eDynamic Learning Course Title: American Sign Language 3a / 3b
State: FL
State Course Title: American Sign Language 3
State Course Code: 0717312
State Standards: American Sign Language 3
Date of Standards: 2022 and beyond
Percentage of Course Aligned: 100%
Standards Course Title. (a or b), if applicable, e.g. Game Design 1a Unit Name(s) Lesson(s) Numbers
WL.K12.AL.1.1: Demonstrate understanding of extended speech on familiar and unfamiliar topics.
Sign Language 3a
2: Rites of Passage in the Deaf and Hearing Community Lessons 1-4, Activity
WL.K12.AL.1.2: Follow presentations on familiar and unfamiliar topics in different situations.
WL.K12.AL.1.3: Demonstrate understanding of factual information about everyday life, study, or work- related topics.
American Sign Language 3a Unit 3: Directions and Travel Lessons 1-4, Activity
WL.K12.AL.2.1: Demonstrate understanding of viewpoints expressed in literary and non-literary texts from a variety of culturally authentic sources.
WL.K12.AL.2.2: Make inferences and predictions from a written source.
WL.K12.AL.3.1: Communicate with moderate fluency and spontaneity on familiar topics, even in complex situations.
American Sign Language 3b Unit 5: Comparing Cultures Lessons 1-4
American Sign Language 3b Unit 1: Hot Topics: Illustrating Facts Activity 1-4
American Sign Language 3a Unit 2: Rites of Passage in the Deaf and Hearing Community Lessons 1-4, Activity
WL.K12.AL.3.2: Express and connect ideas when engaged in a lengthy conversation.
WL.K12.AL.3.3: Justify personal preferences, needs and feelings in order to persuade others.
American Sign Language 3a
Unit 2: Rites of Passage in the Deaf and Hearing Community Lessons 1-4, Activity
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Activity 1-3
WL.K12.AL.3.4: Engage comfortably in extended conversations and discussions on a wide variety of topics related to daily life.
American Sign Language 3b Unit 3: Community Activities Lessons 1-4, Activities
WL.K12.AL.4.1: Deliver a short presentation on social, academic, or work topics with appropriate complexity for the target audience.
American Sign Language 3a
Unit 3: Directions and Travel Lessons 1-4, Activity
WL.K12.AL.4.2: Explain viewpoints on an issue of interest, giving advantages and disadvantages of various options.
American Sign Language 3a
Unit 4: Opinions in a Digital World Activity 1-4
WL.K12.AL.4.3: Speak using different time frames and appropriate mood with good control.
American Sign Language 3b
Unit 2: People, Places, and Things: Past and Future Lessons 1-3
WL.K12.AL.5.1: Express, in writing, ideas on a variety of topics presented in clear, organized texts.
WL.K12.AL.5.2: Write work-related documents (fill out an application, prepare a resume, write a business letter).
WL.K12.AL.5.3: Write well-organized essays, summaries, and reports on a broad range of topics including those that have been personally researched using authentic texts.
WL.K12.AL.5.4: Use idioms and idiomatic expressions in writing.
WL.K12.AL.6.1: Compare and contrast cultural practices and perspectives among cultures with the same language in order to dispel stereotyping.
American Sign Language 3b
Unit 2: People, Places, and Things: Past and Future Activity 1, 3
American Sign Language 3b
Unit 6: Interpreting and Other Careers for Proficient ASL Signers Activity 1
American Sign Language 3b
Unit 2: People, Places, and Things: Past and Future Lessons 1-4, Activity
American Sign Language 3a
Unit 6: Unforgettable Stories in ASL Lesson 4
American Sign Language 3b Unit 5: Comparing Cultures Activity
WL.K12.AL.6.2: Explain why the target language has value in culture and in a global society.
American Sign Language 3a
Unit 2: Rites of Passage in the Deaf and Hearing Community Lesson 4, Activity 1
WL.K12.AL.7.1: Apply knowledge gained in the target language to make connections to other content areas.
