LESSON PLAN
Name: Sarah Miller
SCHOOL
Institution It’s Miller Time School
Course ASL Level 1-2
Curriculu Blend of True Way ASL and ASL Connect
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Students 10 students
Duration Tuesdays & Thursdays 11:00-11:50AM
Co- None, but support/feedback from other ASL teachers welcomed and
Faculty appreciated
LESSON OUTCOMES
Unit 1) Familiarizing yourself with family relationship signs,
Goal understanding the connotation of each sign and how to apply it
conversationally, and being capable of using appropriate signs to
label each member of your family in a final project elucidating
about your family tree
Lesson 1. Students are introduced to family relationship signs and are able to
Outcomes produce at least three signs accurately describing dynamics in their family
when prompted by teacher
2. Students will be able to hold simple conversations using one or two
sentences questions/answers in conversations consisting of family with
partners in group activity
3. Students recognize and understand how apply methods to set up family
signs correctly (setting up tokens in neutral zone in front of their body/
ticking off members on their hands/etc)
ACTFL Standard 1.1: Students engage in conversations, provide and obtain
Standards information, express feelings and emotions, and exchange opinions.
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied
Standard 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language
Standard 4.1: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own
Standard 5.1: Students use the language both within and beyond the school
setting
Outcome Standard 1.1: Students will understand the meaning of each family sign
& and be able to accurately convey the label for relevant members of their
Standards family in a conversation.
Chart
Standard 2.1: Students will recognize that information trading and
transparency are important norms in the Deaf community and should be
prepared to share their family backgrounds if prompted by a Deaf person
Standard 3.1: Once students master family signs, being able to share your
background and information about your family will set the foundation of
making connections. You are sharing something intimate about yourself,
and others will recognize that and hopefully respond accordingly by
sharing about themselves in turn.
Standard 4.1: Students will be able to see the ways familial structures are
either similar or different. There is no “nuclear” family- each family is
different and that unto itself is wonderful. Students will acknowledge and
appreciate variety.
Standard 5.1: The Deaf community is based on a wide ranging base of
ethnicity, backgrounds, and social classes- but we are all connected by
ASL. Students will understand, recognize, and respect Deaf norms and
strive to implement them in the classroom through total immersion. The
goal is to develop a bond in the classroom that helps carry the students
throughout the course and beyond the institution.
Teaching Collaborative/Cooperative, Multiple Intelligences, Immersive
Methods
Vocabular FATHER, MOTHER, SISTER, BROTHER, SIBLING, AUNT, UNCLE,
y COUSIN, NIECE, NEPHEW, GRANDMOTHER, GRANDFATHER,
DAUGHTER, SON, BABY, YOUNGER, OLDER, SISTER-IN-LAW,
BROTHER-IN-LAW, HUSBAND, WIFE, STEP-FATHER, STEP-
MOTHER, STEP-SISTER, STEP-BROTHER, HALF SISTER, HALF
BROTHER, ADOPTED
Grammar Predicate sentence structure, token (setting space up in front of you to
represent “tokens” ex- mother on right, sister on left), semantic classifiers
(ex- depicting verbs/show specific handshape/show movement/show
spatial relationship)
Culture Develop a comfort with being quizzed on seemingly intimate things and
Applicatio formatting responses to balance personal comfort and transparency to
n prepare transition from classroom conversations to actual Deaf community
outings. Deaf people frequently ask others if they are related to so-so,
name recognition is a big thing. It is also a way to flesh out the three
degrees of separation (not seven, that’s for the hearing world) that bridges
every connection Deaf person has with another person in the community
Materials Equipment needed to facilitate digital presentation- laptop & screen
Needed projector
Index Cards/Tape
Students need laptop with camera abilities for flipped courses (teacher
teaches virtually via pre-recorded lectures) and video projects
GoReact Registeration
True-Way ASL Workbook Unit 3.2
WiFi/electronic device to access ASL Connect website
Blackboard student account
LESSON PROCEDURES
Activity Description Length
Roll Call I finger spell each student’s name and they raise their hand to 5 mins
show they are present - practice eye reception
Opening/ Ask how their weekend was, if they did anything interesting. 5 mins
Review Inquire if they already have prior knowledge of family
relationship signs or if they can guess at what it looks like
(many will know how to sign baby or hazard a guess due to
its iconicity)
Teacher Introduce the students to basic family signs (MOM, DAD, 5 mins
Directed SISTER, BROTHER, GRANDMOTHER,
GRANDFATHER) have them repeat the signs and get used
to producing the appropriate handshapes and movements.
