Plainview-Old Bethpage
Central School District
AMERICAN
SIGN
LANGUAGE
1
Curriculum Writers
Debbie Goldmeier
Patricia McCarthy
2011-2012
PLAINVIEW-OLD BETHPAGE
CENTRAL SCHOOL DISTRICT
BOARD OF EDUCATION
Gary Bettan, President
Amy Pierno, Vice President
Debbie Bernstein
Angel Cepeda
Ginger Lieberman
Evy Rothman
Emily Schulman
CENTRAL ADMINISTRATION
Gerard W. Dempsey, Jr., Superintendent of Schools
Arthur Jonas, Deputy Superintendent
Jill M. Gierasch, Asst. Superintendent for Curriculum & Instruction
Ryan Ruf, Asst. Superintendent for Business
Brian C. O’Sullivan, District Chairperson for World Languages
The Plainview-Old Bethpage School District, under the requirements of Title IX, Part 86, does not discriminate on the basis of sex in the educational program or activities which it operates either in the employment of personnel or the administration of students. The Plainview-Old Bethpage Central School District hereby gives notice that it does not discriminate on the basis of handicap in violation of ADA or section 504 of the Rehabilitation Act of 1973. The school district further gives notice that it does not discriminate in admission or access to its programs and activities.
Mission Statement
The mission of the Plainview-Old Bethpage Central School District is to provide an academically challenging and stimulating environment for all students, and to enable them to realize their full potential to be happy, ethical and analytical citizens of the world. We do this by:
· making tolerance, acceptance, respect, honesty and kindness expectations for all students, and for members of the Plainview-Old Bethpage school community;
· identifying each student’s academic, social-emotional, aesthetic and physical needs, and striving to meet those needs; and
· encouraging communication between and among students, teachers, parents, administrators, and community members.
TABLE OF CONTENTS
Overview Statement Page 3
Units of Study/Topics, Suggested Timeline Page 4
Unit 1 WELCOME Page 5
Unit 2 GETTING STARTED Page 6
Unit 3 GETTING TO KNOW YOU Page 7
Unit 4 FAMILY & FRIENDS Page 8
Unit 5 SCHOOL DAYS Page 9
Learning Outcomes Pages 10, 11
Differentiation of Instruction Page 12
Technology Component Page 12
Bibliography Page 13
Resources Page 13
Literature/DVDs Page 13
OVERVIEW STATEMENT
This new course will begin to offer students equal opportunities to study Spanish, French, Italian or American Sign Language in grades 9-12 at POBJFK High School.
Students who did not successfully earn their 1 High School credit in Spanish or French in grade 8 will have the opportunity to do so in ASL in grade 9. In the 2013-2014 school year, they may complete their Regents sequence in ASL, thus achieving their Regents Diploma with Advanced Designation.
Students who would like to study a third language will have the opportunity to study Spanish, French, Italian or ASL along with new entrants who have never studied a World Language.
This is an introductory course which will enable students to communicate through basic vocabulary, body language and facial expressions. Students will learn the cultural and linguistic differences of the Deaf community. The course is made up of a diverse group of abilities and grade levels 9-12 that complement one another; students who are challenged and students who have never studied a second language work along with advanced language learners who are pursuing additional world languages. This course also meets the NYS requirement for graduation
Units of Study, Suggested Timeline
Unit / Title / Time Frame*Unit 1 / Welcome: Introductions / Three weeks
Unit 2 / Getting Started / Four weeks
Unit 3 / Getting to Know You / Seven weeks
Unit 4 / Family and Friends / Seven weeks
Unit 5 / School Days / Seven weeks
*estimated time frame
Unit 1: WELCOME!
American Council on the Teaching of Foreign Languages Standards:
Goal 1 Communication – A student communicates in ASL.
Interpersonal Communication: Two-way communication via face-to-face conversation or
through technological means.
Goal 2 Cultures – A student gains knowledge and understanding of Deaf culture.
2.1) Practices of Culture: Students demonstrate an understanding of the relationship
between the practices and perspectives of American Deaf culture.
Goal 3 Connections – A student makes the connection with other disciplines by acquiring
information about those disciplines through the use of ASL and an understanding of Deaf
culture.
3.2) Recognizing Different Viewpoints: Students acquire information and recognize distinctive
viewpoints that are only available through American Sign Language and Deaf culture.
