S. Borkowski s Lesson Sample
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1 Lesson: Describing the Arrangement of a Room Course & Lesson Outcomes Course Description: This course is designed to build on and apply ASL grammatical skills and cultural behaviors acquired from previous courses, ASL131 and ASL132. ASL grammatical principals and functions will continued to be emphasized in this course. Students will learn and develop new expanded conversational and narrative skills in ASL using both concrete and abstract concepts. The course will give students opportunities to use various ASL features and conversational strategies. This course will encourage students to continue to learn about Deaf Culture through in-class interactive activities and at least one lab session per week by participating in Deaf Community events. **Prerequisites: AS131 and ASL132 Course Objectives: The intent of the course is to provide students with more opportunity and experiences to advance their receptive and expressive sign language skills, and learn more about American Deaf Culture in preparation for professional work with community members. After completing this course students will be able to: 1. Understand and manage more complex interactions involving expanded ASL lexical signs, grammatical rules, sentence structure. 2. Demonstrate an expanded conversational and narrative skill in ASL using both concrete and abstract concepts. 3. Exhibit the ability to use appropriate ASL grammatical features and functions of the language to tell about their environment outside of the classroom, i.e. their home, to make suggestions/requests, and to narrate life events that occurred in the past. 4. Demonstrate an understanding of and respect for Deaf people and ASL by engaging in appropriate conversation strategies used in the Deaf Community and applying their ASL skills within and beyond the school settings. 5. Develop and use language skills learned in the classroom by attending and volunteering at Deaf Community Events. Lesson Students Learning Outcomes: By the end of this lesson, students will be able to: 1. Identify and produce lexical signs for furniture and other fixtures (i.e. lamp, plants) in a specific room of a house (i.e. living room or bedroom). 2. Demonstrate accurate ASL facial grammar (NMS) and syntax to describe/tell how a room is arranged. This includes sequencing locations of furniture in a room by using the topic-comment structure and the non-dominant hand to establish the reference point. 3. Develop and exhibit the ability to use locative and depicting verbs to describe different furniture/fixtures and its location in a room. 4. Critically analyze how to use the various ASL features learned in this lesson to tell about their environment outside of classroom (i.e. their living room) using locative and depicting verbs. PAGE 1 OF 9
2 Materials and Equipment Equipment needed for classroom: Computer connected to a digital projector Dry erase board and dry erase markers Materials t0 bring to class: Unit 13: Describing the Arrangement of a Room digital lecture (Day 5) For Activity: Laminated pictures of bedroom and living room (obtain from ASL storage room, Unit 13 tote box) For Activity: Copies of bedroom/living room worksheet (attached) to pass out in class. Preview of Language Functions LEXICAL SIGNS: SENTENCE STRUCTURES: Living Room FURNITURE COFFEE TABLE FIREPLACE CHAIR+DCL:C couch SHELF fs-rug ROCKING-CHAIR #TV fs-stereo Bedroom BED DRAWER (dresser) MIRROR CLOSET BED+DCL cover BLANKET PILLOW (or BED+SOFT) fs-desk (or TABLE) TELEPHONE #VP (videophone) COMPUTER LAPTOP t ENTER, (room) (furniture) (locative and depicting verb) Accessories/Fixtures PICTURE+PAINTING CURTAINS BLINDS LIGHT+ECL light on (lamp) PLANT+DCL shape of plant FOLD+CHAIR t t Example: ENTER, BED+ROOM, BED, LCL:B on left side of room. GRAMMAR: topic-comment structure reference points marking locations of non-present objects locative and depicting verb PAGE 2 OF 9
3 Lesson Sequence & Procedures Slide #1 Procedure: When everyone arrives to class, begin roll call & have conversation with students (using target language-asl), ask how everyone doing, what they did last weekend, share what you did last weekend, etc. Or discuss current news/topic with students. Slide #2 Procedure: Review lexical signs for bedroom furniture and accessories that were introduced from previous class. Point (identify) specific furniture or accessories (i.e. lamp, plants, framed picture) & allow students to give (label) the lexical sign. Assessment: Observe students sign productions- if they produce a sign in error, model the correct sign. Slide #3 Procedure: Review lexical signs for living room furnitures and accessories that were introduced from previous class. Point (identify) specific furniture or accessories (i.e. lamp, plants, framed picture) & allow students to give (label) the lexical sign. Assessment: Observe students sign productions- if they produce a sign in error, model the correct sign. Slide #4 Procedure: Introduce depicting verbs to describe different pieces of furniture and its location in a room. LCL: B (palm out)!! LCL:B (palm down)! door!!!! table! window!!! desk! picture!!! bed Assessment: Check for comprehension. PAGE 3 OF 9
4 Lesson Sequence & Procedures (cont.) Slide #5 Procedure: Introduce depicting verbs to describe different pieces of furniture and its location in a room. LCL: B (palm out)!!! LCL:C (palm out)! Flat TV on wall!!! old TV!!!!! dresser DCL:C (palm down, sweeps) SCL: bent-v! couch!!!! chair Assessment: Check for comprehension. Slide #6 Length: mins. Procedure: After reviewing lexical signs for furnitures/ accessories in bedroom and introducing depicting verbs - begin to describe the arrangement of the room. Use locative and depicting verbs, to describe location of furniture/ accessories: BED, TABLE (small), LAMP (on-top of table/desk or stand alone), CHAIR, WINDOW (w/ curtains), DESK, DRESSER, FLAT TV, PICTURES and any other distinctive features of the room. Use the following sentence structure, and emphasize which locative or semantic classifier (LCL or SCL) to use for different furniture: t ENTER, (room) (furniture) (depicting verb to indicate location) Assessment: Use comprehension check techniques by having students tell you the bedroom arrangement. Rephrase (for optimal sentence structure) and provide feedback as needed. PAGE 4 OF 9