Practice phrasing questions asking how someone is related to
you. “THAT PERSON WHO?”
Guided Students break off in pairs of two to watch pre-recorded 10 mins
Practice video of the teacher (me) explaining my family tree and
write down family signs they recognize. I will walk around
and assist students if they are struggling or need more
clarification.
Independent Have students focus on TrueWay ASL Workbook 10 mins
Practice Assignment 3.2 and work on it. After that is completed, have
students take out piece of paper and proceed to draw people
in their family and practice signing each person’s label.
Students will turn to their neighbor and practice signing the
labels
Activity Index cards with different family labels written on each (ex- 5 min
one index card is marked as “SISTER,” another one is
“GRANDMOTHER” and so on) have students come up to
you and you tape the index card on their backs (they cannot
look or know what the index card says) once everybody in
the class has an index card taped on their back, have them go
around and practice which signs are associated with the
words
Cultural Watch clips of Deaf people from different walks of life 5 mins
Application (Black, Latinx, Jewish, Muslim) describe family
relationships to ensure diversity representation/exposure to
variety of signing styles
Closure Q & A to touch down on concepts that may need more 5 mins
elaborating, explain homework, state that everything shared
in class will be posted on Blackboard for further review, then
release the class
Assessment Homework Assignment #1: 3-4 minutes GoReact video Full
describing family tree. I will look for a minimum of four Class
family signs, appropriate production, and correct setting of Period /
tokens. Video will need to be positioned well (NOT in front Assignme
of a window!) and student will have to wear contrasting nt
colors. Rubric attached below.
Homework Assignment #2: Watch ASL Connect’s Family
Signs (https://www.gallaudet.edu/asl-connect/asl-for-free/asl-
by-topic) for continued learning out of classroom. Be
prepared to share your opinions about the video in a class
discussion
Optional/Extra Credit: Find a video of a Deaf person
describing their background/family tree. You cannot request
an interview with a Deaf person for this, do a search online
and choose from what resources are already available.
Quiz in format of conference style. Students will bring in
picture of their family and in a one on one conversation with
me, describe who each person in the photo is. I will look for
responsiveness to the cues I put forth (rhetorical question/yes
or no/topicalization/etc)
Total 50 mins
RUBRIC FOR FAMILY TREE GOREACT ASSIGNMENT AND QUIZ:
ASL Rubric
Clear Signing
Very clear signing Not clear
10 9 8 7 6 5 4 3 2 1
Correct signs
Signs are correct Incorrect signs used
10 9 8 7 6 5 4 3 2 1
Variety of vocabulary used
Many vocabularies used Uses same vocabulary
10 9 8 7 6 5 4 3 2 1
Flow of signing
Smooth – no pauses Little flow – many pauses
10 9 8 7 6 5 4 3 2 1
Comprehension
Story is understandable Confusing story
10 9 8 7 6 5 4 3 2 1
Facial Expression
Facial expressions on mark No expressions seen
10 9 8 7 6 5 4 3 2 1
Fingerspelling use
Correct use of fingerspelling Fingerspells everything
10 9 8 7 6 5 4 3 2 1
Overall impression of signed story
Great story! Just getting by
30 28 26 24 22 20 18 16 14 12
Time length of story: (3 mins minimum)
Notes/Comments:
References:
ASL Connect. (n.d.). Retrieved July 18, 2020, from https://www.gallaudet.edu/asl-
connect
ASL Rubric. (n.d.) Retrieved July 18, 2020, from https://d3jc3ahdjad7x7.cloudfront.net/
LLuwQoNxZAJBjBzPCKCfZCg14AdUdbgXCiPcLBYcK0cjTjTk.pdf
Harris, R., Bryant, R., Gelineau, L., & Shannon, T., (2018). TRUE+WAY ASL
eTextbook:
Bundle License. Austin, TX. Retrieved from https//truewayasl.com
