Allen Independent School District Bundled LOTE Curriculum Beginning 2018 School Year ASL IV Page 1 of 10 Revised: 6/7/2018
Core Beliefs About Curriculum Allen ISD Curriculum Overview The Allen ISD Learner Services Department believes that equitable educational opportunity for each learner begins with a culture that adopts the following core beliefs in regard to curriculum: Based on the Texas Essential Knowledge & Skills (TEKS) and is process driven Designed for mastery of student learning outcomes Developed in collaboration with teachers Aligned horizontally and vertically Communicated in fluid documents, revised regularly, based on performance data and stakeholder feedback Definition of Curriculum Accessible to all students and differentiated to address the needs of each learner Provides for rigorous and relevant learning Promotes future ready learning outcomes Supports the Allen ISD Graduate Profile Supported by authentic and ongoing professional learning Curriculum is a plan developed by and for teachers, to use for instruction, based on the academic standards, Texas Essential Knowledge & Skills (TEKS), as determined by the State of Texas for each academic content area. The curriculum specifies the content standard (the What) and the performance standard (the Why) of the student objectives and should be aligned to both the instruction (the How) and the assessment. Teacher Role Based on a deep understanding of the curriculum, the teacher, in collaboration with the PLC (Professional Learning Community), is responsible for using the locally adopted curriculum to design and deliver effective learning experiences. Characteristics of effective learning experiences: Incorporate research based, process driven, instructional strategies Align to the district curriculum Differentiate curriculum and instruction to ensure student success Ensure equal access to the curriculum and equitable delivery to each learner Curriculum Delivery Utilize data and assessments to identify students learning strengths and needs Include identified Readiness and Supporting Standards which play a vital role in student learning The curriculum is comprised of both non-negotiable and negotiable components. Non-negotiable components of the curriculum are required to be implemented with fidelity. The Allen ISD non-negotiable curriculum Aligns to content and performance levels of the TEKS Includes Content Standards and Process Standards, as well as Clarifiers Follows a designated unit sequence reflecting the order in which content is taught Maintains appropriate pacing within approximately one week of the district pacing calendar Ensures 100% coverage of the curriculum by the end of the course Integrates technology to support content, when applicable Includes additional non-negotiable components specified within particular content area The Allen ISD curriculum may contain additional negotiable components that have been vetted for alignment and are recommended to be implemented in the design and delivery of instruction Page 2 of 10 Revised: 6/7/2018
Grade level Level IV Time Allotted: 20 Days Content Area American Sign Language Unit Name: Life and Personal Strand Interpersonal expressive and Interpretive Presentational expressive TEKS Statement using expressive and using expressive and using expressive and U n TEKS i t 1 1A 1B 1C Student Expectation/District Clarification in a variety of ASL exchanges of learned material to socialize and to provide and obtain information on an intermediate-to-advanced proficiency level I can talk about my musical preferences. *IM I can have a casual conversation with a peer using informal register. Demonstrate an understanding of ASL such as simple stories, commands, and instructions when dealing with familiar and unfamiliar topics I can understand stories using informal register. *IM Convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the intermediate-to-advanced proficiency level I can interpret and sign the lyrics of a song using storytelling techniques and facial expressions. *IM I can use formal and informal register to communicate. Content Vocabulary clueless you are nothing strict (4) cranky moody I don t understand you know nothing (2) sick of you leave me alone (2) think for yourself not have to liar (4) haven t yet pick on me? stop idiot (2) pea-brained (2) block head (2) gullible (4) fool (2) control freak (3) manipulate (3) understanding kind cool/not cool (5) flatter (2) that is enough (4) gasp/eat crow (3) good riddance (2) takes forever point for me/touche (3) thinking revenge (3) so what (4) will risk it (3) yeah chat (3) exaggerate make up gross (4) reject/exclude (5) best of the best (3) awesome (2) no good (2) crazy/insane (3) ignore/blow off (3) Page 3 of 10 Revised: 6/7/2018
yeah I know beautiful (2) hideous (2) insult me (3) friendly/fake friendly genius (3) broad/big (2) holy/goody two shoes (2) holy-not daring/tough not me innocent (2) oversleep (2) stricken ill suddenly ill too late (2) too bad so sad (3) OMG (3) alright iphone (3) duh (6) no problem/skin off my nose see you tomorrow (2) BTW no comment (3) chill (3) calm down (3) rude (2) chillax never heard Ihop Enduring Understandings/Essential Questions Signature Lessons Students analyze how language choice and facial expressions change the impact of a song signed in American Sign Language in native signers. Resources Textbook Alignment Formative Assessment Summative Assessment Presentational: o Group and individual ASL interpreted songs o Analyze the hidden meaning of songs beyond the lyrics Interpersonal: o Discuss musical preferences and compare signers of the same song o Use informal register vocabulary to discuss events with a peer Page 4 of 10 Revised: 6/7/2018
