K

SA EN
M N
PL ET
E
H
UNIT 1: INTRODUCING
ONESELF
LE D
E
S
Kenneth
De HaanH
S
ASL O
100
A
N AN
PL
AN

K
SACOURSE
EN DESCRIPTION
M N
PL ET
E H
This course is an introduction
to D
American Sign Language (ASL)
L
& Deaf culture designedE
for studentsE
with no or minimal skills in
Slearn
the language. Students will
fundamental language skills &
H
S
cultural knowledge needed to comprehend,
produce,
&
interact
O
A
effectively with diverse sign language
users.This
course
will
A
N
include an introduction to Deaf culture & historyN
to increase
PL
sensitivity in cross-cultural interactions.
AN

K
SA COURSE
EN
OUTCOMES
M N
P
E
At the end of this
will be able to:
LEcourse,Tstudents
H
I. Develop basic language
skills in
order
to
participate
in
&
L
D
ESnarrativesE& discussions in ASL.
produce conversations,
II. Identify key aspects of American
DeafH
Culture.
S
O AA language
III. Use digital media & tools todemonstrateemerging
N
skills.
N
PL
AN

K
SA EN
UNIT
1
M N
PL ET
INTRODUCING
E H
ONESELF
LE D
E
SS H
O AA
N
N
PL
AN

Week 1
Getting to Know You
Culture: Getting Attention
Introducing Oneself
Week 2
Asking Who
Giving Commands: Objects in the
Classroom

K
SA UNIT
EN 1 OUTCOMES
M N
P
E
At the end of this
will
be
able
to:
LEunit, students
TH
I. Demonstrate ability
to produce
basic
sentences.
L
D
EofSattentionEgetting.
II. Identify different types
III. Utilize recording device toS
create E-Journal.
H
O AA
N
N
PL
AN

K
SA OUTCOMES
EN
CHART
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Unit 1 Outcomes

Unit 1 Activity

Aligned with
Unit 1 Assessment
Course Outcomes

Demonstrate
Class participation in Comprehension
ability to produce Chain Drill activity.
check
&
backwash.
(ACTFL 1.1, 1.2)
basic sentences.

Discussion, human
web & attention
getting activity.

I, II

Identify different
types of attention
getting.

Observation &
assistance.

(ACTFL 2.1. 3.2)

Utilize recording Utilize technology to Assess production &

device to create E- reuse & reflect what comprehension.
was learned today. Provide backwash.
Journal.
(ACTFL 4.2, 5.2)

I, II, III

K
SA EN
LESSON
PLAN
OUTLINE
M N
PL ET 1. Getting to Know You
E H
LE D2. Roll Call
E
SS Getting
to Know You
H
O3. Break AA
N
N
P
4. Culture:
Attention
LGetting
AN
WEEK 1 - DAY 1 - 90 MINUTES

50 Minutes. P. 2-11

5 Minutes

Continued

Optional. 7 Minutes

28 Minutes. P. 71-76

K
SA LESSON
EN OUTCOMES
M N
P
E
At the end of this
will
be
able
to:
LElesson, students
TH
I. Demonstrate ability
to produce
basic
dialogues,
L
D
ES E
fingerspelling & numbers.
II. Identify different types of attention
getting
strategies.
H
S
O E-Journal.
III. Utilize recording device to create
A
N AN
PL
AN

K
MATERIALS
& EQUIPMENT
SA EN
M N
P
E
L
signing naturally,
teachers & students
T
E guide H- Unit 1: Introducing
curriculum
LE D
Oneself
E
S
Digital presentation
for
Unit
1
H
S
Computer & Digital projector
O
A
a Piece of paper & a pen
or pencil
A
N
White board, Dry erase markers &N
eraseR
PL
AN

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SNOTIONAL-FUNCTIONAL
E
AM N APPROACH
N
P
E
Professors of
students in the target
LEASL willTdirect
H
language exclusively, to write down their names on
L
paper & place it in E
front ofD
their desk. The professor
E
SS by signing
will demonstrate a sentence
HELLO ME
H
NAME JAMIE (F/S) & pointing
to
his/her
paper
with
O
A
name. Then proceed to inquire
from students
for
A
N
N
their names, YOU NAME WHATP
(WH-Q).
LA
N
Note: Non-manual Signals (NMS) must accompany commands produced in ASL for
grammatical meaning.

