course of study unit planning for: american sign language 3 · the american sign language 3 course...

COURSE OF STUDY UNIT PLANNING FOR:

AMERICAN SIGN LANGUAGE 3

WEIGHTED 1 FULL YEAR ELECTIVE COURSE 5 CREDITS

PREPARED BY: KRISTY FULLER

RYANNE HUTCHINSON

ASST. PRINCIPAL/ SUPERVISOR OF WORLD LANGUAGE

JULY 2017 DUMONT HIGH SCHOOL

DUMONT, NJ

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

American Sign Language 3 – Grade 11-12 – Full Year – 5 Credits The study of American Sign Language 3 is a cumulative experience. The third year course stresses sign vocabulary, finger- spelling, and numbers, expressive and receptive signing activities. This class will provide penetrating insights into the existence and makeup of the deaf world, the community whose natural language—American Sign Language in the United States—is manual and visual. Bringing the latest social and cultural findings and theories into sharp focus. Successful completion of this course will prepare students with those skills necessary for the ongoing study of American Sign Language.

COURSE REQUIREMENTS AND EXPECTATIONS A. Tests and Quizzes - 60% of the grade Tests will be given periodically at times to be determined by the teacher. Tests are announced in advance and may be written or oral. Quizzes may be given at any time without advance notice, and may be either written or oral. B. Homework - 10% of the grade Written homework will be given regularly and will be collected and evaluated by the teacher for completeness, neatness, and accuracy. Reading and study assignments may also be given. C. Classwork - 30% of the grade The teacher will evaluate each student's participation during the class period. The grade will be based on ability, comprehension, questions asked and answered, and other indications of positive participation.

D. Final Examination

Full-Year Courses Weighting Quarter 1 22.5% of final grade Quarter 2 22.5% of final grade Quarter 3 22.5% of final grade Quarter 4 22.5% of final grade Final 10% of final grade

Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

American Sign Language 3

PHILOSOPHY Language skills and the ability to appreciate and participate in other cultures are needed to develop an informed citizenry able to function in our international and multicultural nation, as well as in our increasingly interdependent world. The fundamental purpose of world language instruction is to enable students to communicate in another language and to better understand and appreciate another culture. Since language is a medium of instruction and learning as well as a subject of study, the world language classroom naturally serves as the basis for a wide variety of interdisciplinary content-based activities – art, history, sociology, geography literature and technology. The activities in the world language classroom can be the foundations for a truly bilingual and bicultural life and for full and satisfying participation in our multicultural society.

The American Sign Language 3 course will provide the opportunity to meet the challenge of a world language experience that will better prepare students for college level work. In addition, the ASL Level 3 course will enhance their preparation for enrollment in ASL Level 4. ASL 3 focuses on further development and refinement of ASL competence in various discourse settings, predominantly formal and consultative. This course will continue development of sentential semantics and uses individual diagnostic assessment of ASL competence

Alignment with the New Jersey Student Learning Standards Standard 7:1

All students will be able to communicate in at least one world language in addition to English. They will use language to engage in conversation, understand and interpret spoken/signed and written language, present information, concepts, and the ideas while making connections with other disciplines, and compare the language/culture studied with their own.

All students will demonstrate an understanding of the perspectives of a culture through experiences with its products and practices.

Career Statement Cross-content Workplace Readiness included with the above stated standards. The objectives of career infusion may be met through authentic videos signed by native Deaf people, internet/media research, or such activities as to introduce students to career possibilities derived from the knowledge of a world language.

STATEMENT OF TEXTBOOKS Signing Naturally Level 3 (Yellow) is a DVD-text and workbook designed to reinforce classroom instruction. The DVD demonstrates correct sign forms, how a sign is used in a sentence, how a sign form is influenced by the sign that precedes or follows. The DVD explains complicated ASL features such as spatial referencing, classifiers, verb inflections, and role shifting, all of which gather meaning from movement. Each unit focuses on different language skills. Some of the units focus on building narrative skills, moving from an informal to a more formal presentation. Others focus on developing conversational skills needed to explain ideas, or concepts; or to illustrate how things work and why things are the way they are. Master ASL introduces you to American Sign Language, the language used by the majority of Deaf Americans, and to the culture of the Deaf World. The textbook focuses on ASL Language and Structure, Deaf Culture and Comparison and Reflection. The DVD component contains: • Dialogues • Narratives that incorporate language and cultural skills • Language and structure lessons with examples on each feature of ASL grammar • Examples of ASL literature, including ABC and Classifier stores, hand shape rhymes and number stories.