American Sign Language 3a
Unit 2: Rites of Passage in the Deaf and Hearing Community Lesson 4, Activity 1
WL.K12.AL.8.1: Apply new structural patterns acquired in the target language.
American Sign Language 3a
Unit 2: Rites of Passage in the Deaf and Hearing Community Lesson 4, Activity 1
WL.K12.AL.9.1: Apply knowledge gained in the target language to make presentations as part of extra curricular activities beyond the school setting.
American Sign Language 3a
Unit 1: Getting Back Into Signing: Conversations and Opinions Lessons 1-4, Activity
WL.K12.IH.1.1: Demonstrate understanding of the main idea and supporting details in conversations, presentations, and short discussions, on familiar topics.
WL.K12.IH.1.2: Demonstrate understanding of the main idea and supporting details on familiar and unfamiliar topics.
American Sign Language 3a
Unit 2: Rites of Passage in the Deaf and Hearing Community Lessons 1-4, Activity
American Sign Language 3a
Unit 2: Rites of Passage in the Deaf and Hearing Community Lesson 4, Activity 1
WL.K12.IH.1.3: Follow informal presentations on a variety of topics.
American Sign Language 3b
Unit 3: Community Activities Lessons 1-4, Activities
WL.K12.IH.1.4: Confirm understanding of the message and purpose of a variety of authentic sources found in the target culture such as TV, radio, podcasts and videos.
American Sign Language 3b Unit 5: Comparing Cultures Activity 1-3
WL.K12.IH.1.5: Identify the main idea and supporting details from discussions and interviews on familiar topics.
American Sign Language 3a Unit 2: Rites of Passage in the Deaf and Hearing Community Lessons 1-4, Activity
WL.K12.IH.1.6: Demonstrate understanding of complex directions and instructions in unfamiliar settings.
American Sign Language 3a Unit 3: Directions and Travel Activity 1, 2
WL.K12.IH.2.1: Demonstrate understanding of the main idea and supporting details in texts on familiar and unfamiliar topics.
WL.K12.IH.2.2: Demonstrate understanding of the main idea and supporting details in fictional literary texts containing unfamiliar vocabulary that can be interpreted in context.
WL.K12.IH.2.3: Demonstrate understanding of general written information presented through a variety of sources and intended for practical applications in academic and workplace contexts.
WL.K12.IH.2.4: Demonstrate understanding of the main idea and supporting details when gathering information from texts that contain unfamiliar vocabulary when reading for information.
WL.K12.IH.3.1: State and support different points of views and take an active part in discussions.
WL.K12.IH.3.2: Sustain a conversation in uncomplicated situations on a variety of topics.
WL.K12.IH.3.3: Express degrees of emotion and respond appropriately to the feelings and emotions of others.
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Lessons 1-3, Activity
American Sign Language 3b Unit 5: Comparing Cultures Activity 1-3
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Lessons 1-3, Activity
American Sign Language 3b Unit 2: People, Places, and Things: Past and Future Lessons 1-4, Activity
American Sign Language 3a Unit 4: Opinions in a Digital World Activity 1-4
American Sign Language 3b Unit 1: Hot Topics: Illustrating Facts Activity 3
American Sign Language 3a Unit 4: Opinions in a Digital World Lesson 1
WL.K12.IH.3.4: Exchange detailed information related to areas of mutual interest including careers of choice, job opportunities, etc.
American Sign Language 3b
Unit 6: Interpreting and Other Careers for Proficient ASL Signers Lessons 1-4, Activity 2
WL.K12.IH.3.5: Initiate, maintain, and end a conversation on a variety of familiar topics.
WL.K12.IH.3.6: Often use circumlocution when faced with unfamiliar vocabulary and difficult language structures.
