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Department of American Sign Language and Deaf Studies

PST 301.04 American Sign Language I (3 credits)
Spring 2017
January 17 to April 27
Tuesdays and Thursdays
2:00 TO 3:20pm

Classroom: SLCC 2302

Instructor: JamieLee McGilvery /Robin Massey
Email: Jamielee.mcgilvery@gallaudet.edu/Robin.massey@gallaudet.edu

Formal Course Description

This course introduces the basics of American Sign Language (ASL). This course is designed for
students with no or minimal sign language skills to develop basic skills in use of ASL and knowledge of
deaf culture. Emphasis is upon acquisition of comprehension, production and interactional skills using
basic grammatical features. ASL will be taught within contexts and related to general surroundings and
everyday life experiences.
Perquisite: None.

ASL2 Programs Mission Statement

Gallaudet Universitys ASL2 Program is dedicated to providing an exemplary array of comprehensive
and interactive curricula for individuals interested in learning American Sign Language (ASL) as a
second language or foreign language. Using direct instruction and immersion in ASL, augmented by
written English and visual learning supports, the programs instructors engage learners in acquiring and
developing increasing levels of proficiency in expressive and receptive use of the language. They also
guide students exploration of the development of the language, its complexities and relevance in
American Deaf communities.

Gallaudet Universitys Student Learning Outcomes

http://www.gallaudet.edu/Documents/Academic/EMGS
Gallaudet_Student_Learning_Outcomes.pdf
http://www.gallaudet.edu/general_studies_program/mission_and_outcomes.html

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ASL and Deaf Studies Departments ASL as Second Language (ASL2) Program
Outcomes and their relation to Gallaudet University SLOs are:

ASL2 Program GU SLOs

Student Learning Outcomes

1. Students will demonstrate the ability to

comprehend and express ideas in ASL in person
and through digital technologies. 1, 3, and 4

(ACTFL 1.1, 1.2, 1.3 and 5.1)

2. Students will demonstrate their knowledge of

ASL as it is used in other academic disciplines. 1, 2, 4, and 5

(ACTFL 3.1)

3. Students will demonstrate an understanding of

Deaf communities through comparisons of ASL
and their own languages and cultures. 1, 2, 3, 4, and 5

(ACTFL 2.1, 2.2, 4.1 and 4.2)

4. Students will demonstrate understanding of the

benefits of learning ASL and becoming bilingual or 1, 2, 3, 4, and 5
multilingual.
(ACTFL 3.2)

Note: The program outcomes and SLOs are modified from "Learning Outcomes for American Sign Language Skills Levels 1-4"
authored by Kim Brown Kurz, Ph.D. and Marty Taylor, Ph.D. which is based on ACTFL's standards for foreign language. ACTFL
stands for American Council for Teachers of Foreign Language.

PST 101 American Sign Language Is course outcomes

PST 101 Course Critical Assessment ASL GU SLOs

SLOs Assessments Tool(s) and Program
Expected Level SLOs

Comprehend and Pair and small group Using assignment- 1 and 2 1 and 2
express oneself with exercises, and/or tied checklists, and
basic ASL vocabulary presentations. ASL rubrics for
and correct grammar comprehension and
in person and through production skills at
digital technologies basic level. Target
level of B or better in
assessments.

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PST 101 Course Critical Assessment ASL GU SLOs

SLOs Assessments Tool(s) and Program
Expected Level SLOs

Identify and compare Class discussion, Using assignment- 3 and 4 1, 2, 3 and

the beliefs, values, class exercises tied checklists. Target 5
products and and/or presentations level of B or better in
practices found within assessments.
deaf communities.

Converse in person Inclusion of other Using assignment- 1, 2 and 3 1

to discuss key disciplines in the unit tied checklists and/or
concepts in other quizzes and/or class using ASL rubrics for
disciplines. exercises the knowledge of
other disciplines at
basic level Target
level of B or better in
assessments.

Compare and Unit quizzes and/or Using assignment- 3 and 4 1, 2, 3, 4

contrast students presentations tied checklists and/or and 5
languages and using ASL rubrics for
cultures with those of understanding of
deaf communities at comparison with
basic level, other language(s)
and culture(s) at
basic level. Target
level of B or better in
assessments.

Demonstrate an Unit quizzes, class Using assignment- 1, 3 and 4 1, 4 and 5

awareness of exercises, tied checklists and/or
grammatical features presentations, and/or using ASL rubrics for
that make ASL a video for reflection the understanding of
complex human grammatical features
language at basic in the basic level.
level. Target level of B or
better in
assessments.

