Lesson Plan

Name: Jamie McGilvery Date of lesson/observation: 04/13/17

SCHOOL
Institution Gallaudet University
Course ASL Level 1
Curriculum Signing Naturally Level 1, Units 1-6
Students 7 Students
Duration Tuesdays and Thursday from 2:00 to 3:30 pm
Co- Faculty Student Internship under Robin Massey

Course This course introduces the basics of American Sign Language (ASL).
Description This course is designed for students with no or minimal sign language
skills to develop basic skills in use of ASL and knowledge of deaf
culture. Emphasis is upon acquisition of comprehension, production and
interactional skills using basic grammatical features. ASL will be taught
within contexts and related to general surroundings and everyday life
experiences.

Course At the end of this course students will be able to:
Outcome
1)Demonstrate comprehension and production skills to participate
conversations and productive narrative through technologies

2) Incorporate accurate production, grammar, and structural rules in

sentences.

3) Develop an understanding and appreciation of Deaf Culture and Deaf

History

Unit Outcomes Unit 5: Talking about activities
At the end of this unit, the students will be able to:
1) Explain the grammar and core vocabulary regards to chores & what to do
with chores, errands and how often in ASL
2) Identify yes/no questions, how to respond with nodding/headshake, and
possessive
3) Demonstrate the ability to discuss on the duties, errands and how often.
Lesson Unit 5: 5.4 Talking about Chores, 5.5 Asking if done, 5.6- Talking about

Students Errands, 5.7- Telling how often

Learning At the end of this lesson, the student will be able to
Outcome 1) Express relevant sign choices on chores, errands and how often and
respond.
2) Identify and demonstrate yes/no questions for chores and errands and
request
3) Identify and practice on grammatical structure (yes/no questions
nodding and headshake)
4) Produce 4-6 sentences- short narrative on chores and errands.

ACFTL This lesson satisfies the following ACFTL standards

Standards 1:1 Engage in conversations & exchange information
1:2 Understand and interpret a variety of topics
3.1 Students reinforce and further their knowledge of other disciplines by learning
American Sign Language.
4.2 Students demonstrate understanding of the culture through facial expressions
and grammatical structure
Outcome & Lesson outcomes Unit ACTFL
Standards 1)Express relevant signs choices on 1 1.1, 1.2, 3.1
Chart chores, errands and how often and
respond.
2) Identify and demonstrate the yes/no 1, 2, 1.1, 1.2, 3.1
question for chores and errands and
request
3) Identify and practice on grammatical 1, 2, 1.1, 1.2, 4.2
structure (yes/no question nodding and 3
headshake)
4) Produce 4-6 sentences- short narrative 1,2,3 1.1, 1.2., 3.1
on chores and errands.
Teaching
Methods Communicative Language Teaching
Instructors will use Communicative Language Teaching method that requires
students to practice asking questions to identify people based on appearance, body
positions and actions.

Direct Method
Instructors will use Direct Method which focuses on ASL as a target language
without any reference to English. Students will acquire comprehension and
production skills completely in the target language to describe people using
classifiers and non-manual markers.

Interactive Learning
Students will be able to recognize and produce authentic communication through
pair and group work. Students will accomplish this by engaging in discussion with
each other using proper grammatical information while describing and identifying
people.

Vocabulary 1.4 SHELF ++ ICL dust/erase, FLOOR ICL vacuum , CHILDREN

TAKE-CARE-OF, DISHES WASH-DISHES, CLOTHES WASH-
CLOTHES, OUTSIDE CLEAN ++ ICL rake, trim hedge, TRASH ICL
discard, TRASH ICL discard, FEED CAT, fs- BILLS PAY++,
PLANT, WATER ICL pour. ,MAKE COFFEE, CLOTHES FOLD ++ &
PUT-AWAY++ , #DOGTAKE-dog & LEAVE-FOR, WALK, (2h)
#FIX++, HOUSE CHECK++

