Lesson Plan Sample 2

SLS
1030: ASL IV
Class 2 Lesson Plan

Lessons:
10:1 Giving Opinions about Tendencies
10:2 Numbers: Telling the Price 1
10:3 Wh-Questions 1
Class duration: 3 hours

Course Outcomes Course Description
This course provides vocabulary building and mastery of grammar through rigorous receptive and expressive
language activities. American Sign Language (ASL) skills development with application to complex
grammatical structures is continued. Topics to be discussed in ASL IV build from those covered in the ASL III
course (descriptions, complaints, suggestions, requests, Deaf culture).

Course Learning Outcomes
After completing this course students will be able to:
1. Exhibit comprehension of intermediate conversations in ASL that includes everyday topics using
intermediate level vocabulary.
2. Produce production of conversations and narratives in ASL that includes everyday topics using
intermediate level vocabulary.
3. Demonstrate intermediate fluency and comprehension with fingerspelling and number
incorporation.
4. Apply appropriate grammatical and affective non-manuals signals used in ASL conversations.
5. Examine the traits of cultures norms and values found in Deaf culture and Hearing culture.
6. Compose an oral tradition by creating story in ASL.

Lesson Student Learning Outcomes
By the end of this lesson, students will be able to:
Demonstrate use of ASL Grammatical features such as: WHEN clause, sequencing and conjunctions.
Demonstrate use of new signs for personalities and tendencies and applying it to supposed
situations.
Demonstrate understanding of plain verbs and temporal aspect.
Demonstrate sign production for dollars and cents.
Demonstrate intermediate ability to ask YES/NO question.

Teaching Methods
Natural Approach
o Students perform interactive dialogue with each other with focus on expressing real-world
situations when comparing personal tendencies of people they know in their lives for the
discourse activities at end of lesson 10:1.
Communicative Language Teaching
o Teacher checks for overall components of grammatical and discourse competence from
students. Teacher alternate between:
Giving students feedback on fluency
Giving students feedback on form
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Class 2 Lesson Plan
Direct Method
o Using photos instead of English words to introduce vocabulary signs for 10:2 workbook
activity.
Grammar-Translation
o Unit 10:3 focuses heavily on students understanding on translating between English
concepts into ASL concepts with focus on preserving meaning and concepts.

Materials and Equipment
Equipment needed for classroom:
Computer connected to a digital projector
Dry erase board and dry erase markers if needed

Materials:
Signing Naturally Unit 7-12 Teacher Book
Signing Naturally Unit 7-12 Student Workbook
PowerPoint Slides

Lesson Sequence and Procedure
Total Class Time: 180 minutes

Start Class

Length: 5 10 minutes
Start of Class
Procedure: Take attendance and start small talk with
students. Share about your weekend and ask about
their weekend or discuss current topics.
Length: 5 minutes

Procedure: Students should have prepared their
biography as part of their homework assignment
from Class 1. Remind the students how to
incorporate each of these elements into their
narrative.

Grammar Focus:
WHEN Clauses:
IN+PAST ME AGE-5, ME BE-ENROLL
SCHOOL.
MY PARENT DIVORCE, ME MOVE-TO
#MICH.
Use of year:
MY PARENT BORN ME YEAR 1983.
Sequencing:
GRADUATE COLLEGE FINISH GET-JOB.
Unexpected change:
COLLEGE GO-UP-IN-YEARS, WRONG #WW2
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Class 2 Lesson Plan
START. ARMY BE-SUMMONED.
Length: 30 minutes (for 15 students)

Procedure: Have students come up to front of the
class and share their personal history.

Informal Assessment: During the informal
presentations, make mental notes of most common
errors and of areas of strengths. Provide your input
after all students have presented.

Formal Assessment: Pass or Fail Rubric

CHECK POINT:
Total time elapsed: 45 minutes
Time remaining: 135 minutes

Start of Unit 10:1

Overall estimated time duration for Unit 10:1
Introduce new vocabulary: 30 minutes
Group break-away activity: 30 minutes

Total time: 60 minutes

Procedure: Introduce PLAIN VERB and contrast with
TEMPORAL ASPECT. Demonstrate in a sentence:

Plain Verb:
ME COME-TO CLASS, DRIVE.

Temporal Aspect:
EVERYDAY ME GO-TO WORK, ME DRIVE++ WORK.

