ONONDAGA COMMUNITY COLLEGE

DEPARTMENT OF WORLD LANGUAGES COURSE SYLLABUS

COURSE: ASL 101 American Sign Language I (3 cr.) SEMESTER: Spring 2017
MEETING DAYS/TIME: MWF 10:10-11 am LOCATION: M174
Required Textbook:
Sabo, J. (2016) weSIGN: ASL & Deaf Perspectives Level One.. Ann Arbor: MI. XanEdu Publishing, Inc.

Contact Information

Professor Jessica Bray

E-mail address brayj@sunyocc.edu

Telephone number 315-401-4764 (office vp)

Office Hours and Location I do not have office hours, but I am usually in M350
from 11am-12:15pm. You may see me before/after
class, or by appointment.

World Languages Office Mawhinney M350

Telephone number (315) 498-2305
Web page http://www.sunyocc.edu/index.aspx?ID=11490

Chair of World Languages Department Tim Scott (315) 498-2601

Dean of Humanities & Social Sciences Division Katharine Rumrill-Teece (315) 498-2618

*Please talk to your instructor first before contacting

these individuals.

Learning Center Language Tutoring Gordon G-202

Office of Accessibility and Resources (OAR): Coulter C-104

Students may obtain needed accommodations
through this office. You will receive a form to give (New Location!)
to your instructors.

Important OCC Dates - See www.sunyocc.edu, Academic Calendar, for additional important dates.

Classes begin Tuesday, January 17, 2017

Last day to add a class (in person) Monday, January 23, 2017

Last day to drop a class (remove from transcript) Monday, February 6, 2017

3 Weeks Census Period Grade of NA assigned for

no show/never attended Monday, Jan 31 Monday, Feb 6, 2017

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 7 Weeks Administrative Withdrawal Grade of X Monday, Feb 27 Monday, March 6, 2017
assigned for cessation of attendance

NO CLASSES Spring break March 13-19, 2017

Registration begins for Fall 2017 and Winter 2018 Wednesday, March 29, 2017

Last Day to withdraw from a class with a W Wednesday, April 19, 2017

Last day of regular classes Monday, May 8, 2017

Final exam week May 9-15, 2017

Grade deadline (9:00 am) Thursday, May 18, 2017

Commencement Saturday, May 13, 2017

WORLD LANGUAGES DEPARTMENT - MISSION

The mission of the OCC World Languages Department is to enable students to develop communication skills in a
second language and to enrich their understanding and appreciation of diverse languages and
cultures. Accordingly, the Department supports the Colleges mission by keeping students at the center of the
learning experience and providing an engaging environment. We cultivate linguistically capable and culturally
competent individuals to succeed in diverse fields in the global community and economy. To this end the World
Languages Department:

offers instruction in American Sign Language, Chinese, French, German, Italian and Spanish, as well as
literature and civilization courses.
provides courses that fulfill the foreign language requirement for the AA in Humanities degree at OCC,
SUNY General Education purposes, and New York State teacher certification.
promotes a fuller understanding of the differences and similarities among global communities through
course work, community involvement and study-abroad opportunities.
develops lifelong learning skills by fostering critical thinking through linguistic analysis and the comparison
of diverse cultures.
prepares students for further study and professional careers requiring competence in foreign languages
and the understanding of other cultures.
offers a minor in World Languages and Cultures. For information contact WLMinor@sunyocc.edu.
offers electives towards a minor in Global Studies. For information contact modlang@sunyocc.edu
offers an A.S. degree program in American Sign Language. For information contact
ASLProgram@sunyocc.edu.

COURSE DESCRIPTION AND PLACEMENT

This learner-centered course is designed for students with little or no previous knowledge of American Sign
Language. Students acquire basic grammar and lexical skills that will enable them to communicate in routine social
or professional situations within an authentic cultural context. Upon successful completion of ASL 101, students
may enroll in ASL 102. This course also fulfills the Global Awareness requirement at OCC.