American Sign Language 3b
Unit 6: Interpreting and Other Careers for Proficient ASL Signers Lessons 1-4, Activity 2
American Sign Language 3a Unit 1: Hot Topics: Illustrating Facts Lesson 2
WL.K12.IH.3.7: Ask for, follow, and give directions in complex situations.
American Sign Language 3a Unit 3: Directions and Travel Lessons 1-4, Activity
WL.K12.IH.3.8: Describe and elaborate on a personal situation or problem using details.
WL.K12.IH.4.1: Present information on familiar topics with clarity and detail using multimedia resources.
WL.K12.IH.4.2: Present viewpoints on an issue and support opinions with clarity and detail.
WL.K12.IH.4.3: Describe personal experiences and interests with clarity and detail.
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Activity 2
American Sign Language 3b
Unit 6: Interpreting and Other Careers for Proficient ASL Signers Lessons 1-4, Activity 2
American Sign Language 3a Unit 4: Opinions in a Digital World Activity 3
American Sign Language 3a
Unit 1: Getting Back Into Signing: Conversations and Opinions Lessons 1-4, Activity
WL.K12.IH.4.4: Produce reports and multimedia compositions in order to present a group project.
American Sign Language 3a Unit 6: Unforgettable Stories in ASL Lessons 1-4, Activities
WL.K12.IH.4.5: Use paraphrasing, circumlocution, and illustrations to make self more clearly understood when relating experiences and retelling a story.
American Sign Language 3a Unit 6: Unforgettable Stories in ASL Lessons 1-4, Activities
WL.K12.IH.4.6: Formulate and deliver a presentation on an assigned topic using multimedia resources to support the presentation.
American Sign Language 3b
Unit 6: Interpreting and Other Careers for Proficient ASL Signers Lessons 1-4, Activity 2
WL.K12.IH.5.1: Write communications, narratives, descriptions, and explanations on familiar topics using connected, detailed paragraphs.
American Sign Language 3a
Unit 1: Getting Back Into Signing: Conversations and Opinions Lessons 1-4, Activity
WL.K12.IH.5.2: Describe, in writing, personal experiences and interests with clarity and detail.
American Sign Language 3a
Unit 1: Getting Back Into Signing: Conversations and Opinions Lessons 1-4, Activity
WL.K12.IH.5.3: Present, in writing, viewpoints on an issue and support opinion with clarity and detail.
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Lessons 1-3, Activity
WL.K12.IH.5.4: Provide clear and detailed information in writing on academic and work topics with clarity and detail.
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Lessons 1-3, Activity
WL.K12.IH.5.5: Describe, in writing, events in chronological order.
American Sign Language 3b Unit 3: Community Activities Activity 2
WL.K12.IH.5.6: Write about a story and describe reactions with clarity and detail.
American Sign Language 3a Unit 6: Unforgettable Stories in ASL Lessons 1-4, Activities
WL.K12.IH.5.7: Write a short essay or biography using descriptive details and a variety of sentence structure.
American Sign Language 3a Unit 6: Unforgettable Stories in ASL Lessons 1-4, Activities
WL.K12.IH.6.1: Investigate practices and perspectives of past and contemporary life in the target culture through a variety of media.
American Sign Language 3a Unit 4: Opinions in a Digital World Lessons 2, 4, Activity
WL.K12.IH.6.2: Apply language and behaviors that are appropriate to the target culture in an authentic situation.
American Sign Language 3b Unit 5: Comparing Cultures Lessons 1-4, Activity
WL.K12.IH.6.3: Discuss historical or current contributions of groups representing other languages or cultures (e.g., explorers, historical figures, artists, inventors, etc.)
American Sign Language 3b Unit 2: People, Places, and Things: Past and Future Lessons 1-4, Activity
WL.K12.IH.6.4: Describe various products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature).
American Sign Language 3b Unit 5: Comparing Cultures Lessons 1-4, Activity
WL.K12.IH.7.1: Gather and interpret information from various disciplines in the target language to reinforce academic knowledge.