Procedure: Sign the statement to demonstrate.

CLASS START TIME-9. YOU COME-TO CLASS NEVER
LATE. YOU ON-TIME++.

IF YOU COME CLASS TIME-9:15 AGAIN++. YOU
WHAT? LATE+++
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Class 2 Lesson Plan

CLASS YOU NEVER MISS. YOU GO-TO++

CLASS YOU MISS AGAIN++. YOU WHAT? SKIP-
WORK++


YOU GO-TO WORK. YOU NOT SIT TWIDDLE-THUMB.
YOU WORK++.

OPPOSITE YOU GO-TO WORK. YOU NOT WORK.
YOU PLAY++.


CLASS FINISH, YOU HAVE HOMEWORK. YOU FINISH
ALWAYS. YOU COMPLETE++.

CLASS FINISH, YOU HAVE HOMEWORK. YOU P-
SHAW. POSTPONE++ TIME-NEAR CLASS, YOU
HURRY-WRITE FINISH.


YOU COME-TO CLASS. YOU ALWAYS WHAT? PAY-
ATTENTION++

CLASS, TEACHER BORING. TALK++ YOU NOT LIKE.
YOU LOOK-AT-UP(CONT)
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Class 2 Lesson Plan

CLASS FINISH, YOU HAVE HOMEWORK. YOU FINISH
ALWAYS. YOU COMPLETE++.

CLASS FINISH, YOU HAVE HOMEWORK. YOU P-
SHAW. POSTPONE++ TIME-NEAR CLASS, YOU
HURRY-WRITE FINISH.


COLOR BOOK, YOU GIVE-TO LITTLE GIRL. SHE
COLOR CAREFUL++ (act).

COLOR BOOK, YOU GIVE-TO LITTLE BOY. HE COLOR
CARELESSLY++ (act).


IF YOU WANT HOST BIRTHDAY PARTY FOR FRIEND.
YOU GET BIRTHDAY CAKE. YOU GET DECORATION.
YOU COOK FOOD. PERFECT YOU IN-GEAR++

IF YOU WANT HOST BIRTHDAY PARTY FOR FRIEND,
BUT YOU FORGOT PLATE, FORK. YOU FORGOT CAKE,
YOU FORGOT FOOD. YOU SCREW-UP++


PERSON GOOD RESPONSIBILITY MONEY. WORK
PAY, MONEY SAVE. NOT SPEND ALL. SHE GOOD
MONEY-EXCHANGE++

PERSON NOT GOOD RESPONSIBILTY MONEY. WORK
PAY, MONEY SPEND ALL. EAT OUT RESTAURANT.
MONEY GONE. SHE BROKE(MONEY)++.
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Class 2 Lesson Plan
Procedure: For each of the bullet points, demonstrate
personality tendencies and situations. Present the
opposite situations. Introduce new vocabularies.

Procedure: Demonstrate possible dialogues. Sign:

ME GO-TO PARTY, ME TEND-TO QUIET++, SHY. YOU
SAME-AS?

Get different students response. Do a few more
situations and demonstrate until students
understand.

Activity: After demonstration, have student break
away in groups of 3s and take turns doing the
dialogue for 15 minutes.

Informal Assessment: Circulate and provide feedback
on form and meaning.
Procedure: Demonstrate possible dialogues. Sign:

MY MOM TEND-TO SUPPORT++, UNDERSTAND++,
ENCOURAGE++. YOUR SAME?

Get different students response. Do a few more
situations and demonstrate until students
understand.

Activity: After demonstration, have student break
away in different groups of 3s and take turns doing
the dialogue for 15 minutes.

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Class 2 Lesson Plan
CHECK POINT:

----BREAK FOR 10 MINUTES----

Start of Unit 10:2

Introduce new vocabulary: 15 minutes
Group break-away activity: 15 minutes

Procedure: Demonstrate how to sign these cents



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Class 2 Lesson Plan
Procedure: Demonstrate how to sign these dollars

Procedure: Demonstrate how to sign these images



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Class 2 Lesson Plan

Procedure: Have students open their workbook.
Name objects in their workbook and tell them how
much each items cost.

Activity: After telling them how much each item cost,
have them pair up and ask each other the cost of each
item to check for answers. Encourage them to ask
other students for correct answers if they are
stumped.