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LEARNING OBJECTIVES

At the end of a semester of study, students will be able to perform as indicated in each of the following areas:

1. Demonstrate comprehension of simple questions and statements by producing short one to two sentence
responses.
2. Ask questions within conversational interactions involving introduction of self and exchanging personal
information about school, work, family, friends, daily activities, and likes/dislikes.
3. Demonstrate ASL-appropriate conversational communication behaviors.
4. Demonstrate comprehension of classmates names and other commonly spelled words of three to four
letters when fingerspelled at a normal rate.
5. Fingerspell the names of classmates and commonly fingerspelled words of three to four letters at a
moderate to normal rate of speed within a conversational context.
6. Understand and express the numbers 1 60
7. Identify the cultural beliefs, values, attitudes and perspectives of Deaf people and compare to other
cultures as well as to students own culture.
8. Demonstrate in writing and through classroom interaction a basic knowledge of the linguistic structure of
ASL,
9. Demonstrate in writing and through classroom interaction a basic knowledge of the historical and
contemporary issues that impact Deaf culture and the Deaf community.

METHODOLOGY

Through the integration of different skills of receptive (reading signs) and expressive (signing ones own thoughts)
as well as the introduction of important cultural concepts, students will learn to communicate in the target
language in progressively more involved daily life situations.

EVALUATION AND GRADING

We will cover chapters 1 through 7 of your textbook in this course. Your final grade will be based on the following:

Participation (includes daily use of target language) 20 %

Homework 20 %

Formal evaluations 40 %

Final exam (comprehensive) 20 %

SCALE:

A 94-100 A- 90-93 B+ 87-89 B 84-86 B- 80-83

C+ 77-79 C 74-76 C- 70-73 D 65-69 F 0-64

PARTICIPATION (20%) and ATTENDANCE

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Experience demonstrates that regular attendance enhances academic success. Students are expected to attend
each meeting of their registered courses, whether taught online or in the traditional classroom setting. Note that
although class attendance is important, it is not the same as class participation. Participation grades will be based
on the students daily level of preparedness, level of independent engagement and participation in the learning
process, spontaneous volunteering, use and quality of the target language, demonstration of meeting student
learning outcomes, and respect for others, and for the culture being learned. Use of any electronic devices in class
(including cell phones), bringing food or children to class, or being disruptive in any other way will negatively
impact your participation grade. If you miss a class, your participation grade for that day will be a 0.

It is the students responsibility to inform the instructor of an anticipated absence ahead of time. Students
are responsible for completing any missed work, as allowed by the instructors syllabus and/or course
outline.

The Colleges attendance policy and financial aid regulations allow instructors to withdraw a student from a course
due to excessive absences in accordance with Academic Rule IIIE. This action may affect a students financial aid
situation. Faculty will be allowed to exercise this option in two ways:

a) With a mark of NA when a student failed to show up the first three weeks of classes.
b) With a mark of X when a student ceases to attend and who, in the professional judgment of the faculty
member, is no longer a de facto student in the course at the midpoint of the term (7th week).
Student appeals for reinstatement to a course after an NA or X has been assigned shall be adjudicated
by the Colleges Chief Academic Officer.

Students who wish to withdraw from a course must officially do so through the Registration system. It is not the
responsibility of their instructor or advisor.

It is the students responsibility to keep track of the number of absences and to inform the instructor of an
anticipated absence ahead of time. Faculty may require students to document their absence. Students are
responsible for making up any missed work according to the course instructors policy.

HOMEWORK (20%)

Workbook assignments from Student Materials, expressive assignments, and other homework assignments are
due on assigned dates as outlined on your Course Schedule (attached). Failure to submit work on time will
negatively impact your homework grade.

FORMAL EVALUATIONS (40%)

Exams and other formal evaluations will be given as per your Course Schedule and some may be electronically
submitted. The WL Departments policy states that exams (or other formal evaluations) will not be allowed to be
taken late or re-taken. In the event of a documented emergency the day of an exam, your professor will decide
whether the justification is appropriate to allow you to take a make-up exam and when. It is up to your instructor
whether to allow minor quizzes to be re-taken or made up.

