ASL 102 – American Sign Language 2 Signing Naturally Level 2: Unit 16 Week #7 – Monday Duration: 1 hour and 50 minutes Target Audience: College Students Course Description 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 structure and targeted lexical are taught. Students continue studying information in relation to Deaf people’s everyday life experiences. Course Student Learning Outcomes At 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 Outcomes

Lesson Outcome At the end of the lesson, the student will be able to:

Lesson Activity Lesson Assessment Aligned with Course Outcomes

1. Describe objects using correct depiction of handshapes and movement.

Paired Dialogue Activity

Observation Comprehension checks

1,2,3

2. Apply correct mouth morphemes to their description of objects.

Paired Dialogue Activity

Observation Comprehension checks

3

3. Produce and comprehend sentences describing objects.

Paired Dialogue Activity

Observation Comprehension checks

1, 2, 3

4. Identify furniture types that reflect Deaf Space

Whole-class Discussion and Tour

Observation

4

Lesson Plan (Unit 16) • Page 2 of 6

principles.

Teaching Methods

1. Direct Method: The instructor will show a picture of different objects using a digital slide and 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 a student to wave at or tap the inattentive student’s shoulder to get her/his attention. The instructor will also produce a command, asking various students to come up to the front of 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 Objects • LCD projector and computer • Signing Naturally Level 2 – Teacher’s Curriculum Guide: pages 120-121. • Signing Naturally Level 2 – Student Workbook & DVD: pages 84-86. • Rectangular-shaped table • Round-shaped table • Handouts:

o 15 copies of “NOODLES, HATS AND FURNITURE” worksheets. (Located in the 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’s Curriculum Guide, page 139.

Lesson Plan (Unit 16) • Page 3 of 6

Answer Key Row one (from left to right): manicotti, rigatoni, ziti, penne, mafalde, fusilli Row two (from left to right): beret, fedora, sombrero, montera, fez, shako Row three (from left to right): armoire, étagère, commode, chaise, tansu, sideboard Procedure Instructor

Slide #1 (5 minutes) Roll Call: Fingerspell each student’s name. Each student will raise her/his hand; check off her/his name on the roll call sheet. If no one raises her/his hand, mark the student as absent.

Slide #2 (5 minutes) Demonstrate how to describe each mug shown on the slide. Demonstrate appropriate mouth morphemes: “oo,” “mm,” and “cha.” Ask students to repeat mouth morphemes.

Slide #3 (5-10 minutes) Put students in pairs to practice describing the objects shown on the slide.

Slide #4 (5 minutes) Students take turns describing the objects shown on the slide.

Lesson Plan (Unit 16) • Page 4 of 6

Slide #5 (5 minutes) Students take turns describing the objects shown on the slide.

Slide #6 (5 minutes) Students take turns describing the objects shown on the slide.

Slide #7 (5-10 minutes) Produce a command, such as asking a student to the front of the room to describe an object. Hand out Sheet #1 that has a picture of the object on it. Once the student has described the object, the same object will be shown on the slide.

Slide #8 (5-10 minutes) Produce a command, such as asking a student to the front of the room to describe an object. Hand out Sheet #2 that has a picture of the object on it. Once the student has described the object, the same object will be shown on the slide.

Slide #9 (5-10 minutes) Produce a command, such as asking a student to the front of the room to describe an object. Hand out Sheet #3 that has a picture of the object on it. Once the student has described the object, the same object will be shown on the slide.

Lesson Plan (Unit 16) • Page 5 of 6

Slide #10 (5-10 minutes) Produce a command, such as asking a student to the front of the room to describe an object. Hand out Sheet #4 that has a picture of the object on it. Once the student has described the object, the same object will be shown on the slide.

~~~~~~~~~~~~~~ 10-Minute Break ~~~~~~~~~~~~~

Slide #11 (20 minutes) HANDOUT FOR STUDENTS: “Define Something by How It Looks” from Signing Naturally Teacher Curriculum Guide, pages 120-121. Pass out the “Noodles, Hats and Furniture” worksheet and have a student come up to the front. Show the student one of the objects with its corresponding word. The student is to describe this object’s physical appearance, and then fingerspell the word. The other students should find the picture that matches the student’s description, and write the word that the student fingerspelled.

Slide #12 (20 minutes) Introduce new information: Deaf people’s preferred table shape for visual access to conversations. Have students sit at a rectangle-shaped table and chat with students. Check to see if some students move forward to see the instructor talk. Next, move to a round table and chat for a few minutes. Discuss with the students how they feel about each table. Finally, share why most Deaf people prefer a round table shape.

Lesson Plan (Unit 16) • Page 6 of 6

Slide #13 (5 minutes) Quickly review with students what they learned today.

Slide #14 (5 minutes) Discuss the homework and ask if students have questions.

Assessment Informal:

• Observe students’ signs and how they demonstrate appropriate grammar, structure or production.

• Test student comprehension by doing comprehension checks. Formal:

• Student workbook assignment, pages 84-86.