East Meadow Public Schools East Meadow, NY

Curriculum Area Project School Year 2010-2011

East Meadow High SchoolDepartment of Languages Other Than English

American Sign Language Level 4H Curriculum Alignment

Writers: Robin PortnoyBarbara WooTheresa Domingues

Project Supervisor: Robin Natman

Superintendent: Mr. Louis R. DeAngeloPrincipal: Mr. Richard Howard

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Table of Contents

ASL 5H UNIT 1-Making Life Decisions..........................................................................5

ASL 5H UNIT 2-Unit: Audiology.....................................................................................7

ASL 5H UNIT 3- Poetry……….………………………………………………………...9

ASL 5H UNIT 4- Interpreting........................................................................................11

ASL 5H UNIT 5- Discussing Illnesses............................................................................14

ASL 5H UNIT 6-Fairytales.............................................................................................16 BIBLIOGRAPHY/REFERENCES…………………………………....………………18

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ABSTRACT

This guide offers a curriculum for the Languages Other Than English instruction of American Sign Language. The course is designed for students who have completed ASL 4H successfully and have opted to further their linguistic and cultural understanding of American Sign Language and the Deaf community at the 12th grade level. It is a one-year course that will culminate with a final project in June. This course incorporates the New York State Standards and the National Standard for Languages other than English.The curriculum encompasses authentic readings, advanced grammar, expressive and receptive comprehension, and extensive practice in signing and interpreting in a variety of situations. Every effort is made to provide the students with as many authentic materials/situations to familiarize them with the target language and culture. Videos, DVD’s, newspapers, books, professional publications, TV programs and magazine articles are used to further language acquisition and cultural understanding. The LOTE department has chosen to use a compilation of various commercial texts written by leading authorities in the field of American Sign Language and interpreting. We feel that these texts best prepare the students to achieve the goals of this course and the state and national standards.

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RATIONALE

It is the intent of this Curriculum Area Project to create a specific curriculum and assessments for an American Sign Language Level 5H Course. This new curriculum is warranted due to the creation of the American Sign Language 5H program that acts as a bridge course following the Regents and Level 4H course. The new curriculum is in essence the final part of the four-year high school sequence of the American Sign Language program that culminates in a final project. The curriculum is aligned with the standards set forth by the New York State Board of Regents and the National LOTE Standards for Checkpoint B of the proficiency guidelines.

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ASL 5H UNIT 1

Unit: Making Life Decisions

Content Standard(s): COMMUNICATION:(1.1) Students understand receptive language and are able to produce expressive language.(1.2) Students understand the essential skills needed to tell about a significant life decision, repeat this information to a third party, and ask for clarification.

CULTURAL UNDERSTANDING: (2.1) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

CONNECTIONS: (3.1) Students reinforce their decision-making ability through the study of this language.

COMPARISONS: (4.1) Students demonstrate understanding of the decision making process from the Deaf perspective.(4.2) Students understand the difference in the decision making process in the hearing vs. Deaf culture.

Students will understand: The vocabulary necessary to discuss significant life decisions. How to repeat information to a third party. How to correctly ask for clarification. The process involved in making a life decision.

Students will know: The vocabulary necessary to discuss life decisions. Know skills for maintaining a conversation using target vocabulary specific to

this unit. How to use the sign “condense” appropriately. The process involved in making life decisions.

Students will be able to: Discuss certain factors involved in making a decision such as choosing a mate,

moving to another city or state. Getting a new job, changing jobs, choosing a college. Define the target vocabulary in ASL Share their opinions and discuss their experiences with fluency. Role-play various real life events using the decision making process.

