American Sign Language II Topic Outline Course Description and Philosophy

Transcription

1 American Sign Language II Topic Outline Course Description and Philosophy This is a full year course that will provide students with a more in depth understanding of American Sign Language. 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 singing. The history of Deaf culture was also introduced. In this curriculum, students will add to their vocabulary and increase proficiency in expressive and receptive conversational skills using more complex grammatical structures. Students will continue to learn about and understand Deaf heritage, Deaf culture, and the Deaf community. Students will be encouraged to interact with Deaf people in social contexts and a variety of other situations. Language is best learned using an immersion model. Studies have shown that students learning with immersion had brain waves similar to native speakers/signers of the language. Following this model, ASL II will be presented with minimal to no voice. Students will be evaluated through various techniques including class participation, classwork, homework, expressive assignments, and receptive assignments. Teacher Resources: American Sign Language: A Teacher s Resource Text on Curriculum s, and Evaluation Baker Shenk & Cokley American Sign Language: A Teacher s Resource Text on Grammar and Culture Baker-Shenk & Cokley Deaf Heritage Jack Gannon For Hearing People Only Moore & Levitan (instructional videos, grammatical examples, etc.) Sound & Fury video For a Deaf Son video Text Reference: Smith, Lentz, Mikos. :, copyright 2014, by Dawn Sign Press, San Diego, California Written 2015

2 Unit 7: Describing People and Things Essential Question: How does the student describe people present in the room and not in the room? How does a student find an object that is lost? Objectives: Students will be able to: Review previously taught material. Identify a person in the room. Produce correct form and movement for fingerspelling. Correctly produce and use numbers Correctly translate English sentences with spatial verbs. Use appropriate signs to translate English sentences with have in them. Describe objects that are in the room. Topic/Content Pre-unit review of vocabulary, phrases and skills learned in 1. Identifying present people Fingerspelling of clothing related words 7.1.IL.C.5

3 Produce correct form for numbers Translate English sentences with have in them Use of spatial verbs to translate English sentences (GO-TO, DRIVE-TO, etc ) Ask and tell how many of an item Use descriptive classifiers to describe a lost item Produce correct form and movement when expressing year numbers.

4 Culturally appropriate greetings and goodbyes. Comprehend and retell a story. 7.1.IL.C.5 Differentiated Learning Activities Classroom assessments will be utilized throughout the unit to monitor student comprehension and growth. and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment. 21 st Century : Communication and Collaboration Students will work together in groups to review and practice previously taught material. Groups of students will create a review game intended to reinforce phrases, signs, grammar, and culture taught during ASL 1. Each group of students will teach the game to the class and monitor the game while others are playing.

5 Unit 8: Exchanging Personal Information Essential Question: How does the student the student make requests in American Sign Language? How does the student ask for Advice in American Sign Language? Objectives: Students will be able to: Explain a situation and make a request. Modify verbs to agree with the subject and object. Use correct word order when translating from English to ASL. Fingerspell correctly. Produce correct form and movement when signing phone numbers. Use different strategies to ask for a sign. Topic/Content Explain a situation and make a request. Ask what month it is using correct form and movement for fingerspelling months. Modify verb to agree with subject and object: from me to you from you to me from someone to another

6 Agree to a request with a condition. Use correct word order when translating from English to ASL. Ask for and give phone numbers. Explain a problem using THOUGHT- OCCUR before telling what happened. Use different strategies to ask for a sign.

7 Students will relay information to other students. Explain a problem using WRONG before telling what happened. Integrate facial grammar into negations. Re-tell a story and change the details. Students will practice ways to interupt politely in culturally acceptable ways.

8 Students will apply principles of name signs that are culturally appropriate 7.1.IL.C.5 Differentiated Learning Activities Classroom assessments will be utilized throughout the unit to monitor student comprehension and growth. and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment. 21 st Century : Communication Students will be divided into groups of three. Each student will be given a paper with 4 different names signs and phone numbers. Students will take turns identifying a person by name sign and asking for their phone number. Students will continue this activity in the target language until each phone number has been written down.

9 Unit 9: Describing Places Essential Question: How does a student describe the neighborhood he/she lives in? How does a student give directions to frequented locations? Objectives: Students will be able to: Learn vocabulary for names of and types of businesses in their neighborhood. Sign clock numbers and use them to discuss schedules. Describe their neighborhoods. Give directions to places. Practice culturally appropriate behaviors to inform the teacher of absences. Topic/Content Repeat descriptions of a neighborhood. Give signs for name and types of businesses. Give the time using correctly formed clock numbers.

10 Describe own neighborhood. Give directions to places using signer s perspective and weak hand as a reference point. Translate yes-no questions. Describe a restaurant using descriptive, locative, and element classifiers. Describe where to turn when giving directions.