Opinions about chores: ENJOY, NOT-MIND, DETEST

Pronouns: IX, POSS, MY, POSS-ALL
Other: Duty

5.5: FEED CAT, fs- BILLS PAY++, PLANT, WATER ICL pour. , MAKE
COFFEE, CLOTHES FOLD ++ & PUT-AWAY++ , #DOGTAKE-dog &
LEAVE-FOR, WALK, (2h) #FIX++, HOUSE CHECK++

5.6 Level of willing: NOT-MIND, REFUSE

Time Sign Phrase: TOMORROW, (next day),
Place: fs- PO MEDICINE +STORE or fs- DRUG+ STORE, fs- VIDEO+STORE,
DRY+CLEAN++, SCHOOL, DENTIST, GAS-STATION, #ZOO, fs- VET
Errands: BOX THROW TO out, FIND MEDICINE, #RENT MOVIE, DROP-
OFF CLOTHES, FIND SON, TEETH CLEAN++, PUT-IN-GAS FULL, fs-OIL
EXCHANGE, VOLUNTEER FEED ANIMAL #DOG BRING-TO GET-
INJECTION, HELP FRIEND PACK MOVE-TO HAIRCUT
Phrase: GO-TO [or LEAVE-FOR] (errands), MUST fs-DO, ME NOT
MIND[(wh)3/IX-THUMB(activity), IX-index (activity), IX-mid (activity)]
Transition: FINISH
5.7 Frequency Phrases: EVERYDAY, ONCE+1-WEEK, TWICE+1 WEEK,
THRICE+1 WEEK, ONCE+1 MONTH, TWICE+ 1- MONTH, THRICE+1-
MONTH, NEVER

Grammar: 5.4 Talking about chores:

Use POSS in agreement with the persons location to tell the
persons duties

5.5 Asking if done

For question, use finish with raise brows
For response with finish, use nodding
For response with NOT-YET, use head shake

5.6 Talking about Errands

Sequence errands: use verb GO-TO and transition FINISH
Wh-word question: MUST fs-DO what

Use weak hand when listing errands

GO-TO and COME- here to agree with locations referred

5.7 Telling How Often

Ask how often with a yes-no question ending with EVERYDAY
Put the frequency time sign or phrase at the end of sentence

Culture Deaf culture: Deaf people in general tend to be very loud when it comes to
cleaning, such as slamming the plug on the wall to turn the machines on i.e.
(vacuum), making noises while sweeping the floor or fixing things or making
noise while walking around in the houses and cleaning at the same time. Deaf
people can clean at anytime without interrupting other deaf people but it will
interrupt hearing people because hearing people can hear the noises, etc.
Deaf people are blunt when it comes to asking how often they clean, or how often
they will go out to do errands. Hearing people are very private when it comes to
how often and errands.
Materials Digital Presentation (PowerPoint), Signing naturally Unit 5 DVD clips, Signing
Naturally Unit 5 (p. 454-495)

LESSON PROCEDURE
Activity Description Length
Roll Call Call students name: fingerspell students name and they will put 2mins
their arm up in the air
Opening/ Review Greetings! Ask how students are today, looking for students 2 mins
response fine, sick, good, tired, etc.
Review from Tuesday lesson: Teacher will ask students what they
remember from Tuesday lesson and quickly review what they have
learned.
Teacher Lesson 5.4, teacher will show students different vocabulary SHELF 5 mins
Directed ++ ICL dust/erase, FLOOR ICL vacuum, CHILDREN TAKE-
CARE-OF, DISHES WASH-DISHES, CLOTHES WASH-
CLOTHES, OUTSIDE CLEAN ++ ICL rake, trim hedge, TRASH
ICL discard, TRASH ICL discard, FEED CAT, fs- BILLS
PAY++, PLANT, WATER ICL pour. ,MAKE COFFEE,
CLOTHES FOLD ++ & PUT-AWAY++ , #DOGTAKE-dog &
LEAVE-FOR, WALK, (2h) #FIX++, HOUSE CHECK++

After introducing the vocabulary, the teacher will point at pictures 5 mins
and ask students how to sign it to make sure they understand and

sign back. The purpose of this to make sure students are capable to
sign. If it is incorrect then the teacher will re-correct the sign to the
student.