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Stage 2- ASSESSMENT EVIDENCE Students will role-play situations using the decision-making process and target

vocabulary. Students will write and sign an advertisement for a house/apt. rental or purchase. Students will create & sign house sitting instructions. Students will design and explain in sign the features of their dream house. Students will evaluate and describe in sign features/options for purchasing a car

and obtaining a loan. Students will evaluate common problems associated with obtaining various loans. Students will research and report in American Sign Language the pros and cons of

State Colleges and Universities vs. Private Students will compare and contrast two colleges of their choice in American Sign

Language. Written vocabulary quizzes on related vocabulary. Receptive comprehension activities will be used. Expressive exams assessing understanding of the grammatical structures,

vocabulary, and culture in the unit.

Stage 3- THE LEARNING PLAN

Learning Activities: Vocabulary will be presented by using transparencies. Working in cooperative groups, students will perform activities that will reinforce

vocabulary. Students will fill out a graphic organizer showing the various choices in making

life decisions and the various outcomes. They will be instructed that this could include various pros & cons involved when weighing options.

Students will “brainstorm” their own list of pros & cons in cooperative groups based on information that is provided to them by the teacher, such as brochures, classifieds, etc.

Students will be able to answer questions based on literature presented in the class.

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ASL 5H UNIT 2

Unit: Audiology

Content Standard(s): COMMUNICATION:(1.1) Students understand receptive language and are able to produce expressive language.(1.2) Students understand the basic structure and function of the inner ear. Students understand the basic types of hearing losses. Students can read and evaluate an audiogram. Students will understand the disease that can cause or lead to deafness.

CULTURAL UNDERSTANDING: (2.1) Students demonstrate an understanding of the relationship between the medical view and the audist view of Audiology

CONNECTIONS: (3.1) Students will make a connection between the study of the language of the deaf and the science of the ear.

COMPARISONS: (4.1) Students demonstrate understanding of the various types of deafness, the etiology of deafness and the visual view of each type of hearing loss on an audiogram.

Students will understand: The various parts and functions of the outer, middle and inner ear. The difference between a conductive, sensorineural and mixed hearing loss.. That both genetics and disease play a part in deafness.

Students will know: What a decibel is. What hertz means. The various types of diseases that can cause deafness. The difference between an air conduction and bone conduction test.

Students will be able to: How to distinguish between various types of hearing losses by evaluating an

audiogram. How to read a case history and draw the corresponding audiogram. Take a spelling test with a simulated hearing loss.

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Stage 2- ASSESSMENT EVIDENCE Students will take written tests to evaluate their knowledge and understanding of

the material.

Stage 3-THE LEARNING PLAN Definitions will be presented by using transparencies. Audiograms will be presented by using transparencies Students will work in cooperative groups to evaluate case histories and

audiograms. Students will design a case history that they can sign, based on a teacher-

generated audiogram. Students will design their own case histories and audiograms

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ASL 5H UNIT 3

Unit: Poetry

Content Standard(s): COMMUNICATION: (1.1) Students understand receptive language and be able to produce expressive language. (1.2) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURAL UNDERSTANDING: (2.1) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

CONNECTIONS: (3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.

COMPARISONS: (4.1) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.

Students will understand: Poetry is an integral part of Deaf culture. ASL Poetry has similar and different aspects than English poetry. There are different types of ASL poems.

Students will know: How to utilize space, shifting & eye gaze in poetry. The difference between English and ASL rhythm. Poems can be signed by incorporating single handshapes and isolated words and

phrases. The difference between rhythm and rhyme in ASL and English poetry.

Students will be able to: How to create a poem that correctly uses eye gaze, space and role shifting. How to create a poem that uses ASL Rhythm in poetry. How to create a single handshape, an isolated word poem and a phrase poem. Differentiate between the rhythm/repetition in and English poem vs. and

ASL poem.

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Stage 2- ASSESSMENT EVIDENCE Students will create a basic single handshape poem. Student will create an isolated word poem. Student will create a word phrase poem. Student will create a poem using one static and one moving handshape. Student will create a poem using various poetic metrics and rhythmic qualities of

language. Students will be able to identify specific poetic qualities when viewing a live or

taped poem. Expressive exams will assess understanding the various types of poetry as graded

on a rubric.

