ASL Curriculum I – III SY 2012 – 2013
LOUDOUN COUNTY PUBLIC SCHOOLS
WORLD LANGUAGES AND CULTURES
American Sign Language I-III 2012-2013
August 2012
ASL Curriculum I – III SY 2012 – 2013
NOTES
ASL Curriculum I – III SY 2012 – 2013
ASL LEVEL I
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Basic Communication/Introduction to ASL
Recommended # of Lessons: 3
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.2-Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
Presentational:
Signing of appropriate repetition phrases
Asking for clarification
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
Greet native ASL users.
Compare viewpoints of use of eye gaze.
Culturally appropriate ways of asking for
clarification
Compare ways of getting attention.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Asking and responding to basic questions
and need for clarification.
Demonstrate proper eye gaze
Interpretive:
Understanding clarification phrases
Gestures vs. signing to converse among Deaf
people.
Understand that ASL is a distinct language.
Interpersonal:
Conversing about basic ASL elements.
Asking and responding to questions
ASL as a distinct language.
Demonstrate proper attention getting.
USEFUL VOCABULARY
ASL, SIGN, TALK, LOOK, AGAIN, PLEASE, UNDERSTAND, DON'T-UNDERSTAND, SORRY, KNOW, DON'T KNOW,
REMEMBER, FORGET, SLOW, Fingerspelling Names
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
Begin Yes/No and Wh-Questions
ASSESSMENTS/RUBRICS
Resources:
Signing Naturally Unit 1
Signing Naturally Culture/Language Notes
Signing Naturally Intro to Deaf Community Quiz
Master ASL!
Activities:
Clarification Skits, Fingerspelling Games (Guess Who, Hangman, Telephone)
Skits
Dialogues
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Basic Communication/Introductions

Recommended # of Lessons: 3
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
 4.2-Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
(Facts & Skills)
-Presentational
Understand Deaf cultural information
Compare cultural standards for introductions. Fingerspell full name
Presentational:
Expressing appropriate greetings and leave- needed in introductions
takings
Deaf community need to make connections in Exchange introductions
Introduce self
introductions.
Demonstrate culturally appropriate greetings
Compare length and directness of greetings
and leave-takings.
Interpretive:
Understand introduction of others
and leave-takings.
Demonstrate non-manual markers for asking
Compare grammatical structures in forming
questions
Interpersonal:
Ask and respond to appropriate introduction
questions.
questions
Maintain introduction conversation
HELLO, HOW-ARE-YOU?, GOOD, FINE, BAD, SO-SO, WHAT'S-UP?, NOTHING, SAME-OLD, NAME, FIRST, MIDDLE, LAST,
USEFUL VOCABULARY
NICE-TO-MEET-YOU, SEE-YOU-LATER, GOODBYE, SEE-YOU-TOMORROW, WHO, ME, YOU, HE/SHE/IT
Yes/No and WH-Questions
RECYCLED/ONGOING
Personal Pronouns
TOPICS/STRUCTURES
Resources:
RESOURCES/ACTIVITIES
Signing Naturally, Unit 1
Master ASL!
Activities:
Name Games, Partner Introductions, Find Someone Who...
ASSESSMENTS/RUBRICS
Fingerspelling Name Quiz, Traditional Quizzes
Dialogues
Presentations
Partner Introductions
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Basic Communication/Personal Information
Recommended # of Lessons: 4
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.2-Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
Presentational:
Inform others of hearing status
Inform others of school status
Inform others of language classes you teach/learn
Inform others of teacher/student status
Inform others of gender
Interpretive:
Identify others from information presented.
Understand someone's hearing status
Understand someone's school status
Understand language that someone teaches/learns
Identify who is a teacher/student
Identify who is a male/female
Interpersonal:
Express understanding or need of clarification
Ask and respond to questions about hearing status, school status, languages
taught/learned, teacher/student status, and gender
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
CULTURES/ CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Student demonstrates understanding
of three essentials of Deaf cultural
introductions: First and Last Name,
Hearing Status, and Teacher's
Name/Where learning ASL.
Students compare hearing
(teenage) introductions to
Deaf cultural introductions.
Students can introduce themselves
by stating their name, hearing
status, school status, language they
learn, gender, teacher's name, and
student/teacher status.
Student demonstrates understanding
of tendency for the Deaf community
to make connections of personal
information.
Students can ask for clarification.
Students can express understanding.
Students can identify and present
the parts of a Deaf cultural
introduction.
HEARING, DEAF, MAN, WOMAN, GIRL, BOY, HIGH-SCHOOL, MIDDLE SCHOOL,
ELEMENTARY SCHOOL, ASL, SPANISH, FRENCH, GERMAN, LATIN, CHINESE, ENGLISH,
STUDENT, TEACHER, YES, NO, CORRECT, OH-I-SEE, NOT, UNDERSTAND, DON'TUNDERSTAND, REMEMBER, FORGET, KNOW, DON'T-KNOW, CHAIR, SIT, DOOR, DOOROPEN/CLOSE, WINDOW, WINDOW-OPEN/CLOSE, LIGHT-ON/OFF
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Noun/Verb Pairs
Contrastive Structure
ASL Curriculum I – III SY 2012 – 2013
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
Resources:
Signing Naturally 1, Unit 2, p. 7-9, 12-15
Master ASL!
Activities:
Partner Dialogues and Skits, Introduce partner to group, Matching personal information, Scavenger hunt,
Find someone who..., Describe/create information for pictures of people
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Basic Communication/Locations in School
Recommended # of Lessons: 6

