Week Of: 2-7-11 through 2-11-11 / Class: ASL II-Advanced
Periods: 1, 6-7
Monday / NJCCCS:
7.1 Communication-Basic
7.2 Culture-Basic / Essential Question(s) / Objectives: How do we sign about daily routines and activities? How do we identify and understand noun-verb pairs in ASL? How do we describe clothing? How do we use spatial organization? How do we apply turn-taking strategies in conversations? / Instruction: story monday
Teacher signs a 20-25 minute asl story to challenge students’ longer comprehension and receptive skills.
students then complete a written exercise related to this story. / Differentiation / Modifications:
11, 12, 14, 20, 22
(and any others as needed)
Interdisciplinary NJCCCS:3.3, 3.4, 2.5, 1.5, 6.1, 6.4 (and any others as appropriate) / Assessment:
Collins writing Type 1
Story-written summary = 5 points
Tuesday / NJCCCS:
7.1 Communication-Basic / Essential Question(s) / Objectives: How do we sign about daily routines and activities? How do we identify and understand noun-verb pairs in ASL? How do we describe clothing? How do we use spatial organization? How do we apply turn-taking strategies in conversations? / Instruction: Unit 7: My daily routine
1) Watch Kris’ Routine and answer questions on overhead
(rotating parallel partners)
2) Do comparisons pg. 259 Parallel Partner formation --- Teacher models how
to do a comparison in a complete ASL sentence. ME NOT WAKE-UP 7:30,
5:15 ME WAKE UP
3) Teach new signs pg. 261
4) Do partner drills E1 and E2
3) Do HW 1-A –be ready to sign / write it in ASL pg. 260 / Differentiation / Modifications:
11, 12, 14, 20, 22 (and any others as needed)
Interdisciplinary NJCCCS:
3.3, 3.4, 2.5, 1.5, 6.1, 6.4 (and any others as appropriate) / Assessment:
HW 1B pg. 260 Gloss and ready to sign
Wednesday / NJCCCS:
7.1 Communication-Basic / Essential Question(s) / Objectives: How do we sign about daily routines and activities? How do we identify and understand noun-verb pairs in ASL? How do we describe clothing? How do we use spatial organization? How do we apply turn-taking strategies in conversations? / Instruction: Unit 7: My daily routine
WARM-UP Inside/Outside 1B
1) SPATIAL ORGANIZATION “Then” pg. 262 Watch Eyes on ASL #14—
explain in ASL
2) Apply this to practice in Classroom Exercises F and G (overheads) Teacher
models, guides practice, independent drills
3) Do classroom exercise H-1 and 2 with a partner---voice off
4) Survey activity with H2 from Thursday---gather information about
classmates / Differentiation / Modifications:11, 12, 14, 20, 22 (and any others as needed)
Interdisciplinary NJCCCS: 3.3, 3.4, 2.5, 1.5 (and any others as appropriate) / Assessment:
Thursday / NJCCCS:
7.1 Communication-Basic; / Essential Question(s) / Objectives: How do we sign about daily routines and activities? How do we identify and understand noun-verb pairs in ASL? How do we describe clothing? How do we use spatial organization? How do we apply turn-taking strategies in conversations? / Instruction: Unit 7: My daily routine
1) Drills pg. 265 I-1
2) Teach concept of ERRANDS Do Drills I2, I3 (MAKE OVERHEAD)
Review: Steal the Bacon with new signs from the week pgs. 257, 259, 261
Fingerspelling Speed Game / Differentiation / Modifications:11, 12, 14, 20, 22 (and any others as needed)
Interdisciplinary NJCCCS: 3.3, 3.4, 2.5, 1.5 (and any others as appropriate) / Assessment:
Friday / NJCCCS:
7.1 Communication-Basic; / Essential Question(s) / Objectives: How do we sign about daily routines and activities? How do we identify and understand noun-verb pairs in ASL? How do we describe clothing? How do we use spatial organization? How do we apply turn-taking strategies in conversations? / Instruction: Unit 7: My daily routine
1) Teach Noun-verb pairs in ASL pg. 273 Example: ME GO-TO FLY. CHAIR. FLY vs. ME GOTO AIRPORT, SIT , PLANE-DEPARTS Examples: CHAIR/SIT, ERASER/ERASE, TELEPHONE/TO-CALL/TO-BE-CALLED, CAR/DRIVE-TO/DRIVE/FROM
2) DRILLS---P-1, P-2
3) Do P-3 with a partner…….Sign in groups of 4 / Differentiation / Modifications:
11, 12, 14, 20, 22 (and any others as needed)
Interdisciplinary NJCCCS: 3.3, 3.4, 2.5, 1.5 (and any others as appropriate) / Assessment:
HW 1B pg. 260 Gloss and ready to sign
Approved Principal’s Comments: ** This plan is a working document and subject to change