FINAL EXAM (20%)

Final exams are comprehensive and will be given primarily during final exam week.

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ACADEMIC HONESTY

All students at OCC are expected to adhere to the values of intellectual and academic honesty and integrity.
Violations of academic honesty will not be tolerated, including the use of translation websites. These violations will
result in penalties in accordance with policies and penalties established by the instructor, the WL Department and
the College. See Student Handbook or OCCs webpage for more information on your rights and responsibilities.

SUCCESS IN LANGUAGE LEARNING

Your success in this class depends on your effort to:

Take a class that better matches your level of proficiency in the language.
Be in class all of the time and take full responsibility over your learning experience.
Actively, independently and enthusiastically engage in the learning process.
Make positive and enriching contributions to the class.
Be organized, study, practice, and complete all assigned homework on time.
Study for tests, quizzes and any other formal EVALUATIONS.
Participate in cooperative learning opportunities.
Make every effort to practice with native language users outside of class.
Celebrate every small progress you make (dont be hard on yourself).
Be respectful of the language and cultures being learned.
Respect your classmates and your instructor.
Get help in a timely manner from your instructors, the Learning Center, the Office of Accessibility and
Resources, and more.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

The Office of Accessibility Resources (OAR) at Onondaga Community College assists students
with documented disabilities of all types. If you have a disability or suspect you may have one,
please contact their office at 315-498-2245, Coulter Library. If you need special accommodations
for this class like extra time on tests and/or testing in a private setting, you can set up an
accommodation plan. If you are already registered with the office, please submit a copy of your
plan to your instructor. For more information, visit:
http://students.sunyocc.edu/index.aspx?id=70

LEARNING CENTER SERVICES

Onondaga Community College has a Learning Center in the Gordon Student Center, Suite G202
(right next to the cafeteria), which is staffed with instructional personnel and equipped with
computers to assist students. Services offered include tutoring, study skills help, writing skills
tutoring, and services are offered both in-person and online. It is recommended that students
use the Learning Center to get additional assistance with concepts learned in the classroom. For
more information, visit: http://students.sunyocc.edu/index.aspx?menu=928&id=34300

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 Take advantage of these services but remember that tutors are there to explain ideas, show you how to
look at your course content in a different way, provide study tips, and help you understand your
coursework better. They will not give you the answers! To get the most out of tutoring, come prepared.

BEFORE you come to your session:

-Read relevant book chapters and materials provided by your professor
-Attempt the assignment so the tutor can see where you are having difficulty
-Bring your class and book notes
-Be ready to work

THE COMMUNITY CARE HUB AND EMERGENCY ASSISTANCE AT OCC

The Community Care Hub was established to identify and meet the non-academic service needs of OCC
students and to coordinate, refer, and utilize the array of services available both on-campus and within
the community. Our ultimate objective is to develop and provide a seamless link to community and
campus resources to resolve any and all life circumstances that interfere with a student's ability to be
successful. A few examples of community referrals that are of no cost to the student include; legal
services, housing support, and tax preparation assistance. A direct referral to the Community Care Hub
can be made by any faculty or staff member who has identified a student need by contacting Elyzabeth
Gannon, Director of the Community Care Hub (315)498-2801 e.w.gannon@sunyocc.edu

Emergency funding and a food pantry is also available for students that are in need of additional
resources to be a successful student. Students with such financial challenges and nutritional needs should
be referred to Monty Flynn flynnm@sunyocc.edu, Director of OSLE Special Projects.

COURSE SCHEDULE

Course: ASL 101 American Sign Language I Semester: Spring 2017

GETTING STARTED

Follow these important steps:

E-MAIL - If you do not regularly read your OCC mail, make sure you ask that the messages be forwarded to your
preferred E-mail address (call 498-2997 or go to Coulter Room 214). I will use the OCC e-mail or Blackboard mail to
communicate with students outside of class.

BLACKBOARD (Course Management System) I will use Blackboard to share documents and communicate with
students. Heres how to log onto Blackboard account: go to www.sunyocc.open.suny.edu, then click on OCC
Blackboard Login on the left side of the screen. Your user name and password is the same as what you use for
WebAccess and OCC email. If you cannot access your Blackboard account, please call 498-2997 or go to Coulter
Room 214.

