!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$891::;<--=>$?@AB$891::;CAB$<--=$$

PAGE 1 OF 10

Lesson Plan - Unit 11: Attributes Qualities to Others

Course Outcomes: After completing this course, students will be able to:

1. Demonstrate accurate ASL facial expression (NMS) and syntax to broaden their conversational skills that included the attributes qualities to others.

2. Develop conversational skills by using the contrastive structure in ASL.

Lesson Outcomes: By the end of this class, students will be able to:

1. Identify and sign the qualities based on person’s/animal’s personality traits.

2. Use the role shifting in contrastive structure. 3. Express the learned signs for some personalities in ASL

Materials Equipment needed for classroom

! Computer & LCD Projector

Materials to bring to classroom

! Signing Naturally Level One: Unit 11, pg. 252-270 (Attributes)

! Activity: Pair practice (PowerPoint, slide 8)

Procedures 1. Roll Call - Sign the attendance sheet

2. Warm-up Exercises (5-10 Minutes)

3. Ask students if they have any questions regarding to homework

4. Discuss about Unit 10 Quiz Expectation (See Attachment)

5. Follow the slides included instructions of what to do.

! Introduce the vocabulary

! Provide constructive feedback

! Introduce sentence structure (Topic-Comment & Contrastive Structure)

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$D1E;<--=>$?@AB$891::;?CAB$<--=$

PAGE 2 OF 10

Preview of Language Function

Lexical signs: Personal Qualities Animals/People Other

GOOD

POOR

RICH

YOUNG

OLD

SAD

HUMBLE

FAMOUS

STRANGE

UGLY

SNOBBISH

RUDE

NERVOUS

INNOCENT

MEAN

BEAUTIFUL

CHEERFUL

SHY

CUTE

HANDSOME

EGO

HEART-SOFT

JEALOUS

STRICT

LAZY

UGLY

DOG

CAT

FISH

SNAKE

RAT

SHEEP

BEAR

HARE

LION

SNOW-WHITE

WINNE THE POOH (GANG)

QUEEN

PRINCESS/

PRINCE

SEMESTER

TAKE-UP

LITTLE-BIT

REAL/TRUE

HEAR

BUT

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$891::;<--=>$?@AB$891::;CAB$<--=$$

PAGE 3 OF 10

Lexical signs: Personal Qualities Animals/People Other

Sentence Structure POSS MOM topic MEAN POSS FATHERtopic SWEET

__________________________________________

PEOPLE THINK ME (WILD) BUT REAL ME (SHY) (correct description of self )

GRAMMAR CULTURE/LANGUAGE NOTES

CONVERSATIONAL STRATEGY

One-character role shifting

Contrastive Structure

Role Shifting Confirming, qualifying and contradicting opinions

Topic-comment Structure

LESSON SEQUENCES & PROCEDURE:

Slide: 1

Length: 10 minutes

Procedure: Roll Call (Attendance Sheet)

Have conversation with students

Warm-up (allow the students to converse with students)

Teaching Approach

1. Student-Centered

2. Interactive Approach

Students will be interacting with

their peers. Please provide

constructive feedback to

students if needed while assessing

the language skills

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$D1E;<--=>$?@AB$891::;?CAB$<--=$

PAGE 4 OF 10

Slide: 2

1. Ask the students what does the term, QUALITIES means?

2. Allow the students to answer, make the corrections if students doesn’t know the signs for qualities.

Teaching Approach:

Lexical Approach

Slide: 3

1. Point to the picture, introduce the signs for each

2. Pick a picture to narrate that include the learned signs

If the students can’t think of examples, pick any picture and describe the personality (MAN ANGRY)

Teaching Approach:

Direct Method

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$891::;<--=>$?@AB$891::;CAB$<--=$$

PAGE 5 OF 10

Slide: 4

1. Ask the students to identify the characters in the picture

2. (WHO THAT? – SNOW-WHITE, 7 DWARFS)

3. Ask the students to identify the dwarfs and ask for the names of the characters and ask them what each character’s personality is like?

Correct answers:

a. SNOW WHITE (BEAUTIFUL, INNOCENT, SWEET)

b. QUEEN (MEAN)

c. SLEEPY (SLEEPY, LAZY)

d. DOPEY (PEA-BRAINED)

e. DOC (SMART, WISE)

f. PRINCE CHARMING (SWEET)

g. GRUMPY (MAD, COMPLAIN++)

h. BASHFUL (SHY)

Teaching Approach

Direct Method

Interactive Learning

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$D1E;<--=>$?@AB$891::;?CAB$<--=$

PAGE 6 OF 10

Slide: 5

1. Ask the students what kind of dog is it?

2. Answer: Cocker Spaniel & Poodle

3. Ask the student what’s the personality that each dog tends

to have?