Engage and converse Attendance of one Using assignment- 1, 2, 3 and 1, 3 and 5

in non-classroom deaf event tied checklists and/or 4
small groups with using ASL rubrics for
deaf community production skills at
members. basic level. Target
level of B or better in
assessments.

Teaching Philosophy

Communicative Language Teaching

Instructors will use Communicate Language Teaching method that requires students to
practice asking questions to identify based on, shapes, color, peoples name, appearance,
body positions, leisure activities, places where people live, directions and families.

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Direct Method
Instructors will use Direct Method which focuses on ASL as a target language without
any reference to English. Students will acquire comprehension and production skills
completely in the target language to describe shapes, color, peoples name, appearance,
body positions, leisure activities, places where people live, directions and families and non-
manual markers.

Interactive Learning
Students will be able to recognize and produce authentic communication through pair
and group work. Students will accomplish this by engaging in discussion with each other
using proper grammatical information while describing and identifying shapes, color,
peoples name, appearance, body positions, leisure activities, places where people live, directions
and families

Required Course Purchases

Smith, C., Lentz, E., & Mikos, K. (2008). Signing naturally - Level one.
Student workbook and DVD. San Diego, CA: DawnSignPress.
ISBN: 978-1-58121-210-5

For this course, we will use GoReact. GoReact is a web-

based tool for recording your video assignments and for instructor to provide video
feedback and instructions. You will find it easy to use and very helpful for this
semester. The cost is $19.95 per course. Please wait for the invitation link from your
instructor. When you click on the link, youll be prompted to register and pay with
your credit/debit card or use your bookstore code purchased from Bison store.

Use Blackboard where you will receive all course handouts, lecture
notes, assignments, announcements, etc.

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Learner Assessment
Outcomes, assignments, and assessments are located in the charts at the start of this syllabus.
Here is an overview of the points assigned to each assessment so that you can gauge the relative
weight of each assignment relative to the final grade.

Grading Allocation Weight

Workbook Assignments (43) 15%

GoReact Assignments (8) 20%

Deaf Event (2) 10%

Quizzes (2) 10%

Projects (2) 20%

Class Presentation 25%

Grading System

A 93.00% - 100%

A- 90.00% - 92.99%

B+ 87.00% - 89.99%

B 83.00% - 86.99%

B- 80.00% - 82.99%

C+ 77.00% - 79.99%

C 73.00% - 76.99%

C- 70.00%-72.99%

D+ 67.00% - 69.99%

D 60.00% - 66.99%

F Below 60

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On-Campus Credit Hours

This course is a 3-credit course, which means that students are expected to do at least
112.5 hours of course-related work or activity during the semester. This includes
scheduled class-lecture/discussion meeting times as well as time spent completing
assigned activities, studying for rests and examinations, preparing video assignments and
other course-related tasks.

Student workload In-Class hours Outside-of-class hours Total hours per week
expectations for 3- (weekly) (weekly)
credit courses

Spring 2017 semester

course meeting 3 hours 37.5 75 112.5
per week for
lecture/discussion

Workbook Assignment
According to Signing Naturally Curriculum, assignments vary from analyzing video
segments from the DVD, answering comprehension questions, circling the most
appropriate answer, translating syntactic comprehension and incorporating cultural
practice, to preparing narratives for class. There are over 7 hours of signed footage on the
DVDs to provide you with needed exercise to improve your comprehension production
skills. There is also homework follow up activities during the semester. Completed
workbook assignments will be graded in total of 20% in the final grade. To pass the
course, it is imperative for you to complete every workbook assignment before class
begins.

In this course, there is in total of eight GoReact assignments. To be able to receive a grade for
your video assignment, submission through GoReact is the only acceptable way. Every GoReact
video length varies, however, the maximum of minutes for all videos is three minutes. If GoReact
renovates and prevents you from submitting your video assignment on time, please email your
instructor, explaining the situation and share your YouTube link.

Fingerspell Your Classmates Names

This assignment is to exercise and demonstrate the ability to spell names using the form and
movement of fist handshape letters. You are to create a video spelling all of your classmates
names fluently.

One Minute ASL Activity Assignment

This activity focuses on expanding ASL lexicon and put it to daily practice. To meet the
satisfaction of completing this assignment, you will need to elaborate what youve learned in past
classes. The following list covers acceptable ways to elaborate:

1) Explain what the lessons cover thus far

2) Tell a story using the topical vocabularies that have been covered in this course
3) Narrate your favorite part of the lesson and explain why

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Minidialogues
Following the dialogues on specific pages provided in your student workbook, you are to sign
topical vocabularies and proper ASL grammar covered in the course. If dialogues pose the
questions to be answered, please sign the answers only. If the dialogues do not include the
questions, please sign the dialogue between signers.

