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Lesson Plan - Unit 9: Making Requests

Course Learning Outcomes: After completing this course, students will be able to:

1. Demonstrate broaden conversational and narrative skills in ASL by using both ideas. 2. Exhibit the ability to use appropriate ASL grammatical features and functions of the

language to tell about their environment outside of the classroom by making the requests regarding to assistance.

3. Demonstrate an understanding of and respect for Deaf culture by engaging in appropriate strategies used in Deaf community and to be able to use their ASL skills within and beyond the school settings.

Lesson Outcomes:

At the end of this lesson, the students will be able to:

1 . Identify and produce lexical signs for in hospital room, and necessary tasks.

2 . Demonstrate accurate ASL facial grammar (NMS) and syntax to make clarification on sequencing locations of items in the rooms with the reference point.

3 . Develop conversational skills by using spatial verbs and inflecting verbs in ASL.

Materials

Equipment needed for classroom

! Computer & LCD Projector Materials to bring to classroom

! Signing Naturally Level One: Unit 9 , pages: 182-215

! Activity: Pair practice & Group Activity

o Group activity: Flash Card for the Add Signs (Please use the ones in Ziploc bag with colorful flashcard)

Procedures

1 . Roll Call - Sign the attendance sheet

2 . Warm-up Exercises (5-10 minutes)

3 . Remind students Deaf Event #2 is due on April 25th.

4. Follow the slides included instructions of what to do.

a. Introduce the vocabulary

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b. Provide constructive feedback

5. Wrap-Up Activity 6. Homework

Preview of Language Function

Spatial Verbs

In classroom Inflecting Verbs

Others Types of request

Numbers

PUT-ON

DROP-IN

SHELVES CABINET

WASTEBASKET DOOR WALL

CHAIR TABLE

WINDOW

GIVE-TO SHOW-TO

ASK-TO TELL-TO

YES, THANK-YOU

YES, PLEASE NOT-YET

FINISH HELP-ME FOR-YOU THIRSTY

CIGARETTE

INSERT STACK-

UP

51 – 75 CENTS

fs-CENTS

LESSON SEQUENCES & PROCEDURE:

2:00-2:05 5 Minutes (Roll Call – have the students to sign in for documentation purpose) & fill out the attendance sheet (Highlight for who’s here)

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2:05 – 2:10

1. Warm-Up (allow students to get the sense of conversation)

** Monitor student’s language skills, any errors in sign production – make constructive feedback

Teaching Approach:

Interactive Learning

2:15-2:20 (See attachment below)

o Discuss about Expectations

for Midterm o Review the information from

previous class by asking students what they learned from last class.

o Homework: Ask students if they have any questions

2:20-2:25 o Ask students what’s the name

of the verb category for the following pictures shown (Answer: Inflecting Verbs)

2:25-2:30

o Point to the picture, and introduce the signs.

o Demonstrate the signs in narrative

o Ask students to give us examples of each inflecting verbs

(SHOW-TO, GIVE-TO, TAKE-AWAY)

Teaching Approach

Direct Method

Defining

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2:35-2:40

Ask students to explain the first picture Correct answer:

o MAN COLD, PLEASE FOR-ME CLOSE-WINDOW

o MAN SICK, PLEASE FOR-ME TEA BRING

o PAPER COPY, PLEASE FOR-ME COPY

o ME LATE FOR WORK, PLEASE FOR-ME HURRY

Teaching Approach

Direct Method:

Identify and label

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2:40-2:45

Introduce the signs: PATIENT WANT WHAT –be sure to use wh-q (eyebrow up on PATIENT)

Point to the picture, identify the picture each

1. BED PAN

2. BED-RISE

3. TV

4. RAIDO

5. CANDY

6. CIGARETTE

7. FLOWER

8. WINDOW

a. CLOSE

b. OPEN

9. BLANKET

10. BOOK

11. MEDICINE

12. BUG KILL

13. TELEPHONE

Teaching Approach

Direct Method

2:45-3:00

Point to a picture, and ask the students “PATIENT WANT WHAT?

- Have the students to answer the questions

Teaching Approach

Interactive Learning

(Encourage the students to share their

answers)

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3:00-3:15

Demonstrate the students of how to use the following sign narrative: “PLEASE FOR+ME” in ASL (ME TIRED, PLEASE FOR+ME BLANKET GIVE-to-me)

1. Be sure to use the NMS when you use the PLEASE FOR+ME with the minimal eyebrows raised up

Teaching Approach

Direct Method

3:05-3:15 Point to a picture and introduce the lexical signs.

