short course in isl and culture · 2019. 6. 12. · short course in isl and culture ppli, 2016 1...

Post Primary Languages Initiative

Short Course in ISL and Culture

Year 1

Windows User [Pick the date]


PPLI, 2016 1

Module 1 Hello T1 & 3 Hours 6 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T3)

R - Receptive

RE – Receptive Exercises

SI - Signed Interaction

SP- Signed Production

PR - Producing a Recording

Learning outcomes

Strand Students are able to Can-do descriptors Communicative Competence

R: Students are able to understand people signing basic personal information about themselves

Students are able to understand names being finger spelt

Students are able to understand names being finger spelt

RE: Students are able to understand basic personal information when seen in digital format.

SI: Students are able to sign their name and enquire of people their name

Students are able to fingerspell their names

SP: Students are able to sign date and times

PR: Students are able to produce a signed piece of work about numbers up to 31 and dates and times

R: - T1.1., 1.3., 1.4., 1.6., T3.1., 3.5., 3.7., 3.8. RE: – T1.1., 1.3., 1.4., T3.1., 3.6. SI: – T1.1., T1.2., 1.4., 1.7., T3.1., 3.5., 3.6. SP: – T1.1. 1.2., 1.5., 1.6., T3.1., 3.4., 3.5. PR: – T1.1. T3.1.

Intercultural Awareness

Students understand etiquette for the signing environment

Students are aware of distractions to avoid in a signing environment

1.1 – 1.4 2. 1 - 2.4

Language Awareness

Students recognise and use pronouns in the signing.

Students know when to use and why fingerspelling is important in ISL in the correct context.

1. 1.1.2. 1.4. 1.4.2.

Digital literacy Students are able to record themselves using ICT tools.

2.1.


PPLI, 2016 2

Junior Cycle Key skills

Students develop the following Junior Cycle key skills elements through:

Communicating: Students greet each other and

introduce themselves Students start using numbers 1 - 31

through addresses, phone numbers etc.

Being creative: Students start to use ICT tools in

connection with learning a new visual language

Managing Myself: Students do simple hand exercises to

warm up hands before signing Students prepare homework before a

lesson

Staying well: Build good relations between teacher

and learning Good lighting is essential in the signing

environment so as not to become too tired

Semi-circle seating in the signing environment to essential to aid comfortable visibility of other students

Working with others: Students should practice among

themselves Students can do group work together

to improve their receptive skills and to encourage positive peer relationships

Respect people’s own signing styles Respect each other’s learning ability Teacher and student interact and show

respect to each other in class

Managing information and thinking: Students keep good notes on a USB and

study outside contact time Students record themselves briefly to

remind themselves of new signs and material can be used later for review

Formative assessment tools/AfL

Suggested formative assessment activities

Request students name from them Students to request their names from each other Request students to sign their date of birth and/or phone numbers Brief clip – can students understand number 1-31 Review of homework material on how to gain a Deaf person’s attention from ISL

Communication book Students identify and complete the relevant entries in their Learning journal Students identify and complete the relevant Can-do statements in their Self-Assessment


PPLI, 2016 3

Checklists

Resources

ISL Communication, Unit 1 Introductions and Personal Information and Unit 2 Getting

Acquainted/Classroom Objects – pages xviii (gaining attention) Numbers in ISL https://www.youtube.com/watch?v=AiDKu1JlwH8 Handouts of the ISL alphabet in class ISL Communication, Unit 1 Introductions and Personal Information and Unit 2 Getting

Acquainted/Classroom Objects – page109 – 111 (ISL alphabet) ABC in ISL (IDS) https://www.youtube.com/watch?v=BB6SztgDpQ0 ISL Everywhere App PowerPoint Whiteboard and marker Short simple signing clip for receptive exercises Access to computer/device with recording capacity to record oneself signing number 1 -

31

https://www.youtube.com/watch?v=AiDKu1JlwH8

https://www.youtube.com/watch?v=BB6SztgDpQ0


PPLI, 2016 4

Module 2 My school life T2 Hours 5 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T 3)

R - Receptive





Learning outcomes

Strand Students are able to Can-do descriptors

Communicative Competence R: Students are able to understand basic classroom interactions from their teachers and peers.

