WSM- Lesson Plan –ASL
Course:
ASL 1- #0717300
1- UNIT 1- L.Silvestris -5/2010
UNIT: 1-Welcome  to the Deaf World- B6
TIMESPAN:
3+ DAYS ( 90MINS)
This lesson will serve as an overview to the ASL world language classroom.
Standard/Benchmark:
FL.A.1.1.2 Students will greet one another and exchange essential personal information.
FL.A.1.1.3 Students will use appropriate gestures and expressions to complete or enhance verbal messages.
Vocabulary:
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NMS
GLOSSING
PARAMETERS
LEXICALIZED
Context –Configuration- Closure
Visual- gestural
ICONIC
Visual vs. Auditory vs. Kinesthetic
Materials:
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PPT- DAY 1
FOUNDATIONS??
LEARN STYLES – HANDOUT
NAD- Is it TRUE? – HANDOUT
MASL- PG 23- GRAPHIC ORGANIZER
STINGRAY CORNELL NOTES- MASL XV-XXIV
MANUAL ALPHABET- FS GUIDELINES HANDOUT
BRAVO 6- fingerspelling
SAT vocabulary- #1
EXITSLIP-FORMAL/INFORMAL INTRODUCTIONS
Bravo- 3 “C”s- B6.17-You too can read…. Overhead
PARAMETERS CHART
MASL VOCAB DVD
SAT VOCAB QUIZ #1
Cross Curriculum
Enrichment (if applicable):
ROMAN NUMERALS?
Essential Questions:
Enduring Knowledge:
What do I need to understand to be successful in the
ASL classroom?
What are the cultural norms for introductions in the
Deaf Community?
Cultural norms for GREETINGS: introductions/ goodbyes- formal/informal/honorific
Manual alphabet/ fingerspelling strategies
DAY ONE
Greet at door- introduce VOICE OFF SIGN
Receptive
Performance Assessment: VO activity will help in assessing the student’s “natural” receptive ability. Have students record their perceptions (they must write
something to receive a score- have this posted on the board as they enter!!!) COLLECT! Once all papers have been collected return to VOICE ON. As a class ask
students to “interpret” what they have just seen and experienced. This will allow students to SELF- assess. Explain this will be part of their DAILY routine. Informally
assess their receptive and English skills- allowing each student to receive a perfect 10!*
WARM-UP:
Time
15
Instructional Strategy
(Reading):
Choose an item.
HOQ--TRANSLATE ASL /English
HI- MY NAME LESLEY SILVESTRIS- NAME SIGN –
PAST STUDENTS THEY CALL ME MRS. S I HEARING.
WELCOME ASL 1. ASL FUN YOU ENJOY WILL
Instructional Strategy
(Writing):
HOQ--INTERPRET ASL /English
Choose an item.
****Teach
Like a Champion- learn to pass in papers
Instructional Focus Lesson:
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RULES, ROUTINES, RESPONSIBILITIES - Powerpoint
SYLLABUS-- WEBSITE ACCESS-- ONCOURSE
 FOUNDATIONS????
Workshop Model - Mini-Lesson with Modeling:
Learning Styles Survey—HANDOUT-- Visual vs. Auditory vs. Kinesthetic
HOQ-
Why is identifying your learning style relevant to your ASL studies?
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How can you use this information to your success in the ASL classroom?
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Can you apply this knowledge to your other courses?
Workshop Model – Student Work Period:
Intro to world languages. NAD- Is It TRUE- handout
Query students as to what they KNOW about ASL. (RR-KWL)
a) ASL is a visual –gestural language.
HOQ--DEFINE visual –gestural ?
Have students recall examples from today’s class.
Was warm-up English- like? COMPARE/CONTRAST
Could you understand what I was signing? Was it “foreign” to you?
5
Time
10
Essential Reading
Strategy (Student):
Time
15
Choose an item.