Stage 3-THE LEARNING PLAN Students will be able to identify specific poetic qualities when viewing a live or

taped poem. Expressive exams will assess understanding the various types of poetry as graded

on a rubric. Students will create a poetry portfolio as a midterm project.

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ASL 5H UNIT 4

Unit: Interpreting

Content Standard(s): COMMUNICATION:(1.1) Students understand receptive language and be able to produce expressive language in order to interpret.(1.2) Students will be able to take in the auditory or visual message of the source language and reproduce the message in the target language.

CULTURAL UNDERSTANDING: (2.1) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. (2.2) Students demonstrate an understanding of the role of deaf culture play in the interpreting setting in order to provide cross cultural communication.(2.3) Students understand the various types and the different fields of interpreting.

CONNECTIONS: (3.1) Students demonstrate an understanding of a broad range of cultural issues and of the code of ethics in a variety of interpreting settings.

COMPARISONS: (4.1) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.

Students will understand: Interpreting involves taking a message from the source language and changing it

into the target language. There is a sign continuum. There is a history to the sign continuum. There are different types of interpreting. Interpreting is both sign to voice and voice to sign. Interpreting can be performed either consecutively or simultaneously. There is a code of ethics that interpreters need to follow and how they apply to a

variety of settings.

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Students will know:

The various degrees of hearing loss. The role of the interpreter is to facilitate communication. Interpreting involves taking the message of the source language and presenting

the information in the target language. The sign continuum and its history. That the choice of the sign modality depends upon the needs of the deaf

consumer. That the choice of the interpreting style depends upon the needs of the deaf

consumer. How to use sign to voice and voice to sign interpreting. How to use both consecutive and simultaneous interpreting. The code of ethic and how to apply them to various settings. To incorporate the intent/spirit of the speaker’s message.

What a decibel is What frequency is What an audiogram is How do you interpret an audiogram? What the various types of hearing loss are What is interpreting? What is code switching? What is the sign continuum? How do you know which sign style to use in order to meet the needs of the

consumer? What are SEE1, SEE2, PSE, Signed

Students will be able to: Differentiate between various types of hearing loss. Apply the principles of interpreting to the various aspects of the assignment. Delineate each of the sign modalities on the sign continuum and explain the

history for each. Analyze interpreting situations and choose the best sign modality for each

individual consumer. Evaluate the needs of the deaf consumer and choose the best interpreting style. Utilize sign to voice and voice to sign interpreting. Differentiate between the various codes of ethics and how they apply to different

interpreting situations. Upload a Podcast (either teacher-generated) or a trade Podcast. They will listen to

the information and translate it via ASL to a partner.Stage 2- ASSESSMENT EVIDENCE

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Student will be given written passages of children’s stories to be translated into sign.

Student will be given newspaper articles and magazine clippings to translate into sign.

Student will listen to a voiced passage and be able to produce it into the target language.

Student will watch a signed passage and voice interpret into the target language. Student will analyze various interpreting situations to as they apply to the code of

ethics. Student will view various video and audio taped segments for interpreting

practice. Student will choose a popular song and interpret into the target language Student will analyze and convey the appropriate intent/spirit of the speaker’s

message in a variety of situations.

Stage 3-THE LEARNING PLAN

Signed stories, news and TV shows will be presented to the students. The students will practice interpreting this information into the target language.

Students will work in cooperative interpreting groups while checking each other for accuracy and providing peer assessment.

Students will practice interpreting various settings: medical, education, legal, theatre and deaf blind.

ASL 5H Unit 5

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Unit: Discussing IllnessesContent Standard(s):

COMMUNICATION:(1.1) Students understand receptive language and are able to produce expressive language.(1.2) Students understand the essential skills needed to explain and describe the symptoms of a particular ailment or illness.

CULTURAL UNDERSTANDING: (2.1) Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

CONNECTIONS: (3.1) Students reinforce their ability to discuss illness and medical decisions through the study of this language.

