American Sign Languagefor Elementary Education - Home



Stage 1: The Goals/DecisionsPA Standards: Communication: Students comprehend and interpret live and recorded American Sign Language on a variety of munication: Students engage in conversations and correspondence in ASL to provide and obtain information, express feelings and emotions, and exchange opinions. Cultures: Students demonstrate and understanding of the relationship between the practices and perspectives of the American Deaf culture. Connections: Student’s reinforce and further their knowledge of other disciplines through ASL.Connections: Student’s acquire information and recognize the distinctive viewpoints that are only available through ASL and the deaf parisons: Students will demonstrate their understanding of the nature of language & culture though comparisons of ASL and their own language. Communities: Students use American Sign Language within and beyond the school setting. Behavioral Objectives: The teacher will use Prezi to introduce and elaborate on the lesson plan. By using the Prezi the teacher will introduce American Sign Language, the history of ASL, and a YouTube clip or two of learning the new language for beginners. Then the teacher will let the students use an app, you tube videos, or worksheet(s) to learn and practice the new language of ASL. Looking at Bloom’s Taxonomy, the teacher would use for her students one of many levels. For example, performance verbs for learning objectives; task oriented question construction wheel; or learning in action with small groups or individually. Enduring Understandings: To really get the idea and understanding of the language of American Sign Language and the deaf culture to stick with the students. A great way would be to have someone from the deaf community come in to the classroom and “talk” aka sign with the students. By just spending a little time with one or a few people who are from the deaf culture this would give the students a great opportunity to engulf themselves in ASL. At some point the teacher could have the students mirror the iPad app, or a You Tube video, or the guest speaker(s). For the students this not just takes in the information they are watching or listening to, but to actually participating in the lesson to have a better understanding of the lesson. For example, as a teacher I would bring in some friends of mine from the deaf community. As well as using Face Time or Skype with the deaf community in other cultures such as Thailand or Columbia. This would be a great way to really excite, be interesting, and have the new information stick in the student’s memory to use now or in the future. Paul & Donna: Are friends of mine from the Butler/Pittsburgh, Pa area and they are both deaf and very active in both the hearing and deaf community. Paul is very outgoing person and he has taken the time to work with others and myself on ASL. So when we do see each other it is not such a struggle to communicate. Bonnie: Is a friend of mine and I am her daughters Sunday school teacher. Bonnie knows how much I am always wanting to learning and improve my ASL and she is always willing to help. Now Bonnie is not deaf or hard of hearing, but she is part of the deaf community. That’s because both of her parents are deaf so she had to grow up in the deaf community to be able to communicate, understand and live a life. Elizabeth: Is another friend of mine who like Bonnie is not deaf or hard of hearing but is a part of the deaf community. Elizabeth has helped me out in the past for pageants and other times in the community when I needed support using ASL. Elizabeth had graduated from IUP in ASL, so she is very well rounded with ASL and the deaf community. To me I know that I can always turn to Elizabeth as a teacher for ASL because she is immersed in that language and culture.Ponsok & William: These two gentlemen are good friends of mine that I meant at camp when I was a councilor a few years back. Ponsok is from Thailand and William is from Columbia and let’s just say ASL (American Sign Language) and TSL (Thai Sign Language) or CSL (Colombian Sign Language) is not always the same. In Columbia they speak Spanish so CSL is slightly closer to ASL so William and I had an easier time to understand and communicate with each other. There were some barriers between the two languages, but it was not hard for William and I to break through them and learn some parts of a new language form each other. Then there was Ponsok and trying to communicate with him was a slight challenge compared to Paul & Donna or even William. When trying to communicate and carry conversations on with Ponsok it was more of a challenge because I had no idea of any TSL and he barely knew any ASL. It took some time but Ponsok and I somehow created our own sign language (sort of a mixture of ASL and TSL) to understand and communicate with each other. Essential Questions: Now this section could go one of two ways:The first way: giving the students a couple minutes and taking the time write down any questions they have for the guest speaker(s). And since all of the guest speakers are very open I know the students could really come up with some great questions and/or ideas. As well as giving the students some one-on-one time with the guest speaker(s) or putting the students in small groups and having the guest speaker(s) visit each group for a couple moments, etc. Then after the guest speaker(s) leave students and teacher will come back together and talk as a whole group. The second way: talking as a whole group on what they the student’s saw, heard, and/or felt from the guest speaker(s). Then the teacher can break the students off into small groups and discuss how they would further their education and knowledge of the different language and culture. After giving that a few moments the teacher would bring the class back to order and see how most or all the student’s felt and their ideas. Stage 2: AssessmentsFormal: For the teacher this is a way to see how much the students have learned and comprehended the lesson from the Prezi, You Tube, and/or having the guest speaker that came into the classroom. The teacher will proceed to hand out to the students a blank worksheet with only ASL pictures and a line below each picture. Then the students will need to individually write down on the line that is under the sign what they specific sign means. After the student’s hand in the worksheet, these worksheets will then be counted for a grade. Or the teacher could assist a visual test to a small group of students at a time, having it be like a signing session. Where the teacher would sign and the group would sign back, or vice versa. For example, the teacher could assign as a homework assignment or give the students a test by using one of the worksheets, or using one of the You Tube videos. As doing so the teacher would need a rubric for the students to follow or go by when grading their work on the assignment or test. When using a rubric, the rubric helps both the teacher(s) and students with the grading