CHECK POINT:

Start of Unit 10:3

Introduce grammar: 15 minutes
Breakaway activity: 15 minutes


Activity: Have students turn to their workbook and
consider the topics of each statement. Have them
underline each topic. Give them 10 minutes max
before continuing with the lesson.

Informal Assessment: Circulate to provide assistance
when needed.
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Class 2 Lesson Plan
Procedure: Review each statement by asking random
students what the topic of each statement is. Then
have them demonstrate how to sign the statement.

Informal Assessment: Provide corrections and ask for
classs input on form.

Procedure: Review each statement by asking random
students what the topic of each statement is. Then
have them demonstrate how to sign the statement.

Informal Assessment: Provide corrections and ask for
classs input on form.

Procedure: Demonstrate how to do each round.
Explain the importance of working on form
separately before working on fluency.

Informal Assignment: Instruct students to practice at
home to demonstrate at the next class session.
Inform them about the pass/fail rubric that is posted
on D2L.

Procedure: Instruct students to do their workbook.
Allow for students follow-up questions before
dismissing class.
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Class 2 Lesson Plan
Assessment/Evaluation Tools

Informal Assessment:
Modeling
o Demonstrating proper form and function to the class.
Commenting
o Provide positive and constructive comments when students are doing their
discourses.
Rephrasing
o Rephrase when students show they do not understand a new concept.
Peer support
o Encourage peers to ask each other for assistance more than rely on the
teacher. Have students empower each other.
Comprehension checks
o Teacher asks questions to the students and students provide a full response
back to show they understand the content.

Formal Assessment:
In class presentation on Personal History. See below for rubric.
For next class, students will demonstrate homework 10:3 in class. Give a Pass/Fail
grade based on their execution. See below for rubric.

Rubrics

SLS 1300
Pass/Fail Assessment
Pass Fail
Did the assignment in class by the due date Did not do the assignment on the due date
AND student showed preparedness and OR student may have performed the
readiness. May have some errors with form assignment but is noticeably unprepared by
or meaning, but showed overall referring to their notes frequently with
understanding of form and function with many errors to their form and/or function
obvious preparedness that showed which demonstrates that homework has not
homework has been followed through and been followed through and practiced prior
practiced prior to class. to class.

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Class 2 Lesson Plan
Personal History Rubric Personal History Rubric

8
Content Organization 12
Have you included all of the required content? Excellent use of WHEN-clause with appropriate NMS
0 May have sporadic, minor/tiny errors
Did not complete 12
Sequencing
2 0
Unacceptable/Did not meet expectations Did not attempt
There is little to no sequence of information with little to no use of transitions
3
4 Attempted but with errors
Developing/Attempted
There is difficulty with understanding the report because the report jumps around from one topic to another with 6
minimal transitions Attempted but inconsistent with missing NMS needed
6 9
Good/Capable Used with NMS but may have some errors
Report is in logical sequence and includes transitions that is relatively easy to follow
12
8 Excellent use with appropriate NMS
Excellent/Natural May have sporadic, minor/tiny errors
Report is in logical, interesting sequence and includes transitions that is easy to follow 8
12
Sign/Fingerspelling Fluency
ASL Grammatical Structure 0
0 Illegible Fingerspelling/Sign Production
English Word Order
2
3 Incomplete spelling/mouthing letters/wrong letters/Lots of pauses and hesitancies
Very little use of ASL grammar
4
6 Jumpy or jerky/Too slow or too fast/not smooth/skipped letters or unfinished signs/misproductions
Limited use of ASL grammar half of the time
May have one aspect of grammatical features correct but missing other aspect.
6
Mostly smooth with some small errors
9
Proper ASL Grammatical structure is used most of the time.
8
May attempt WH-Q but with incorrect non-manual feature.
Smooth/Fluent with appropriate use of lexicalized spelling and pauses between signs
4
12
Excellent use of ASL grammatical structure Video Formatting
May have sporadic, minor/tiny errors 0
12 Non-functional video
WHEN-clause
0 1
Did not attempt Poor video quality
3 2
Attempted but with errors Average video quality
6 3
Attempted but inconsistent with missing NMS needed Good video quality with few distractions
9 4
Used with NMS but may have some errors Excellent video quality
Total possible points: 56 Total possible points: 56
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Total possible points: 56 Total possible points: 56

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