RE: Students are able to understand a basic vocabulary about classroom and school life. Students can understand an online English ISL dictionary

SI: Students are able to use ISL in a simple way to interact with their peers and teachers during the lesson

SP: Students are able to sign with ease general polite responses such as, thank you, you’re welcome, apologise in ISL and so on.

PR: Students are able to produce a signed piece of work about welcoming people to their school and provide the address of the school.

R: - T2.1., 2.3., 2.4., T7.1., 7.2., 7.5., 7.6. RE: - T2.1., 2.2., 2.5., 2.7., SI: - T2.1., 2.2., 2.3., 2.4., 2.7., 2.9., 2.11., SP: - T2.1., 2.2., 2.3., 2.4., 2.5., 2.8., 2.9 PR: - T2.1


Students are able to identify how Deaf and hard of hearing people communicate through the digital medium.

4. 4.3.

Language Awareness

Students are able to sign directions in and around the school environment.

Students are able to explain the positioning of one’s arm/hand when fingerspelling

Students can explain why fingerspelling is used in ISL

1.41 1.4.2 3. 3.1.1. 3. 3.1.4.

Digital literacy Students are able to use their IT skills 2. 2.3.


PPLI, 2016 5

to correct, edit and improve in their signed record material.

Students continue to use digital tools to record and store evidence of their learning throughout the course.

4. 4.1.



Communicating: Students sign basic classroom

interactions Students understand requests made by

their peers or ISL teacher

Being creative: Students are creative when practicing

about how to use adjectives in ISL by using real life props

Students start to experiment on how to edit, correct and record their own and their peers recordings

Managing Myself:

Students practice directions by signing and watching themselves in a mirror

Staying well: Students take time out to relax and

exercise outside of class time

Working with others: Students encourage each other to sign

during breaks rather than talk Students do not talk during class so as

not to exclude the ISL teacher from the conversation

Students are aware and respectful of each other’s speed of learning

Managing information and thinking: Students continue building up

evidence of learning by recording themselves and keeping the clips in their e-Portfolio



Students can understand basic classroom instructions Students request classroom objects of each other Students reply to basic classroom instructions Students fingerspell the school’s address or their address Students research the sign for vocabulary items in an online ISL dictionary Students identify and complete the relevant entries in their Learning journal Students identify and complete the relevant Can-do statements in their Self-Assessment

Checklists


PPLI, 2016 6

Resources


Acquainted/Classroom Objects Numbers in ISL https://www.youtube.com/watch?v=AiDKu1JlwH8 Days of the week in ISL https://www.youtube.com/watch?v=D4LwfVnndow ISL greeting https://www.youtube.com/watch?v=bPyT7Opvi2YY Directions in ISL https://www.youtube.com/watch?v=4OsxvsZIl8Q ISL Everywhere App PowerPoint Whiteboard and marker Short simple signing clip for receptive exercises Access to computer/ device with recording capacity to record oneself welcoming a

visitor/s to the school and providing the school address

Module 3 This is my family T1 & 4 Hours 5 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T 3)

R - Receptive





Learning outcomes


Communicative Competence R: Students are able to understand people signing their names and some details about their personality.

RE: Students are able to understand a basic signed piece of work about a person’s emotions.

SI: Students are able to sign basic details about how they are feeling and enquire of how the other person is

R: – T1.2. T4.2., 4.4. RE: – T1.2., 1.7., T4.2 SI: – T1.5. T4.3., 4.4.


https://www.youtube.com/watch?v=D4LwfVnndow

https://www.youtube.com/watch?v=bPyT7Opvi2YY

https://www.youtube.com/watch?v=4OsxvsZIl8Q


PPLI, 2016 7

feeling. SP: Students are able to sign about

what a person is wearing. PR: Students are able to produce a

signed piece of work about people’s first and second names.

