connected sentences.
Access Points:
Objectives
The student will demonstrate
understanding and mastery of ASL
structures and appropriate Deaf cultural
interactions.
ASL Structures:
- Explore and analyze authentic ASL
literature
- Classifiers in ASL literature
- Create or retell a piece of ASL literature
ASL Cultural Features:
- Value of music in the Deaf world
Essential Content
Evidence of Learning
(Progression of Standards)
Vocabulary and content related to basic
ASL language structures and culturally
acceptable interactions.
DEVELOPING
Interpretive: The student will identify the main idea in target
language (TL) interactions and narratives.
Interpersonal: The student will engage in communication using
CONTENT:
basic language.
Presentational: The student will present using discernible
- Classifiers in Context
- Vocabulary expansion to be determined by language and basic grammar structures.
Culture: The student will recognize common cultural guidelines
students
and influences.
TECHNICAL:
- Folklore
- Authentic
- Rationale
ACHIEVING
Interpretive: The student will identify the main idea and essential
details in TL interactions and narratives.
Interpersonal: The student will engage in communication using
contextually accurate language.
Presentational: The student will present using level appropriate
language and common grammar structures.
Culture: The student will explain common cultural guidelines and
influences.
EXCELLING
Interpretive: The student will comprehend the main idea and
various nuances in familiar and unfamiliar TL interactions and
narratives.
Interpersonal: The student will engage in communication using
varied, contextually accurate language.
Presentational: The student will present using detailed language
and varied grammar structures.
Culture: The student will appreciate common cultural guidelines
and influences.
Duval County Public Schools
District Curriculum Lesson Guide
Grades 9-12
Course: American Sign Language II
Topic: ASL Literature (Unit 11)
Day(s)
Objective
Essential Question
Resources/Activities/Lessons
Day 1
ASL 1 Review
RESOUCES:
ASL I Curriculum Lesson Guide: Unit 11 - "ASL Literature"
Day 2
The student will explore What is the importance RESOUCES:
and analyze authentic of folklore and literature A Basic Course in American Sign Language (2nd. 1994)
in the Deaf world?
• Introduction
ASL literature.
- "Cultural Richness" pp. 10-11
- "ASL Literature" p. 11
Focus Benchmark(s)
WL.K12.IM.6.3
Bravo ASL! Curriculum (1996)
• DVD: Lesson 4: Let's Go Food Shopping! (Food signs)
- "Cultural Notes" Segment 4.13 (2:40)
- "Number Story: The Cashier" Segment 4.14 (2:00)
• DVD: Lesson 6: Read Any Good Fingers Lately? (Colors & fingerspelling)
- "ABC Story: Morning Bathroom Routine" Segment 6.18 (2:20)
Deaf Heritage: A Narrative History of Deaf America (1981)
• Chapter 1: The Early Years
- "Deaf Smith" (folklore) pp. 4-5
- "Sign Language Saves a Life" (folklore) pp. 9-10
Master ASL!: Level One (2006)
• Unit Six: Sports & Activities
- "The Storytelling Competition" p. 211
- Focus: "The Literature of American Sign Language" 226-227
- Vocabulary: "ASL Storytelling" p. 230
- Classroom Exercise L p. 230
Signing Naturally Student Workbook: Level One (1988)
Higher Order Questions
Pacing
7 days
Dates
Apr. — May
Vocabulary
ELL Strategies
g g
y
(
• Curriculum Review 1-6
- Comprehension: "Which Room Was It?" p. 73
• Unit 7: Giving Directions
- Comprehension: "The Candy Bar" p. 80
• Unit 9: Making Requests
- Comprehension: "ABC Gum" p. 112
• Unit 11: Attributing Qualities to Others
- Comprehension: "A Fishy Story" p. 141
)
Signing Naturally Student Workbook: Units 1-6 (2008)
• Unit 6: Storytelling
- Homework 6:1 "Timber" pp. 310-311
- Homework 6:4 (Story Cohesion) pp. 316-318
- Homework 6:5 "The Gum Story" pp. 319-320
- Homework 6:6 (entrances & exits) pp. 321-324
- Homework 6:8 (Story Cohesion) pp. 327- 328
- Homework 6:9 "The Gallaudet & Clerc Story" pp. 329-331
- Homework 6:12 (Story Cohesion) pp. 336-337
- Homework 6:13 (Childhood Stories) pp. 338-345
- Homework 6:14 "A True Fish Story" pp. 346-348
- Homework 6:15 "I Wanna Be Different" pp. 350-354
- Homework 6:16 "Ghost in My Room" pp. 356-359
Homework 6:17 (guidelines & language elements) pp. 360-371
DVD: ASL Poetry: Selected Works of Clayton Valli Dawn Pictures (1995) 105 Minutes
Day 3
The student will
identify and classify
classifiers in ASL
literature.
Focus Benchmark(s)
WL.K12.IM.2.4
WL.K12.IL.6.4
How do classifiers
function in ASL?
RESOURCES:
A Basic Course in American Sign Language (2nd ed. 1994)
• Lesson 3
- pp. 34-36 (CL: F, Bent L, C, CC, BB)
• Lesson 12
- pp. 131-135 (CL: 3,^, B)
• Lesson 13
- pp. 140-144 (CL: G, Bent L, BB)
• Lesson 21
- pp. 220-227 (CL: 3, Open A, L-I, Bent V)
• Lesson 22
- pp. 232-237 (CL: BB, 55, 44, 4)
Bravo ASL! Curriculum (1996)
• DVD: Lesson 14: Let’s Go Clothes Shopping! (Clothing signs)
- "Grammatical Notes" Segment 14.20 (4:00)
Master ASL!: Level One (2006)
• Unit Five: School Days
- Classifiers p. 192
- ASL Up Close: Classifiers p. 193
- CL: 1 An Individual p. 194
- CL: V ^ A person's legs or eyes p. 195
- CL: 3 Vehicles p. 196
- Classroom Exercises T-W pp. 192-197
• Unit Six: Sports & Activities
p
- CL: Bent V Seated Position p. 228
- CL: B & Base B Flat Objects p. 228
• Unit Seven: My Daily Routine
- CL: C p. 286
- Classroom Exercise Y p. 287
Signing Naturally Student Workbook: Level One (1988)
• Unit 8: Describing Others
- Vocabulary Review pp. 98-104
ACTIVITIES:
Explore and define the parameters and functions of classifiers. Categorize, cite
examples and demonstrate classifier use in a literary example.
Day 4
The student will create
or retell a piece of ASL
literature.
Focus Benchmark(s)
WL.K12.IM.4.5
Day 5
ASL Literature
Presentations
Focus Benchmark(s)
WL.K12.IM.4.5
RESOURCES:
Refer to the Day 2 Resources.
ACTIVITIES:
Select a piece of ASL literature to analyze, document features, memorize and present.
Day 6
The student will
What role does music
formulate a hypothesis play in the Deaf world?
about the value of
music in the Deaf world
and will support their
rationale with
evidence.
RESOURCES:
DVD: See What I'm Saying: The Deaf Entertainers Documentary (2011)
INTERNET RESOURCES
• Vlog: Amy Cohen Efron (YouTube user: abcohende)
- "ASL Music - An Oxymoron?"
http://www.youtube.com/watch?v=wiwVrYVwgzw&safety_mode=true&persist_safety
_mode=1&safe=active
Focus Benchmark(s)
WL.K12.IM.5.3
Day 7
ASL Literature Review &
Assessment
RESOURCES:
The teacher should use data from mini assessments including exit slips and student
presentations to determine what content is most necessary to include in review
activities.