Marissa Polvere

MPolvere@pulverizer.edu
224-622-7200
ASL II
ASL 201
Week 7, class 15
Office Hours:MWF - 2:00 - 4:00 pm
M,W,F- 9:00-9:50a
Course Description:
This ASL II course provides further development of
basic language and conversational skills in American
Sign Language (ASL). Students will continue to
expand their vocabulary and grammatical knowledge,
further building their comprehension and production
skills. In addition, students will increase their
awareness of Deaf culture.
Prerequisite: ASL I with a passing grade of C or better
or approval from the department chair.
Course Student Learning Outcomes (SLO):
At the end of the course, students will be able to:
1. Apply expanded language skills and cultural
behaviors to communicate and interact appropriately
in ASL.
1

2. Demonstrate an increased awareness of cultural

values and cross-cultural perspectives within Deaf
communities.
3. Present and analyze narratives and various types
of discourse in ASL through the use of technology.

Unit 7: Giving Directions

Unit Description
Unit 7 includes topics that allow students to
give directions using ordinal numbers, facial
grammar, depictions, and spatialization
techniques. During this unit, students will be
able to provide directions in ASL using
appropriate depicting verbs followed by
intensive work on comprehension skills.
Students will exercise dialogue, real-life
situations, hands-on activities, and class
projects.
Unit Outcome Chart
Unit%Outcome:%
At#the#end#of#the#unit,#
the#student#will#be#able#
to:##

Unit%Ac.vity%%

Unit%Assessment%%

Aligned%with%Course%
Outcomes%%

Apply%direc+ons%using%
Time%for%a%
depic+on,%facial%
Walk%/
grammar,%and%
Scavenger%Hunt%%
spa+aliza+on%techniques%
in%ASL%conversa+ons.%%

Comprehension%
checks%and%
observa+on%
%

1,%2%
%
%
(ACTFL%1.1,%2.1,%3.1,%
5.1)%%
%

Express%and%comprehend%
ASL%grammar%when%
giving%direc+ons%
involving%vocabulary,%
specic%verbs,%ordinal%
numbers%and%foodO
related%requests.%%

Comprehension%
checks%and%
observa+on%
%

1,%2%%
%
%
(ACTFL%1.1,%%3.1)%
%

*Building%
Blocks%
(partner)%
%
%
*INSTRUCTIONS%ARE%
UNDER%ACTIVITY%
DOWN%BELOW%%

Consider%cultural%
Describe%your%
dierences%with%
screenshot%in%
direc+ons%by%separa+ng% video%
linear%direc+ons%from%
spa+al/iconic%direc+ons.%%

MiniOAssignment%&%
1,%2,%3%
Video%comment%rubric%% %
%
%
%
ACTFL%1.2,%1.3,%4.1)%%
%

Teaching Methods:
Direct Method
This lesson uses target language, pictures on presentation
and hands on activities (Time for a walk/Scavenger Hunt)
to introduce vocabulary by identifying and labeling and
learning how to apply depiction, facial grammar,
spatialization techniques for direction comprehension.
Natural/Interactive Approach
Through group activities in this
lesson, students are prompted to
interact with each other by
commanding to put blocks in a
certain location or asking where
objects are located.
Teaching Materials and Equipment:
Equipment needed for classroom:
computer connected to a digital projector
dry erase board and dry eraser markers
Materials to bring to class:
unit 7: giving directions (day 2/3)
in class: laminated pictures of hallways and house floors
for activity: colored blocks and strings (found in the drawer
on the top left)
Access to Canvas Learning Management System for:
Video assignment (comes with rubric at the bottom)

DATE

Course Topics

Assignments

Day 1

Review syllabus
Video assessment

Watch instructorss

Activity: Time for a

Practice signing

video on Canvas

Walk/ Scavenger
Hunt
Day 2

Day 3

Day 4

Lecture:

Continue

vocabulary (within
building, outside
environment,
verbs, & foodrelated)
Lecture: cardinal
and ordinal
numbers
Activity:
Worksheet
Samples (partner)

practicing
directions with
Picture It
worksheets on
Canvas & do
video (less than 2
minutes)
*worksheet
samples are
shown on the
right

Review vocabulary

Bring a picture of

and numbers
Lecture: apply ASL
with Directions
Activity: Building
Blocks

a building or a
hallway youd like
to describe to
class (if you have
another idea, feel
free to ask the
teacher)

Review vocabulary

Sreenshot a

and numbers
Lecture: Sign
Production
Activity: Practice
describing your
hallway to class
Activity: Dude,
Wheres My Stuff?

hallway or a
building and self
record describing
your screenshot
Post it on Canvas