5 Lesson Sequence & Procedures (cont.) Slide #7 Length: mins. Procedure: After reviewing lexical signs for furnitures/ accessories in living room and introducing classifiers - begin to describe the arrangement of the room. Use locative and depicting verb, to describe location of furniture/accessories: FIREPLACE, TV, SOFAS, CHAIRS, TABLES, PICTURE (on wall), PLANTS, CLOCK and any other distinctive features of the room. Use the following sentence structure, and emphasize which locative/depicting verb (LCL or SCL) to use for different furniture: t ENTER, (room) (furniture) (depicting verb to indicate location) Assessment: Use comprehension check techniques by having students tell you the living room arrangement. Rephrase (for optimal sentence structure) and feedback as needed. PAGE 5 OF 9
6 Lesson Sequence & Procedures (cont.) Slide #8 Length: mins. Activity: Assign partners and pass out different laminated pictures of bedroom & living room. Also pass out blank How is the Room Arranged worksheet of a bedroom and living room (see attachment). Instruct that partner A studies the laminated picture and describes how the room is arranged to his/her partner B. Partner B draws on worksheet the room arrangement (suggest students to use pencils with eraser only). After partner A tells how the room is arranged, he/she reviews the completed worksheet done by partner B and see if it is correct. If there are mistakes, partner A needs to tell partner B the correct location of furnitures/accessories. Each partner takes turn being A and B - they each tell the arrangement of a bedroom and a living room. Assessment: As students practice, check on students ability to master in describing the arrangement of a room, ensure they use proper ASL sentence structure/locative/depicting verb to describe location of furnitures/accessories. Provide feedback as needed and commend when deserving. After about mins in the activity, wrap up- review the sentence structure for describing location of furniture including the NMS and proper locative/depicting verb to use. Answer any questions from students. Slide #9 Length: 5-10 mins. Procedure: Explain the homework due by the next class and provide instructions/specifications for their informal presentation: Describe the Room Arrangement. They are to create & prepare a three(3) minute digital (picture-only) presentation to tell/describe the arrangement of a bedroom or living room. Instruct students to use to design their room. Show sample of bedroom created from in the next slide. Also instruct students must have at least 5 furniture and 5 accessories/ fixtures in the room to describe and to tell its location. PAGE 6 OF 9
7 Lesson Sequence & Procedures (cont.) Slide #10: Homework sample created from - see previous slide (#9) for procedures. Assessment/Evaluation Tools Informal assessment: modeling, commenting (both positive comments and constructive comments) giving feedback rephrasing (for optimal sentence structure) peer support (encouraging a struggling student to ask peers for assistance in producing or comprehending ASL phrases comprehension checks systematic observation Formal assessment tool: Student will give their Assignment# 1: Describe the Room Arrangement presentation at the next class, Day 6 (see slide #9 and #10 for details). The teacher will do a performance based observation and provide feedback, both positive and constructive comments after student gives presentation. The teacher will also use the Rubric for classroom presentation to grade/measure/assess students work. See Attachment. PAGE 7 OF 9
8 Attachment ASL Level 2 -ASL 3: Rubric for Classroom Presentation - Worth 100 points total Student Name: Topic: Rater Initials: Category Proficient Satisfactory Developing Emerging Points ASL Sentence Structure Facial Grammar Sign Production Fluency Content Meets Assignment Requirements Excellent use of ASL grammar structure. No English inference. Uses facial grammar correctly & consistently. Uses intensifiers & nonmanual signals appropriately. Uses facial grammar correctly & consistently. Uses intensifiers & nonmanual signals appropriately. Presents information with confidence & comfortably, moves from one sign to the next smoothly without hesitations and incorporates natural pauses. Quality of content is excellent with precise details and elaboration in a coherent manner. Uses the appropriate language functions and vocabulary for the topic. Exceeds requirements and has put extra effort. Proper ASL grammar structure is used most of the time. Minimal English inference. Appropriate use facial grammar most of the time. Inconsistent use of intensifiers & non-manual signals. Sign articulations generally are presented clearly, although occasional lapses in production have occurred. Good selection choices of signs based on meaning. Presents information comfortably most of the time. Signing is smooth with occasional hesitations. Quality of content is adequate and occasionally elaborates with some appropriate details in a generally coherent manner. Usually uses the appropriate language functions and vocabulary for the topic. Fulfills most of the requirements. Inconsistent use of ASL grammar structure. Frequent English inference. Some appropriate use of facial grammar. Limited use of intensifiers & non-manual signals. Sign articulation is somewhat clear, with some signing errors. Fair selection of sign choices based on meaning. Presents information somewhat comfortably, has difficulty presenting without frequent pauses and hesitations. Quality of content is fairly weak. Need more elaborations. Uses few of the appropriate language functions and vocabulary for the topic. Fulfills some of the requirements. Limited use of ASL grammar structure. Constant English inference. Lacks proper facial grammar. Difficulty using intensifiers & non-manual signals. Sign articulation is not clear with extensive signing errors, which makes the presentation difficult to follow. Poor selection of sign choices bases on meaning. Information is not memorized; there are unnecessary pauses and moves nervously from one sign to the next with hesitations. Quality of content is poor and insufficient. Provides few or no appropriate details, or did not attempt to elaborate at all. Assessment Tool Drafted by Sharon L. Borkowski /25 /25 /20 /10 /10 Uses none of the appropriate language functions and vocabulary for the topic. Fulfills few of the requirements. /10 PAGE 8 OF 9
9 Attachment How is the Room Arranged? PAGE 9 OF 9
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