REQUIRED TEXTBOOK: Sabo, J. (2016) American Sign Language Level One. Ann Arbor: MI. XanEdu Publishing, Inc.

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INSTRUCTIONAL METHOD: The entire class will be conducted in ASL only. No voicing will be used except for
specific times put aside by your instructor. During this total immersion language experience you need to pay
careful attention to what is being communicated by both instructor and classmates. Do not panic if you do not
understand everything immediately. Try to understand the meaning through context. Everything is contextualized,
with instruction based on previously learned material. There will also be a great deal of repetition to practice your
ASL skills and course material is presented through a variety of techniques and activities to make learning
interesting and fun.

PREPARE TO WORK Set up a work area and schedule for the entire semester, record important dates on your
agenda, read the course schedule (below) and keep with you at all times.

EXPECTATIONS Quantity and Quality of Work

The evaluation of your work will be based not only on the quantity of work but also its quality and respect for
deadlines. Your work must represent the level of proficiency expected.

EXTENDED RESPONSIBILITIES: Learning ASL is similar to learning other languages. You should expect it to be
challenging and to require a lot of practice, memorization, critical thinking and developing skills in real
communication situations. You will need to practice outside of class to be successful, and it is best to practice with
others. If you miss class, it is your responsibility to hand in assignments due that day and obtain new assignments
to be prepared for the next class.

PARTICIPATION: Attendance and participation in every class period is mandatory. As mentioned in the syllabus,
inconsistent attendance will negatively impact your grade and result in a lowered letter grade. If you know you will
be late for a class or are sick, call or email your instructor before class begins.

The participation grade will be based on students daily level of preparedness, engagement, spontaneous
volunteering, use and quality of the target language and respect for others and for the culture being learned (incl.
voice off). Preparedness includes coming with homework complete. Your daily participation grade will be based
on a 5-point system as follows.

5 points - on time, fully engaged and participating

4 points - late or leave early, but fully engaged and participating
3 points - partially engaged and participating
2 points - late or leave early and partially engaged and participating
0 points - not engaged, participating, or absent

MAJOR EVALUATIONS AND ASSIGNMENTS: Late homework assignments and evaluations will not be accepted!
Each assignment will be graded and evaluation based on level and quality performance according to evaluation
rubrics.

1. Unit Exams and Quizzes: You will have a series of assessments throughout the course in receptive,
expressive, and written forms. These assessments are part of your formal evaluation grade and are
designed to measure your knowledge and application of language, grammar, and culture.

2. Study Groups: Students are required to meet with their study groups 5 times outside of class during
the semester. These sessions should be no shorter than one hour in duration. Students may meet on

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 campus, but are not required to do so. Please see group meeting requirements and individual
reflection sheets on Blackboard.

EXTRA CREDIT: If you should miss a class and would like to buy back your class time points, extra credit
opportunities are available. You will be required to attend a Deaf community event and write a reflection paper of
your experience. Deaf community event opportunities will be posted by your instructor on Blackboard and/or
announced in class. You can also find events online at http://www.localendar.com/public/SUNYOCCASL. If you
choose to attend an event and have not missed a class, you will be compensated by replacing a homework grade
with a 100 and so forth.
After attending an event, you are required to write up a two-page reaction of your experience describing your
opinions, feelings, observations, and insights. Include:

1. Name of the Deaf Community Event.

2. When the Event occurred.
3. What was the purpose of this event?
4. Describe the people who attended.
5. What did you observe?
6. How did it make you feel?
7. How did the Deaf make you feel?
8. What thoughts and feeling did you have toward this event? (before and after)
9. What did you learn from this experience?
10. Compare the difference between a hearing event and a Deaf event.

LANGUAGE RESOURCES:

ASL Tutoring Lab in M110 see lab for current schedule.