SP: – T1.3. 1.7., T4.1., 4.3. PR: – T1.3., T4.4.


Students are aware of how Deaf and hard of hearing parents know when their baby is crying.

4.4.1

Language Awareness

Students are able to use adjectives in ISL in the correct context.

Students can identify the difference between fingerspelling and finger signs.

1. 1.1.3. 1. 1.4.3.

Digital literacy Students continue to record themselves using ICT digital tools

1.3., 4.1.



Communicating: Students enquire of each other how

they day went. Are they tired, etc.? Students briefly explain about their

families Students fingerspell their names and

email addresses Student’s finger sign names of one or

two places in Ireland. Students describe what they or

someone else is wearing

Being creative: Students research as to where they can

find Deaf technology that is available Students imagine what Deaf

technology they could invent that could benefit the Deaf and HH community

Managing Myself: Paring with a peer or in a slightly

larger group and practice basic aspects of their personality

Students sign to each other before

Staying well: Students start to build confidence

about researching about Deaf technology through the digital medium

Students are responsible and safe


PPLI, 2016 8

entering into ISL class to put them in a visual frame of mind

when researching on the internet Students respect each other’s research

ability Working with others:

Research with a peer about how a Deaf or HH person knows their baby is crying.

Aiding peers who are not so familiar with digital technology as a research tool

Managing information and thinking: Students share information about Deaf

technology with each other Students read and share information

about when fingerspelling and finger signs are used in ISL



Show family pictures and request students to sign about members of a family Request students to fingerspell names and people’s ages Request students to briefly explain the difference in fingerspelling and finger signs Request students from class discussion, how a Deaf and hearing family might act

differently at home Review of homework material on how a Deaf family know if their child is crying (Deaf

technology) Brief clip – can students understand about how a person may be feeling Students identify and complete the relevant entries in their Learning journal Students identify and complete the relevant Can-do statements in their Self-Assessment

Checklists

Resources


Acquainted/Classroom Objects - pages xxvi (fingerspelling/finger signs) DeafHear https://www.deafhear.ie/DeafHear/home.html Visual aids – Family pictures perhaps taken from the internet Whiteboard and marker PowerPoint Short simple signing clip for receptive exercises Access to computer/device with recording capacity to record oneself signing people’s

first and second names

Module 4 This is what I like T5

https://www.deafhear.ie/DeafHear/home.html


PPLI, 2016 9

Hours 6 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T 3)

R - Receptive





Learning outcomes


Communicative Competence R: Students are able to understand people signing about their favourite things

RE: Students are able to understand a signed piece of work about people’s favourite things

SI: Students are able to sign what activities they enjoy doing and ask what other people like to do.

SP: Students are able to sign the sports they play and if they play an instrument.

PR: Students are able to produce a signed piece of work about their favourite things.

R: - T5.1., 5.2., 5.3, 5.4, 5.8., 5.9., RE: - T5.1.,5.3, 5.6., 5.7., SI: - T5.1., 5.2., 5.5., 5.7., 5.8., SP: - T5.1., 5.2., 5.6., 5.7., PR: - T5.1.,


Students can distinguish between fact and misconception as to whether sign language has the same syntax as spoken language

3. 3.2.

Language Awareness

Students understand the importance of location when watching a sign

Students understand the limitations of the signing frame and why these limitations are necessary

Students are able to describe the basic features that they enjoy about ISL

Students identify strategies for using

signing space

2. 2.2.4. 3. 3.1.3. 4. 4.2.

Digital literacy Students are able to investigate new facts about ISL and Deaf people’s culture/s by using digital tools

1.1.3.