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
 4.2-Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
COMMUNITIES
(Facts & Skills)
-Presentational
Schooling options for Deaf children
Compare hearing
Understand and express need for basic
Presentational:
Express basic school items
(residential school, mainstreaming)
public school life to
school items
Express locations in the school
Deaf residential school
Describe basic directions from one place to another
Deaf community views on schooling options
life.
Understand and express locations and basic
Express distance
directions in a school
Interpretive:
Understand basic school items
Understand description of location in the school
Comprehend basic directions from one place to another
Comprehend distance
Interpersonal:
Ask and answer questions about basic school items
Ask and answer questions about locations in the school
Ask and answer questions about distance and basic directions
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
Understand and express distances between
places in a school
Describe school options for Deaf children
Explain Deaf community views on school
options
PAPER, PEN/PENCIL, BOOK, CUP, BALL, KEY, HOW-MANY?, SNACK, FOOD, DRINK, SODA, MILK, TEA,
COFFEE, CHOCOLATE, CHIPS, CANDY, FAVORITE, LIKE, DISLIKE, HALLWAY, STAIRS, CLASS, ROOM,
LIBRARY, OFFICE, CLINIC, AUDITORIUM, ELEVATOR, GYM, MACHINE, CAFETERIA, SCHEDULE, MATH,
SCIENCE, ENGLISH, HISTORY, DRAMA, MUSIC, ART, WANT, BUY, NEAR, FAR, ON-RIGHT, ON-LEFT
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Contrastive Structure
Distance and Directions
Signer’s Perspective
Resources:
Signing Naturally
Master ASL!
School Map
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Activities:
Present true/creative class schedule, whiteboard activity w/snacks, class questionnaire, Find Someone Who…, race with
school supplies, present true/creative school layout
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Basic Communication/Numbers 1-20
Recommended # of Lessons: 3
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
Presentational:
Present cardinal numbers 1-20 in context
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Optional: Compare cardinal and ordinal
numbers
Understand and express cardinal numbers 120 in context
Interpretive:
Understand cardinal numbers 1-20 in
context
Interpersonal:
Use cardinal numbers 1-20 in
conversational context
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
NUMBER, COUNT, HOW-MANY, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, AGE, HOW-OLD, CLASS, BOOK,
PENCIL, DESK, PEOPLE, STUDENT, TEACHER, FRIEND
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Cardinal Numbers
Contrastive Structure
Resources:
Signing Naturally
Master ASL! Workbook
Activities:
BINGO, mad libs number fill-ins, counting activities, partner activities, scavenger hunt
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Personal Life/Where you live
Recommended # of Lessons: 2

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Ask and answer questions about types of
Presentational:
Present types of home one lives in, Present where one lives, Present basic directions to Introduce basic
home one lives in
home
technology used by Deaf
people in homes
Ask and answer questions about location of
home
Interpretive:
Understand types of home another lives in, Understand where another lives,
Understand basic directions to home
Ask and answer questions about basic
directions to home
Interpersonal:
Maintain conversation about types of homes and where they are, Converse about
Understand basic technology used by Deaf
directions to home
people in homes
HOUSE, HOME, APARTMENT, TOWNHOUSE, BOAT, TREE, MANSION, DORM, CONDO, WHERE, BEFORE, HOW-LONG, YEAR,
USEFUL VOCABULARY
LIVE, ADDRESS, LEESBURG, VIRGINIA, USA, SMALL, AVERAGE, LARGE
WH-Questions (Signs and Structure)
RECYCLED/ONGOING
Yes/No Questions (Signs and Structure)
TOPICS/STRUCTURES
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Home Buyer’s Guides/Advertisements
ASSESSMENTS/RUBRICS
Activities:
Recording of true/creative home description, class creation of community, class survey, presentation of past/present/future living arrangements
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Personal Life/Transportation
Recommended # of Lessons: 2

