Unit Title: Storytelling (Quarter 1) Course Name: American Sign Language III Course Code: 0717312 Timeframe: 9 weeks (47 days)
Strand: Interpretive Listening: WL.K12.IH.1.1 Demonstrate understanding of the main idea and supporting details in conversations, presentations, and short discussions, on familiar topics. WL.K12.IH.1.2 Demonstrate understanding of the main idea and supporting details on familiar and unfamiliar topics. WL.K12.IH.1.3 Follow informal presentations on a variety of topics. WL.K12.AL.1.2 Follow presentations on familiar and unfamiliar topics in different situations. WL.K12.AL.1.3 Demonstrate understanding of factual information about everyday life, study, or work- related topics. Strand: Interpretive Reading: WL.K12.IH.2.1 Demonstrate understanding of the main idea and supporting details in texts on familiar and unfamiliar topics. WL.K12.IH.2.2 Demonstrate understanding of the main idea and supporting details in fictional literary texts containing unfamiliar vocabulary that can be interpreted in context. Strand: Interpersonal Communication : WL.K12.IH.3.3 Express degrees of emotion and respond appropriately to the feelings and emotions of others. WL.K12.IH.3.8 Describe and elaborate on a personal situation or problem using details. WL.K12.AL.3.4 Engage comfortably in extended conversations and discussions on a wide variety of topics related to daily life. Strand: Presentational Speaking WL.K12.IH.4.1 Present information on familiar topics with clarity and detail using multimedia resources. WL.K12.IH.4.3 Describe personal experiences and interests with clarity and detail. WL.K12.AL.4.3 Speak using different time frames and appropriate mood with good control. Strand: Presentational Writing WL.K12.IH.5.1 Write communications, narratives, descriptions, and explanations on familiar topics using connected, detailed paragraphs. WL.K12.IH.5.5 Describe, in writing, events in chronological order. Strand: Culture WL.K12.IH.6.2 Apply language and behaviors that are appropriate to the target culture in an authentic situation.
Strand: Comparisons WL.K12.IH.8.1 Compare similarities and differences between the target language and own language. WL.K12.IH.8.2 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and own. WL.K12.IH.8.1 Compare similarities and differences between the target language and own language.
Desired Outcomes/Results
Essential Questions & Understanding: Using American Sign Language, how do we relate personal experiences or stories? How do we set up our narratives to show logically sequenced sentences that contain time references with smooth continuous transitions, and relate feelings toward those experiences?
Students will know: 1. How to set up a narrative with introduction, body, and conclusion.
2. How to use continuity words such as Durative Time Signs (ALL-DAY, ALL-MORNING), temporal aspect showing continuous inflection (STUDY-cont.), Directional Verbs (FLY- TO, RIDE-IN, etc.).
3. How to make connections between ASL Conjunctions (WRONG, HIT, FRUSTRATE, FIND, HAPPEN, FINISH, OVERLOOK, NOT-SEE, “surprised expression”) and English Conjunctions (For, Or, Nor, And, But, Yet, So).
4. How to distinguish between the eight functions of classifiers (Descriptive, Locative, Semantic, Element, Body, Body Part, Plural, Instrument).
5. How to use FINISH to sequence events.
6. How to use the ASL Conditional/”when” Clause.
7. How to use and interpret role shifting techniques with more than one character.
Student will be able to:
1. Develop personal/created narratives about an event.
2. Interpret visual text through written translations.
3. Evaluate grammar features such as ASL Conjunctions, Functions of Classifiers, & ASL presented in visual text.
4. Create signed products that demonstrate use of conjunctions and functions of classifiers.
Building on Prior Knowledge:
1. Classifiers
2. Event Signs
3. Numbers
Exemplar Goal/Scale
4.0 Based on research, students will devise or interpret a detailed event that shows elaborate descriptions of timeframe, scenery, people, plans, recreational activities and/or special features within a sequenced narrative form. 3.0 Students will be able to create personal narratives related to an event using logical and accurate sequenced sentences with relevant details within their expressive signing or English translations of signers.
2.0 Students will be able to describe key parts or phrases related to an event within their expressive signing or English translations of signers.
1.0 Students will recognize vocabulary words related to an event within their expressive signing or English word-to-word translations.
Learning Plan
High Yield Instructional Strategies (Examples)
Identifying similarities and differences - Students should compare, classify, and create metaphors, analogies and non-linguistic or graphic representations (Thinking Maps, T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers).
Summarizing and note taking - Students should learn to eliminate unnecessary information, substitute some information, keep important information, write / rewrite, and analyze information. Students should be encouraged to put some information into own words. Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break-down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc. Setting objectives and providing feedback - Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. (Articulating and displaying learning goals, KWL, contract learning goals, etc.
Questions, cues, and advance organizers - Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advance organizers should focus on what is important. (Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, foldables, annotating the text, etc.)
Words to Know for Content
See Attached ASL 3 Q1 Vocabulary Lists
Key Vocabulary for Learning Strategies and Tasks
Functions of Classifiers: Descriptive, Instrument, Locative, Semantic, Body, Body Part, Plural, Element
Continuity
Temporal Aspect with Continuous (hold sign and circulate to show duration)
Durative Time Signs (ALL-MORNING, etc.)
Role Shifting with more than one character
Conditional Sentences/”when” clause
Using “Finish” to sequence events
Narrative Structure: Introduction, Body, & Conclusion
Signer’s Perspective: (Person interacts with a person to the right, left, behind, in-front-of, under, & above)
Working with objects between two characters (passing a ball, water, etc…)
Showing a trajectory path with IX-loc for showing the path of an object’s travel such as a ball being thrown
Conjunctions (HIT, WRONG, FRUSTRATE, HAPPEN, FIND, FINISH, OVERLOOK, NOT-SEE, “surprised expression”) See Attached Vocabulary
TEXTS
Signing Naturally 2 by Lentz, Mikos, Smith
Signing Naturally 3 by Lentz, Mikos, Smith
Extended Texts
Suggested Activities:
Functions of Classifiers - PowerPoint/Prezi visual portfolio (Example below):
Written English translations of native signers, teacher, or students
“Going on a Cruise” Event Project
Unforgettable Moment Narrative (Rubric in Signing Naturally 3 Teacher Materials)
Self-story (sign 5 minute story about yourself)
Students sign lists with numbers based on research (for example: Top 5 Highest Paid Athletes) Writing for End-of-Unit Understanding
Suggested activities:
. Written translations of past narratives or uniquely created narratives dealing with the content.
Assessment Evidence
Performance Tasks/Other Evidence and Tools
Sound assessments:
• align with learning goals;
• vary in type and format;
• use authentic performance tasks;
• use criteria scoring tools such as rubrics or exemplars;
• allow teachers and students to track growth over time;
• validate the acquisition of transferable knowledge;
• give insight into students’ thinking processes;
• cause students to use higher level thinking skills;
• address guiding questions and identified skills and processes;
• provide informative feedback for teachers and students; and
• ask students to reflect on their learning.
Diagnostic and/or Placement:
prior knowledge questions through the use of KWL charts - KWL Chart Example
review of terms used in standards as well as subject matter
Formative:
exit slips - Use of Exit Slips response writing
quizzes/short answer responses
class discussions (thoughtful conversations)
Performance Task Options
A. Classifier Portfolio
B. “Going on a Cruise” Event Project
C. Unforgettable Moment Narrative (Rubric in Teacher’s Material)
Resources:Online Resources Pertaining to ASL 3 www.aslpro.com http://www.lifeprint.com/ http://www.start-american-sign- language.com/ Signing Naturally Unit 17 Seasons:Fall/ Autum