K
STOTAL
E
AM NPHYSICAL RESPONSE
N
PL ET
E H
D
Professors of ASLLwill
direct
students
in
the
target
E
E
language exclusively, for
students
SS Hto model &
physically respond to given commands. TPR will be
O
A
used in demonstrating & applying
attention
getting
A
N
strategies used by the Deaf community. N
PL
AN

K
GETTING
TO
KNOW
YOU
SA EN
M N
E
1. LearningPEveryones
Name Activity
LE TH
LE D
E
SS H
O AA
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PL
AN
ASL 1

50 Minutes

Week 1

Class 1

15-20 Minutes - Chain Drill

Ensure the students desks are set-up in a half circle before class
begins. As soon as all students are present & class starts at the given
time, quickly model the activity as your students observe by writing
your name big & clearly on paper. Prop the folded paper in half with
you name on the front, facing the classroom, on your desk. Point to
your name card & indicate your students to do the same. This may
be done by signing & gesturing. Once all students have followed suit,
proceed to introduce them to a simple dialogue, HELLO ME NAME
JAMIE (F/S). As you spell JAMIE, point to the card & reinforce the new
concept by spelling JAMIE & performing the dialogue once again.
Encourage students to go along & copy. Introduce COPY-ME.

K
GETTING
TO
KNOW
YOU
SA EN
M
N
1. LearningPEveryones
Name Activity
E
LE TH
LE D
E
SS H
O AA
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N
PL
AN
Chain Drill

Next, introduce them to YOU NAME WHAT (WH-Q). Again,

encourage students to go along with you, COPY-ME & repeat until
students have grasped the dialogue. By using informal assessment,
evaluate which student is most comfortable & proceed to start the
activity through demonstration with this student.
1. Sign to this student, HELLO ME NAME JAMIE (F/S). YOU NAME
WHAT (WH-Q).
2. Assist the student in question as he/she responses. Assist in
fingerspelling his/her name.

K
GETTING
TO
KNOW
YOU
SA EN
M
N
1. LearningPEveryones
Name Activity
E
LE TH
LE D
E
SS H
O AA
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N
PL
AN
Chain Drill

3. Provide positive backwash & surrogate the student in question,

asking his/her neighbor, HELLO ME NAME students-name. YOU
NAME WHAT (WH-Q). Gesture, the student is to ask the
following student the same question & to continue around the
class until the last student.

Note: Place emphasis & remind students on using non-manual signals, head & shoulder lean as
one inquires for anothers name.

K
INTRODUCTION
SA EN
ACTIVITY
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Slide 1

K
ROLL
CALL
SA EN
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Project onto L
the boardTfrom your computer, a list of
H Fingerspell JAMIE
students name E
including yours.
LEthen check
DE off your own name
clearly, raise your hand
for all to see. Again, useSinformal assessment to identify
H
S
a student who has grasped this
O conceptA&Afingerspell
N student down
chosen students name. Mark this
&
N
PL as students
proceed with roll call. Later in the course
progressively grasp fingerspelling, adjust A
fingerspelling
N
ASL 1

5 Minutes

position & speed.

Week 1

Class 1

K
GETTING
TO
KNOW
YOU
SA EN
M
N
2. Introduce
PLLexicalEConcepts
T
E H
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SS H
O AA
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PL
AN
15-20 Minutes

Introduce WHERE, IX-loc & WHO. Use actual students in the

classroom to illustrate the concept of WHERE, IX-loc & WHO. This
may be done by pointing with positive backwash & demonstration.
E.G. student-name WHERE (WH-Q). Point towards student-inquestion. Fingerspell other names & allow students to point to the
student-in-question. Use NMS & reinforce answers with positive
backwash. WHO may be introduced in the same fashion, IX-studentname WHO (WH-Q). In addition, reinforce answers with, studentname IX-loc, to introduce IX-loc.

K
SA EN
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Slide 2

LEXICAL CONCEPTS

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BREAK
SA EN
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PL ET
Optional: AllowEstudentsHa 7 minute break before
resuming the second
half
of
the
class.
LE D
E
SS H
O AA
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AN
ASL 1

7 Minutes

Week 1

Class 1

K
GETTING
TO
KNOW
YOU
SA EN
M
N
3. Introduce
PLCardinalETNumbers 1-10
E H
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E
SS H
O AA
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PL
AN
7-10 Minutes

Introduce Cardinal Numbers by demonstrating numbers 1-10. Have

students follow along. Place emphasis & clarity on the following,
Numbers 1-5
Palm faces inward.
Spread fingers apart when signing numbers 2 through 5.
Numbers 6-9
Palm faces outward.
Tap fingers & thumb, they do not overlap.
Number 10
Extend thumb upward & slightly rock hand back & forth.

K
S
E
CARDINAL
AM N NUMBERS
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Slide 3

K
CULTURE:
GETTING
ATTENTION
SA EN
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P
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Introduce Getting
LE Attention
TH strategies utilized by the
Deaf community then apply strategies using Total Physical
L
D
Response Approach. E
E
SS H
1. Waving
O AA
N
2. Tapping
N
P
3. Using an Intermediary
LA
4. Being an Intermediary
N
ASL 1

28 Minutes

Week 1

Class 1

K
CULTURE:
GETTING
ATTENTION
SA EN
M Waving
Introducing,
(p. 72)
N
PL ET
Have a studentEcome toHthe front of the class & turn
LEsure toDstay within the range of
them sideways being
E
the students peripheral
Using the correct
Svision.
H
S
head, body & hand positions,
the
Owave within
A
AN
N the students
students peripheral vision to get
attention & reply with, HELLO. P
LA
N

