ASL 102 – American Sign Language 2 Signing Naturally Level .
ASL 102 – American Sign Language 2Signing Naturally Level 2: Unit 16Week #7 – MondayDuration: 1 hour and 50 minutesTarget Audience: College StudentsCourse DescriptionThis course is a continuance of ASL 101. It expanded refinement of the fundamentalcomprehension and production skills covered in ASL 101. Interactive use of American SignLanguage through discussion of events and activities is stressed. Grammatical structure andtargeted lexical are taught. Students continue studying information in relation to Deaf people’severyday life experiences.Course Student Learning OutcomesAt the end of the course, students will be able to:1. Participate effectively in ASL conversations.2. Demonstrate the ability to produce correct syntactical structure and depiction.3. Demonstrate the ability to produce and comprehend non-manual grammatical signals,including mouth morphemes.4. Demonstrate basic knowledge of Deaf culture norms.Lesson Student Learning OutcomesLesson OutcomeAt the end of the lesson,the student will be able to:1. Describe objectsusing correctdepiction ofhandshapes andmovement.Lesson ActivityLesson AssessmentPaired DialogueActivityObservation2. Apply correctmouth morphemesto their descriptionof objects.Paired DialogueActivity3. Produce andcomprehendsentencesdescribing objects.Paired DialogueActivity4. Identify furnituretypes that reflectDeaf SpaceWhole-classDiscussion andTourAligned ion3ComprehensionchecksObservation1, 2, 3ComprehensionchecksObservation4
Lesson Plan (Unit 16) Page 2 of 6principles.Teaching Methods1. Direct Method: The instructor will show a picture of different objects using a digital slideand demonstrate how to describe those objects.2. Interactive Learning: Students will interact with each other to apply learned information.This will occur during paired-dialogue formats.3. Total Physical Response: The instructor will use this method frequently throughout class.When students are not paying attention, the instructor will produce a command, asking astudent to wave at or tap the inattentive student’s shoulder to get her/his attention. Theinstructor will also produce a command, asking various students to come up to the frontof the room to describe an object.4. Audiolingual Method: The instructor will fingerspell each student’s name during roll call.Students should acknowledge their name by raising their hand.Materials and Equipment Digital (PowerPoint) presentation: Describing ObjectsLCD projector and computerSigning Naturally Level 2 – Teacher’s Curriculum Guide: pages 120-121.Signing Naturally Level 2 – Student Workbook & DVD: pages 84-86.Rectangular-shaped tableRound-shaped tableHandouts:o 15 copies of “NOODLES, HATS AND FURNITURE” worksheets. (Located inthe file cabinet’s second drawer under the Homework Materials folder: “Noodles,Hats and Furniture”).o The answer key to this worksheet is in Signing Naturally Level 2 – Teacher’sCurriculum Guide, page 139.
Lesson Plan (Unit 16) Page 3 of 6Answer KeyRow one (from left to right): manicotti, rigatoni, ziti, penne, mafalde, fusilliRow two (from left to right): beret, fedora, sombrero, montera, fez, shakoRow three (from left to right): armoire, étagère, commode, chaise, tansu, sideboardProcedureInstructorSlide #1 (5 minutes) Roll Call:Fingerspell each student’s name.Each student will raise her/his hand;check off her/his name on the rollcall sheet. If no one raises her/hishand, mark the student as absent.Slide #2 (5 minutes) Demonstratehow to describe each mug shownon the slide. Demonstrateappropriate mouth morphemes:“oo,” “mm,” and “cha.” Askstudents to repeat mouthmorphemes.Slide #3 (5-10 minutes) Putstudents in pairs to practicedescribing the objects shown on theslide.Slide #4 (5 minutes) Students taketurns describing the objects shownon the slide.
Lesson Plan (Unit 16) Page 4 of 6Slide #5 (5 minutes) Students taketurns describing the objects shownon the slide.Slide #6 (5 minutes) Students taketurns describing the objects shownon the slide.Slide #7 (5-10 minutes) Produce acommand, such as asking a studentto the front of the room to describean object. Hand out Sheet #1 thathas a picture of the object on it.Once the student has described theobject, the same object will beshown on the slide.Slide #8 (5-10 minutes) Produce acommand, such as asking a studentto the front of the room to describean object. Hand out Sheet #2 thathas a picture of the object on it.Once the student has described theobject, the same object will beshown on the slide.Slide #9 (5-10 minutes) Produce acommand, such as asking a studentto the front of the room to describean object. Hand out Sheet #3 thathas a picture of the object on it.Once the student has described theobject, the same object will beshown on the slide.
Lesson Plan (Unit 16) Page 5 of 6Slide #10 (5-10 minutes) Producea command, such as asking a studentto the front of the room to describean object. Hand out Sheet #4 thathas a picture of the object on it.Once the student has described theobject, the same object will beshown on the slide. 10-MinuteBreak Slide #11 (20 minutes)HANDOUT FOR STUDENTS:“Define Something by How ItLooks” from Signing NaturallyTeacher Curriculum Guide, pages120-121. Pass out the “Noodles,Hats and Furniture” worksheet andhave a student come up to the front.Show the student one of the objectswith its corresponding word. Thestudent is to describe this object’sphysical appearance, and thenfingerspell the word. The otherstudents should find the picture thatmatches the student’s description,and write the word that the studentfingerspelled.Slide #12 (20 minutes) Introducenew information: Deaf people’spreferred table shape for visualaccess to conversations. Havestudents sit at a rectangle-shapedtable and chat with students. Checkto see if some students moveforward to see the instructor talk.Next, move to a round table and chatfor a few minutes. Discuss with thestudents how they feel about eachtable. Finally, share why most Deafpeople prefer a round table shape.
Lesson Plan (Unit 16) Page 6 of 6Slide #13 (5 minutes) Quicklyreview with students what theylearned today.Slide #14 (5 minutes) Discuss thehomework and ask if students havequestions.AssessmentInformal: Observe students’ signs and how they demonstrate appropriate grammar, structure orproduction. Test student comprehension by doing comprehension checks.Formal: Student workbook assignment, pages 84-86.
This course is a continuance of ASL 101. It expanded refinement of the fundamental comprehension and production skills covered in ASL 101. Interactive use of American Sign Language through discussion of events and activities is stressed. Grammatical
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COURSE DESCRIPTION: ASL 121 is a five credit, transferable, college level, language course. It is an introduction to American Sign Language (ASL) and the community of people who use it. As a second language, ASL 121 also covers fundamental issues of basic human language, grammar and c
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