American Sign Language – Level 1 

   American Sign Language 1 Course # 4170 This course introduces the basics of American Sign Language (ASL) and is designed for students who have little or no previous knowledge of ASL. Readiness for learning will be approached via visual-gestural communication techniques, visual discrimination, and visual memory exercises. ASL questions, commands, and other simple sentence structures are introduced to develop rudimentary conversational skills in ASL. Information about the Deaf Community and Deaf Culture will be introduced. Prerequisite: None

       

  

                   

   

Unit 1

Theme: Class Survival Skills

INTERPRETIVE INTERPERSONAL PRESENTATIONAL

Receptive Skills Interactive Skills Expressive Skills

I can understand simple commands. I can understand someone signing the date. I can understand when someone signs the color of an object. I can understand signs of classroom items.

I can ask questions for clarification. I can ask permission. I can express personal needs. I can ask for and sign the date is.

I can say the date and the days of the week. I name basic colors.

Essential Questions: What do you need to be able to do in another language to communicate? Why is it important to be able to access primary information? What insights about the structure of the native language does learning a world language provide? (Why do they say or write it that way? Why can’t they say or write it our way?) Which strategies for learning a world language support learning in other content areas? Do social and academic contexts influence modes of communication? Vocabulary:

● Survival Signs ● Commands ● Days of the Week ● Colors ● Classroom Items ● Numbers 1 - 30 ● Manual Alphabet

Structure:

● WH Questions (What, Where) ● Number Forms (palm orientation & movement) ● Words and phrases ● Real World Orientation(Indexing) ● Commands ● Requests (Yes/No Questions)

Culture:

● I can... ○ ask for clarification appropriately for the target culture

○ tell you about the importance of eye contact in the target culture ○ ask for a sign in culturally appropriate manner

History:

● ASL is not English ● Quick intro to the history of ASL ● Ancient Times

Resources:

● Signing Naturally Unit 1 ● Master ASL! Unit 1 ● FHPO - Chapter 1 ● “The Deaf Community in America; History in the Making” pg 5 - 6

Core Standards: Novice-Mid (NM)

INTERPRETIVE: Respond correctly to commands. INTERPERSONAL: Ask questions to clarify meaning. Express basic classroom needs. Ask permission to do something. PRESENTATIONAL: Sign the date including the day of the week.

Unit 2

Theme: It’s Nice to Meet You!

INTERPRETIVE INTERPERSONAL PRESENTATIONAL

Receptive Skills Interactive Skills Expressive Skills

I can recognize some common greetings and expressions. I can understand someone talking about his age, where he is from, his phone number, the spelling of his name. I can identify some non-manual markers that help me understand meaning.

I can greet and say goodbye to people. I can introduce myself and ask someone her name. I can answer questions about my name, and hearing status. I can spell my name.

I can greet people. I can tell my hearing status. I can introduce myself.

Essential Questions: Does language reflect the values and attitudes of its people? How do people, time and place affect language and culture? Does practice make perfect: What role does accuracy play in communications? How do the parameter distinctions and movement patterns of the target language affect the communication of meaning? How do social interactions and personal interactions differ among cultures? What are the unique elements of our own culture? Vocabulary:

● Greetings (including at different times of the day) ● Nice to Meet You ● Goodbyes ● Names ● Deaf/Hearing ● Identifying People: Colors, basic clothing ● Numbers 1 - 20 (review) ● Add/Subtract

Structure:

● Subject pronouns: I, you, ● Describing others (big concept to little) ● WH Questions (What, Who) ● Yes/No Questions ● 5 Parameters of a Sign

Storytelling: Signing Naturally Unit 6 - “Timber” Culture:

● I can tell you how… ○ people greet each other that they know in the target culture. ○ people greet each other that they don’t know in the target culture. ○ personal space is different in the target culture.

○ to get someone’s attention in the target culture. ○ people say goodbye in the target culture.

● I can use numbers to perform mathematical operations (Connections) History:

● Biblical Times Resources:

● Signing Naturally Units 1 & 2 ● Master ASL! Units 1 & 2 ● “The Deaf Community in America; History in the Making” pg 6 - 9 ● For Hearing People Only

Core Standards: Novice-Mid (NM)

INTERPRETIVE: Watch a short introduction. Identify differences/similarities with the native culture and recognize key information. INTERPERSONAL: Ask and give introductory information. PRESENTATIONAL: Introduce yourself.