K
CULTURE:
GETTING
ATTENTION
SA EN
M Tapping
Introducing,
(p. 72)
N
PL ET
Have a studentEcome toHthe front of the class & turn
LEDemonstrate
them away from you.
DE by giving two
short taps on the shoulder
correct
SS using the
H
pressure, firm but not hard.O
Reply with,
HELLO.
A
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AN

K
CULTURE:
GETTING
ATTENTION
SA EN
M Being
Introducing,
an Intermediary (p. 73)
N
PL ET
Get a student E
to sit nextHto you up front & read a
book. Ask anotherLstudent to
stand across the room
D
E
E
& sign to you. Demonstrate
SS beingHan intermediary by
tapping the reading studentO
& directing
him/her
to
A
AN
the signing student. Reply with,NIX-direct-to-signingPL
student.
AN

K
CULTURE:
GETTING
ATTENTION
SA EN
Introducing,
an Intermediary (p. 73)
M Using
N
PL ET
Direct two students
to
the
front
of
the
classroom.
E
H
Have one student L
pretend toD
be busy writing, & the
E
E
other stand or sit nearby.
Go
to
the
other
corner
of
the
S
H
classroom & demonstrateS
how to get
the attention of
O
A
the student writing by requesting
the
student
standing
A
N
N
or sitting nearby to help. IE: IX-loc TAP-SHOULDER.
PL
AN

K
CULTURE:
GETTING
ATTENTION
SA EN
Total Physical
Activity
M Response
N
PL ET
Divide the classroom
into
groups
of
4.
Write
the
4
E
H
different attention L
getting strategies
on
the
board
for
D
E
reference & encourage S
studentsE
to practice attention
H
getting commands in theirS
group, taking
turns.
O AA
N
1. Waving
N
P
2. Tapping
L
3. Using an Intermediary
AN
4. Being an Intermediary

K
GETTING
SAATTENTION
EN
M

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DEAF CULTURE

Slide 4

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SA EN
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Slide 5

E-JOURNAL RUBRIC

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SA EN
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Emerging (1)

Sign Production

Grammar,Vocabulary
& Structure

Discourse:
Pacing, Fluidity,
Cohesion &
Organization

E-Journal
Requirement

Developing (2)

Acceptable (3)

Commendable (4)

Exceptional (5)

Pervasive errors in sign

Some sign articulations
articulations & frequent
are presented clearly,
slurs between signs
though frequent lapses in
undermine
production may occur.
communication, make
Slurs between signs are
the video hard to follow
frequent

Sign articulations are

present, though
occasional lapses in
production may occur.
Slurs between signs are
minimal

Sign articulations are

mostly presented
concisely & clearly with
little or no slur between
signs

Advanced sign
articulations are
presented concisely &
clearly with no slur
between signs

Pervasive errors in ASL

grammar & vocabulary,
&/or interference from
English, confuse &
distract the examinee
throughout the video

ASL grammar &

ASL grammar &
vocabulary choices are
vocabulary choices are
generally used correctly,
mostly correct, effective
though frequent errors
& precise, though English
or English interferences
interferences may appear
are present

Use of ASL grammar &

vocabulary is correct,
effective & precise

ASL errors sometimes

distract the examinee.
English interference may
undermine
communication of ideas

Though the main ideas of

Most information
Ideas flow smoothly &
Pervasive problems with
Ideas mostly flow
the video are mostly
presented in logical
very effectively
pacing, fluidity,
smoothly & effectively
clear, connections
sequence; though there
throughout presentation.
organization & transitions
throughout video; though
between them are often may be frequent lapses in
Organization
between ideas make the
there are occasional
unclear due to incorrect pacing or transition from
impressively supports the
video hard to follow
lapses in pacing & fluiditiy
pacing &/or fluidity
idea to idea
ideas presented
Fail to meet most
Some requirements met.
Meets most of the
requirements. Poor
Background, clothes &
requirements.
choice of Background,
jewelry are average
Background, clothes, &
clothes, & jewelry &
choices with some
jewelry are good choices
often distracts. Too close distraction. Bit too close
with few distractions.
or too far from camera; or too far from camera;
Mildly close or too far
many signs go off screen. some signs are off screen. from camera; few signs
Too dark or too bright
Bit too dark or too
are off screen. Mildly dark
to see signing
bright
or bright

Meets all of the

Exceeds all requirements
requirements within time
within time limit.
limit. Background, clothes, Background, clothes &
& jewelry are
jewelry are exceptional
appropriate choices with
choices with no
no distractions. Video
distractions. Video
formatting is
formatting is
appropriately sized with
professionally sized &
tolerable lighting
lighted

Washback

Total Score
%

Score

K
SA EN
M N
PL ET
E H
LE D ASL
E
SS Signing
Naturally: Unit 1
H
Kenneth
De Haan
O AA
N
N
PL
AN