COMPARISONS: (4.1) Students demonstrate understanding of various illnesses through the use of common vocabulary.

Students will understand: How to distinguish between a symptom, treatment and cure. How to engage in conversations where the topic is health related. That they always need to utilize space, vocabulary, classifers etc.

Students will know: How to distinguish between the various types of diseases. How to describe symptoms in ASL. How to use body part classifiers (BPCL) to describe parts of the body that are

outside of the sign space.

Students will be able to: Write and sign a dialogue with a partner that depicts a medical situation. Practice medical interpreting situations. Watch signed descriptions of symptoms, treatment and cures and decipher which

diseases are being discussed.

Stage 2- ASSESSMENT EVIDENCE Students will fill in charts with information on various diseases that are signed to

them.

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Students will be presented with the names of common illnesses. They will meet with partners to figure out the symptoms, treatments and cures for these illnesses. They will sign their information to another group for translation.

Students will be research their own choice of disease and prepare a sheet stating the symptom, treatment and cure. They will present it to a partner for translation.

Students will write a dialogue with a partner depicting a situation with a doctor and a patient. This will be signed for a grade.

Stage 3-THE LEARNING PLAN Students will use the internet to research diseases that they can sign to a partner. Students will use real life situations to draw from when explaining illnesses.

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ASL 5H UNIT 6Unit: Fairytales

Content Standard(s):

COMMUNICATION:(1.1) Students understand receptive language and be able to produce expressive language.(1.2) Students present information, concepts, and ideas related to fairytales to an audience of listeners.

CULTURAL UNDERSTANDING: (2.1) Students demonstrate an understanding that storytelling and fairytales are an integral part of Deaf culture.

CONNECTIONS: (3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.

COMPARISONS: (4.1) Students demonstrate understanding of the concept of culture through the presentation of expressive storytelling.

Students will understand that:

Fairy tales and storytelling are in integral part of Deaf culture. When signing a story or fairy tale, one needs to utilize space, role shifting and characterization. Signing fairy tales involves character development through appropriate role

shifting as well as the expression of the character’s thoughts. Fairy tales use repetitive sequences, rhythmic signed movements and

metamorphosis. When signing a story or fairy tale, one needs to utilize eye gaze along the vertical

and the horizontal plane.

Students will know:

That storytelling highly valued in the Deaf community. The features that make an ASL story/fairy tale enjoyable. The key elements to developing a signed story or fairy tale What semantic classifiers are. How semantic classifiers are used in an ASL/fairy tale. What location classifiers are How location classifiers are used in an ASL/fairy tale.

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Students will be able to: Demonstrate the importance of facial expression when telling a story. Use “matching action” in storytelling Use transitions in storytelling Demonstrate how the use of continuity and time help to develop a clear

understanding of the storyline. How to modify verbs to develop a clear understanding of the storyline.

Stage 2- ASSESSMENT EVIDENCE Students will take a trade storybook or fairytale to translate into ASL. Alternate Assignment-Students can work in groups to re-enact a fairytale. They

must create an alternate ending.

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Bibliography/References

Mikos, K., Smith C., and Lentz. Signing Naturally Level 2. California: Dawn Sign Press 1992.

Mikos, K., Smith C., and Lentz. Signing Naturally Level 3. California: Dawn Sign Press 2001.

Cartwright, Brenda. Encounter with Reality: 1001 Interpreter Scenarios. Registry of Interpreter for the Deaf Publications, Virginia: 1999. Humphrey, Janice H. So You Want to Be an Interpreter: An Introduction to Sign Language Interpreting. Texas: H &H Publishing, 1998.

.Neumann Solow, Sharon. Sign Language Interpreting: A Basic Resource Book. Maryland: Linstock Press, 2000.

VideosAmerican Sign Language ABC StoriesFrom a Gator Ride to the Dentist OfficeUnited States of ASL Poetry and Other Tales

Websites:

http://www.needsoutreach.orghttp://www.webmd.comhttp://www.rid.org

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