                   

Unit 3

Theme: Getting to Know You

INTERPRETIVE INTERPERSONAL PRESENTATIONAL

Receptive Skills Interactive Skills Expressive Skills

I can understand when someone describes where they live and where they are learning ASL. I can understand someone talking about their phone number and email address. I can understand when someone talks about activities she/he likes or dislikes. I can understand simple questions about my likes and dislikes.

I can answer questions about where I live and where I am learning ASL. I can ask questions to find out basic information about someone else.

I can describe myself including where I am learning ASL and my prefered leisurely activities I can describe someone else including where they are learning ASL and their prefered leisurely activities.

Essential Questions: What insights about the structure of the native language does learning a world language provide? (Why do they say or write it that way? Why can’t they say or write it our way?) Do social and academic contexts influence modes of communication? How does culture influence communication? How do language and culture influence and reflect each other? How does an understanding of the nature and construct of another language inform us about our own? Vocabulary:

● Cities & States ● Numbers 20-30 (review) ● Language Background ● Where From ● Where Learn ASL ● Pets/Living Situation

Structure:

● Possessive Signs and Dexis ● Topic Comment Structure ● Mouth Morphemes: oo, mm, cha ● Classifiers to describe animals ● Transitions (with language background)

Storytelling Signing Naturally Unit 6 - “The Gum Story” Culture:

● I can tell you… ○ the role of Name signs in the Deaf Community ○ about Deaf populations in larger cities/states

● I can tell you how… ○ to negotiate a Signing Environment

History:

● Middle Ages: ● Prezi - Search for a Cure ● Prezi - The Beginnings of Education ● Lesson Plans

Resources:

● Signing Naturally Unit 2 ● Master ASL! Unit 3 & 5 ● For Hearing People Only ● “The Deaf Community in America; History in the Making” pg 9 - 11 ● Deaf Text

Core Standards: Novice-Mid (NM)

INTERPRETIVE: Watch an explanation of where someone lives and where they are learning ASL. INTERPERSONAL: Interview another person about their language background. Compare similarities and differences. PRESENTATIONAL: Describe where you live and your living situation.

                  

 

Unit 4

Theme: What do you like to do

INTERPRETIVE INTERPERSONAL PRESENTATIONAL

Receptive Skills Interactive Skills Expressive Skills

I can understand when someone talks about activities she/he likes or dislikes. I can understand simple questions about my likes and dislikes. I can understand when someone describes the weather.

I can answer questions about my likes/dislikes. I can react to someone else’s likes or dislikes. I can ask what someone does in various weather conditions. I can tell what I do in various weather situations. I can explain my decision to do or not do an activity based on weather conditions. I can ask someone how the weather is.

I can express my likes/dislikes about activities. I can express why I like or dislike activities. I can say when and with whom I like or don’t like to do something. I can talk about today’s weather. I can talk about the weather in the 4 seasons.

Essential Questions: What insights about the structure of the native language does learning a world language provide? (Why do they say or write it that way? Why can’t they say or write it our way?) Do social and academic contexts influence modes of communication? How does culture influence communication? How do language and culture influence and reflect each other? How does an understanding of the nature and construct of another language inform us about our own? Vocabulary:

● Email and Phone Number ● Preferences ● Leisure Activities ● Sports ● Weather

Structure:

● Contrastive Structure ● Possessive Signs and Dexis ● Topic Comment Structure ● Verb - to like ● Negation

Storytelling Signing Naturally Unit 6 - Culture:

● I can tell you… ○ the role of music and dance in the Deaf World ○ About the popularity and usage of email, texting, etc.

History:

● The Renaissance - Deaf are first educated

Resources: ● Signing Naturally Unit 2 ● Master ASL! Unit 3 & 6 ● “For Hearing People Only” Chapters 4, 5, 2 ● “The Deaf Community in America; History in the Making” pg 11 - 26 ● Deaf Text

Core Standards: Novice-Mid (NM)

INTERPRETIVE: Watch a description of leisure activities of people from the target culture. Identify key information, such as likes & dislikes. INTERPERSONAL: Interview another person about his/her preferences for leisure activities and frequency. Compare similarities and differences. PRESENTATIONAL: Give a presentation about your leisure activities and about those of another person. Include likes, dislikes, frequency and seasons.

Unit 5

Theme: Let Me Introduce My Family

INTERPRETIVE INTERPERSONAL PRESENTATIONAL

Receptive Skills Interactive Skills Expressive Skills

I can understand what people say in a short conversation about family members. I can understand basic descriptions of family members.

I can ask and tell what my family members look like and their personalities. I can ask and tell what members of my family like to do and why. I can say and ask a birth date.