Answer:

Cocker Spaniel: (SWEET) Poodle (SNOOBISH)

If the students does not know what that sign for SWEET, provide the example of the opposite from SWEET/FRIENDLY

SWEET vs. MEAN

Teaching Approach

Direct Method

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$891::;<--=>$?@AB$891::;CAB$<--=$$

PAGE 7 OF 10

Slide: 6

1. Ask the student what are the movies they remember from those pictures and describe each character’s personality traits.

a. Wizard of Oz

i. Tin Man (COURAGEOUS)

ii. Scarecrow (PEA-BRAINED)

iii. Lion (FEARFUL)

iv. Wicked Witch (MEAN, BAD)

v. Glenda, Good Witch (GOOD, SWEET)

b. Winnie The Pooh

i. Tigger (SILLY, HAPPY, CHEERFUL)

ii. Pooh (SWEET, NOT-SMART)

iii. Eeyore (SAD, COMPLAIN++)

iv. Piglet (CUTE, YOUNG)

v. Owl (SMART,WISE)

vi. Christopher (SMART)

c. Goofy (SILLY)

(Encourage them to use the contrastive structure)

Teaching Approach

Direct Method

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$D1E;<--=>$?@AB$891::;?CAB$<--=$

PAGE 8 OF 10

Slide: 7

1. Ask the student to check in if they know the story of Hare/Tortoise

2. Ask the student what’s the difference between these animals?

3. What’s the personality?

Answer: HARE FAST WIN

TORTOISE SLOW, LOST

Teaching Approach

Direct Method

(Pair Practice)

Slide: 8

1. Ask the students what is the role shifting?

a. If students does not know the role shift is, please explain that role shift helped to set the topic and become the character of the person based on actions or personality traits.

2. Demonstrate the example of contrastive structure of family members with their personality traits

3. Ask the students to provide their own examples for their family members.

4. *Suggest you provide examples and move your shoulder from left to right and ask them, what the shoulder turning is called?*

Teaching Approach

Interactive Learning

(Encourage the students to share their answers)

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$891::;<--=>$?@AB$891::;CAB$<--=$$

PAGE 9 OF 10

Homework Assignment

View the DVD, “Describing Characters”, pg. 64 in the Signing

Naturally Student Textbook

Assessing the student’s

comprehension

(Check in with the students on Tuesday, what

they have learned in the

video)

Assessment Tools

Informal Assessment:

a. Demonstrations for narrative exercises

b. Constructive Feedback

! Positive Critique is given to students when they made errors.

c. Comprehension Checks

! Ask the student questions regarding to qualities to check on their comprehension and abilities to express the answers in appropriate ASL.

d. Demonstrate this structure with Wh-Q structure. Be sure to use picture of the cat looking like mean to fit the personality. Once demonstrate, ask the students if the cat is friendly, or not.

a. (CAT FRIENDLYwh-q) Answer: NO CAT ITSELF MEAN

e. Assessing Language Skills

! Activity: (Pair Practice)

- Asked the students to tell the personality traits of their family members to teach other during their pair practice. I gave them feedback when I noticed some errors or unclear production/grammar.

- While pair practice, use the sign: I suggest you to use….. The goal is to avoid saying, “You’re wrong”.

Formal Assessment Tool:

Students will view the DVD, “Describing Characters” and answer the questions on page 64. (Please instruct them to submit their assignment (Unit 10 – by

!"#$%&'(&)$*+,-./012$"/32$4123513-$667$$D1E;<--=>$?@AB$891::;?CAB$<--=$

PAGE 10 OF 10

Saturday at midnight) via MyThread. (Please look for attachment for Unit 10 Quiz Guidelines and Quiz)

Homework to be assigned:

Unit 10 - Quiz due on Saturday, March 30th by midnight.

Unit 11 - View “Describing “ Characters on DVD and answer pg. 64

GU - ASL Programs Revised: 10/2011

Gallaudet University ASL Program Unit 10 Quiz

Students will conduct a dialogue with each other to talk about occupations and/or workplaces. Students should be able to include vocabulary that indicates time signs, relationship verbs, occupations, workplaces, possessive pronouns, and pronouns (US-TWO, THEY-TWO). Dialogues will be recorded and submitted via MyThread video for up to two minutes. Students will need to include: Appropriate use of topic-comment structure Appropriate use of possessive pronouns Appropriate use of Wh-question Appropriate use of cardinal number Appropriate use of pronouns (US-TWO, THEY-TWO) Appropriate use of sign production

!"#$#%&'#()*+),-./012/34#565788

ASL 2 Unit 10 Quiz Name

Grade / 150

Talking about Occupation/WorkplaceAppropriate use of possessive pronouns 10 9 8 7 6 0 x 2 = 0

Appropriate use of pronouns 10 9 8 7 6 0 x 2 = 0

Appropriate use of wh-question 10 9 8 7 6 0 x 2 = 0

Appropriate use of sign production 10 9 8 7 6 0 x 3 = 0

Appropriate use of time signs 10 9 8 7 6 0 x 2 = 0

Appropriate use of topic-comment structure 10 9 8 7 6 0 x 2 = 0

Appropriate use of cardinal number 10 9 8 7 6 0 x 2 = 0

Total Points: 0

6 = Developing

Jumbled, not understandable

Gallaudet UniversityASL Program

0

10 = Excellent 9 = Good 8 = Adequate

All morphology, syntax,

semantics, & discourse are

produced correctly.

Some morphology, syntax, semantics,

& discourse errors, but can be

understood.

Frequent morphology,

syntax, semantics, & discourse errors, still

understandable

Difficult to follow with a

lot of errors in morphology,

syntax, semantics, &

discourse.

7 = Emerging