Basic Routine with an Ordinary Activity

This ASL video work is to convey what the person has been doing and what a person does out of
ordinary activity over the weekend.

Deaf Event
Attending two deaf community event in the vicinity area is mandatory to immerse yourself in an
ASL signing environment and utilize vocabulary, grammar and cultural behavior learned in the
class. To earn a satisfactory grade, the video should include the following list:

1) A summary of the event

2) Report your findings and/or experience
3) Your reflective thoughts

Quizzes/Projects
Quizzes retell stories youve learned in the class. Projects are dialogues conducted on all of the
information you have learned in previous units. In both quizzes and projects, comprehension and
production skills will be evaluated along with linguistic and historical knowledge of the language.
The dates of quizzes and projects are posted in the course outline. The details of each quiz and
project are posted under Quizzes and Projects tab in the left column on your Blackboard. The
video content will be organized according to the rubrics provided in the Blackboard.

Final Class Presentation

The final presentation is retelling a story about Gallaudet and Clerc in the classroom. This
individual presentation should be at least 3 minutes in length and no more than 5 minutes.
Students are expected to use the proper grammar structure, topical vocabulary, and cultural
information acquired throughout the course this semester. Final class presentation guideline and
rubric are provided in the Blackboard under the tab of Final Class Presentation in the left column.

Course Expectations, Policies and Procedures

Course Format
This course consists of engaging in class discussions and activities, and viewing online lectures as well
as academically related videos in ASL.

Student Responsibilities
Students are expected to actively participate by attending class and completing assigned
activities, participate in class discussions, serve in groups, complete answers with reasons,
explanations and documentation from a variety of sources. If you are physically present but not
engaged in class (listening to devices through earphones, using your phone during class, etc.), you
will be asked to leave the classroom and your attendance will be count as one tardy.

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Classroom Etiquette
Basic classroom etiquette includes turning off external electronic devices that may interfere with
class participation, arriving on time for class, staying the entire period and avoiding behavior that
interferes with the concentration and learning of other students. Attention should be given to the
instructor, guest speakers, and fellow students.

Expectation for communication in class

Since ASL is visual language, use of spoken English or of speaking and signing simultaneously
(sim-com) is not allowed during class time, including breaks. Monitoring of this will be the
responsibility of every student in the room during class and during break. Students using voice or
signing/voicing simultaneously will be asked to leave the classroom until the next session with no
expectations. This will be counted as unexcused absence.

Attendance
You are expected to attend every class. You are expected to arrive on time and stay the entire
class period. You will be allowed two absences. After your two absence has been used, you will
lose 2 points from your overall course grade for each class that you miss, regardless of the
reason. (If you had four absences and you got 93% for your final grade, you would end up with
89% after losing 4 points due to two over-the-limit absences.) Two tardy constitute an absence.

Peer-Network
Each student is responsible for getting access to and understanding what is expected of each
assignment. Please form a strong network with your peers. If you miss a class, go to Blackboard
for assignments and ask other classmates to learn about what you missed.

Assignments
All assignments are to be submitted as instructed. Late submissions will not be accepted except
communicating within 24 hours in advance. The instructions are to be followed meticulously.

Deadlines
Assignments are due at the time of submitting before 11:59 p.m. on specific dates provided on
Course Schedule. Quizzes, projects, and GoReact assignments not being submitted on time will
receive a zero. No late submissions will be accepted after the deadlines. Allowance will be made
in the event of inclement weather, an unforeseen situation on the instructors end or
communication made in advance by student as according to Assignments section above.

Editing ASL works

You are required to edit your ASL videos. You are more than welcome to meet with your
instructor and/or your teacher aid to get the feedback as often as needed to produce the very best
work possible. Example of the academic ASL video is posted on BB.

Office hours & appointments

Please email your instructor if you like to meet with her at a specific time, and your instructor
will be sure to make herself available for you. Please keep your appointments with her, and if you
have to cancel, please communicate by emailing the instructor in advance.

Inclement weather or any cancelled classes

If the university closes for any reason or if the class is cancelled unexpectedly, please check your
Gallaudet email or the announcement of section of Blackboard for further instructions.

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Student Grievance Procedure

Complaints about course grade must first be resolved through your instructor, the program
coordinator, the school dean and then the Provost in the order until a resolution is reached.