Grade level Level IV Time Allotted: 20 Days Content Area American Sign Language Unit Name: Communities Strand Interpersonal expressive and Interpretive Presentational expressive TEKS Statement using expressive and using expressive and using expressive and U n TEKS i t 2 1A 1B 1C Student Expectation/District Clarification in a variety of ASL exchanges of learned material to socialize and to provide and obtain information on an intermediate-to-advanced proficiency level I can discuss and ask questions about historical events. *IM I can use mouth morphemes to play games with peers. Demonstrate an understanding of ASL such as simple stories, commands, and instructions when dealing with familiar and unfamiliar topics I can understand a summary of a historical figure s accomplishments. *IH I can understand mouth morphemes used by native signers. Convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the intermediate-to-advanced proficiency level I can make a presentation about the Deaf President Now Protest. *IH I can use mouth morphemes to retell a fairy tale. Content Vocabulary AHH CHA CHIN DOWN CLENCHED TEETH LIP PULLED DOWN MMM OOO PAH TIGHT LIPS FOR FOR FISH LICK ONCE PUFFED CHEEKS PTH POWOO PO SHH STA STA WAG TONGUE UP/DOWN WAH WAG TONGUE SIDE TO SIDE THHH SOO Enduring Understandings/Essential Questions Page 5 of 10 Revised: 6/7/2018
Signature Lessons Students learn about the timeline and outcome of the Deaf President Now protest from first person interviews and news footage from that time period. Resources Textbook Alignment Formative Assessment Summative Assessment Presentational: o Explain how the student-created protest shirt demonstrates the emotions and actions of the Deaf President Now protest o Recreate a fairy tale using mouth morphemes Interpersonal: o Act as a famous Deaf individual and participate in a round table discussion with other famous Deaf individuals o Use turn-taking, communciation, and mouth morpheme skills to participate in a game matching mouth morphemes with their meanings. Page 6 of 10 Revised: 6/7/2018
Grade level Level IV Time Allotted: 20 Days Content Area American Sign Language Unit Name: Health and Wellness Strand Interpersonal expressive and Interpretive Presentational expressive TEKS Statement using expressive and using expressive and using expressive and U n TEKS i t 3 1A 1B 1C Student Expectation/District Clarification in a variety of ASL exchanges of learned material to socialize and to provide and obtain information on an intermediate-to-advanced proficiency level I can share and justify my opinions about educational and communication choices for Deaf children. *IH I can talk about life experiences and choices at a high school reunion. *IH Demonstrate an understanding of ASL such as simple stories, commands, and instructions when dealing with familiar and unfamiliar topics I can understand the experiences of native signers in literature and stories. *IH Convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the intermediate-to-advanced proficiency level I can create ASL literature based on the experiences of native signers. Content Vocabulary Enduring Understandings/Essential Questions Page 7 of 10 Revised: 6/7/2018
Signature Lessons Students are introduced to an ASL allegorical fable with parallel meanings to Deaf-related issues and events. Resources Textbook Alignment Formative Assessment Summative Assessment Presentational: o Recreate portions of Bird of a Different Feather using facial expressions, storytelling, and roleshifting Interpersonal: o Participate in a discussion at a high school reunion by asking and answering relevant questions about life between high school and the present o Discuss the outcomes and opinions of Deaf and hearing characters in Deaf Like Me Page 8 of 10 Revised: 6/7/2018
Grade level Level IV Time Allotted: 20 Days Content Area American Sign Language Unit Name: Global and Deaf Awareness Strand Interpersonal expressive and Interpretive Presentational expressive TEKS Statement using expressive and using expressive and using expressive and U n i t TEK S 4 1A 1B 1C Student Expectation/District Clarification in a variety of ASL exchanges of learned material to socialize and to provide and obtain information on an intermediate-to-advanced proficiency level I can communicate using tactile techniques to complete tasks. *IH I can use multi-meaning signs to have a conversation with peers. Demonstrate an understanding of ASL such as simple stories, commands, and instructions when dealing with familiar and unfamiliar topics I can understand native signers recorded descriptions about local, state, and national news. *IM I can understand multi-meaning signs in sentences and stories. Convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the intermediate-to-advanced proficiency level I can use multi-meaning signs to advertise a product. *IH I can share my experiences and knowledge of Deaf-Blindness. Content Vocabulary Enduring Understandings/Essential Questions Page 9 of 10 Revised: 6/7/2018
Signature Lessons Students learn how to communicate as different Deaf-Blind individuals across a spectrum of different vision disabilities. Resources Textbook Alignment Formative Assessment Summative Assessment Presentational: o Explain experiences and new knowledge about Deaf-Blindness o Create a commercial using multi-meaning words Interpersonal: o Engage in a conversation using multi-meaning vocabulary words o Communicate with a peer using tactile sign language to complete a series of tasks Page 10 of 10 Revised: 6/7/2018