Time
15
Scripted Higher Order
Questions (Bloom/Webb)
BLUE
b) ASL is equal to other world language studies.
ASL has its own grammar, sentence structure, writing systems and
the Deaf culture is very different from our hearing world.
***Present examples of “perceived- ASL” and actual “native-like” TL sign.
 Video clips ( EX: Blue Clues/ Golden Legacy)
Workshop Model – CLOSING:
Is It TRUE- handout – COMPLETE
HOQ--3 THINGS I learned today about ASL that are different from English
Have students complete the NAD-
Time
10
ASSESSMENT: *Please note: These initial assessments are only for the teacher to gain insight into the student’s natural abilities and
learning tendencies as well as to help establish routines/rituals. All students will receive full credit for participating in or attempting assignment or
activity. True “standards based” assessment will be implemented once students understand what is expected from them.
HOMEWORK:
1) ASSIGN- writing assign (to allow preliminary writing skills assessment)
DUE NEXT CLASS –
5
1. My goals and expectations for this year in ASL. INCLUDE:
2. WHY ASL?
3. GOALS-personal and school based?
4. ANY past association with ASL or the DEAF community? 5-W’s
2) HANDOUT:
STUDENT INFO SHEET
5
SYLLABUS
T-P-S-CONTRACT
3)
HANDOUT #FS PUZZLES-bk #1-pg-20- puzzle #8 OPPOSITES
4)
Have students visit:
5
5
FACEBOOK--ACHS- ASL
https://dcpspublic.oncoursesystems.com/school/webpage.aspx?id=558329
ASL PRO.COM
Reflection on Lesson
How will you change this lesson in
the future?
How will your evaluation of today’s
assessment inform future
instruction?
Update pptclued syllabuswebsite- etc
DAY TWO
WARM-UP:
Greet at door- introduce VOICE OFF
SIGN
Time
15
Choose an item.
HOQ--TRANSLATE ASL /English
DURING SUMMER YOU DO-WHAT?
READ- SURF- SWIM- STUDY- SKATEBOARD- SLEEP.
SUMMER YOU DO-WHAT?
HOQ--INTERPRET ASL /English
****Teach
Teacher Notes:
Instructional Strategy
(Reading):
Instructional Strategy
(Writing):
Choose an item.
Like a Champion-PRACTICE to pass in papers
COLLECT: GOALS PAPER / INFO SHEETS/ PUZZLES
Instructional Focus Lesson:
ASL 1- EOC- PRETEST!
Time
20
Essential Reading
Strategy (Student):
Choose an item.
RR-MASL pg 23 Graphic Organizer
FOUNDATIONS????
Workshop Model - Mini-Lesson with Modeling:
Introductions- HANDOUT-Manual alphabet handout- with FS basic rules
Time
20
Demonstrate manual alphabet.
Introduce proper fingerspelling techniques- refer to handout.
Scripted Higher Order
Questions (Bloom/Webb)
STINGRAY CORNELL NOTES: MASL- XV-XXIV REVIEW AS A CLASS
HOQ--Summarize strategies you should implement to become proficient in FS.
BLUE
*** Bravo-6.13/14 – fingerspelling video intro basics
Workshop Model – Student Work Period:
Guided Practice (“We do) and Independent Practice (“You do”)
INDIVIDUALLY-Allow students to practice FS their first and last names.
VO- have students PAIR practice. – INTERVIEW 5 PEOPLE/FS NAMES
10
Workshop Model - Mini-Lesson with Modeling:
TIME
15
Reflection on Lesson
SCAN MASL PG 23!!!!
Introductions- MASL pg 4-9- formal/ vs informal / MASL video clip intro EXPANSION:----HONORIFIC INTRO
Workshop Model – CLOSING:
HOQ-Describe Deaf culturally appropriate terminology for INFORMAL and FORMAL introductions. When would
these features be utilized?
EXPANSION: What are HONORIFIC features and to when might they apply?