Academic Integrity Policy Statement

It is the student's responsibility to familiarize themselves and comply with the Gallaudet University
Undergraduate/Graduate Academic Integrity Policy, which can be found in the Gallaudet University
Undergraduate/Graduate Catalog or on the Gallaudet University website at:

http://www.gallaudet.edu/academic_catalog/registration_and_policies/graduate_policies/academic_integrity.html

OSWD Academic Accommodation Policy

Students have the responsibility of formally requesting accommodation through the Office for Students
With Disabilities (OSWD) at the beginning of the semester. For information on your right under the
ADA and Section 504 of the Rehabilitation Act please see:

http://www.gallaudet.edu/office_for_students_with_disabilities.html

Tentative Course Schedule

Any changes to the course schedule will be announced in class, through email and/or posted in
the Blackboard.

Class Schedule

Day Lectures Readings Assignments

Week 1
Teacher/Student None Jan 17
Introduction, Assignment
Blackboard, Syllabus,
Tuesday Course Outline, None
January 17 GoReact & Rubrics

Class #1 Ice Break

Warm Up

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Day Lectures Readings Assignments

Unit 1 None Jan 19,
Introducing Oneself Assignment
Thursday
January 19 None

Class #2

Week 2
Review Reading Jan 24
Unit 1_Thursday's Assignment
Lesson Homework 1:2 to
Tuesday 1:5 GoReact
January 24 Unit 1 Fingerspell your
Introducing Oneself classmates names
Class #3
Due before 11:59 pm
Discuss about on January 24
readings and
assignments
Review Reading Jan 26
Thursday Unit 1_Tuesday Assignment
January 26 Lesson/Readings/Assi Homework 1:6 to
gnments 1:9 None
Class #4
Unit 1
Introducing Oneself

Discuss about
readings and
assignments

Week 3

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Day Lectures Readings Assignments

Review Reading Jan 31
Tuesday Unit 1_ Thursday's Assignment
January 31 Lesson Homework 1:10 to
Readings/Assignments 1:12 None
Class #5
Unit 1
Introducing Oneself

Discuss about
readings and
assignments
Thursday Review None Feb 2 Assignment
February 2 Unit 1_ Tuesdays
Lesson/Readings GoReact
Class #6
Unit 1 Review Mindialogues (p. 53)

A sign of Respect DVD Due before 11:59pm on

February 7
Discuss about
assignment

Week 4
Review Reading Feb 7 Assignment
Tuesday Unit 1_Thursday's
February 7 Lesson/Assignment Homework 2:1 to None
2:3
Class #7 Unit 2
Exchanging Personal
Information

Discuss about
readings and
assignments

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Day Lectures Readings Assignments

Review Reading Feb 9 Assignment
Thursday Unit 2_ Tuesday 's
February 9 Lesson Homework 2:4 to None
Readings/Assignments 2:8
Class #8
Unit 2
Exchanging Personal
Information

Discuss about
readings and
assignments

Week 5
Review Reading Feb 14
Tuesday Unit 2_ Thursday's Assignment
February 14 Lesson/Readings/Assi Homework 2:9 to
gnments 2:12 None
Class #9
Unit 2
Exchanging Personal
Information

Discuss about
readings and
assignments

Week 6
Review None Feb 21
Tuesday Unit 2_ Thursday's Assignment
February 21 Lesson/Readings/Assi
gnment GoReact
Class #11 Quiz 1
Unit 2 Review
Due before 11:59 pm
Discuss about quiz on February 23

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Day Lectures Readings Assignments

Review Reading Feb 23
Thursday Unit 2_ Tuesday's Assignment
February 23 Lesson/Quiz Homework 3:1 to
3:4 None
Class #12 Unit 3
Discussing Living
Situations

Discuss about
readings and
assignments

Week 7
Review Reading Feb 28
Unit 3_ Thursday's Assignment
Lesson/Readings/Assi Homework 3:5 to
gnments 3:8 GoReact
Tuesday One-Minute
February 28 Unit 3
Discussing Living Due before 11:59 pm
Class #13 Situations on March 2

Discuss about
readings and
assignments
Review Reading March 2
Thursday Unit 3_ Tuesday's Assignment
March 2 Lesson/Readings/Assi Homework 3:9 to
gnments 3:12
Class #14
Unit 3
Discussing Living
Situations

Discuss about
readings and
assignments

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Day Lectures Readings Assignments

Week 8
Review Reading March 7
Tuesday Unit 3_ Thursday's Assignment
March 7 Lesson Homework 3:13 to
Readings/Assignments 3:16
Class #15
Unit 3
Discussing Living
Situations

Discuss about
readings and a

Review None March 9

Thursday Unit 3_Tuesdays Assignment
March 9 Lesson/Readings/Assi
gnments
Class #16
Unit 3
Discussing Living
Situations

Discuss about
readings

March 13-17
Spring Break
Week 9
Unit 3 Review None March 21
Tuesday Assignment
March 21 Discuss about Project
1 Review
Class #17
Prepare for Project 1:
Unit 1 to 3