Deaf Like Me: the story of Lynn, a child born deaf, from the perspective of her parents, who were both hearing. The book was written by Thomas S. Spradley (her father) and James P. Spradley. Lynn’s mother, Louise, had contracted the mumps while she was pregnant with Lynn. There was a 20% chance of Lynn contracting something, which worried the parents, but everything seemed fine at first. Their first clue was that Lynn didn’t respond to loud noises like fire engine sirens and fireworks. The parents went to several doctors and got several opinions, but the basic fact remained that Lynn was deaf.

ENDURING UNDERSTANDINGS

1. Students will continue Classifier (CL) use in American Sign Language.

2. Students will continue to master number incorporation in ASL.

3. Students will sign an ABC and a Number Story.

4. Students will learn and apply Finger spelled loan signs.

5. Students will engage in natural ASL conversation, provide and obtain information,

express feelings and emotions.

6. Students will use receptive skills to comprehend statements and questions in ASL

7. Students will understand relationship between the practices and perspectives of

Deaf Culture

8. Students will further knowledge of other disciplines through ASL.

9. Students will use ASL both within and beyond the classroom setting.

10. Students will apply N MS that correspond with feelings and emotions

11. Students will continue to develop cultural understanding and demonstrate practices

appropriate to the culture in which ASL is used

12. Students will comprehend and use cultural practices and customs in ASL

13. Students will research and present trending Deaf Culture topics in the Deaf

Community

14. Students will compare similarities and differences between Deaf culture and other

cultures.

15. Students will be able to perform simple operations related to other disciplines (e.g.

list major ethnic groups, calculate sums, identify major historical figures)

16. Students will research and write about Deaf Art and Deaf artists.

17. Students will research how members of the target culture view themselves in

relation to others.

18. Students will research how travel can influence awareness of culture. ESSENTIAL QUESTIONS

1. How and when are Classifier’s used?

2. When do you apply number incorporation in ASL?

3. When is a finger spelled loan sign used?

4. How will students express feelings and emotion in ASL?

5. How is a question asked in American Sign Language?

6. What is the cultural difference between Deaf and deaf?

7. What is contrastive structure and its spatial purpose in ASL?

8. When should contrastive structure be used in ASL?

9. What is the difference between ASL and other Sign Languages?

10. How are deaf students educated in the United States?

11. How are deaf students educated in other countries?

12. What is an ABC Story?

13. What is an ASL number story?

14. How does culture influence the way we describe ourselves?

15. What are the similarities and differences between Deaf culture and other cultures?

16. Research and explain a Deaf Artist and their works?

17. How do members of the target culture view themselves in relation to others?

18. How does travel influence our awareness of cultures?

ASL LEVEL III CURRICULUM

Cumulative Review Unit 8 weeks

A cumulative review of Level 1 and 2 (Expansion of CL use)

Unit 14 6 weeks

Emergency Situations

Debate 1

Research Required

Unit 15 7 weeks

Current/Non-Current Events

Book/Presentation “Deaf Like Me”

Unit 16 6 weeks

Personal Environment/Activities/ Responsibilities

Unit 17 6 weeks

Major Life Decisions/Actions and Consequences

Debate 2 Research Required (Full ASL)

Unit 18 7 weeks

Deaf Technology and Organizations

F I N A L E X A M I N A T I O N

UNIT: REVIEW Core Concept: Social Communication

Guiding Principles Enduring Understanding

1. Students will review ASL grammar/NMS and apply this to a cumulative ASL Review

2. Students will be able to identify Deaf Culture and traditions

3. Students will use this review and begin the year with a 2-minute class presentation.

Essential Questions . What are NMS and how is grammar applied to Yes/No and WH

Questions? . What is Deaf Culture? What are important milestones for the

Deaf/HH? (DPN) . What steps do you take to prepare for a 2- minute presentation in the

target language?

Standards and Learning Objectives

Established Goals (adapted from the New Jersey Student Learning Standards) The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way, ” interactive communication are conversing face-to-face, or

A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s).

B. Interpersonal Mode (direct spoken and written communication) 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave- takings, and daily classroom interactions.

C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s).

Content Objectives The students will learn: C1. Key vocabulary in ASL associated with an ASL Review C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure P2. Effectively sign WH and Yes/No questions in ASL when asking about personal information. P3. Effectively negotiate meaning to reach mutual understanding

UNIT 14: EMERGENCY SITUATIONS

Core Concept: Social Communication Guiding Principles

Enduring Understanding 1. Students will learn ASL grammar and how to apply this to emergency situations

2. Students will learn about Deaf people handling emergency situations.

3.Students will use emergency situations to sign WH questions and Yes/No questions

Essential Questions

1. What are ASL emergency signs?

2. How does a Deaf person handle an emergency situation

3. How are WH and Yes/No questions signed?

Standards and Learning Objectives Established Goals (adapted from the New Jersey Student Learning Standards)

The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way, ” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s).