I can describe my family. I can talk about what members of my family like and don’t like and what they do in their free time.

Essential Questions: In what ways does the study of a world language provide advantages or open doors? (deaf children) How do social interactions and personal interactions differ among cultures? What are the similarities and differences in the elements (vocabulary, linguistic structures, tense and mood) of the native and target languages? What insights about the structure of the native language does learning a world language provide? (Why do they say or write it that way? Why can’t they say or write it our way?) (emphasis on the CONCEPTS of marriage, family, divorce, etc. rather than the English words) Vocabulary:

● Immediate Family ● Extended Family ● Family Variations ● Love Story: Fall in Love, Marry, Have Children ● Relationship status: divorced, separate ● Telling how old ● Commenting on Family: Looks, Age...etc ● “Rocking” numbers 66-99

Structure:

● Personal vs. Possessive Pronouns ● Gender distinction ● Basic possessive adjectives. ● Ranking (siblings age order) ● Age Spot/Numeral Incorporation ● Compounds signs ● Contrastive Structure ● Negations (None, Not, No) ● Plural Pronouns (Pronominalization)

Storytelling: Signing Naturally Unit 6 - Childhood Stories: “Wrong Name!” “If Only I Could Fly,”

Culture:

● I can explain families and friendships in the target culture ● I can explain Hearing/Deaf Family dynamics ● I provide a definition of CODA

History:

● Martha’s Vineyard Resources:

● “My Deaf Family” YouTube ● Signing Naturally Unit 4 ● Master ASL! Unit 4 ● “For Hearing People Only” Chapter 58 ● “Everyone Here Spoke Sign Language” ● “The Deaf Community in America; History in the Making” pg 27 - 30

Core Standards: Novice-Mid (NM)

INTERPRETIVE: Watch, a narrative about a family. Identify key vocabulary and concepts. INTERPERSONAL: Interview someone in order to find out information about a family. PRESENTATIONAL: Display and describe pictures of your immediate family using ranking.

Unit 6

Theme: School Life

INTERPRETIVE INTERPERSONAL PRESENTATIONAL

Receptive Skills Interactive Skills Expressive Skills

I can understand what people say about school schedules, subjects, and class supplies. I can understand when I hear people talk about locations within a school. I can understand someone telling the time.

I can speak with another person about my school day. I can say what classes and teachers I have and when I have them. I can say what materials I have and need for each class and ask others what they have and need for certain classes. I can describe my classes as difficult or easy and ask others about their classes. I can ask and answer questions about time. I can ask and give directions to places in the school.

I can talk about my school schedule. I can tell what school supplies I have and need. I can describe my classes and teachers. I can tell the time. I can tell how I get to school.

Essential Questions: Does practice make perfect: What role does accuracy play in communications? What is culture? How do language and culture influence and reflect each other? How do social interactions and personal interactions differ among cultures? What evidence do we see that language and meaning do not transfer directly from one language to another? (“Institution” vs. “residential school”) Vocabulary:

● Schools: college, high school, junior high, elementary, preschool ● Classes and initialization ● What year are you? ● School locations and directions ● Modes of transportation ● How long (hours/minutes) ● Numbers 30-66 ● Difficulty/Skill in classes ● Time (how long)

Structure:

● Listing and ordering ● Signer’s perspective (directions) ● Agent marker ● Spatial agreement ● Numeral incorporation ● Real-world orientation (directions)

Storytelling: Signing Naturally Unit 6 - “The Gallaudet & Clerc Story” Culture:

● Deaf schools - cultural transference

● No sign for Mr. Mrs. in ASL ● Maintaining clear sightlines ● I can tell you about Deaf Education (placement, methods) ● Providing Information (arriving late)

History:

● Deaf education in America - Gallaudet & Clerc ● Golden Age of Deaf Education

Resources: ● Signing Naturally Unit 2 ● Master ASL! Unit 3 ● “For Hearing People Only” Chapter 1 ● “The Deaf Community in America; History in the Making” pg 30 - 39 ● “Deaf Heritage” Student Workbook - Prologue & Chapter 1 ● Gallaudet & Clerc Story - New Signing Naturally Unit 6

Core Standards: Novice-Mid (NM)

INTERPRETIVE: Watch a narrative about someone’s school day and opinions. Identify the key information. Follow directions to different places in the school building. INTERPERSONAL: Interview someone and find out about his/her school day and opinions. Give and follow directions to different places in/around the school building. PRESENTATIONAL: Present information about your school schedule and preferences.