After introducing, review them by asking the students what’s the request?

Lexical Signs:

a. DIRTY

b. WATER-FLOWER c. MAIL SEND d. TRASHBAG e. CLEAN f. MUSIC g. CIGARETTE h. BED MESSY i. LAUNDRY

After introducing the signs, ask the students to make request with the signs (the ones with question mark at the corner? – use that to make requests)

Teaching Approach

Interactive Learning Approach

Spiral

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3:15-3:20

1. Wrap – Up a. Ask the students of what

they have learned today.

You can give a quick and grand review.

2. Remind the students: No Homework

Assessment Tools

Informal Assessment:

! Constructive Feedback

! Positive Critique is given to students when they made errors.

! Comprehension Checks

i. Ask the students some questions regarding to make requests & s to check inflecting verbs on their comprehensions and abilities to express the answers in appropriate ASL.

! Assessing Language Skills

Formal Assessment Tool:

Students will produce a narrative about their family members’ daily routines. Please instruct them to submit their assignment before class, next Tuesday, April 23rd.

Homework to be assigned:

! None

Midterm - Units 7-9 NameGrade / 400

Overall DeliveryFluency

Appropriate and clear signing flow 10 9 8 7 6 0 x 2 = 0Appropriate amount of details 10 9 8 7 6 0 x 2 = 0

Clear delivery of message and meaning 10 9 8 7 6 0 x 2 = 0Sign Production

Accurate and articulated sign production 10 9 8 7 6 0 x 3 = 0ASL Grammar

Appropriate use of topic-comment structure 10 9 8 7 6 0 x 2 = 0Appropriate use of spatial referencing 10 9 8 7 6 0 x 2 = 0Appropriate use of spatial verbs 10 9 8 7 6 0 x 3 = 0Appropriate use of cardinal/ordinal numbers 10 9 8 7 6 0 x 2 = 0Appropriate use of contrastive structure 10 9 8 7 6 0 x 3 = 0Appropriate use of descriptive classifiers 10 9 8 7 6 0 x 3 = 0Appropriate use of inflecting verbs 10 9 8 7 6 0 x 3 = 0

10 9 8 7 6 0 x 2 = 0Non-Manual signals

10 9 8 7 6 0 x 2 = 0

10 9 8 7 6 0 x 2 = 0Comprehension

Able to comprehend your partner or to correct, clarify, or to repeat 10 9 8 7 6 0 x 3 = 0Delivery Appropriate opening and ending of conversation 10 9 8 7 6 0 x 2 = 0

Appropriate use of transition 10 9 8 7 6 0 x 1 = 0Maintains eye contact with audience 10 9 8 7 6 0 x 1 = 0

Total Points: 0

GU - ASL ProgramRevised: 1/2012

Gallaudet UniversityASL Program

ASL II

0

8 = Adequate 7 = Emerging 6 = Developing

Appropriate use of real world orientation

Appropriate use of adverbial nonmanuals

Appropriate use of wh-question

All morphology, syntax, semantics and discourse are

produced correctly.

Some morphology, syntax, semantics and discourser

errors but can be understood.

Frequent morphology, syntax,

semantics and discourser errors,

still understandable.

Difficult to follow understand with a lot of errors in All

morphology, syntax, semantics and

discourse.

Jumbled, not understandable

10 = Excellent 9 = Good

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Students will have the opportunity to conduct dialogues based on all the information they learned in Units 7-9. Students will need to create a situation each, including giving directions, describing others, and making requests. You can look in your workbook and read “conversation practices” in pages 2, 14, and 31. You can use the concept from conversation practice to create a situation yourself and conduct a dialogue with your partner. Vocabulary from Units 7-9 must be incorporated and used in a dialogue. It should be about 3-4 minutes long Students must demonstrate appropriate grammatical structure, adverbial nonmanuals, and facial expressions. The dialogue will be recorded and submitted via MyThread video. Students should include: Appropriate use of topic-comment structure Appropriate use of spatial referencing Appropriate use of WH-word questions Appropriate use of spatial verbs Appropriate use of inflecting verbs Appropriate use of adverbial non-manuals

Appropriate use of contrastive structure Appropriate use of descriptive classifiers Appropriate use of sign production Appropriate use of cardinal/ordinal numbers Appropriate use of real world orientation

! !