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LESSON PLAN

Name: Mae Sellers Date of Lesson/Observation: 6/14/17

SCHOOL
Institution Anne Arundel Community College
Course ASL Level 1 (ASL 111.002)
Curriculum Signing Naturally Level 1, Units 1-6
Students 15 students
Duration Mondays and Wednesdays and Fridays from 9:00 to 9:50 am
Co-Faculty Larry Gray, on-the-job adjunct position teaching internship

LESSON OUTCOMES
Unit Unit 3: Discussing Living Situations
Outcomes At the end of this unit, the students will be able to:
1) Narrate what the pets person has or likes and the living arrangement.
2) Demonstrate topicalization, wh-q, HOW-MANY, and Y/N q, point to students
3) Students identify the signs what they had learned within class
Lesson Lesson 3:
Outcomes At the end of this lesson, the students will be able to:
1) Students discuss the pets, how many pets they have and or like the pets and living
arrangement.
2) Students learn how to use topicalization, wh-q, HOW-MANY, Y/N q, head tilt
3) State Deaf people in different fields such as Entertainment
4) Incorporate and/or shift sequence from initiators view
ACTFL This lesson satisfies the following ACTFL standards:
Standards 1.1: Engage in conversations & exchange opinions
1.2: Understand & interpret variety of topics
2.1: Demonstrate understanding of cultural practices
3.2: Acquire information about distinctive viewpoints
4.2: Demonstrate understanding of culture through comparisons
5.2: Use language for personal enjoyment and enrichment
Outcome & Lesson Outcomes Unit ACTFL
Standards 1) Students describe pets, or have pets and living arrangement. 3 1.1,1.2
Chart 2) Students show how to use topicalization, wh-q, HOW-MANY, 1,2,3 1.1,1.2,2.1
Y/N q, head tilt
3) Recognize Deaf people in different fields such as living 3 3.2
arrangement/pets services, pets
4) Incorporate or/and shift sequence from initiators view 1,2,3 1.1,1.2,2.1

Teaching Interactive Learning, Total Physical Response, Natural Approach, Interactive Learning
Methods
Vocabulary Noun CARDINAL NUMBERS, PETS, ANIMALS, DOG, CAT, BIRD,FISH, RAT, RABBIT,
PEOPLE, MOTHER, FATHER, SON, DAUGHTER, HUSBAND, WIFE, CHILDREN,
FAMILY, ROOMMATE, LIVE ALONE, LIVE WITH, BOY+FRIEND, GIRL+FRIEND,
HAVE, NONE

Grammar topicalization, Wh-q, HOW-MANY, and Y/N q, shift, head-tilt


Culture Deaf people have service dogs. Dalmation-deaf dogs, deaf devices, how to get their attention to
answer door
Materials Digital Presentation, Objects for Activities, Signing Naturally Level 3 DVD

LESSON PROCEDURE
Activity Description Length
Roll Call Teacher checks on attendance paper 1 min
Opening/ Before I teach the class, I reviewed with them with our last week on few of 7 mins
Review PP
Teacher Show pictures of pets and living arrangement from Digital Presentation 10 mins
Directed 1) Emphasize Topicalization, Wh-q, HOW-MANY and Y/N q
2) Demonstrate signs of new vocabularies on each activity
Guided Demonstrate paired dialogue for each: 10 mins
Practice 1) Students select the name pets and living arrangement.
While students practice describing, acting out and name pets if they have and
living arrangement to each other. The teacher walks around to check on
students and assesses student work, teacher corrects their signs as needed.
When done, the teacher reviews topicalization, Wh-q, HOW-MANY, and
Y/N q procedure, points out the errors the teacher sees during the interaction.
Independent The teacher models the new sign. After that, each student asks the other 5 mins
Practice classmate what he or she has pets or like pets, and living arrangement
Cultural History of Dalmation dog, pets like service dogs, deafs ways of getting 10 mins
Application attention at living arragenment

Closure Quickly ask students to share what theyve learned during class. Explain 7 mins
upcoming assignment. Answer questions. Dismiss class.
Assessment Informal: group activity, pair up students to use informal assessment Full Class
techniques such as asking to repeat, observe, show puzzled-face, nod, clarify, Period /
expand, etc. Assignment

Formal: Ask students to give the answers to identify pets, how many they
have and or like, and living arrangement-go react following rubric.
Differentiation Work with Office of Students with Disabilities. One student needs time N/A
extended with quizzes, tests, and some assignments, some repetitive signs-
usually twice. Three students need repetitive signs that might be more than
twice, need to encourage them to interact with other students, need to check
in with them how they are.

Total 50 mins

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