Lesson Plan 7 12/4/14

ASL III

STAGE ONE: DESIRED RESULTS

INFORMATION:
1. Lesson Topic: Animals
2. Class Length: 90 Minuets
3. Class: ASL III
OBJECTIVE:
1. Students will learn vocabulary for animals
2. Students will learn how to appropriately use descriptive classifiers
VOCABULARY:

TIGER
LION
BEAR
HORSE
GIRAFFE
HIPPO
SNAKE
BULLDOG
RABBIT
MONKEY
ALLIGATOR
RAT
BIRD
CAT
SQUIRREL
CHICKEN
FROG
ALL FORMS OF DESCRIPTIVE CLASSIFIERS

MATERIALS:
1. Computer/PowerPoint
2. Story rubrics sheet
ASL TEACHING STANDARDS:

Lesson Plan 7 12/4/14

ASL III

1. Students use American Sign Language to engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions. (1.1)
2. Students comprehend and interpret live and recorded American Sign Language on a
variety of topics. (1.2)
3. Students present information, concepts, and ideas in American Sign Language to an
audience of viewers on a variety of topics. (1.3)
STAGE TWO: ACCEPTABLE EVIDENCE
1.
2.

Student responses to questions asked.

a. Are students following ASL grammar?
Student behavior during activity.
a. Are students pay attention?
b. Are students involved in activity?
c. Are students on task and following directions?
d. Are students producing the right signs?
STAGE 3: ACTIVITIES/PROCEDURES

TEACHER LEAD INSTRUCTION: ANIMALS

10-30 min

1. Display a PowerPoint slide with items from the vocabulary list.

2. Point to each word and demonstrate the sign.
3. When done demonstrating all signs, call on random students and ask them to sign it.
ACTIVITY #1: ANIMAL STORY PRACTICE

10-20 min

1. Assign an animal to each student in the class.

2. Explain that they have 10-15 min to practice describing the animal and two things that
the animal does.
3. Be sure to remind them to use the descriptive classifiers they learned.
BREAK!

3 min

Lesson Plan 7 12/4/14

ASL III

ACTIVITY #2: ANIMAL STORIES

30-45 min

1. Call on students one by one and have them sign their animal stories in front of the class.
2. Fill out the grading rubric for each student.
3. Instruct students to give feedback to each other including the following:
a. Something that you think the signer did well.
b. Something that you think the singer can improve.

Feedback Rubric

4
Pragmatics

Story is clear, well focused, and flows.

Strong evidence of a beginning middle
and ending.

Story is somewhat clear, focused, and has a

general flow. There is some evidence of a
beginning middle and ending.

Story is still devloping, unclear, and does

not flow. There is vague evidence of a
begining middle and ending.

Story is not clear, or not present, and does

not align with any flow. There is no
evidence of a beginning middle and
ending.

All elements of the story are present

with no errors in production.

Most elements of the story are present

with some errors in production.

Many elements of the story are not present

and several errors are present.

The majority of the elements of the story

are not present and many errors are
present.

Choice of signs, classifiers, facial

expression and sentence structure
follows ASL fully. The Language is
appropriate.

Choice of signs, classifiers, facial

expressions and sentence structure
generally follows ASL. Language is some
what appropriate.

Choice of signs, classifiers, facial

expressions, and sentence structure aligns
with English. Language is not appropriate.

Choice of signs, classifiers, facial

expressions, and sentence structure are
unclear with minimally support. Language
is not seen.

Delivery is fluid, clear, and confident

with no evidence of signing errors.

Delivery is somewhat fluid with moderate

clarity. Evidence of sign errors are
minimal.

Delivery is not fluid and lacks confidence.

Several errors are present.

Delivery is disconnected and does not aid

in understanding. Many errors are present.

Accuracy

Language Use

Production

Lesson Plan 7 12/4/14

Instructor Comments:

Scoring:
15-16

11-14

7-10

4-8

ASL III

Lesson Plan 7 12/4/14

ASL III