Objectives:
· To learn proper greetings and farewells in American Sign Language
· To introduce yourself and others
· To learn basic ASL sentence structure
· To ask and answer questions
· To learn how to interact appropriately with Deaf people
· To learn the role of facial expressions and non-manual markers (signals)
Vocabulary Grammar
Introduction – p. 12 Conjugating – p. 6
Making Conversation - pp. 5, 17, 26, 30 Question maker – p.15
Farewell – p. 20 Signing Yes and No – p. 30
Activities:
1. Smartboard: Koosch activity: Meet peers and become familiar with names/faces
2. Dialogues: Partner basic communication with one another
Greetings
Introductions
Making Conversations
3. Attention Getting: Teacher demonstrates/models Deaf tendency for greeting/farewells, attention getting
4. Color Pom Poms: Introduce/review vocabulary for colors, numbers (1-10), YES/NO questions
5. Object Identification: Introduce/review vocabulary for colors, numbers (1-10), WH questions
6. BINGO: review vocabulary
Unit 2 : Getting Started
American Council on the Teaching of Foreign Languages Standards:
Goal 1 Communication – A student communicates in ASL.
Interpersonal Communication: Two-way communication via face-to-face conversation or
through technological means.
Goal 2 Cultures – A student gains knowledge and understanding of Deaf culture.
2.1) Practices of Culture: Students demonstrate an understanding of the relationship
between the practices and perspectives of American Deaf culture.
Goal 3 Connections – A student makes the connection with other disciplines by acquiring
information about those disciplines through the use of ASL and an understanding of Deaf
culture.
3.2) Recognizing Different Viewpoints: Students acquire information and recognize distinctive
viewpoints that are only available through American Sign Language and Deaf culture.
Objectives:
· To ask for help and clarification in ASL
· To engage in basic conversation on a variety of topics
· To understand the cultural view of deafness
· To improve familiarity with ASL grammar and structure
· To learn and apply WH-signs and facial expressions
· To understand iconic and non-iconic signs
Vocabulary Grammar
Directionality – p. 41 The WH-face – p. 42
Helpful Signs – p. 44 The Signed Question Mark – p. 54
In the Classroom – p. 50 When Sign – p. 59
Activities:
1. WH Practice: power point timed sentence/question recognition
2. What day is today? : Calendar Recognition
3. Who is in my class?: Smart notebook
4. Dialogue: Basic Conversations with peers regarding:
o daily activities
o classroom objects
o people within the classroom
5. Fingerspelling Recognition: daily attendance
6. You tube video: What do you do on ____? (Deaf person signing daily activities and likes/dislikes)
Students watch and complete questions via target language
7. Vocabulary Recognition Competition: review vocabulary game
Unit 3 : Getting to Know You
American Council on the Teaching of Foreign Languages Standards:
Goal 1 Communication – A student communicates in ASL.
Interpersonal Communication: Two-way communication via face-to-face conversation or
through technological means.
Goal 2 Cultures – A student gains knowledge and understanding of Deaf culture.
2.1) Practices of Culture: Students demonstrate an understanding of the relationship
between the practices and perspectives of American Deaf culture.
Goal 3 Connections – A student makes the connection with other disciplines by acquiring
information about those disciplines through the use of ASL and an understanding of Deaf
culture.
3.2) Recognizing Different Viewpoints: Students acquire information and recognize distinctive
viewpoints that are only available through American Sign Language and Deaf culture.
Objectives:
· To expand ASL skills and topics of conversation
· To understand topic-comment structure
· To incorporate numbers into conversation
· To understand how ASL name signs are made
· To use possessive signs and deixis appropriately
· To talk about favorites
Vocabulary Grammar
Background signs, interests, states & provinces – pp. 75-79 Topic-Comment Structure
Well-known city signs, Distance – pp. 82-83
Addresses & Telephones – pp. 99,100
Weather – p. 110
Activities:
1. Dialogue: Where is Clerc? (Laurent Clerc is "hiding" in various locations in the USA)
Vacation Sites…two signers discuss favorite/least favorite choices with reasons.
2. How many states are there? State vocabulary and location recognition
3. Weather: What is the weather today? Chart weather for the day, week, month in various locations
4. Smart notebook: correlate state with weather tendency and activities
5. Holidays: Vocabulary introduced. Throughout the year, holiday activities are reviewed, students engage in
the holiday activity via target language.
6. Seasons: Weather, vacation sites, activities and colors associated with each season are decided as a group.
Groups present assigned season using target language; teacher asks general questions regarding each
presentation for audience to answer.
Unit 4 : Family & Friends
American Council on the Teaching of Foreign Languages Standards:
Goal 1 Communication – A student communicates in ASL.
Interpersonal Communication: Two-way communication via face-to-face conversation or
through technological means.
Goal 2 Cultures – A student gains knowledge and understanding of Deaf culture.