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
(Facts & Skills)
-Presentational
Compare adverb use and placement in
Ask and answer questions about types of
Presentational:
Present types of vehicles
describing travel (speed, terrain, etc)
vehicles
Present distance of travel
Present description of travel
Optional: Introduce vehicle classifiers
Ask and answer questions about distance of
travel
Interpretive:
Understand types of vehicles
Ask and answer questions about description of
Understand distance of travel
travel. (Option: using vehicle classifiers)
Understand description of travel
Use adverbs appropriately when describing
travel.
Interpersonal:
Maintain conversation about types of vehicles
Maintain conversation about distance of travel
Maintain conversation of description of travel
CAR, BUS, TRUCK, SUBWAY, TRAIN, MOTORCYCLE, BICYCLE, BOAT, AIRPLANE, ROCKET, HELICOPTER, RIDE-IN,
USEFUL VOCABULARY
RIDE-ON, DRIVE, WALK, NEAR, MID-DISTANCE, FAR, VEHICLE-CLASSIFIERS
WH-Questions (Signs and Structure)
RECYCLED/ONGOING
Yes/No Questions (Signs and Structure)
TOPICS/STRUCTURES
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Adverb Placement
Optional: Vehicle Classifiers
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Activities:
Continue class creation of community, whiteboard activities, MASH game, Pair practice-how would you go to..?, Classifiers describing
ASL Curriculum I – III SY 2012 – 2013
traveling, Retelling of vehicle videos
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Personal Life/ Colors
Recommended # of Lessons: 2