Sign Language and fingerspelling practice tapes are available in the Media Center
Websites:
o Apple or Android app store ASL Dictionary from NTID, cost is $1.99
o Online Sign Dictionary at - http://commtechlab.msu.edu/Sites/aslweb/browser.htm
o Other online dictionaries www.lifeprint.com, www.signingsavvy.com
o Receptive Fingerspelling practice - http://www.asl.ms/
o Expressive Fingerspelling practice -http://www.jal.cc.il.us/ipp/fingspell/
o Gallaudet Font - http://simplythebest.net/fonts/fonts/gallaudet.html
o Deaf News in ASL - http://www.ideafnews.com

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My Teaching Philosophy
My teaching environment consists of adult ASL students. I have been teaching ASL since 2011. Learning
a language is not easy. My belief, if students engage, and emerge in language; they will be successful. I
value diversity in various of ways. Students will relate and feel they are as important as others.

My teaching philosophy is not limited to one approach. I have selected several approaches. I am going to
focus on three approaches and they are: TPR, Interactive, and student centered.

Now TPR, Total Physical Response. The left part of your brain focuses on language and the right part of
your brain focuses on motor/motion. The teacher will sign to the students and direct them. The students
will be receptive and perform tasks. The left-brain, you will receive the language and the right brain
performs motor skills; with the two parts of the brain working together, one would learn language
better. That is called trace theory.

Now, Interactive Learning Approach is when students interact and practice language. Students will
interact by pairing up, working in groups and develop language skills.

Lastly, student centered approach. This is focused more upon the students. The teacher does not
present for the whole time, not teacher centered. The students will give each other feedback. Students
will do activities and work together. The teacher will facilitate, give tips, and scaffold students learning
and from there, students skills will be developed.

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COURSEWORK SCHEDULE

It is entirely your responsibility to keep up with coursework in a timely manner. Please remember that homework
grade is 20% of your total course grade and participation in class is another 20%, which includes coming to class
prepared. When absent please use this calendar and/or Blackboard to keep up with coursework. You may e-mail
your instructor if you have further questions.

Note: This calendar is subject to change

WEEK DUE ON HOMEWORK IN CLASS

1 If absent, Make it a practice to read each Units Course syllabus and expectations
please check Culture &Grammar (C & G) sections of
1/18-1/20 Blackboard your student e-materials before class. Unit 1 - Getting Acquainted
and be ready
Use the C & G review questions
Class for the Survival Signs
at the end of each unit to check
begins on following
your understanding of Spatial Referencing
Wed 1/18 class. NO LATE
ASSIGNMENTS
information.
ACCEPTED Numbers 1-10
Homework see last slide of PowerPoint

2 **See homework slide on PowerPoint Unit 1 - continue

Name Signs
1/23-1/27 Introduction to Fingerspelling

3 **See homework slide on PowerPoint Unit 1 continue and wrap up

1/30-2/3 Read the article, What is Deaf Culture 5 Unit 2 Sharing Personal Information
Views and then write a well thought out 1-
2-page typed reflection.

4 Study Group **see homework slide on PowerPoint Unit 2 Sharing Personal Information
Report #1 Introduction to Study Groups
2/6 - 2/10 Due day of See Study Guide for Exam #1 next week!
Exam

5 Unit 2 continue and wrap up

Deaf Culture/Community
2/ 13 -
2/17 Exam Units 1 & 2

6 **see homework slide on PowerPoint Unit 3 Academic Life

2/20 - 2/24

7 ***see homework slide on PowerPoint Unit 3 continue and wrap up

2/27 - 3/3 Unit 4 Student Life

8 Study Group **see homework slide on PowerPoint Unit 4 continued

Report #2

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 3/6 - 3/10 Due day of See Study Guide for Exam #2 Thursday
Exam next week

3/13 - 3/17 SPRING BREAK

9 ***see PowerPoint- homework slide Unit 4 continue and wrap up

3/ 20-3/ 24 Exam Units 3 & 4

10 Study Group **see homework slide-PowerPoint Unit 5 Family & Relationships

Report #3
3/27 - 4/31 due day of See Study Guide for Expressive Dialogue
Exam Exam next week!