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Day Lectures Readings Assignments

Prepare for Project 1 Reading March 23
Thursday Assignment
March 23 Lesson 6:5 - 6:8 The Homework 6:5 to
Gum Story (if time 6:8 GoReact
Class #18 permits) Homework 4:1 to Project 1
4:4
Due before 11:59 pm
on March 25

Week 10
Reading Reading March 28
Tuesday Assignment
March 28 Lesson 6:5 - 6:8 The Homework 6:5 to
Gum Story 6:8 GoReact
Class #19 Homework 4:1 to Narrative Story
4:4 (Page 149)
Unit 4 Due before 11:59 PM
Talking About Family on April 1

Go React
Discuss about Deaf Event #1
readings and
assignments Due before 11:59 pm
on March 30
Reading March 30
Thursday Discuss about Unit 4 Assignment
March 30 Talking about Family Homework 4.5
Homework 4.8 GoReact
Class #20 Discuss about Homework 4.9
assignment Homework 4.10 One minute

Due before 11:59 on

April 2
April 3

Week 11

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Day Lectures Readings Assignments

Reading April 4
Tuesday Unit 4 Assignment
April 4 Talking About Family Homework 4.11
Homework 4.12 Deaf Event #1
Class #21 Discuss about Homework 4.13
readings Due before 11:59 pm
on
April 9

Lesson 6:9- 6:12 Reading April 6

Thursday Gallaudet and Clerc Assignment
April 6 story Homework 4.14
and 4.15
Class #22 Discuss about
readings and
assignments

Week 12
Reading April 11
Tuesday Assignment
April 11 Unit 5 Homework 5.1
Talking about Activities Homework 5.2 GoReact
Class #23 Homework 5.3 One minute

Due before 11:59 pm

on April 12

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Day Lectures Readings Assignments

Unit 5 Reading April 13
Thursday Talking about Activities Homework 5.4 Assignment
April 13 Homework 5.5
Homework 5.6
Class #24 Homework 5.7

Week 13
Review Reading April 18
Tuesday Unit 4_ Thursday's Assignment
April 18 Lessons/Assignment/Q Homework 5:8
uiz Homework 5:9 Go React
Class #25 Deaf Event # 2
Unit 5 Due before 11:59 pm
Talking About Activities on
April 23

Discuss about
readings and GoReact
assignments One- Minute

Due before 11:59 pm

on April 20
Review Reading April 20
Thursday Unit 5_ Tuesday's Assignment
April 20 Lessons/Readings/Ass Homework 6.13
ignments Homework 6.14 GoReact
Class #26 Homework 6.15 Project 2
Unit 5 Homework 6.16
Talking About Activities Due before 11:59PM
on April 22
Discuss about
readings and
assignments

Week 14

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Day Lectures Readings Assignments

Review Reading April 25
Tuesday Unit 5_Thursdays Homework 6:16 to Assignment
April 25 Lessons/Readings/Ass 6:16
ignments Prepare class
Class #27 presentation (your
Unit 5 childhood story)
Talking About Activities

Discuss about
readings and
assignments

None April 27
Thursday Assignment
April 27 Childhood
Presentations Presentation
Class #28
Wrap up/Evaluation

Week 15

Wednesday-
Saturday

May 3-6

Final Exam

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Represent one lesson plan one class from the course syllabus

Lesson Plan

Name: Jamie McGilvery Date of lesson/observation: 04/13/17

SCHOOL
Institution Gallaudet University
Course ASL Level 1
Curriculum Signing Naturally Level 1, Units 1-6
Students 7 Students
Duration Tuesdays and Thursday from 2:00 to 3:30 pm
Co- Faculty Student Internship under Robin Massey

Unit Outcomes Unit 5: Talking about activities

At the end of this unit, the students will be able to:
1) Explain the grammar and core vocabulary regards to chores & what to do
with chores, errands and how often in ASL
2) Identify yes/no questions, how to respond with nodding/headshake, and
possessive
3) Demonstrate the ability to discuss on the duties, errands and how often.
Lesson Unit 5: 5.4 Talking about Chores, 5.5 Asking if done, 5.6- Talking about
Outcome Errands, 5.7- Telling how often
At the end of this lesson, the student will be able to
1) Express relevant sign choices on chores, errands and how often and
respond.
2) Identify and demonstrate yes/no questions for chores and errands and
request
3) Identify and practice on grammatical structure (yes/no questions
nodding and headshake)
4) Produce 4-6 sentences- short narrative on chores and errands.