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
(Facts & Skills)
-Presentational
Compare adjective placement
Ask and answer questions using colors for
Presentational:
Present colors in context
elaboration
Interpretive:
Understand colors in context
Ask and answer question using correct
adjective placement with colors
Interpersonal:
Maintain conversation including colors in
context
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
RED, ORANGE, YELLOW, GREEN, BLUE, PURPLE, WHITE, GREY, BLACK, BROWN, PINK, MIX, DARK, BRIGHT, LIGHT
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Adverb Placement
Optional: Vehicle Classifiers
Adjective Placement
Resources:
Signing Naturally
Master ASL!
Activities:
Continue class creation of community, videotape portfolio describing community , whiteboard activities, Train wreck with clothing colors,
Guess-who, “I Spy” class game
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Personal Life/Family
Recommended # of Lessons: 5
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
(Facts & Skills)
-Presentational
Understand Deaf community perspective of
Ask and answer questions about family
Presentational:
Present members of family
biological family and Deaf community
members.
Present opinions of relationships
family.
Present marital status of family
Ask and answer questions about opinions of
Present age of family
Understand Deaf community view of
relationships
Present basic events of life
marriage between Deaf/hearing people.
Ask and answer questions about marital
Compare numeral incorporation in pronouns
status of family
Interpretive:
Understand members of family
Understand opinions of relationships
Ask and answer questions about age of
Understand marital status of family
family
Understand age of family
Understand basic events of life
Ask and answer questions about basic life
events
Interpersonal:
Maintain conversation about members of family
Use numeral incorporation with pronouns
Maintain conversation about opinions of
appropriately.
relationships
Maintain conversation about marital status of family
Describe Deaf community perspective of
Maintain conversation about age of family
biological and Dearf community family
Maintain conversations about basic events of life
Describe Deaf community view of marriage
between Deaf/hearing people
FAMILY, BIG, SMALL, AVERAGE, HAVE, MOTHER, FATHER, PARENTS, SISTER, BROTHER, AUNT, UNCLE, COUSIN (BOY),
USEFUL VOCABULARY
COUSIN (GIRL), NIECE, NEPHEW, GRANDFATHER, GRANDMOTHER, IN-LAW, STEP, BOYFRIEND, GIRLFRIEND, FIANCEE,
HUSBAND, WIFE, TWINS, SON, DAUGHTER, CHILDREN, PET, DATING, GOING-STEADY, SWEET-HEART, ENGAGED,
WEDDING, MARRIED, SEPARATED, DIVORCED, GET-ALONG, CLOSE, FIGHT-VERBAL, FIGHT-PHYSICAL, BORN, GROW-UP,
GRADUATE, WORK, MOVE, DIE
ASL Curriculum I – III SY 2012 – 2013
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Adverb Placement
Optional: Vehicle Classifiers
Adjective Placement
Numeral Incorporation in Pronouns
Resources:
Signing Naturally
Master ASL!
TV Families (Switched at Birth)
Activities:
Family Tree small group practice/presentations, class creation of family, small group questionnaire, videotape portfolio describing
true/created family, Watch Switched at Birth episode and describe characters
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Personal Life/Activities
Recommended # of Lessons: 5
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/
COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
(Facts & Skills)
-Presentational
Compare activities offered in
Ask and answer questions about activities
Presentational:
Present activities one is involved in
residential schools for the Deaf and
within and outside the home
Present opinions about various activities
hearing public schools
Ask and answer questions about opinions of
activities
Interpretive:
Present activities one is involved in
Present opinions about various activities
Compare activities offered in residential
schools for the Deaf and hearing public
schools
Interpersonal:
Maintain conversation about activities one is involved in
Maintain conversation about opinions about various activities
ACTIVITY, DO-DO?, SPORT, BASKETBALL, FOOTBALL, BOWLING, SWIMMING, TRACK. DANCE, SOFTBALL/BASEBALL,
USEFUL VOCABULARY
SOCCER, TENNIS, WRESTLING, LACROSSE, CHEERLEADING, GOLF, HOCKEY, SKATEBOARD, ICESKATE, SKI,
SNOWBOARD, SNOWMOBILE, SURF, WATCH, MOVIE, TV, COMPUTER, PLAY, VIDEO-GAME, GAME, HANG-OUT, SLEEP,
EXERCISE, SHOP, COOK, CLEAN, STUDY, CHAT, STAY HOME, BABY-SIT, WORK, VISIT, PARTY, PLAY-CARDS, LOVE-IT,
ENJOY, LIKE, OK, SO-SO, BORING, DISLIKE, HATE
WH-Questions (Signs and Structure)
RECYCLED/ONGOING
Yes/No Questions (Signs and Structure)
TOPICS/STRUCTURES
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Adverb Placement
Optional: Vehicle Classifiers
Adjective Placement
Numeral Incorporation in Pronouns
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Activities:
Summer/daily calendar, class questionnaire, Find Someone Who…, Videotape portfolio “Best Day Ever”
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Personal Life/Times of Day
Recommended # of Lessons: 2

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
(Facts & Skills)
-Presentational
Compare view of time in communities
Ask and answer questions including times of
Presentational:
Present times of day in context
day in context
Describe differences in the view of time
within communities
Interpretive:
Understand times of day in context
Interpersonal:
Maintain conversations including times of day in context
USEFUL VOCABULARY
DAY, MORNING, AFTERNOON, NIGHT, HOUR, NOON, MIDNIGHT, MINUTE, TIME, CLOCK, BEFORE, AFTER
RECYCLED/ONGOING
TOPICS/STRUCTURES
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Adverb Placement
Optional: Vehicle Classifiers
Adjective Placement
Numeral Incorporation in Pronouns
Resources:
Signing Naturally!
Master ASL!
Activities:
Daily Activity Calendar, Pair presentations, Clock manipulatives, whiteboard activities, Video portfolio
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Personal Life/The Ear and Cochlear Implants
Recommended # of Lessons: 3