Content Objectives The students will learn:

C1. Key vocabulary in ASL associated with emergency situations C2. Appropriate WH and Yes/No questions in ASL

Process Objectives The students will be able to:

P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk

about emergency situations P2. Effectively sign WH and Yes/No questions in ASL when

asking about emergency situations. P3. Effectively negotiate meaning to reach mutual understanding

UNIT 15: CURRENT/NON-CURRENT EVENTS


Enduring Understanding 1. Students will learn ASL grammar and how to apply this to current events

2. Students will identify the difference between deaf and hearing current events

3.Students will use travel to sign WH and Yes/No questions.

Essential Questions

1. What are the ASL signs for current events?

2. What is the difference between Deaf and hearing current events?


Standards and Learning Objectives Established Goals (adapted from the New Jersey Student Learning Standards) The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way, ” interactive communication are conversing face-to-face, or A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s).



Content Objectives The students will learn:

C1. Key vocabulary in ASL associated with current events, C2. Appropriate WH and Yes/No questions in ASL


P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about current events and occurrences. P2. Effectively sign WH and Yes/No questions in ASL when asking about travel and transportation. P3. Effectively negotiate meaning to reach mutual understanding

UNIT 16: PERSONAL ENVIRONMENT AND ACTIVITIES


Enduring Understanding 1. Students will learn ASL grammar and how to apply this to their own personal environment and activities

2. Students will be able to identify deaf physical and psychological responsibilities.

3.Students will use personal information to sign WH and Yes/No questions.

Essential Questions

1. What are ASL signs for personal environment and activities?

2. What are the physical and psychological characteristics of the

deaf and hard of hearing responsibilities?




C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives

The students will learn: C1. Key vocabulary in ASL

associated with personal environment C2. Appropriate WH and Yes/No questions in

ASL


P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to talk about

personal environment P2. Effectively sign WH and Yes/No questions in ASL when

asking about personal environment. P3. Write short, simple sentences in

ASL gloss. P4. Effectively negotiate meaning to reach mutual understanding

UNIT 17: MAJOR LIFE DECISIONS, ACTIONS AND CONSEQUENCES


Enduring Understanding 1. Students will learn ASL grammar and how to apply this to major life decisions, actions and consequences

2. Students will be able to identify how to give a more detailed account of the processes they went through by talking about the choices they had at the beginning and how they feel about the decisions they made.

3.Students will use decisions to sign WH and Yes/No questions.

Essential Questions

1. What are ASL signs for major life decisions, actions and consequence?

2. How can a detailed decision be made in the target

language?





Content Objectives The students will learn: C1. Key vocabulary in ASL associated with decision making C2. Appropriate WH and Yes/No questions in ASL Process Objectives The students will be able to: P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and sentence structure, to talk about decision making P2. Effectively sign WH questions in ASL when asking about post secondary education. P3. Effectively negotiate meaning to reach mutual understanding

UNIT 18: TECHNOLOGY and ORGANIZATIONS (DEAF AND HEARING)


Enduring Understanding 1. Students will learn ASL grammar and how to apply this technology and organizations.

2. Students will be able to identify the difference between hearing and deaf technology

3.Students will use personal information to sign WH and Yes/No questions.

Essential Questions 1. What are the signs for technology and organizations related with deaf and hearing cultures?

2. What are the various types of hearing and deaf technology available?

3.How are WH and Yes/No questions signed?

Standards and Learning Objectives Established Goals (adapted from the New Jersey Student Learning Standards)

The Interpersonal Mode: Students engage in direct oral and/or written communication. Examples involving “two-way, ” interactive communication are conversing face-to-face, or

A. Interpretive Mode (understanding and interpretation of spoken or written communication) 1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in countries where the target language is used. 3. Identify aspects of the target culture 4. Identify distinctive cultural products of the target culture(s).


C. Presentational Mode (spoken and written communication for an audience) 1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events celebrated in the target culture(s). Content Objectives

C1. Key vocabulary in ASL associated with earning a living

C2. Appropriate WH questions in ASL

The students will be able to:

Process Objectives P1. Effectively use expressive and receptive ASL, consisting of familiar vocabulary and simple sentence structure, to sign about

earning a living P2. Effectively sign WH questions in ASL

when asking about earning a living.

P3. Effectively negotiate meaning to reach mutual understanding CLASS DEBATES ASL 3 will offer a chance for student’s to use the research they learned in Level II related to Cochlear Implants and engage in a class debate. Debate Topics will include:

1. Cochlear Implant Position 2. Cochlear Implant success rate 3. Psychological effects of Cochlear Implants 4. Who is a part of Deaf Culture 5. Cochlear Implants and Deaf Education

ASL 3 will offer a chance for students to review Deaf Education from the 17th – 21st Century. The class will also debate about Deaf Education (Inclusion vs. Mainstreaming) using different time periods.