ASSESSMENT: EXPRESSIVE PERFORMANCE RUBRIC
HOMEWORK:
NOTES:
SAT VOCAB- #1- DEFINITIONS ONLY
Time
ASL 1 – UNIT 1--DAY TWO CONTINUED
Data Utilized to Identify
Students for Differentiated
Instruction
Differentiated Instruction
Small Group – Intensive
Assignment(s):
Differentiated Instruction
Small Group – Proficiency
Assignment(s):
Differentiated Instruction
Small Group – Enrichment
Assignment(s):
Student(s):
Student(s):
Student(s):
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
Choose an item.
Marzano’s 9 High-Yield
Strategies
(circle all that apply)
1. Identifying Similarities &
Differences
2. Summarizing & Notetaking
3. Reinforcing Effort/Providing
Recognition
4. Homework & Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting Objectives &
Providing Feedback
8. Generating & Testing
Hypotheses
9. Cues, Questions, & Advance
Organizers
NOTES:
Time
10
DAY THREE
WARM-UP:
Greet at door- introduce VOICE OFF
SIGN
Instructional Strategy
(Reading):
Choose an item.
HOQ--TRANSLATE ASL /English
QUIZ-(5)in context vs (5) out of context
SAM-ROB-JACK-PAUL-TED/ HAT-CAR-RED -BOB-LIZ
Instructional Strategy
(Writing):
HOQ--INTERPRET ASL /English
Choose an item.
****Teach
Like a Champion-Practice collecting
Instructional Focus Lesson:
Time
15
CHECK- SAT DEFINITIONS
ASL GLOSS SENTENCE PRACTICE
Essential Reading Strategy
(Student):
Choose an item.
FOUNDATIONS????
Workshop Model - Mini-Lesson with Modeling:
Time
OVERHEAD --Pair expressive- INTRODUCTIONS-–guided practice
10
OVERHEAD –EXPRESSIVE RUBRIC
Workshop Model – Student Work
PAIR PRACTICE/ PERFORM
HOQ--INTERPRET ASL /English
Workshop Model - Mini-Lesson with Modeling:
****YOU
TOO CAN READ --- can you believe-- OVERHEAD
Overhead –--Intro- 3 “C”s----Context/config/closureBravo 6.17A- fingercise #1 --6/17B #2- bk closure/ drill practice
30
15
Scripted Higher Order
Questions (Bloom/Webb)
BLUE
Workshop Model - Mini-Lesson with Modeling:
MASL CHAPTER 1- HIGHLIGHTSPARAMETERS- CHART- INTRO
VOCABULARY- INTRO- DVD
SAYING GOODBYE
Workshop Model – CLOSING:
DEMONSTRATE APPROPRIATE EXITING BEHAVIOURS
ASSESSMENT: VARIED- RECEPTIVE WU/ BRAVO
HOMEWORK:
NOTES:
SAT VOCAB #1- QUIZ
Time
Reflection on Lesson
How will you change this lesson in the
future?
How will your evaluation of today’s
assessment inform future instruction?
SCAN MASL PG 23!!!!
ASL 1 – UNIT 1--DAY THREE CONTINUED
Data Utilized to Identify
Students for Differentiated
Instruction
Differentiated Instruction
Small Group – Intensive
Assignment(s):
Differentiated Instruction
Small Group – Proficiency
Assignment(s):
Differentiated Instruction
Small Group – Enrichment
Assignment(s):
Student(s):
Student(s):
Student(s):
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
Choose an item.
Marzano’s 9 High-Yield
Strategies
(circle all that apply)
10.
Identifying Similarities &
Differences
11.
Summarizing &
Notetaking
12.
Reinforcing
Effort/Providing Recognition
13.
Homework & Practice
14.
Nonlinguistic
Representations
15.
Cooperative Learning
16.
Setting Objectives &
Providing Feedback
17.
Generating & Testing
Hypotheses
18.
Cues, Questions, &
Advance Organizers