ACFTL This lesson satisfies the following ACFTL standards

Standards 1:1 Engage in conversations & exchange information
1:2 Understand and interpret a variety of topics
3.1 Students reinforce and further their knowledge of other disciplines by learning
American Sign Language.
4.2 Students demonstrate understanding of the culture through facial expressions
and grammatical structure

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Outcome & Lesson outcomes Unit ACTFL

Standards 1)Express relevant signs choices on 1 1.1, 1.2, 3.1
Chart chores, errands and how often and
respond.
2) Identify and demonstrate the yes/no 1, 2, 1.1, 1.2, 3.1
question for chores and errands and
request
3) Identify and practice on grammatical 1, 2, 1.1, 1.2, 4.2
structure (yes/no question nodding and 3
headshake)
4) Produce 4-6 sentences- short narrative 1,2,3 1.1, 1.2., 3.1
on chores and errands.
Teaching
Methods Cooperative Learning, Interactive Learning and Direct Method
Vocabulary 1.4 SHELF ++ ICL dust/erase, FLOOR ICL vacuum , CHILDREN
TAKE-CARE-OF, DISHES WASH-DISHES, CLOTHES WASH-
CLOTHES, OUTSIDE CLEAN ++ ICL rake, trim hedge, TRASH ICL
discard, TRASH ICL discard, FEED CAT, fs- BILLS PAY++,
PLANT, WATER ICL pour. ,MAKE COFFEE, CLOTHES FOLD ++ &
PUT-AWAY++ , #DOGTAKE-dog & LEAVE-FOR, WALK, (2h)
#FIX++, HOUSE CHECK++

Opinions about chores: ENJOY, NOT-MIND, DETEST

Pronouns: IX, POSS, MY, POSS-ALL
Other: Duty

5.5: FEED CAT, fs- BILLS PAY++, PLANT, WATER ICL pour. , MAKE
COFFEE, CLOTHES FOLD ++ & PUT-AWAY++ , #DOGTAKE-dog &
LEAVE-FOR, WALK, (2h) #FIX++, HOUSE CHECK++

5.6 Level of willing: NOT-MIND, REFUSE

Time Sign Phrase: TOMORROW, (next day),
Place: fs- PO MEDICINE +STORE or fs- DRUG+ STORE, fs- VIDEO+STORE,
DRY+CLEAN++, SCHOOL, DENTIST, GAS-STATION, #ZOO, fs- VET
Errands: BOX THROW TO out, FIND MEDICINE, #RENT MOVIE, DROP-
OFF CLOTHES, FIND SON, TEETH CLEAN++, PUT-IN-GAS FULL, fs-OIL
EXCHANGE, VOLUNTEER FEED ANIMAL #DOG BRING-TO GET-
INJECTION, HELP FRIEND PACK MOVE-TO HAIRCUT
Phrase: GO-TO [or LEAVE-FOR] (errands), MUST fs-DO, ME NOT
MIND[(wh)3/IX-THUMB(activity), IX-index (activity), IX-mid (activity)]
Transition: FINISH
5.7 Frequency Phrases: EVERYDAY, ONCE+1-WEEK, TWICE+1 WEEK,
THRICE+1 WEEK, ONCE+1 MONTH, TWICE+ 1- MONTH, THRICE+1-
MONTH, NEVER

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Grammar: 5.4 Talking about chores:

Use POSS in agreement with the persons location to tell the
persons duties

5.5 Asking if done

For question, use finish with raise brows
For response with finish, use nodding
For response with NOT-YET, use head shake

5.6 Talking about Errands

Sequence errands: use verb GO-TO and transition FINISH
Wh-word question: MUST fs-DO what
Use weak hand when listing errands
GO-TO and COME- here to agree with locations referred

5.7 Telling How Often

Ask how often with a yes-no question ending with EVERYDAY
Put the frequency time sign or phrase at the end of sentence

Culture Deaf culture: Deaf people in general tend to be very loud when it comes to
cleaning, such as slamming the plug on the wall to turn the machines on i.e.
(vacuum), making noises while sweeping the floor or fixing things or making
noise while walking around in the houses and cleaning at the same time. Deaf
people can clean at any time without interrupting other deaf people but it will
interrupt hearing people because hearing people can hear the noises, etc.
Deaf people are blunt when it comes to asking how often they clean, or how often
they will go out to do errands. Hearing people are very private when it comes to
how often and errands.
Materials Digital Presentation (PowerPoint), Signing naturally Unit 5 DVD clips, Signing
Naturally Unit 5 (p. 454-495)

LESSON PROCEDURE
Activity Description Length
Roll Call Call students name: fingerspell students name and they will put their arm 2mins
up in the air
Opening/ Greetings! Ask how students are today, looking for students response fine, 2 mins
Review sick, good, tired, etc.
Review from Tuesday lesson: Teacher will ask students what they remember
from Tuesday lesson and quickly review what they have learned.