11 ***see PowerPoint- homework slide Unit 5 - continue and wrap up

4/ 3- 4/7 Expressive Dialogue Exam

12 ***see PowerPoint- homework slide Unit 6 - Everyday Life

4/10 - 4/14

13 Study Group ***see PowerPoint- homework slide Unit 6 continue and wrap up
Report #4
4/ 17 -4/21 Due day of
See Study Guide for Exam #3 next week!
Exam

14 ***see PowerPoint- homework slide Exam Units 5 & 6

4/24 - 4/28 Unit 7 Where People Live

15 Unit 7 continue and wrap up

5/1 - 5/5

16 Study Group Study for Final Exam Course review and wrap-up
Report #5
5/8 Due day of Study Guide for Final Exam Final Expressive Exam Dialogue (in
Final Exam class)

FINAL EXAM WEEK (Receptive and Written Exam): May 9 - 15, 2017
Actual date and time of exam will be announced. Do not make travel plans during Finals week.

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 LESSON PLAN

Name: Jessy Bray Date of Lesson/Observation: 3/27/17

SCHOOL

Institution Onondaga Community College (OCC) Syracuse, NY

Course ASL 101-005, 3 credits

Curriculum We Sign: Level 1, Units 1-7

Students 15 students

Duration Monday, Wednesday, and Friday 10:10-11:00 (50 mins)

Co-Faculty n/a On the job internship.

LESSON OUTCOMES

Unit Unit 5: Family Unit

Outcomes
At the end of this unit, the students will be able to:

1) Talk about family and family relationships

2) Demonstrate the ability to reply to questions by giving correct information and negating
statements
3) Expand about their siblings, ranking order of siblings including themselves, and create
contrastive sentences about siblings.
4) Discuss how old their family members are and produce age signs correctly.
5) Explain different types of relationships/variations among families.
6) Give information on their families and comment on other students family information.
7) Attribute the functions, grammar, and core vocabulary related to the family unit.
8) Understand about Deaf Families vs a Deaf person in a hearing family.

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Lesson Lesson 1: Introduction to Family Unit- Creating a Family
Outcomes
At the end of this lesson, the students will be able to:

1) Sign basic vocabulary related to family.

2) Discuss different relationship status
3) Exchange information about each others families.
4) Learn about Deaf Families
5) Expand information on their siblings.
6) Ask or answer negation questions (such as BROTHER/SISTER NONE)
ACTFL This lesson satisfies the following ACTFL standards:
Standards
1.1: Students engage in conversation, provide and obtain information, express feelings, and emotions
and exchange opinions.

1.2: Understand & interpret variety of topics

1.3: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a
variety of topics using appropriate media and adapting to various audiences of listeners, readers, or
viewers.

3.1 Learners use the language to investigate, explain, and reflect on the nature of language through
comparisons of the language studied and their own.

3.2: Learners use the language to investigate, explain, and reflect on the concept of culture through
comparisons of the cultures studied and their own.

4.1: Students demonstrate understanding of the nature of language by engaging in dialogue

4.2: Demonstrate understanding the concept of culture through comparisons of cultures and their own.

Outcome & Lesson Outcomes Unit ACTFL

Standards
Chart 1) Sign Basic vocabulary related to Family 1,7 1.2

2) Discuss different relationship status 2,5 1.1, 1.2, 4.1

3) Exchange information about each others families. 1, 2,6 1.3, 3.1, 3.2

4) Learn about Deaf Families 2,6,8 1.2, 4.2

5) Expand information on their siblings. 1,3 1.1, 4.1

6) Ask or answer negation questions (such as BROTHER/SISTER NONE) 2,6 1.2, 3.1

Teaching Communicative Language Teaching, Direct Method, and Interactive Learning

Methods

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Vocabulary Nouns: MOM, DAD, BROTHER, SISTER, GRANDMA, GRANDPA, SON, DAUGHTER, COUSIN,
AUNT, UNCLE, NIECE, NEPHWEW, BOYFRIEND, GIRLFRIEND, PARTNER, HUSBAND, WIFE,
PREGNANT, MARRY, DIVORCE, ENGAGED, FIANCE/FIANCEE, SINGLE, ADOPTED.