Lesson 5.7: Telling how often. After introducing the vocabulary, the
teacher will point at students and ask how often do they do their
chores

Cultural Deaf cultures: Deaf roommates/ Deaf family members are prone to 2 mins
Application make noise in the house such as cleaning at night time that will wake
hearing people up if they have hearing roommates or hearing family
members. Sometimes during day time where deaf people will not
realize they are making a huge noise while hearing people are on
their phone making an important call.
Guided practice Demonstrate by asking one student to come to floor to have dialogue 5 mins
with you based on POSS in agreement with the persons location to
tell the persons duties, topicalization, and show feelings (enjoy, not
mind, detest) and how often
Ask Questions (SIGNER) A TO B
A: YOU LIVE WITH WHO
B: Tell who

A: Ask What each persons household chores are

B: Name chores for each person (designate locations for each
person)

A: Ask if B doesnt mind doing his/her chore

B: Give opinion (ENJOY, NOT MIND, DETEST)

A: How often do you clean

B: tell how often (once a month or once a week, etc.)

Independent Teachers has students pair up to practice to ask each other questions 10 mins
practice A TO B to practice on their POSS in agreement with the persons
location to tell the persons duties, topicalization, and show feelings
(enjoy, not mind, detest)

Demonstrate by asking one student to come to floor to have dialogue

with you based POSS in agreement with the persons location to tell
the persons duties, topicalization, and show feelings (enjoy, not
mind, detest).
Ask Questions (SIGNER) A TO B

A: YOU LIVE WITH WHO

B: Tell who

A: Ask What each persons household chores are

B: Name chores for each person (designate locations for each
person)

A: Ask if B doesnt mind doing his/her chore

B: Give opinion

Teacher Lesson 5.5. Asking if Done Teacher will show the same picture but
Directed explain the difference between finish Not yet. The teacher will
explain that the students will have to use their eyebrows raised brows
when asking the question with finish, and to response finish
students will have to nod their head. To response with NOT YET
the students will use their head to shake NOT- YET with their
tongue out. The purpose of this is to make sure students understand
the difference with questions/responses with FINISH AND NOT- 5mins
YET.

Example: Teacher= T
T: (point to woman feeding cat) CAT, YOU FEED FINISH
YOU
T: (point to Signer B: Affirm) YES FINISH
T: (point to Signer B: Affirm) #no, NOT YET

Guided practice Demonstrate by asking one student to come to floor to have dialogue 5 mins
with teacher based on asking if done with chores, etc. Have student
come on the floor and the teacher will ask questions to see if they are
using their eyebrows raise brows while asking the question and
response neither (finish- nodding), and (not yet- head shake)

The teacher will ask student a question regard to the picture on the
PowerPoint- Choose any you want to ask to the students.

Teacher: MAKE COFFE YOU FINISH

Student: NOT YET (shake head) OR FINISH (nodding)

Now the teacher should ask the students to ask the teacher the
question to make sure the student is using eyebrow by raising her/his
brow when asking question. For an example:

Student: fs- Bills, PAY ++ FINISH YOU Q

T: you are doing the question with raise brow very well, students, it
is important to use your raise brow when asking questions
T: NOT-YET (head shake)
S: Ohhh

independent The teacher will have students pair up and to practice on raise their 10mins
practice brows on:
asking question YOU ___ FINISH YOU
for response with finish
students should use their head to nod.

For response with NOT-YET,

students need to use their head to shake NOT YET

Students will pick any picture on the PowerPoint and ask to the
student B, then vice versa with Student B asking to Student A with
questions, finish and not yet. Teacher will check in with students to
make sure they are doing it correct.
Teacher Show students Signing Naturally Book DVD Clips on 5.5 (mini 5mins
directed dialogues). Have students watch the DVD and ask students questions
what was being said in the video and have them answer to the
teacher.