In class worksheet

Take home
worksheet

Picture Sample

Screenshot Sample

Lesson Procedure:
Lesson Outcomes- Students will be able to:
1) Examine cultural dierences when applying directions by
separating linear directions from iconic/spatial directions.
2) Demonstrate increased awareness using directions with
depicting verbs, action verbs, facial grammar, ordinal numbers,
and spatialization techniques in ASL.
3) Present and analyze narratives and discourses with
spatialization techniques and non-manual signals on video in
ASL.
Roll call (5 min):
Slide #1
Have a conversation with students (using target language-ASL) and
ask if they slept well.
Procedure: Focus on the directions of students in their seats &
apply depicting verbs, pointing index, non-manual signals, and
spatial techniques to students for name calling. Look at the
student you plan to select, students should raise their hand then
finger spell their names. Check their names o on the list. (This
will help students get an idea of what your lesson plan will ensure
in class with giving directions).
Opening (35 min):
Review the second day of Unit 7
Slide #2
Length: 10 minutes
Procedure: Review sign production for hallway, room, floor that
were introduced from previous class. Point (identify) to the picture
shown and ask what floor level it may be. Give two examples of the
bathrooms location. Have students direct and use index pointing
to determine where the bathroom is: this identifies their
comprehension in ASL for directions.
example #1- bathroom is on the far left by the dead-end
5

Sign, bathroom, where? ha# corridor, far le$

example #2- bathroom is at your first right
Sign, bathroom, where? ha# corridor, rea#y close to the right
Assessment: Observe students sign productions- if they produce
a sign in error, model the correct sign.
Slide #3
Length: 5 minutes
Procedure: Ask students how to sign an opened/closed door. Ask
them how to sign the stairs shown in the picture. Demonstrate
each sign if necessary. Use depicting verbs to describe where you
will meet at the stairs.
Assessment: Observe students sign productions- if they produce
a sign in error, model the correct sign.

Slide #4
Length: 10 minutes
Procedure: Demonstrate signs for basement, first floor, second
floor. Demonstrate sentences structure:
example #1 basement-stairs-first floor-stairs-second floor
example #2- second floor-stairs-first floor-stairs-basement
Ask students questions such as: I want to go to the first floor
from the basement then point to students. Have them sign the
sentence.
Continue asking questions so students can increase their
understanding and get a chance to demonstrate what they know.
Assessment: Observe students sign productions- if they produce
a sign in error, model the correct sign.

Slide #5
Length: 10 minutes
Procedure: Sign as you would with the doors next to each other.
At first, make sure students are aware of which rows you are
talking about. After students understand this, you can scramble
around. After you tell the students you want to go to (insert color)
door, make sure they include iconic signs, ordinal numbers and
facial grammar.
Ex: Wheres the green door?
Students should reply such as:
NEXT-TO blue door
Ask what color is 3 doors down after the YELLOW door ?
Students should be able to copy what you say and add the color
thats next to the blue door.
Continue asking questions like this so students can understand
more and get the chance to demonstrate.
Assessment: Observe students sign productions- if they produce
a sign in error, model the correct sign.

ACTIVITY(15 minutes)
This activity focuses on spatialization techniqueAssign each student a number from 1-10. This should result in a
partner for everyone.
Colored blocks can be found in my drawer on the top left. You
should also find cardboards.
Make sure the students are face to face with their cardboard in
between so that they cannot see their partners blocks on the other
side. Give students some time to arrange their blocks however they
like it. After that, they are to tell their partner directions of their
blocks locations in ASL. Partners are to place the blocks as

directed. After directions are told, the partner can show their work
and see if it matches what their partner directed.

Assessment Tools
In order for students to show their out-of-class
comprehension for this unit, a video assignment will be
used.
Directions for students:
1. Screenshot/snapchat a hallway/house/building of their
preference.
2. Put photo next to a video recording of screenshot using
Quicktime.
3. Describe their chosen room using depiction, facial grammar
and spatialization techniques for directions in ASL.
4. Submit video on Canvas
Students should be familiar with the content of the video
assignment because they learned how to apply directions with ASL
grammatical structure in class. For backup, instructions of how to
do the video procedure and applying directions with ASL
grammatical structure are posted on Canvas.

Rubric
!
!
CATEGORY!!

ASL!Sign!
Produc5on,!
Grammar!&!
Structure!

Excellent+signing,+
presented+concisely+
and+clearly,+grammar+
and+structure+is+
precise.++

There+are+some+
lapses+for+clarity+and+
conciseness+for+signs+
and++in+grammar+and+
structure.++

Frequent+lapses+
clarity+and+
conciseness+and+
errors+with+grammar+
and+structure.++

Pacing!&!
Fluidity!!

Signing+ows+
smoothly+
throughout.++

Signing+has+lapses+in+
pacing+and+uidity.++

Frequent+errors+with+
pacing+and+uidity.++

Video!
Forma@ng!!

Video+is+framed+
correctly+around+the+
signer+with+excellent+
ligh'ng+and+contrast.++

Video+frame+and/or+
ligh'ng+and+contrast+
is+somewhat+
eec've.++

Video+frame,+ligh'ng+
and/or+contrast+are+
poor+choices..++

(depic'on,+
facial+grammar,+
spa'aliza'on+
technique,+etc)++