Date: March 9, 2014 Subject: Language Arts

Teacher: Amanda Peterson Unit: ASL Storytelling Grade: Four

Materials: youtube video, Animal Signs page Goal: Students will listen, speak, read, write, view and represent to create original text. Objectives: Increase storytelling skills and explore different formats of telling stories Appreciate a different culture and form of communication Create a basic story using American Sign Language Time 5 min

Agenda: Have agenda helpers write out what is required for agendas & have class copy them down.

10 min Activity #1: Read to others Once finished filling in their agendas students will take out their read to self books and read independently. 5 min Intro: ASL Storytelling What makes a great storyteller? (expression, taking on personalities of characters, etc) While there is a lot you can do with your voice as a storyteller, there is also a lot of nonverbal things you do to grip your audience, and get them excited and engaged in the story. We are going to explore this today, by going completely nonverbal; we are going to do it through sign. Activity #3: Eagle and Squirrel Watch video: Eagle and Squirrel (1:15). What do you notice about this storyteller? What are things that he does as he tells the story? How do you know which character he is talking about?

5 min

35 min Activity #4: Animal Stories We are now going to begin creating our very own animal stories. We will work through this together, but you will each do your own story. Keep in mind we will design these stories with a young audience in mind so no violence. Jot down notes for yourself on the back of your Animal Signs page because we will be revisiting these stories again. (Pass out animal signs page) 1. Go through animal signs 2. Pick an animal how does that animal act? What is its personality? **Remember at this time that actions are portrayed through your hands, so if you want to show your animal moving, use your hands to show their feet or their wings or their fins. Also where is the personality going to shine out of? (YOUR FACE) So we need to see that attitude in your face.

3. Pick a second animal how does this animal act? What is its personality? STOP share with your elbow partner. Have them describe back what your animals are like. 4. This second animal now sees the first, what is its reaction? 5. The first animal now notices the second, how does it react? What does it do? STOP share your story so far with the person behind you. Have them tell what they see. 6. What happens next? Is there a chase? Game? Do they become friends? 7. How does this end? Do they part ways separately or move together? STOP share your story with someone from your pod that hasnt seen your story yet (split pod in half, have left side move two people forward). Discuss what you see. 5 min Closure: What is important to remember when telling a story in ASL? How do you think working on stories this way can improve your storytelling skills? Which do you think is easier? Which would you prefer? Why?

1:55-2:05

Recess

ASSESSMENT: Looking for student participation, and proper use of facial expressions and storytelling components (acting out characters and events). MODIFICATIONS: This is a very new concept for these students, so they may require some extra coaching on how to convey scenarios. Movement makes this class very chatty, so when they transition into sharing partners state and make clear that this is to be done silently. Times are very flexible depending on the behaviour of the class, and how long they take to settle.

Reflection:

Animal Signs (ASL)

Fish Bear Turtle

Rabbit

Horse

Elephant

Fox

Tiger

Squirrel

Monkey

Bird

Mouse