PPLI, 2016 10



Communicating: Students request of each other what

sports they may be involved in or like to watch

Students request of each other what instruments they may play or like to listen to

Students describe their hobbies or what things they enjoy doing after school

Being creative: Students use pictures into class to aid

in describing their hobbies to the teacher and their peers

Students are creative as to what signs would look out of place when signed outside their signing space

Managing Myself: Students individually reflect on why

location is so important when watching ISL

Students limit or manage their time well when researching online

Staying well: Students investigate ISL and Deaf

people’s culture in a safe manner online

Working with others: Students discuss among themselves

what similarities and differences they have discovered between ISL and a spoken language

Students discuss among themselves what they have discovered about Deaf culture

Managing information and thinking: Students reflect on similarities and

differences between Deaf and hearing culture



Students sign what sports they enjoy playing or watching Students sign what instruments they enjoy playing or listening to


PPLI, 2016 11

Students describe their hobbies Students identify and complete the relevant entries in their Learning journal Students identify and complete the relevant Can-do statements in their Self-Assessment

Checklists

Resources


Acquainted/Classroom Objects - pages xiv (The Signing Frame), xix (Signing Space) Deafness http://alistapart.com/article/deafnessandtheuserexperience Listening in on Deaf Culture

http://www.colorado.edu/journals/standards/V5N2/AWARD/halpern2.html Hearing vs Deaf Culture http://www.start-american-sign-language.com/hearing-

culture-vs-deaf-culture.html What is Deaf Culture? https://www.deafhear.ie/DeafHear/whatIsDeafCulture.html Deaf Culture

http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&dID=152683

Deaf Culture http://www.rit.edu/ntid/radscc/system/files/deaf_culture_tip_sheet.pdf World Federation of the Deaf - Deaf Culture http://wfdeaf.org/our-work/focus-

areas/deaf-culture The Journal.ie http://www.thejournal.ie/deaf-community-media-740953-Jan2013/ Deaf humour https://www.youtube.com/watch?v=2AvgEJoh8fc ‘Playing the Deaf card’ https://www.youtube.com/watch?v=wGy6DcomK4Q European Union of the Deaf Youth http://eudy.info/ Deaflympics http://www.deaflympics.com/ European Deaf Sports Organisation http://www.edso.eu/ World Deaf Golf Federation http://www.worlddeafgolf.com/ European Union of the Deaf (EUD) https://www.facebook.com/eudeaf European Union of the Deaf Youth http://eudy.info/ Football in ISL https://www.youtube.com/watch?v=IMd0fqd7NkE PowerPoint Whiteboard and marker Short simple signing clip for receptive exercises Access to computer/device with recording capacity to record oneself signing about

other languages students speak or sign

Module 5 My social life T4 & 8 Hours 5 Hours

http://alistapart.com/article/deafnessandtheuserexperience

http://www.colorado.edu/journals/standards/V5N2/AWARD/halpern2.html

http://www.start-american-sign-language.com/hearing-culture-vs-deaf-culture.html

http://www.start-american-sign-language.com/hearing-culture-vs-deaf-culture.html

https://www.deafhear.ie/DeafHear/whatIsDeafCulture.html



http://www.rit.edu/ntid/radscc/system/files/deaf_culture_tip_sheet.pdf

http://wfdeaf.org/our-work/focus-areas/deaf-culture

http://wfdeaf.org/our-work/focus-areas/deaf-culture

http://www.thejournal.ie/deaf-community-media-740953-Jan2013/

https://www.youtube.com/watch?v=2AvgEJoh8fc

https://www.youtube.com/watch?v=wGy6DcomK4Q

http://eudy.info/

http://www.deaflympics.com/

http://www.edso.eu/

http://www.worlddeafgolf.com/

https://www.facebook.com/eudeaf

http://eudy.info/

https://www.youtube.com/watch?v=IMd0fqd7NkE


PPLI, 2016 12

Abbreviations: Topics 1 - 9 (e.g. T1, T 3)

R - Receptive





Learning outcomes


Communicative Competence R: Students are able to understand the times of the day and the colours of things around them.