National/State Standards:
 2.1 Students demonstrate an understanding of the relationship between practices and perspectives of Deaf culture.
 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the Deaf culture.
 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through American Sign Language and its cultures.
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
(Facts & Skills)
-Presentational
Compare audiological definition to cultural
Describe the ear and hearing
Presentational:
Present description of the ear and hearing
Understand Deaf
definition of deafness.
Describe audiogram
Present description of an audiogram
cultural values of
Present description of hearing devices
deafness
Compare community views on hearing
Describe hearing devices, especially the
devices, especially the cochlear implant
Interpretive:
cochlear implant
Understand description of the ear and hearing
Understand Deaf cultural values of deafness
Understand description of an audiogram
Understand description of hearing devices
Identify and describe definitions of deafness
Interpersonal:
Identify and describe views on hearing
Maintain conversations about functions of the ear and hearing
devices, especially the cochlear implant
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
EAR, HEAR/LISTEN, HARD-OF-HEARING, DEAF, HEARING, Pinna, Outer ear Canal, Ear drum, stapes/stirrup, anvil, hammer, semicircular canals, cochlea, cilia, auditory nerve, Eustachian tubes, hearing loss, sensori-neural, conductive, mixed loss, bilateral, unilateral loss,
mild, moderate, severe, profound, audiogram, audiologist, decibel, frequency
WH-Questions (Signs and Structure)
Yes/No Questions (Signs and Structure)
Personal Pronouns
Possessive Pronouns
Contrastive Structure
Resources:
Master ASL!
Sound and Fury DVD
For Hearing People Only
Activities:
Audiogram group practice, ear diagram labeling, Ear parts function skit, Watch Cochlear Implant descriptions and opinions and contrast
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Community Life/Calendar
Recommended # of Lessons: 3

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Compare view of time within
Ask and answer questions including calendar information in context
Presentational:
Present calendar information in context
communities
Describe differences in the view of time within communities
Compare linguistic structure of tense
Interpretive:
Understand calendar information in context
Describe differences in linguistic structure of tense
Compare numeral incorporation in
past/future calendar information
Ask and answer questions using numeral incorporation of past/future
Interpersonal:
Maintain conversations including calendar
calendar information
information in context
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
SUNDAY, MONDAY, TUESDAY, WEDNESDAY, THURSDAY, FRIDAY, SATURDAY, TODAY, TOMORROW, YESTERDAY,
WEEK, MONTH, YEAR, PAST, PRESENT, FUTURE
First Semester Structures
ASL Timeline/Tenses
Numeral Incorporation of past/present calendar
Resources:
Signing Naturally
Master ASL!
Master ASL! Workbook
Numbering in ASL
Activities:
Present true/creative calendar of activities, plan kids camp, Partner Work, Find Someone Who…
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Community Life/Community Places
Recommended # of Lessons: 3
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
Presentational:
Present places in the community
Present activities done at community places
Present directions to community places
Present addresses of community places
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Ask and answer questions about places in the
community and what is done there.
Ask and answer questions about directions and
addresses of places in the community.
Interpretive:
Understand places in the community
Understand activities done at community places
Understand directions to community places
Understand addresses of community places
Interpersonal:
Maintain conversations about places in the community
Maintain conversations about activities done at community places
Maintain conversations about directions to community places
Maintain conversations including addresses of community places
PARKING LOT, GROCERY STORE, PLAYGROUND, PARK, GRASSY AREA, RESTAURANT, SWIMMING POOL, MUSEUM,
USEFUL VOCABULARY
LIBRARY, EMERGENCY ROOM, BUS STOP, POST OFFICE, FIRE STATION, POLICE STATION, GAS STATION, SCHOOL,
COLLEGE, CHURCH, TEMPLE, MOSQUE, BANK, MOVIE THEATER, HOSPITAL, WHAT-DO?, THIRSTY, HUNGRY, NEED,
WANT TO-GET, SEARCHING-FOR, DIRECTIONS, BUILDING, BASEMENT, FLOOR, STAIRS, ROOM, FRONT DOOR, ENTER,
OUTSIDE, NEXT-TO, ACROSS-FROM, CLOSED, LOCKED
First Semester Structures
RECYCLED/ONGOING
ASL Timeline/Tenses
TOPICS/STRUCTURES
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Master ASL! Workbook
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Numbering in ASL
Activities:
Directions from community map, Skits, Describe true/creative community map, Story of errands around community
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Community Life/Opinions
Recommended # of Lessons: 2
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
Presentational:
Present opinions on a variety of topics
Interpretive:
Understand opinions on a variety of topics
Interpersonal:
Maintain conversations including opinions
on a variety of topics
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Compare view of time within
communities
Ask and answer questions using opinions on a variety of topics
Compare linguistic structure of tense
Compare numeral incorporation in
past/future calendar information
USEFUL VOCABULARY
OPINION, LOVE-IT, LIKE, SO-SO, OK, FINE, DISLIKE, HATE, VOMIT, THINK, DON’T-KNOW, NOT SURE
RECYCLED/ONGOING
TOPICS/STRUCTURES
First Semester Structures
ASL Timeline/Tenses
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Resources:
Signing Naturally
Master ASL!
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
Activities:
Present opinions on vehicle/housing/activity/community errands, Skits, Stories, Interview a classmate and present, Find Someone Who…
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Community Life/Snacks and Drinks
Recommended # of Lessons: 2