Debate Topics will include:

1. Milan Congress of 1880 2. Deaf Education 3. Oral Education 4. 1820 Oral use 5. Alexander Graham Bell’s Oral Movement 6. The Preservation of Sign Language (1913)

APPLICATION AND ASSESSMENTS:

1. Role Play: Communicating with an interpreter. The book “Decisions, Decisions” will be used as a guide and tool for class ethical discussions as well as reflection journals.

2. Students’ will videotape themselves signing a fairy tale residence and story using grammatical features (including CL). 3. Present your dream house in the target language using props and visuals. 4. Present a career that uses American Sign Language and/or a World Language (can be a language taught at DHS).

5. Present body systems using classifiers (Signing Naturally DVD). 6. Present a diet written for a specific person including all aspects of preparation process. 7. Video-related assignments students are to complete outside of the classroom.

These assignments are designed to enhance the students’ comprehension skills.

8. Students’ will be required to write a reaction paper about “Deaf Like Me”. The class will be reading this with essential question(s) posted on the white board/powerpoint.

9. PROJECT: A more contemporary and holistic approach towards understanding deafness has emerged in the last

decade parallel with an emerging public expression of Deaf cultural identity. Students’ will research a piece of cultural identity in the deaf community and present this to the class. A handout and rubric will be distributed with project objectives and details.

*Assignments and Assessments will be added throughout the school year to further enhance teaching and learning in each unit.

Modifications/Strategies for Student Populations *Interdisciplinary

**21st Century Themes and Skills

21st Century Themes & Skills**

Special

Education/Gifted

ELL

At Risk of School

Failure

Benchmarking

Career Skills

1. Guest Speakers*Gallaudet University

2. Multimedia/Videos 3. Interviews*

Information Media and Technology Skills (Communication)

1. Presentations w/Visuals 2. Authentic ASL clips 3. Native signers 4. Role Play 5. Debates* 6. Speeches* 7. Rhetoric & Figurative Language 8. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Group Collaboration using TL 3. Sharing/Exchanging foreign

language informations 4. Peer Editing 5. Culture comparison 6. Jig Saw

Creativity

Special Education 1. Providing

Notes/Modified Notes

a. Power Points

b. Text with Annotations

2. Providing Anchor Copies with Rubrics

3. Guided Reading a. Highlighti

ng b. Underlinin

g c. Providing

Definitions

d. Outlining 4. Enhanced Digital

Texts 5. Modeling 6. Chunking 7. Scaffolding

1. Word to Sign Dictionaries

2. ASL online Dictionaries

3. Total Physical Response

4. Providing Notes/Modified Notes

a. Power Points

b. Text with Annotations

5. Providing Anchor Copies with Rubrics

6. Guided Reading a. Highlight

ing b. Underlini

ng c. Providin

g Definitions

1. Providing Notes/ Modified Notes

a. Power Points b. Text with

Annotations 2. Providing Anchor Copies

with Rubrics 3. Guided signing

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Enhanced Digital Texts 5. Modeling 6. Chunking 7. Scaffolding 8. Repeat/Rephrase 9. Manipulatives/Visuals 10. Realia 11. Graphic Organizers 12. Study Guides 13. Portfolios 14. Modified tests/quizzes 15. Priority Seating 16. Conferencing

1. Pre and Post SGO Assessments

1. Visual Interpretations 2. Creative Writing

a. Modernized Versions of Sign

b. Narratives c. Poems d. Drama

Critical Thinking 1. Creativity and Innovation 2. Interpret L2 3. Identify and ask questions 4. Frame, analyze and synthesize

information 5. Understanding interconnections 6. Text Analysis 7. Peer Review 8. Reading & Writing & Signing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology 1. SMART Board 2. iMovie 3. Text to Sign 4. Socrative 5. Wikis 6. Google Drive

8. Repeat/Rephrase 9. Manipulatives/Vis

uals 10. Graphic

Organizers 11. Study Guides 12. Portfolios 13. Modified Texts 14. Conferencing

a. Student b. Parent c. Guidance d. Administr

ation e. CST

15. Tutoring/Extra Help Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing

3. Supplemental Texts (Higher Lexical Levels)*

d. Outlining 7. Enhanced

Digital Texts 8. Modeling 9. Chunking 10. Scaffolding 11. Repeat/Rephrase 12. Manipulatives/

Visuals 13. Graphic

Organizers 14. Study Guides 15. Portfolios 16. Modified Texts 17. Conferencing

a. Student b. Parent c. Guidance d. Administ

ration e. CST

18. Tutoring/Extra Help

a. Student b. Parent c. Guidance d. Administration e. CST

17. Tutoring/Extra Help 18. Re-test options

course of study unit planning for: american sign language 3 · the american sign language 3 course...

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