RE: Students are able to understand a signed piece of work about a basic description of a person and what colour they are wearing.

SI: Students are able to enquire of people what time they do something and provide what time of the day they do certain things.

SP: Students are able to sign the colour of things and describe someone’s face using simple language.

PR: Students are able to produce a signed piece of work about basic diary entries

R: - T4.1. 4.3., 4.4., T8.2., 8.4. RE: - T4.1. 4.4., T8.1., 8.2., 8.5. SI: - T4.1. 4.2., 4.3., T8.1., 8.2., 8.3., 8.5. SP: - T4.1. 4.2., T8.1., 8.3. PR: - T4.1. 4.3., T8.1.


Students are aware of the different types of deafness and the variations in Deaf and hard of hearing background and childhood experiences.

5. 5.2.

Language Awareness

Students are able to identify new handshapes in ISL.

1. 1.3. 1.3.1.,

Digital literacy Students are able to interact with other users of ISL in a safe and responsible manner by using digital tools such as signed emails or signed blogs.

3. 3.2.


PPLI, 2016 13



Communicating: Students sign about their daily

activities with each other in ISL Students sign the various colours of

items in the classroom Students sign the colours of things

people are wearing Students sign a description of people

they know or famous people

Being creative: Students describe famous people in ISL

and their classmates have to guess who it is

Students use their newly discovered ISL handshapes in a new setting

Managing Myself: Students individually research about

Deaf and hard of hearing people’s background and experiences

Students individually research about new ISL handshapes

Staying well: Students keep themselves in a safe

environment when interacting with people through signed blogs or posts

Working with others: Students keep themselves aware of

each other’s activities when interacting through signed blogs or posts to keep each other safe

Students help each other to record one’s own diary entries to camera

Managing information and thinking: Students share any new information,

web links, signed blogs, etc., with each other

Students share any new ISL handshape/s they may have come across



Request students to sign any appointments they had or made this week Request students to sign about the colours from pictures or items in the classroom Students describe people in ISL Review of recordings that students made of themselves about their diary entries or

appointments they had during the week Can students understand a digital piece of work about descriptions of people they know

or well-known people? Students discuss the different types of deafness and the variations in Deaf and hard of

hearing background and childhood experiences. Students identify and complete the relevant entries in their Learning journal


PPLI, 2016 14

Students identify and complete the relevant Can-do statements in their Self-Assessment Checklists

Resources

ISL Communication, Unit 1 Introductions and Personal Information and Unit 2 Getting Acquainted/Classroom Objects - (ISL Handshapes Appendix I)

Pictures attained from the internet or from books of people and colours Deafness http://alistapart.com/article/deafnessandtheuserexperience Colours in https://www.youtube.com/watch?v=SttXEeTvBZw Clothes in ISL https://www.youtube.com/watch?v=svBkm_uEcu4 Times in ISL https://www.youtube.com/watch?v=zZ1A0crey_g Numbers in ISL https://www.youtube.com/watch?v=AiDKu1JlwH8 Whiteboard and marker Short simple signing clip for receptive exercises about a basic description of people and

what they are wearing Access to computer/device with recording capacity to record themselves signing about

diary entries or appointments

Module 6 Where do I eat? (Year 1) T5 & 6 Hours 8 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T 3)

R - Receptive





Learning outcomes


Communicative Competence R: Students are able to understand what a person prefers to eat

RE: Students are able to understand a

basic signed piece of work about the names of common foods.