process. So that if something arises, there is no confusion or if the teacher needs to show or have a reference for their student in explanation(s) to their grades. Informal:Here is a good way for the students to use their tools and expand their knowledge on ASL. This will not be a grade for the students, in fact it will be a fun exercise for them to learn from individually or in small groups. There are a couple apps for ASL that can teach the basics, but they give you a decent foundation for this new language. For example, from the iTunes App there would be a small handful of good ASL apps that would work for most ages. There is the “ASL Dictionary”; “3Strike American Sign Language Fingerspelling”; “Patty Kukla Kids Music ASL”; or “ASL Word Pyramid”. What’s great is all of the apps are free except for the “ASL Dictionary” which is $4.99 and “ASL Everyday Phrases” which is $2.99. Stage 3: Planning/DirectingMaterials:Prezi: ASL lesson plan (outline)You Tube: Color Song – Learn your ASL Colors ASL Food Song Lesson for Kids Learn ASL signs for animals ABC Phonics Song – Full ASL Song Tutorial (My favorite)Guest Speaker(s): Classroom Visit – Paul & Donna, Bonnie, Elizabeth Face Time/Skype – Ponsok, WilliamPencil(s)ASL Worksheet(s): ASL matching the word bank to the sign. Finger spell and write out to find the quote. ASL Hand shape coloring page. ASL day of the week: Monday through Sunday.iPad(s)iPad App(s): ASL Dictionary ASL Everyday PhrasesFree iPad App(s): 3Strike American Sign Language Fingerspelling Patty Kukla Kids Music ASL ASL Word PyramidRubric: Procedurals:Step 1: Prezi PresentationTeacher: Will introduce the lesson plan of American Sign Language (ASL) to the students. By using Prezi presentation it will be an easier transaction for the teacher to open the lesson. Students: By listening to the teacher, and watching the Prezi personation that the teacher has prepared. If the students have any questions this would be a great way to ask, open up, and learn. Step 2 or 3: Having a guest speaker or watching a You Tube Video.Guest Speaker - Teacher: Introduce and generally explain to the students who the guest speaker is, where they are from, and how you may be acquainted to them. Then turn the attention of the students from you the teacher to the guest speaker, letting them have the floor. Students: Will quietly listen and/or watch what they guest speaker is telling or explaining to them. Teacher: Open the floor for the students to ask any questions to the guest speaker and about their culture. Students: Ask any questions that may be on their mind about the deaf community, and learn new sign language from the guest speaker. You Tube Video – Teacher: After the Prezi presentation and intro of ASL. The teacher will show a You Tube video(s) of ASL. Ranging from the alphabet, numbers, colors, etc. Students: Will sit quietly watching the video(s), or try to follow along with the new information and learn that way. Teacher: After the video(s) the teacher will break the video(s) down and do like a play-by-play. Students: Will mirror the video and teacher, and if there are any questions or comments this would be the time to do them. Step 4 or 5: Worksheet(s) or Quiz – This could be: Formal or Informal Assessment.Worksheet(s) -Teacher: Would explain what the worksheet was about, or how the worksheet(s) would encourage or ease the ASL learning process. Hand out worksheet(s) to all students. Teacher can have students work in small groups as everyone in the group would have to participate, or students would work individually. Student: Working in small groups – everyone in the group would participate on the worksheet, and the students would have to discuss what they were learning as the completed the worksheet. Working individually – each student would quietly and individually work on their own worksheets. With no help from other students, only help may come from the teacher. Teacher: After the teacher views the classroom and see’s that all the students are done or have moved on. Call the students attention back and discuss as a whole class on what the worksheets were and what answers the students came up with. Quiz – Teacher: Explain that after seeing the Prezi, the guest speaker, and/or the You Tube videos there will be a quiz to follow up on what the students learned about American Sign Language. Then the teacher will administer (pass out) the quizzes to the students, and then give them some time 10-20 minutes (or so) to work on the quiz. Student: After the teacher has passed out the quiz, individually each student will take the time given and complete the quiz. Step 6: Homework – Writing Prompt, Worksheet, PracticeTeacher: To prepare the students for the next day and the next lesson on American Sign Language and the deaf culture the teacher will give the students homework. The homework could be a writing prompt on what the students know or would like to learn about ASL and the deaf culture on a blank piece of notebook paper. Also the teacher will instruct the students that they need to write down on the notebook paper what the assignment is. Another option would be to give the student’s a worksheet that has the students practicing sign language then writing out what they are signing. A final option could be to give the students a sentence written on the board. For example, my name is __Ms. Lawrence_, and I love the color __pink__. Also with that sentence the teacher will give a You Tube video(s) to watch so they have an example at home of how to sign the sentence. Then the next day they would need to know how to sign their sentence. Student: Would take a blank piece of notebook paper and write down what they are supposed to be writing about. Then they would put that paper away to work on at home. Then for the worksheet the student’s will take a moment and look over the worksheet, then they will put that worksheet away to work on later for homework. Coming to the last option, the students will write down on a piece of notebook paper the sentence that is on the board. As well as the one to two You Tube video(s) URL address, so the students will have a buffer at home when working on their sentence. Procedural Adaptation: After all of those different options and there is still some extra time left, or some student’s may be faster than others so they are just sitting around wait for other to get done. This is where the teacher can have all or those extra students do different activities but still focused on the lesson. For example, there could be new ASL games to place on the iPads. Or the students could work in small groups on their ASL and their groups ASL, then they would have to come up with a something in their small groups with ASL. Then there is another option that there can be different stations all around the room and at each station the student will either learn new signs or improve what they already know. Such one station could be all about colors, then the next station could be all about animals or numbers, and so on. ................
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