11 Suggest a restaurant to visit. Use perspective shift to give directions to a location. Inform a teacher and others regarding reasons for absences. Use of waving to get a person s attention. Retell a story. 7.1.IL.C IL.C.5

12 Differentiated Learning Activities Classroom assessments will be utilized throughout the unit to monitor student comprehension and growth. and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment. Information, Media and Technology : Students will use an ipad, smart phone, laptop, or other piece of technology to research and create a map to a destination of their choosing. Students will then describe the directions to a partner. The partner must comprehend the directions and draw the route given on a printed map, or an application with route tracing abilities (ex: Map My Run). Unit 10: Giving Opinions About Others Essential Question: How does the student give an opinion about another s tendencies or person qualities? Objectives: Students will be able to: Give opinions about another person. Sign money numbers (combining dollars and cents). Translate wh-word questions. Tell where various items are located around the room. Practice culturally appropriate behaviors to interrupt conversations, and to resume the conversations.

13 Give opinions about tendencies and compare oneself with another. Give/tell price for different items. Translate whquestions from English. Give an opinion and support it with facts. Ask/tell the cost of an item.

14 Describe a person s personality. Ask/tell where items are located. Compare personal qualities between two people. Interrupt a conversation to deliver a short message. ower Point 7.1.IL.C.5 Differentiated Learning Activities Classroom assessments will be utilized throughout the unit to monitor student comprehension and growth. and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment.

15 21 st Century Communication and Collaboration Students will practice telling narratives and asking follow up questions. The class will be divided into four groups. Each group will receive a different narrative from the teacher. Students will work together to figure out how best to sign the information and the follow up questions. Students will rehearse in a group until they no longer need to look at a paper to sign their narrative. One member from each group will switch to form a new group with four students with four different narratives. Students will sign their narratives and ask the group follow up questions. Unit 11: Discussing Plans and Goals Essential Question: How does the student discuss personal goals? How does the student make and cancel plans? Objectives: Students will be able to: Describe one s knowledge and abilities. Review number types with numbers 1-15 (cardinal, ordinal, age, clock, money, year, etc ) Describe reactions to various situations. Fingerspell or sign U.S. states and Canadian provinces. Make and cancel plans in the target language. Discuss personal goals. Topic/Content Compare a person s knowledge of a subject matter to his/her own. Unis 7-12

16 Review numbers 1-15 (cardinal, ordinal, age, dollars, cents, clock, etc ) Ask/give opinion about a person Ask hypothetical questions and give reactions. Correctly fingerspell names of states and provinces Making and canceling plans Unis 7-12 Unis 7-12 Unis 7-12 Unis 7-12 Unis 7-12

17 Repeat information someone told you to another person. Tell the time, price, or year. Students will comprehend the story Brother on the Roof and retell. Students will view and react to work by Deaf artist, Chuck Baird Unis 7-12 Unis 7-12 Unis 7-12 Unis IL.C.5

18 Differentiated Learning Activities Classroom assessments will be utilized throughout the unit to monitor student comprehension and growth. and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment. 21 st Century : Ethical Decision Making/Character Education Students will be shown a variety of situations when a Deaf individual is interacting in the hearing world. Students discuss with a partner appropriate ways to interact in environments where Deaf people are present. Talking points will include offering to interpret for a Deaf person as an ASL student and communicating in a Deaf environment. After discussions, students will develop a short skit to demonstrate the culturally and ethically appropriate ways to interact in the Deaf community. Unit 12: Storytelling Essential Question: How does the student tell a story in ASL? Objectives: Students will be able to: Retell a signed story. Narrate a story. One and two-person role shifting. Maintain spatial agreement. Use of signing space. Use of transitions for telling a story. Engage the audience by maintaining eye contact.

19 Understand stories presented in class. Unit 7-12 Practice one-person role shift. Practice two-person role shift to show interaction between two people. Practice descriptive classifiers and instrument classifiers. Students practice using conditional sentences within a story. Unit 7-12 Unit 7-12 Unit 7-12 Unit 7-12

20 Practice maintaining spatial agreement when referring to established locations. Unit 7-12 Practice word order for object + action. Unit 7-12 Differentiated Learning Activities Classroom assessments will be utilized throughout the unit to monitor student comprehension and growth. and assignments will be adjusted to meet individual learning needs. For students who are having difficulty, additional practice will be made available. Students whose reading level is not competent to the textbook will be provided an alternate method for written text. For students who grasp concepts quickly, more challenging assignments will be made available. Students are encouraged to practice learned skills outside of class. The teacher will be available for extra support by appointment. 21 st Century : Communication Using what has been learned in the storytelling unit, each student will use language elements to adapt an assigned fable successfully. They will focus on using transitions and modified verbs to move the story along. Students will tell their fables in front of the class. After the presentation of each story, the other students will anonymously fill out a feedback sheet and give them to the storyteller. The feedback sheets will include things done well and things in need of more practice.