SI: Students are able to sign about the

food and drinks they like and enquire

R: -T5.1. 5.4., 5.6., T6.1., 6.2., 6.3., 6.4., 6.5., 6.9. RE: - T5.3. 5.4., 5.5., T6.1., 6.2., 6.3. SI: - T5.1. 5.2.,

http://alistapart.com/article/deafnessandtheuserexperience

https://www.youtube.com/watch?v=SttXEeTvBZw

https://www.youtube.com/watch?v=svBkm_uEcu4

https://www.youtube.com/watch?v=zZ1A0crey_g



PPLI, 2016 15

of people what are their favourites.

SP: Students are able to sign if they agree or disagree about something.

PR: Students are able to produce a signed piece of work about a basic menu in a restaurant.

5.3,5.4 T 6.16.2., 6.3 6.4. SP: - T5.1. 5.2., 5.3., 5.4., T6.1., 6.2., 6.7. PR: - T5.2. T6.2.


Students are aware of the importance of correct lighting in the signing environment.

2. 2.1.

Language Awareness

Students are able to use the correct level of NMF when signing questions.

Students are able to identify signs that are articulated with two different handshapes.

Students are able to understand the importance of orientation when watching a sign.

1. 1.2. 1.2.4., 1. 1.3. 1.3.4., 2. 2.2.6.

Digital literacy Students are able to use digital tools to give and receive feedback from teachers, peers or correspondents.

3. 3.4.



Communicating: Students request of each other what

they like to eat and drink Students request of each other what

their favourite restaurants are Students sign to the class about a menu

they have chosen a meal from recently Students sign to the class items that

they often buy in the supermarket Students explain their preference for

something making good use of NMF when doing so

Being creative: Students role play ordering food in a

restaurant Students identify how many

handshapes they now know in ISL

Managing Myself: Staying well:


PPLI, 2016 16

Students individually reflect on why they feel orientation is important when watching a sign

Students individually reflect on why they feel NMF change the meaning of a sign

Students ensure there in always good lighting in the classroom when signing so as not to become too tired or have their eyes strained when signing

Working with others: Students practice the various degrees

of NMF together when they are requesting something so they can see the difference from each other

Students discuss among themselves the different types of handshapes so they can use them in class

Managing information and thinking: Students keep a good and well

organised record of feedback received from their ISL teacher and peers



Request students to sign about their favourite foods Request students to sign what types of food they eat Request from students a list of things they buy in a supermarket every week Allow students explain a basic experience they recently had when in a

restaurant/cafe Allow students to describe restaurants when they eat often Review of recordings that students made of themselves about a recent restaurant

experience Can students understand a digital piece of work about a person’s recent experience of

going out to eat Students now identify with relevant entries in their Learning Record in regard to

correct lighting in the signing environment Students now identify with relevant entries in their Learning Record in regard to the

correct use of NMF in ISL Students now identify with relevant entries in their Learning Record in regard to

giving and receiving feedback from teachers, peers or correspondents

Resources


Acquainted/Classroom Objects - pages xix (Distractions to Avoid), xxv, 102 (The Handshapes of ISL)


PPLI, 2016 17

Pictures of food and drink PowerPoint Whiteboard and marker Short simple signing clip for receptive exercises Access to computer with recording capacity to record oneself signing about food they

like to order when in a restaurant

Module 7 I like shopping with my friends (Year 1) T3, 4 & 8

Hours 6 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T3)

R - Receptive





Learning outcomes


Communicative Competence R: Students are able to understand information about days, months and years

R: - T3.2. 3.6., 3.7., T4.4., T8.1., 8.3.


PPLI, 2016 18

Students are able to understand about buying clothes and how much they cost

RE: Students are able to understand a basic signed piece of work on times, notices and websites

Students are able to understand description of clothes, including size and the price

SI: Students are able to enquire about opening and closing times

Students are able to describe clothes including colours

SP: Students are able to sign about how much they spend when they go shopping

Students are able to sign about what a person is wearing including colours

PR: Students are able to produce a basic signed piece of work about times arrangements

Students are able to produce a piece of work about clothes including colours

RE: - T3.4. 3.5., T4.5., T8.1., 8.2., 8.4. SI: - T3.3. 3.4., T4.1., 4.3., T8.1., 8.2. SP: - T3.2. 3.7., T4.1., 4.4., T8.2., 8.4. PR: - T4.1. 4.3., T8.2.