D-O-G, CAT (only if those come up)

Grammar Recurring time signs: EVERY- (time sign), continuous time signs: ALL- (time sign), temporal aspect:
recurring, continuous. Inflecting verbs, role shifting, and conditional sentences.

Culture Deaf culture: Show Deaf Family- Sean Berdys Deaf Family and Nyle DiMarcos Deaf Family

Materials Digital Presentation

LESSON PROCEDURE

Activity Description Length

Opening/Roll Greet students. Ask them how their weekend was and comment if the opportunity is 5 mins
Call given. Such as oh really, same as me, or same as said student. Attendance Sheet
given for students to sign in.

YOU REMEMBER TODAY WHAT? answers from students, should be

FAMILY/MAKE FAMILY etc.

Teacher Setting up- Creating a Family Activity: 3 mins

Directed Ask for volunteers.

Tell students to move seats so can see better

Start off with a few volunteers, see below.

1. Asking for two volunteers to be a couple: gender doesnt matter

2. Ask for one more volunteer to be sister of one of the students.

3. More volunteers will be asked to come up, as the family grows.

Introduce Teacher will follow students lead and at the same time direct acting roles. 15 mins
Vocabulary

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& 1) The two students will pretend to be a couple, go to a movie together. I
Guided would pick one student to ask the other student MOVIE YOU
WANT GO?
Practice 2) After the movie is over, I would ask them MOVIE GOOD?
3) I will tell the class THOSE TWO LIKE, LIKE POINT to both
4) Those two together 8 MONTHS I will tell one of the students
YOU OPEN RINGBOX which indicates student will pretend to
propose to the other student
5) Face to the students sitting at their desks and sign: THOSE TWO
ENGAGED 1 YEAR LATER MARRY (I would act like a Bride
walking up the aisle for example; follow students lead on how they
want to act)
6) Ask students to cheer (hands waving) NOW THOSE TWO
MARRIED!
7) I will point at the sister, SHE SAD BOYFRIEND NONE (ask for
volunteers/or have student pick another student follow students lead)
That student will come up.
8) THOSE TWO TOGETHER 2 MONTHS ENGAGED WHOA!
(depending on how this plays out) 4 MONTHS LATER MARRIED!
FAST!
9) I will point at the newly married bride, POINT SHE SICK! NOW
PREGNANT!
10) 9 MONTHS LATER BABY BORN (GIRL/BOY) ask for student to
volunteer or see who wants to volunteer. I will pull out a seat for the
Baby
11) POINT SHE YOUR DAUGHTER YOU MOM DAD (depending
on whether theres a male/female couple)
12) ASK for GRANDPARENTS (volunteers to come up)
13) Explain GRANDPARENTS relationship to grandchild and the two
sisters
14) POINT at recently married couple (fast relationship) PREGNANT!
15) BORN TWINS! Ask for volunteers and pull out two seats.
16) POINT TO PARENTS YOU MOM/DAD etc. POINT TO
AUNT/UNCLE YOU AUNT/YOU UNCLE (explain relationship
by pointing)
17) NOW (first couple- wife-) POINT, YOU SICK AGAIN. PREGNANT
BORN BABY BOY. Ask for volunteer
18) YOUR SON, YOUR NEPHEW
19) FOUR OF YOU COUSINS, YOUR GRANDMA/GRANDPA
20) (pick a couple) THOSE TWO MAD, DONT LIKE (point) HIM/HER
21) NOW DIVORCED/SEPARATED
22) YOU WANT MARRY AGAIN?
23) This part is where the plot can change easily by having variations to
the story: such as no want to stay single, yes want to marry again, may
want to have more children, may want to add pets such as dogs and
cats.

