De La Salle High School

ASL 1 – 26 male students

Room 408
Lesson Plan
Week 19 – January 11, 2018
8:57 – 9:42 AM

1) Informal Chat (one minute)

2) Class Prayer – student(s) will be selected randomly (one min)
3) Welcome Back/Greeting activity – Winter Break dialogue – mingle with 3 different
people (14 mins)
4) Display Power Point slides include digital pictures of a winter activity – skiing,
Disneyland, beach resort.
a. Signer ‘A’: Vacation good you?
b. Signer ‘B’: Yes (nod)/No (negation) (explain activity or vacation plan)
c. Dialogue with partners
d. At the end of the dialogue, Signer ‘A’ shares about another person’s winter break
i. Point and fingerspell the student’s name
ii. Name of his/her activity or vacation trip
iii. Student’s good or bad using Yes (nod)/No (negation) (explain activity or
vacation plan)
iv. Name of the hotel, cabin, cottage, beach house, rental house,
family/friend’s residence that the student stayed at
v. Favorite day/activity
5) Roll Call (students will announce who is absent) (one min) (designed U-shaped seat
chart)
6) Review 3.5 – signs activity (Power Point Unit 3.5) (8 mins)
a. Review last year’s signs about winter break (page 118-119)
i. Student practices signs to then use these signs in a dialogue with another
student (house, interior, exterior, size, color, trim, small, medium & large)
7) Begin Signing Naturally Workbook Unit 3.6 – Giving Basic Directions: Around the
Classroom (Power Point – De La Salle site map, pictures of areas – building, field) (15
mins)
b. Grammar/Vocabulary (page 163-167)
c. Giving directions (same floor, different floor, different building) (page 166-167)
d. Where – conveying distance – very near, moderate distance, far away (page 124)
e. Ordinary Numbers 1st-9th (page 122-123, Student Workbook)
f. Two-pair dialogue with 4 questions by Student A and Student B’s reply with
directions in ASL include the use of facial expression (near, moderate and far
away)
 8) Wrap up – Student Assistants (4 mins)
a. Discuss what the class learned, liked and improved on (be specific of an activity)
b. Identify the key elements of Deaf Culture
9) Homework for next class: (2 mins)
 Check Schoology for homework. Sign in a video, upload to YouTube and check for rubric
before submitting in Schoology – Unit 3.6 Basic, add the question to your response with
directions included
 From Room 408 to the water foundation at the quad
 From the cafeteria to the football field
 From Stream Building to the library
10) Closure/farewell

LESSON DESCRIPTION:
This is to reinforce for the students to gain knowledge and understanding of the Unit 3.6; This
also boost the students to acquire language comprehension and ability to produce a language.

COURSE DESCRIPTION:
This is the first class of three courses in American Sign Language (ASL) that stresses heavily on
visual and non-speech language. This course will include a text book (as mentioned above) and
will help students to become comfortable in everyday communication that is used widely by
the Deaf community. This course will provide an exclusively hands on experience with ASL in
conversations.

COURSE OUTCOMES:
At the end of the course, students will be able to:
1)Develop basic language skills in order to participate in and produce conversations,
narratives and discussions in ASL.
2)Identify key aspects of American Deaf Culture.
3)Use digital media and tools to demonstrate emerging language skills.

STUDENT LEARNING OUTCOMES:

1) Students will be able to demonstrate proficiency in comprehension of American Sign
Language (ASL) for daily living contexts.
2) Students will be able to demonstrate proficiency in showing vocabulary functions in ASL for
daily living contexts.
3) Students will be able to demonstrate proficiency in expressive ASL grammatical functions
for daily living contexts.
4) Students will demonstrate comprehension of Deaf Culture by attending at least one Deaf
Community event.
TEACHING METHODS:
The Natural Approach is present when the students interact with each other about their
winter break in ASL including facial expressions (yes/no questions). This is to reinforce by
applying what they have learned. It will require an active learner. They will be immersed in
the sign language after a two and half week winter recess.

The Direct Method – This method uses target language, pictures on presentations and
hands on activities to introduce vocabulary by identifying and labeling, and learning how to
apply depiction, facial grammar, and spatialization techniques for timeline comprehension.
This is for the new activity about locative signs, such as near, moderate distance and far
away using mouth movement. Also, this is used to start the conversation by questioning a
requested location like the bathroom, football field, library and with the depiction being
used for other things, such as a tall building or a parked car at the parking lot.

ASSESSMENT:
The assessment I use has the student come up in class and recollect on what they have learned,
liked and need to improve on through their classroom activity. Assessment also involves
providing criteria that help students see how they are doing and how they can improve, in
addition to demonstrating what makes a good performance and what makes communication
successful. This assessment helps teachers to determine what students still need to learn.

Materials:
Laptop will be used with either Wi-Fi connection or Ethernet cable.
Teacher’s Curriculum Guide Book and Disc for the Unit 3: Power Point slides.
Power Point slides: De La Salle Site Map, Digital pictures (elevator, football field, Hoffman
Student Union (tall building), Spartan Bookstore, library).
Student’s Signing Naturally workbook – Unit 3.5 and Unit 3.6.