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Teacher Lesson 5.4, teacher will show students different vocabulary SHELF ++ ICL 5 mins
Directed dust/erase, FLOOR ICL vacuum, CHILDREN TAKE-CARE-OF,
DISHES WASH-DISHES, CLOTHES WASH-CLOTHES, OUTSIDE
CLEAN ++ ICL rake, trim hedge, TRASH ICL discard, TRASH ICL
discard, FEED CAT, fs- BILLS PAY++, PLANT, WATER ICL pour. ,
MAKE COFFEE, CLOTHES FOLD ++ & PUT-AWAY++ , #DOGTAKE-
dog & LEAVE-FOR, WALK, (2h) #FIX++, HOUSE CHECK++

After introducing the vocabulary, the teacher will point at pictures and ask
students how to sign it to make sure they understand and sign back. The 5 mins
purpose of this to make sure students are capable to sign. If it is incorrect
then the teacher will re-correct the sign to the student.

Lesson 5.7: Telling how often. After introducing the vocabulary, the teacher
will point at students and ask how often do they do their chores

Cultural Deaf cultures: Deaf roommates/ Deaf family members are prone to make 2 mins
Application noise in the house such as cleaning at night time that will wake hearing
people up if they have hearing roommates or hearing family members.
Sometimes during day time where deaf people will not realize they are
making a huge noise while hearing people are on their phone making an
important call.
Guided practice Demonstrate by asking one student to come to floor to have dialogue with 5 mins
you based on POSS in agreement with the persons location to tell the
persons duties, topicalization, and show feelings (enjoy, not mind, detest)
and how often
Ask Questions (SIGNER) A TO B
A: YOU LIVE WITH WHO
B: Tell who

A: Ask What each persons household chores are

B: Name chores for each person (designate locations for each person)

A: Ask if B doesnt mind doing his/her chore

B: Give opinion (ENJOY, NOT MIND, DETEST)

A: How often do you clean

B: tell how often (once a month or once a week, etc)

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Independent Teachers has students pair up to practice to ask each other questions A TO B 10 mins
practice to practice on their POSS in agreement with the persons location to tell the
persons duties, topicalization, and show feelings (enjoy, not mind, detest)

Demonstrate by asking one student to come to floor to have dialogue with

you based POSS in agreement with the persons location to tell the persons
duties, topicalization, and show feelings (enjoy, not mind, detest).
Ask Questions (SIGNER) A TO B
A: YOU LIVE WITH WHO
B: Tell who

A: Ask What each persons household chores are

B: Name chores for each person (designate locations for each person)

A: Ask if B doesnt mind doing his/her chore

B: Give opinion

Teacher Lesson 5.5. Asking if Done Teacher will show the same picture but explain
Directed the difference between finish Not yet. The teacher will explain that the
students will have to use their eyebrows raised brows when asking the
question with finish, and to response finish students will have to nod their
head. To response with NOT YET the students will use their head to
shake NOT- YET with their tongue out. The purpose of this is to make sure
students understand the difference with questions/responses with FINISH
AND NOT-YET. 5mins

Example: Teacher= T
T: (point to woman feeding cat) CAT, YOU FEED FINISH YOU
T: (point to Signer B: Affirm) YES FINISH
T: (point to Signer B: Affirm) #no, NOT YET

Guided practice Demonstrate by asking one student to come to floor to have dialogue with 5 mins
teacher based on asking if done with chores, etc. Have student come on the
floor and the teacher will ask questions to see if they are using their eyebrows
raise brows while asking the question and response neither (finish- nodding),
and (not yet- head shake)

The teacher will ask student a question regard to the picture on the
PowerPoint- Choose any you want to ask to the students.

Teacher: MAKE COFFE YOU FINISH

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Student: NOT YET (shake head) OR FINISH (nodding)

Now the teacher should ask the students to ask the teacher the question to
make sure the student is using eyebrow by raising her/his brow when asking
question. For an example:

Student: fs- Bills, PAY ++ FINISH YOU Q

T: you are doing the question with raise brow very well, students, it is
important to use your raise brow when asking questions
T: NOT-YET (head shake)
S: Ohhh

independent The teacher will have students pair up and to practice on raise their brows on: 10mins
practice asking question YOU ___ FINISH YOU
for response with finish
students should use their head to nod.