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Compare linguistic
Ask and answer questions using snack and drink
Presentational:
Present snack and drink vocabulary in context.
structures of describing
vocabulary in context
Present opinions and preferences of snacks and drinks
price
Present size and price of snacks and drinks
Ask and answer questions about opinions,
preferences, size, and price of snacks and drinks
Interpretive:
Understand snack and drink vocabulary in context.
Describe price accurately
Understand opinions and preferences of snacks and drinks
Understand size and price of snacks and drinks
Interpersonal:
Maintain conversations about snack and drink vocabulary in context.
Maintain conversations about opinions and preferences of snacks and drinks
Maintain conversations including size and price of snacks and drinks
COOKIE, CANDY, CHOCOLATE, CHIPS, GUM, SANDWICH, SWEETS, SNACK, DRINK, WATER, SODA, MILK, ICE, WITH,
USEFUL VOCABULARY
WITHOUT, SIZE, SMALL, MEDIUM, LARGE, PROBLEM, BROKEN, NOT-WORKING, LOUSY, DIRTY, WARM, THERE, NONE,
NOT-HERE, THINK, AROUND/ABOUT, DON’T-KNOW, NOT-SURE
First Semester Structures
RECYCLED/ONGOING
ASL Timeline/Tenses
TOPICS/STRUCTURES
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Master ASL! Workbook
Numbering in ASL
Activities:
Skits of ordering snacks/drinks, Presenting store items/quantities/prices, Partner Work, Find Someone Who…\
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Community Life/Clothing
Recommended # of Lessons: 4

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 2.1 Students demonstrate an understanding of the relationship between practices and perspectives of Deaf culture.
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Signing Attire
Compare adjective
Ask and answer questions about descriptions of clothing items
Presentational:
Present clothing items and descriptions
placement
Identify and describe proper signing attire
Interpretive:
Understand clothing items and descriptions
Properly use adjective placement
Interpersonal:
Maintain conversations about clothing items and descriptions
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
CLOTHING, WEAR, USE, FIT, MATCH, COORDINATE, SHIRT, SHORT-SLEEVED, LONG-SLEEVED, BLOUSE, TANK-TOP,
TURTLE-NECK, SWEATER, COAT/JACKET, HOODUE, SHORTS, SKIRT, DRESS, PANTS, OVERALLS, SOCKS, SHOES, FLIPFLOPS, BOOTS, GLASSES, HAT, SCARF, GLOVES, UNDERWEAR, SWIMSUIT, SUIT, TIE, BOWTIE, WATCH, NECKLACE,
RING, BRACELET, EARRINGS, THICK, THIN, PLAID, POLKA-DOT, STRIPES, PATTERNED, BUTTONS, SCOOP-NECK, V-NECK,
GOLD, SILVER, BUY, BORROW, FAVORITE, DESCRIBE
First Semester Structures
ASL Timeline/Tenses
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
Resources:
Signing Naturally
Master ASL!
Magazines, catalogs, websites
Activities:
Present wardrobe for different seasons, Guess Who with class, Trainwreck, Clusters, Shopping Skits
Dialogues/Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Community Life/Physical Descriptions
Recommended # of Lessons: 4

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Compare adjective placement
Ask and answer questions using physical descriptions of people
Presentational:
Present physical descriptions of people
Compare directness of physical
Correctly use adjective placement
descriptions in various cultures
Interpretive:
Understand physical descriptions of people
Correctly use non-manual markers
Interpersonal:
Maintain conversations including physical descriptions
of people
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
Identify and describe directness of physical descriptions in various
cultures
MAN, WOMAN, BOY, GIRL, HEIGHT, TALL, AVERAGE/MEDIUM, SHORT, AGE, BABY, CHILD, KID, TEEN, ADULT, ELDERLY,
HAIR, STYLE, VERY-SHORT, SHORT, LONG, CURLY, SHAGGY, BALD, BRAIDS, PONYTAIL, PIGTAILS, MOHAWK, FACE,
LONG-FACE, ROUND-FACE, MUSTACHE, BEARD, GOATEE, FRECKLES, BODY, SKINNY, SLENDER/AVERAGE, FAST,
PREGNANT, ROUND-BELLY, MUSCULAR, LOOK-LIKE, MIX, DESCRIBE
First Semester Structures
ASL Timeline/Tenses
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
Resources:
Signing Naturally
Master ASL!
Yearbooks, Magazines, Websites
Activities:
Guess Who, Present description of classmate/family member, Find Someone Who…, Skits, Stories
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Community Life/Deaf History and DPN
Recommended # of Lessons: 3

