Teacher/Class: Ms. Brison - ASL II Week Dates: March 6-10 Standards Abilities Level 2 Objectives Finger Spelling Finger spelling of common names and places Basic lexicalized finger spelling Numbers Sentence Types Storytelling Indexing Negation Spatial referencing Time concepts facial grammar Noun creation Plurals Numerical incorporation Describing Giving directions Directionality Pronouns: 1-30, Exposure to number patterns, 100, 1,000, and 1,000,000 palm orientation guidelines, basic math Yes/No Questions, Wh-word Questions, (emergent) rhetorical, Role shift, portrayal of emotions/attitude (personality-shifting) a. absent referents b. present referents c. non-dominant hand as a referent negation signs, head shake, facial expressions, reversal of orientation Recognize signs as originating from signer s perspective and make appropriate mental adjustments. Give directions according to signers own perspective. Cheek/shoulder-(distance), Verbs: spatial (?), timeline, timeline proximity, time-syntax, Completion of occurrence, Occurrence in future, Frequency of occurrence l. Use of transitional phrases (FINISH) Yes-No, Wh-word PERSON/agent marker, noun/verb pairing number, numerical incorporation, sweep, Numerical incorporation for time, Numerical incorporation for age, Numerical incorporation for pronouns colors, basic shapes, basic classifiers Pointing, waving, (expose to) motion paths, Subject-Object verb agreement First-person, Second-Person, Third-Person Page 1 of 5
Possessive Pronouns Classifiers Attention-getting flat things, vehicles, long-skinny things from nearby, from farther away, establish line of sight Introducing Asking Correcting Confirming Conversation maintenance Instructions, giving and obeying Identifying Excuse giving Negotiating signing environments Making and declining invitations Deaf culture Deaf life Hearing people About self/conversant/third person Use of "wave-no" and signs for negation Repetition of question in statement form, use of head nods and abbreviated repetition of question in statement form show comprehension/non-comprehension, ask for repetition, ask for slower signing make accurate responses, give basic commands, ask for clarification to unclear s Identify objects & people by appearance, location, or activity classroom related, past events, future events a. Entering a conversation with appropriate manners b. Going between people conversing in signs c. Going around people conversing in signs d. Moving self to be more clearly seen by others e. Asking others to move to see signing more clearly f. Asking third parties g. Asking signer a. Accepting invitation b. Declining invitation, with reason Basic history, group naming, rejection of "hearing impaired", Rejection of disability / handicapped label, Cultural model vs. Medical model, education, Gallaudet College, Keeping each other informed communication strategies Reactions to, experiences with, professionals, services Employment Politeness School surroundings People, subjects and processes related to school Buildings, locations, and things Page 2 of 5
Weather basic weather types Food & Drink Transportation Living arrangements Comparing Contrastive Structure Family relationships Activities Affect, expressing General understandings Visual Skills Name Signs Syntax Inflecting Activities i. Medical ii. Recreational iii. Educational iv. Religious v. Daily Opinions and attitudes Recognize that signs may have more than one English meaning, Recognize that some signs may not have a one-one correspondence with specific English words Recognize that ASL is an oral, unwritten language Visual tracking Movement & path perception Shapes & form recognition Exposure to the concept of "name signs" and awareness of basic rules. Topic-Comment, SVO, etc. Verbs: inflectional, Intensifying Mouth morphemes, facial-expression morphemes (e.g. THIRSTY vs. CRAVE) Emotions, expressing Greeting Meeting Various notes: * E vs "screaming E" * NO vs 30 Page 3 of 5
* Keep your hand steady when finger spelling * There are three common ways to do the number 23 * There are three common ways to do the number 25 * There are two common ways to do the number 30 * When doing the letter P, the index points forward and middle points downward * When doing "double letters" you sometimes show the second letter by relaxing and then reforming the hand shape. You also sometimes slide the hand a bit to the outside. Note: do not slide toward the center. Instead you slide further to the right if you are right handed and further to the left if you are left handed. Page 4 of 5
Monday Tuesday Wednesday Thursday Friday Opening Introduce Lesson 7 Introduce Lesson 7 Introduce Lesson 7 Introduce Lesson 7 Work Time Practice Review for Lesson 7 written test. Review for Lesson 7 demonstration test Lesson 7 Written Lesson 7 Demonstration Closure Review for Lesson 7 Written test Review for Lesson 7 demonstration test Lesson 7 Written Lesson 7 Demonstration Homework test Modifications Materials/Resources Page 5 of 5