Students are able to recognise the inappropriateness of not maintaining eye contact within a signing environment.

1. 1.3.

Language Awareness

Students able to understand how NMF can change a meaning of a sign.

1. 1.2. 1.2.1.

Digital literacy Students continue to use ICT tools to record themselves

2.2.1.




PPLI, 2016 19

Communicating: Students request of each other when

their birthdays are Students request of each other dates of

well know holidays Students sign to the class about time

arrangements that they made recently Students sign to the class different

signed post or blogs that they have seen on social media

Students describe what clothes they bought recently including colours and price

Being creative: Students create their own signed

post/s or blog/s for social media Students try to improve or practice

their NMF by signing about animals (using role shift – becoming the animal when signing)

Managing Myself: Students individually reflect on why

eye contact is so important in a Deaf cultural environment

Staying well: Students ensure that they keep safe

when interaction or using social media Students do not spend too much time

on social media or on other sites when researching about ISL

Working with others: Students practice the use of correct eye

contact when signing to each other Students practice their NMF together

by using the same signs but changing their NMF and see how it changes the meaning of the signing

Managing information and thinking: Students keep a good and well

documented note of times, dates, that they may find online

Students reflect on their own correct use of NMF when signing



Request students to sign about important dates in their lives Request students to sign about any notices or events they have seen on a website Request from students what they spend their money on when they go shopping Allow students explain what they feel a Deaf person’s experience would be like when

they go shopping Allow students to describe shops they like to go into and when do they usually shop Review of recordings that students made of themselves about time arrangements they

have made or particular dates that are important to them Students now identify with relevant entries in their Learning Record in regard to the

importance of eye contact in the signing environment Students now identify with relevant entries in their Learning Record in regard to how

NMF can change the meaning of a sign Students now identify with relevant entries in their Learning Record in regard to

continuing to use ICT tools to record themselves


PPLI, 2016 20

Resources


Acquainted/Classroom Objects - pages xix (Eye Levels). Days of the Week (Male sign variation)

https://www.youtube.com/watch?v=sTfXhBtH0KE Days of the Week (Female sign variation)

https://www.youtube.com/watch?v=D4LwfVnndow Times in ISL https://www.youtube.com/watch?v=zZ1A0crey_g Animals in ISL (IDS)

https://www.youtube.com/watch?v=LoZO9ou90x8&list=PLMSIdUcKGCcsQe4H5ZfDoaS-mptE0KgWa

Numbers in ISL https://www.youtube.com/watch?v=AiDKu1JlwH8 Days of the week in ISL https://www.youtube.com/watch?v=D4LwfVnndow Clothes in ISL https://www.youtube.com/watch?v=svBkm_uEcu4 PowerPoint Whiteboard and marker Short simple signing clip for receptive exercises Access to computer with recording capacity to record oneself signing about important

dates in their lives or time arrangements they have made recently

Module 8 I love to travel (Year 1) T6 & 9 Hours 8 Hours Abbreviations: Topics 1 - 9 (e.g. T1, T 3)

R - Receptive

https://www.youtube.com/watch?v=sTfXhBtH0KE


https://www.youtube.com/watch?v=zZ1A0crey_g





https://www.youtube.com/watch?v=svBkm_uEcu4


PPLI, 2016 21





Learning outcomes


Communicative Competence R: Students are able to understand people signing about their nationality and what languages they speak or sign.

RE: Students are able to understand a signed pieced about simple descriptions of various types of weather.

Students are able to understand familiar languages in a personal profile when signed

I was leaving 9.3 for 2nd year but again whatever you feel is fine with me

SI: Students are able to sign about where they are from and enquire of others where they are from.