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 2.1 Students demonstrate an understanding of the relationship between practices and perspectives of Deaf culture.
 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the Deaf culture.
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
COMMUNITIES
(Facts & Skills)
-Presentational
Connect events in American History to
Compare protests for
Discuss Deaf history events
Presentational:
Present and describe events from Deaf history
those in Deaf history
equal rights among
Present facts of people important in Deaf history
communities
Discuss facts and name signs of people important in Deaf
including sign names
Understand importance of historical
history
events in the Deaf community
Connect events in American History to events in Deaf history
Interpretive:
Understand descriptions of events from Deaf history
Understand facts of people important in Deaf
Describe importance of historical events in the Deaf
history including sign names
community
Describe similarities and differences in protests for equal
Interpersonal:
Maintain conversations about descriptions of events
rights among different communities.
from Deaf history.
Maintain conversations using facts of people
important in Deaf history including sign names
RESIDENTIAL-SCHOOL, ESTABLISH, LAURENT CLERC, THOMAS HOPKINS GALLAUDET, GALLAUDET UNIVERSITY,
USEFUL VOCABULARY
EDWARD MINER GALLAUDET, ABRAHAM LINCOLN, RESEARCH, WILLIAM STOKOE, DEAF PRESIDENT NOW, PROTEST, DR.
I. KING JORDAN, AMERICANS WITH DISABILITIES ACT. Events: Beginning of Deaf Education in the US, Founding of first school for
the Deaf, Founding of college for the Deaf, Linguistic research and proof that ASL is a language, DPN and aftermath, Passing of ADA.
First Semester Structures
RECYCLED/ONGOING
ASL Timeline/Tenses
TOPICS/STRUCTURES
Numeral Incorporation of past/present calendar
Non-Manual Markers
Resources:
RESOURCES/ACTIVITIES
The Week the World Heard Gallaudet
Through Deaf Eyes DVD
Deaf Heritage
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Activities:
Skits of events, Presentation of important Deaf history figures, Drawn timeline of events, Mock DPN Rally,
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Work Place/Occupations
Recommended # of Lessons: 4

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 2.1 Students demonstrate an understanding of the relationship between practices and perspectives of Deaf culture.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Understand jobs historically
Compare view of time within
Ask and answer questions about occupations in
Presentational:
Present occupations in context
linked to the Deaf community
communities
context
Describe locations different occupations can work in
Present activities people do in different occupations
Identify and describe jobs that
Compare linguistic structure of
Ask and answer questions about locations of
serve the Deaf community
tense
occupations and activities related to
occupations
Interpretive:
Understand occupations in context
Compare numeral incorporation
Understand locations different occupations can work in
in past/future calendar
Identify occupations historically linked to the
Understand activities people do in different occupations
information
Deaf community
Identify and describe occupations that serve the
Interpersonal:
Maintain conversations about occupations in context
Deaf community
Maintain conversations describing locations different occupations
can work in
Maintain conversations including activities people do in different
occupations
PLAYER, SECRETARY, MAILMAN, FIRE-FIGHTER, POLICE-OFFICER, DOCTOR, DENTIST, NURSE, VET, ACCOUNTANT,
USEFUL VOCABULARY
CARPENTER, WELDER, LAWYER, LIBRARIAN, JANITOR, ARTIST, PERFORMER, MECHANIC, SERVER, ENGINEER, PRINTER,
TECHNICIAN, SCIENTIST, COMPUTER PROGRAMER, GOVERNMENT, BOSS, MANAGER, PRESIDENT, STUDENT, SEARCHFOR WORK, RETIRED
First Semester Structures
RECYCLED/ONGOING
ASL Timeline/Tenses
TOPICS/STRUCTURES
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Classified Ads
ASL Curriculum I – III SY 2012 – 2013
Activities:
Present dream job, Present career path of famous person, Interview adults about their occupations, Skits, Stories
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Work Place/Buildings
Recommended # of Lessons: 2
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
COMMUNICATION
-Interpersonal
-Interpretive
-Presentational
Presentational:
Present buildings in context
Present activities or occupations linked to buildings
CULTURES/
CONNECTIONS
COMPARISONS/
COMMUNITIES
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Ask and answer questions using building vocabulary
Ask and answer questions about activities and occupations
linked to buildings
Interpretive:
Understand buildings in context
Understand activities or occupations linked to buildings
Interpersonal:
Maintain conversations about buildings in context
Maintain conversations including activities or occupations linked to buildings
GOVERNMENT, GAS STATION, PRISON, FACTORY, FARM, SCHOOL, HOSPITAL, STORE, RESTAURANT, HOME. Review Community
USEFUL VOCABULARY
Places
First Semester Structures
RECYCLED/ONGOING
ASL Timeline/Tenses
TOPICS/STRUCTURES
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
RESOURCES/ACTIVITIES Resources:
Signing Naturally
Master ASL!
Community Maps
Activities:
Skits/Role-play, Community Town Hall/HOA meeting, Present buildings in true/creative community
Dialogues
ASSESSMENTS/RUBRICS
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:

Work Place/Technology and History
Recommended # of Lessons: 4
National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 2.1 Students demonstrate an understanding of the relationship between practices and perspectives of Deaf culture.
 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the Deaf culture.
 4.2 - Students demonstrate the concept of culture through comparisons of the Deaf culture with their own culture.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Understand the impact of
Compare use of
Ask and answer questions regarding technology used by
Presentational:
Present information related to the use of technology by Deaf people
new technology on Deaf
technology in different
Deaf people
culture
communities
Identify and describe the impact of new technology on
Interpretive:
Understand information related to the use of technology by Deaf
Deaf culture
people
Compare the use of technology in different communities
Interpersonal:
Maintain conversations related to the use of technology by Deaf
people
TTY, TO-CALL-BY-TTY, TEXT, PHONE, VIDEO RELAY SERVICE, VIDEOPHONE/WEBCAM, INTERPRETER. Devices: TTY,
USEFUL VOCABULARY
Videophone, Light-flashers, Alarm Clocks, Assistive Listening Devices, Baby Monitors, Doorbells, Smoke Detectors
First Semester Structures
RECYCLED/ONGOING
ASL Timeline/Tenses
TOPICS/STRUCTURES
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
Resources:
RESOURCES/ACTIVITIES
Signing Naturally
Master ASL!
Harris Communication Magazine
Activities:
Tour of school/community locating devices, Use TTY, Use VRS, Magazine scavenger hunt for items and functions, Plan house with devices
for Deaf family
ASL Curriculum I – III SY 2012 – 2013
ASSESSMENTS/RUBRICS
Dialogues
Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
THEME/TOPIC:
Work Place/All Numbers
Recommended # of Lessons: 4

National/State Standards:
 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (interpersonal mode)
 1.2-Students understand and interpret American Sign Language on a variety of topics (interpretive mode)
 1.3-Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (presentational mode)
 4.1-Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language.
COMMUNICATION
CULTURES/
COMPARISONS/
ESSENTIAL KNOWLEDGE
-Interpersonal
-Interpretive
CONNECTIONS
COMMUNITIES
(Facts & Skills)
-Presentational
Compare structures of
Ask and answer questions properly using cardinal, ordinal,
Presentational:
Present numbers including cardinal, ordinal, time, years, age,
using various numbers in time, years, age, numeral incorporation, prince, and address
numeral incorporation, price, address in context
different languages
numbers in context.
Interpretive:
Understand numbers including cardinal, ordinal, time, years, age,
numeral incorporation, price, address in context
Describe structures of various numbers in different
languages
Interpersonal:
Maintain conversations including cardinal, ordinal, time, years, age,
numeral incorporation, price, address in context
Types of numbers: Cardinal, Ordinal, Time, Years, Age, Numeral Incorporation, Price, and Address
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ACTIVITIES
ASSESSMENTS/RUBRICS
First Semester Structures
ASL Timeline/Tenses
Numeral Incorporation of past/present calendar
Directions
Signer’s Perspective
Non-Manual Markers
Price
Resources:
Signing Naturally
Master ASL! Workbook
Numbering in ASL
Activities:
Relay races, Skits, Mad Libs using numbers, Whiteboard activities
Dialogues/Presentations
Partner Activities
Webcam conversations with county ASL students
Quizzes
ASL Curriculum I – III SY 2012 – 2013
ASL LEVEL II
ASL Curriculum I – III SY 2012 – 2013
ASL LEVEL III