Introduction Lesson 5.6 Errands: The teacher will introduction students the 5mins
vocabulary vocabulary:
Level of willingness: Not mind, Refuse
Teacher Place: fs- PO, MEDICINE+STORE or fs- DRUG+STORE,
directed fs VIDEO+STORE, DRY+CLEAN++, SCHOOL,
DENTIST, GAS-STATION, #ZOO, fs- VET.
Time SIGN Phrase: Tomorrow, (next day), next day
Errands: BOX THROW TO out, FIND MEDICNE,
#RENT MOVIE, DROP-OFF CLOTHES, FIND SON,
TEETH CLEAN++ , PUT-IN-GAS FULL, fs- OIL &
EXCHANGE, VOLUNTEER, FEED ANIMAL, #DOG
BRING- TO & GET INJECTION, HELP FRIEND PACK,
MOVE-TO AND HAIR CUT
Phrase: GO TO OR PICK UP, MUST fs-DO, ME NOT
MIND

After the teacher introduces the vocabulary, the teacher will seek
responses from the students by pointing at whichever picture to
make sure they can sign it properly. The teacher will show the
students how to practice on raising their brows and nod with finish
plus contrastive structure while discussing about errands. . For an
example

Teacher will point at the picture and sign this:

IX DRY+CLEAN++ FINISH (nod right) GO- TO HAIR CUT. The
teacher will make sure that it is important to use contrastive
structure while talking about one errand then use your contrastive
structure to talk about the second errand along with eyebrows raise,
nodding.

Guided Practice Demonstrate by asking one student to come to floor to have dialogue 5mins
with you based using finish with two different errands. The
students need to use their eyebrows raise and contrastive structure.

A: Ask what B did or will do two errands

Signer B: Tell two errands/and or activities.

Independent The teacher will pair up with students and have signer A ask to 10 mins
practice Signer B for two different errands by using their eyebrows and
contrastive structure. The teacher will walk around to make sure
theyre doing it correct.

Example:

A: Ask what B did or will do on a certain day

B: I LEAVE HAIR-CUT FINISH, TOMORROW IX PICK SON
UP SCHOOL

Cultural Deaf culture: Deaf people in general tend to be very loud when it 2 mins
Application comes to cleaning, such as slamming the plug on the wall to turn the

machines on i.e. (vacuum), making noises while sweeping on the

floor or fixing things or making noise while walking around in the
houses and cleaning at the same time. Deaf people can clean at any
time without interrupting other deaf people but it will interrupt
hearing people because hearing people can hear the noises, etc.

Closure Ask students how they feel about learning today lessons and what 5 mins
are their favorite part and explain that they need to do one minute
activity homework on GoReact and catch up all other homework that
needs to be caught up.
Informal: During paired and group activities, use informal Whole time
assessment techniques such as asking to repeat, observe, show yes/no
Assessment question (finish and not yet) making sure students use nodding and
headshakes when asking questio , face expressions, grammatical
structure,

Formal: Submit 1-minute video via GoReact discussing about what

they have learned so far and what was their favorite part. Must
include yes/no question (use finish & not yet nodding and
headshakes), facial expression, and grammatical structure. Evaluate
using rubric

There are two students that are older than the rest of students in this N/A
semester. There is one student that has a hard time recall things and
Differentiation understand the context and struggles to respond quickly. There is
another student that struggles with receptive and expressive but try to
respond to it. I would usually point at both of them and have them
practice on express/receptive so it helps other student to recall and
understand the context. I do offer tutors on Tuesdays and Thursdays
for one to two hours. I always make sure my students can contact me
anytime if they have any concerns. I will make sure I will make time
for them so they can feel like they are learning in the class time (i.e)
tutor before class.
80 mins

Total

Rubric for Articulation Assessment

Criteria Rating
5 4 3 2
Excellent good Acceptable Emer

Sign Excellent signing, Signs are mostly succinct Signs have lapses Signs
Production presented and clear in clarity and freque
succinctly and conciseness in clar
clearly concis
Pacing & Signing flows Signing mostly flows Signing has lapses Signin
Fluidity seamlessly smoothly in pacing and freque
throughout fluidity with pa
fluidity
Grammar Excellent use of Grammar is mostly Some lapses in Freque
non-manual accurate grammar in gram
grammatical
signals are
accurate and the
signer was clear
in her/his intent
Structure Word order Structure is mostly Some lapses in Freque
follows rules of accurate structure in stru
ASL; e.g.
conditional
phrase comes
before then
phrase