Thank you to OCC for your syllabi and this has been revised by Jessica Bray 15
Teacher Directed Students will go back to their seats. Teacher will review vocab using the Digital 10 mins
Screen which will consist pictures, no English words. The teacher will first wait and
see what students responses are when they see that Digital slide. The teacher should
not give the answer right away, first wait and see. The teacher will use the
scaffolding technique as needed by pulling out from the students. The slides will be a
review from the vocabulary the students recently learned from the Creating a
Family activity. (see vocabulary above) The teacher will point at the pictures (if
students immediately answer then no need to point at the picture). Give feedback if
the opportunity is given and nod/compliment students- YES YOU RIGHT. When
we reach the Brad/Angelinas family slide- ask questions or wait for students to
respond. Typical responses would be Those two divorced, they have twins, some of
the kids are adopted

Last slide related to new vocabulary will display a picture of my two sons (for any
other teachers teaching this lesson; include your family members). I will wait for a
reaction, students may say YOU SON? or I will go ahead THOSE TWO MY
SON. I will tell students their names LUKE and THEO (fingerspell and show them
their name signs) (if time is allowed, I will review and point WHO (check for
comprehension)

Independent First I will demonstrate with a fictional picture of my two siblings shown on the 10 mins
Practice Digital Screen. I will point ME BROTHER NAME M-I-K-E, then point ME
SISTER NAME D-E-S-I-R-EE for example.

Assign students into groups of threes, I would mix them up, this time I will start
from the right side of the room closest to the Digital screen, and assign students a
number from 1-4.

They will take turns showing their family pictures. On their turn, they will point to
the picture who their family members are such as pointing MOM, DAD, MY
BROTHER, MY SISTER, MY GRANDPA Also they should tell their group their
family members names especially their siblings. Example: ME SISTER NAME L-I-
L-Y.

Cultural Deaf culture: Show Deaf Family- Sean Berdys Deaf Family and Nyle DiMarcos 3 mins
Application Deaf Family. Show Marlee Matlins family, her family is hearing; shes the only
Deaf person in her family.

Closure Quickly ask students if they liked the Family unit. Explain homework assignment 4 mins
due next Monday. Dismiss class. Stay after for a few minutes, for any questions that
students may have.

Thank you to OCC for your syllabi and this has been revised by Jessica Bray 16
Assessment Informal: During group activities, use informal assessment techniques such as Full Class
observing students, positive compliments, nod, asking to repeat, show a puzzled- and
face, clarify. Also, check for comprehension during activity and if students recall Assignment
vocabulary during review on the Digital Presentation.

Formal: The students will have a homework assignment on practicing their signing
using YouTube. That way I will have a formal assessment and I will have a rubric to
guide me on how I can better assess them and grade them.

Students will review Family Vocab via e-Book and reviewing the Digital
Presentation uploaded on Blackboard

Differentiation I have two students who gave me documentation from the OAR office. One student n/a
is hard of hearing, doesnt need accommodations for this class but I need to ensure
all activities are accessible for both of us. Another student gave me documentation
and on occasions has a note taker come in the classroom. The note taker also
participates when its time to learn new vocab by copying my signs. There are
several students who seem to have difficulty maintaining attention.

I do constant check ins with students who seem to be inattentive that day due to
being sleepy, texting, excessive talking, or not participating. I would ask that student
a question or ask to repeat what another classmate recently signed. Sometimes I go
up closer to the student and continue teaching. Usually the student will get back on
track and attempts to participate with no complaints. I try to scan around the room as
much as possible to be sure students are using the target language, seem to be
following and for any students who have questions.

Total 50 mins

Lesson Plan Variation-If time runs out after the Creating a Family part. Instead of students showing and
discussing their family pictures. (Move plan to next class period). Use the VideoPhone (VP) line up
activity instead. Students will line up into three rows. Each person in the front of each row will face the
teacher, and the rest of the students will face the other way. The teacher will sign a basic sentence using
new family vocabulary. I.e.: Using shoulder shift (Contrastive Structure) MY DAD, (POINT) CHOCOLATE
LOVES! MY MOM, (POINT) SODA HATES Students will relay information to the person in front of
them. At the end of the line, the last person will come up sign the sentence (most likely it will be
incorrect but funny).

Thank you to OCC for your syllabi and this has been revised by Jessica Bray 17