SP: Students are able to sign what they buy when shopping and how much it costs.

PR: Students are able to produce a signed piece of work about where they are from and what languages they speak or sign.

R: - T6.2., 6.3., T9.1., 9.2., 9.3. RE: - T6.6., T9.1., 9.2. SI: -,T9.1., 9.2., 9.5. SP: - T6.3. 6.6., T9.1., 9.2. PR: - T9.1.., 9.2.


Students are able to identify if sign languages are the same throughout the world.

3. 3.1.

Language Awareness

Students are able to use movement correctly when articulating a sign.

Students are able to identify movement correctly when watching a sign.

Students are able to sign a simple rhyme or song in ISL.

2. 2.2.1. 2. 2.2.2. 4. 4.2.3.

Digital literacy Students are able to use to technology to translate a song from English to ISL

2.2


PPLI, 2016 22



Communicating: Students request of each other their

nationality Students request of each other

languages they may speak or sign Students sign about where they are

from and enquire of others where they are from

Students sign to the class what they like to do when on holidays

Students explain what the weather was like when they were last on holidays

Being creative: Students translate a simple rhyme or

song into ISL Students make up a scenario about

unusual weather here in Ireland

Managing Myself: Students ensures they keep good

documented evidence of their learning thus far

Staying well: Students ensure that they keep safe

when researching online Students do not spend too much time

on social media or on other sites when researching about ISL

Working with others: Students practice the use of correct

movement together when both producing and understanding the signs

Managing information and thinking: Students make note of the differences

and similarities that they may have discovered about different signed languages throughout the world

Students reflect on their own movement when articulating a sign and what meaning it has for their signing



Request students to sign about where they are from and their nationality Request students to sign about what languages they speak or sign Request from students what the weather was like coming into school today or this week Allow students describe unusual weather that they may have experienced when away

on holidays


PPLI, 2016 23

Allow students to describe a shopping experience they had either here or abroad Review of recordings that students made of themselves about where they are from and

any other languages they may speak or sign Can students understand a digital piece of work about weather Students now identify with relevant entries in their Learning Record in regard to

whether sign languages are the same throughout the world Students now identify with relevant entries in their Learning Record in regard to how to

use movement correctly when signing Students now identify with relevant entries in their Learning Record in regard to being

creative in ISL by translating songs or rhymes from English into ISL Students now identify with relevant entries in their Learning Record in regard to using

technology to aid in the translation of songs/rhymes

Resources

ISL Communication, Unit 1 Introductions and Personal Information and Unit 2 Getting Acquainted/Classroom Objects

Are Sign Languages the same throughout the world http://www.ucl.ac.uk/dcal/faqs/questions/bsl/question6

Song in ISL https://www.youtube.com/watch?v=wW92y-hFO1w About ISL http://www.start-american-sign-language.com/irish-sign-language.html ISL http://www.irishdeafyouth.com/about-us/irish-sign-language/ Sign Languages http://wfdeaf.org/human-rights/crpd/sign-language 7 Things You Should Know About Sign Language

http://mentalfloss.com/article/13107/7-things-you-should-know-about-sign-language PowerPoint Whiteboard and marker Short simple signing clip for receptive exercises Access to computer with recording capacity to record oneself signing about where they

are from and what other languages they may speak or sign

http://www.ucl.ac.uk/dcal/faqs/questions/bsl/question6

https://www.youtube.com/watch?v=wW92y-hFO1w

http://www.start-american-sign-language.com/irish-sign-language.html

http://www.irishdeafyouth.com/about-us/irish-sign-language/

http://wfdeaf.org/human-rights/crpd/sign-language

http://mentalfloss.com/article/13107/7-things-you-should-know-about-sign-language

short course in isl and culture · 2019. 6. 12. · short course in isl and culture ppli, 2016 1...

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