For response with NOT-YET,

students need to use their head to shake NOT YET

Students will pick any picture on the PowerPoint and ask to the student B,
then vice versa with Student B asking to Student A with questions, finish and
not yet. Teacher will check in with students to make sure they are doing it
correct.
Teacher Show students Signing Naturally Book DVD Clips on 5.5 (mini dialogues). 5mins
directed Have students watch the DVD and ask students questions what was being said
in the video and have them answer to the teacher.

Introduction Lesson 5.6 Errands: The teacher will introduction students the vocabulary: 5mins
vocabulary Level of willingness: Not mind, Refuse
Place: fs- PO, MEDICINE+STORE or fs- DRUG+STORE, fs
Teacher VIDEO+STORE, DRY+CLEAN++, SCHOOL, DENTIST, GAS-
directed STATION, #ZOO, fs- VET.
Time SIGN Phrase: Tomorrow, (next day), next day
Errands: BOX THROW TO out, FIND MEDICNE, #RENT
MOVIE, DROP-OFF CLOTHES, FIND SON, TEETH CLEAN++ ,
PUT-IN-GAS FULL, fs- OIL & EXCHANGE, VOLUNTEER,
FEED ANIMAL, #DOG BRING- TO & GET INJECTION, HELP
FRIEND PACK, MOVE-TO AND HAIR CUT

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Phrase: GO TO OR PICK UP, MUST fs-DO, ME NOT MIND

After the teacher introduces the vocabulary, the teacher will seek responses
from the students by pointing at whichever picture to make sure they can sign
it properly. The teacher will show the students how to practice on raising
their brows and nod with finish plus contrastive structure while discussing
about errands. . For an example

Teacher will point at the picture and sign this:

IX DRY+CLEAN++ FINISH (nod right) GO- TO HAIR CUT. The teacher
will make sure that it is important to use contrastive structure while talking
about one errand then use your contrastive structure to talk about the second
errand along with eyebrows raise, nodding.

Guided Practice Demonstrate by asking one student to come to floor to have dialogue with 5mins
you based using finish with two different errands. The students need to use
their eyebrows raise and contrastive structure.

A: Ask what B did or will do two errands

Signer B: Tell two errands/and or activities.

Independent The teacher will pair up with students and have signer A ask to Signer B for 10 mins
practice two different errands by using their eyebrows and contrastive structure. The
teacher will walk around to make sure theyre doing it correct.

Example:

A: Ask what B did or will do on a certain day

B: I LEAVE HAIR-CUT FINISH, TOMORROW IX PICK SON UP
SCHOOL

Cultural Deaf cultures: Deaf roommates/ Deaf family members are prone to make 2 mins
Application noise in the house such as cleaning at night time that will wake hearing
people up if they have hearing roommates or hearing family members.
Sometimes during day time where deaf people will not realize they are

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making a huge noise while hearing people are on their phone making an
important call.
Closure Ask students how they feel about learning today lessons and what are their 5 mins
favorite part and explain that they need to do one minute activity homework
on GoReact and catch up all other homework that needs to be caught up.
Informal: During paired and group activities, use informal assessment Whole time
techniques such as asking to repeat, observe, show yes/no question (finish and
Assessment not yet) making sure students use nodding and headshakes when asking
question , face expressions, grammatical structure,

Formal: Submit 1-minute video via GoReact discussing about what they have
learned so far and what was their favorite part. Must include yes/no question
(use finish & not yet nodding and headshakes), facial expression, and
grammatical structure. Evaluate using rubric

There are two students that are older than the rest of students in this semester. N/A
There is one student that has a hard time recall things and understand the
Differentiation context and struggles to respond quickly. There is another student that
struggles with receptive and expressive but try to respond to it. I would
usually point at both students and have them practice on express/receptive so
it helps another student to recall and understand the context. I do offer tutors
on Tuesdays and Thursdays for one to two hours. I always make sure my
students can contact me anytime if they have any concerns. I will make sure I
will make time for them so they can feel like they are learning in the class
time (i.e) tutor before class.
80 mins

Total

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References:

Brown, H. & Lee, H. (2015). Teaching by principles: An interactive approach to

language pedagogy (4th ed.). White Plains, Ny: Pearson Education

Richards, J., & Rodgers, T. (2014). In Approaches and methods in language teaching
(3rd ed.). Cambridge, UK: Cambridge University Press.

Smith, C., Lentz, E., & Mikos, K. (2008). Signing naturally - Level one.
Student workbook and DVD. San Diego, CA: DawnSignPress.
ISBN: 978-1-

Jamie McGilvery, Robin Massey, ASL & Deaf Studies Department @ Gallaudet
University

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Special Thanks to the ASL and Deaf Studies Department @ Gallaudet University
for making the syllabus and class schedule

PST 301: American Sign Language I Spring 2017