2.1) Practices of Culture: Students demonstrate an understanding of the relationship
between the practices and perspectives of American Deaf culture.
Goal 3 Connections – A student makes the connection with other disciplines by acquiring
information about those disciplines through the use of ASL and an understanding of Deaf
culture.
3.2) Recognizing Different Viewpoints: Students acquire information and recognize distinctive
viewpoints that are only available through American Sign Language and Deaf culture.
Goal 4 Comparisons – A student develops insight into the nature of language and culture through
comparisons of ASL and Deaf culture and their own language and culture.
Objectives:
· To recognize and use gender distinction in ASL
· To understand and use contrastive structure
· To gain exposure to Deaf art
· To sign about family, friends and relationships
· To use pronoun signs appropriately
Vocabulary Grammar
Family size and members – pp. 122-125 Contrastive Structure - p. 131
Signing age – p.136 Shoulder-Shifting – p. 131
Friendship – p. 145
Relationships – p. 149
Activities:
1. Dialogues: Who is in your family?
2. Homer Simpson's Family: Who is who? WH-question practice
3. Family Tree: Students create their "ideal" family using clip art, magazines etc. Students present their "ideal" family to class using target language.
4. Deaf Schools: smart notebook
o Types of schools: mainstream, day school, residential
o Deaf Schools in New York State
o Philosophy of Educating Deaf Children: Oralism, Total Communication, Bi-Lingual/Bi-Cultural
5. Deaf State School Presentation: Students are assigned a state to research the type of deaf school, activities
etc. Presentations are submitted via stand up folder and signed to peers.
6. Love Is Never Silent: Hallmark Movie
Objectives:
· Students will be introduced to the main characters of the movie via target language
· Students will discuss family dynamics & changes throughout movie
· Comparisons of technology devices for the Deaf from 1930's and today
· Comparisons of interpreting services for the Deaf from 1930's and today
· Students discuss Hearing views of Deafness using target language
7. Compare/Contrast: "Gossip Time" family members, residences, marital status, likes/dislikes, etc.
7 | Page
Unit 5 : School Days
American Council on the Teaching of Foreign Languages Standards:
Goal 1 Communication – A student communicates in ASL.
Interpersonal Communication: Two-way communication via face-to-face conversation or
through technological means.
Goal 2 Cultures – A student gains knowledge and understanding of Deaf culture.
2.1) Practices of Culture: Students demonstrate an understanding of the relationship
between the practices and perspectives of American Deaf culture.
Goal 3 Connections – A student makes the connection with other disciplines by acquiring
information about those disciplines through the use of ASL and an understanding of Deaf
culture.
3.2) Recognizing Different Viewpoints: Students acquire information and recognize distinctive
viewpoints that are only available through American Sign Language and Deaf culture.
Goal 4 Comparisons – A student develops insight into the nature of language and culture through
comparisons of ASL and Deaf culture and their own language and culture.
4.2) Cultural Comparisons: Students demonstrate understanding of the nature of culture
through comparisons of American Deaf culture and their own culture.
Objectives:
· To improve conversational skills
· To sign about school and school life
· To identify and use the Agent Markers appropriately
· To understand contemporary Deaf Education options
· To understand and use basic classifiers
· To tell time and sign about time related issues
Vocabulary
School Location Personnel – pp. 169-171
Education, Coursework – pp. 181-184
Classifiers – pp.193-197
Activities:
1. Dialogues: What classes are you taking?
o Favorite classes?
o What is Suzi's schedule?
2. Around Our School: Students take a tour of the school to familiarize vocabulary
3. Telephone Game: classifier usage
4. Expressive: A day in the classroom: students develop a story regarding the classroom picture
5. Who Am I? (Agent Markers): Describe personality each career tends to have, peers "guess"
6. Smart notebook review vocabulary
· Each student chooses five (5) vocabulary words from unit
· Students video question or statement for each vocabulary
· Clip art will be assigned as choices for peers to "test" their knowledge
7. If…then… conditional introduction conversation (IF THIRSTY…DRINK GET FROM WHERE?)
8. Bingo: review vocabulary
Learning Outcomes for American Sign Language Skills Levels 1 – 4
Brown Kurz & Taylor © June 2008
Goal 1 - Communication – A student communicates in ASL.
1.1) Interpersonal Communication: Two-way communication via face-to-face conversation or through technological means.
In interpersonal communication, two or more individuals interact with each other. As they take turns expressing themselves using American Sign Language through face-to-face or digital/technological means (e.g., videophone), they have the opportunity to negotiate meaning, that is, to check whether their intentions are accurately understood. If the message does not appear to be understood, the signer can make the necessary adjustments or clarify.