American Sign Language 3a Unit 5: Favorite Subjects: Explore Your Passions Lessons 1-3, Activity
WL.K12.IH.7.2: Gather and interpret information on historic and or contemporary influences from the target language and culture and transfer this information to the language classroom and other disciplines.
American Sign Language 3b Unit 5: Comparing Cultures Lessons 1-4, Activity
WL.K12.IH.8.1: Compare similarities and differences between the target language and own language.
American Sign Language 3b Unit 5: Comparing Cultures Activity
WL.K12.IH.8.2: Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and own.
American Sign Language 3b Unit 4: Language and Culture Lessons 1-4, Activity
WL.K12.IH.8.3: Compare the cultural traditions and celebrations that exist in the target cultures and other cultures with own.
American Sign Language 3b Unit 5: Comparing Cultures Activity
WL.K12.IH.9.1: Use knowledge acquired in the target language to reach out to the community to discuss a variety of topics and present point of view.
WL.K12.IH.9.2: Participate in activities where communication in the target language is expected (i.e., writing a letter to the editor or engaging in an online discussion on a community issue).
American Sign Language 3a Unit 4: Opinions in a Digital World Lessons 2, 4, Activity
American Sign Language 3a Unit 3: Community Activities Lessons 1-4
MA.K12.MTR.1.1 Mathematicians who participate in effortful learning both individually and with others:
•Analyze the problem in a way that makes sense given the task.
•Ask questions that will help with solving the task.
•Build perseverance by modifying methods as needed while solving a challenging task.
•Stay engaged and maintain a positive mindset when working to solve tasks.
•Help and support each other when attempting a new method or approach.
American Sign Language 3a Unit 5: favorite Subjects: Explore Your Passions Activity 2
MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways.
Mathematicians who demonstrate understanding by representing problems in multiple ways:
• Build understanding through modeling and using manipulatives.
• Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
• Progress from modeling problems with objects and drawings to using algorithms and equations.
• Express connections between concepts and representations.
• Choose a representation based on the given context or purpose.
MA.K12.MTR.3.1 Complete tasks with mathematical fluency.
Mathematicians who complete tasks with mathematical fluency:
• Select efficient and appropriate methods for solving problems within the given context.
• Maintain flexibility and accuracy while performing procedures and mental calculations.
• Complete tasks accurately and with confidence.
• Adapt procedures to apply them to a new context.
• Use feedback to improve efficiency when performing calculations.
MA.K12.MTR.4.1 Engage in discussions that reflect on the mathematical thinking of self and others.
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
• Communicate mathematical ideas, vocabulary and methods effectively.
• Analyze the mathematical thinking of others.
• Compare the efficiency of a method to those expressed by others.
• Recognize errors and suggest how to correctly solve the task.
• Justify results by explaining methods and processes.
• Construct possible arguments based on evidence.
MA.K12.MTR.5.1 Use patterns and structure to help understand and connect mathematical concepts.
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
• Focus on relevant details within a problem.
• Create plans and procedures to logically order events, steps or ideas to solve problems.
• Decompose a complex problem into manageable parts.
• Relate previously learned concepts to new concepts.
• Look for similarities among problems.
• Connect solutions of problems to more complicated large-scale situations.
MA.K12.MTR.6.1 Assess the reasonableness of solutions.
Mathematicians who assess the reasonableness of solutions:
• Estimate to discover possible solutions.
• Use benchmark quantities to determine if a solution makes sense.
• Check calculations when solving problems.
• Verify possible solutions by explaining the methods used.
• Evaluate results based on the given context.
MA.K12.MTR.7.1 Apply mathematics to real-world contexts.
Mathematicians who apply mathematics to real-world contexts:
• Connect mathematical concepts to everyday experiences.
• Use models and methods to understand, represent and solve problems.
• Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. American Sign Language 3b Unit 2: People, Places, and Things: Past and Future Activity 4
ELA.K12.EE.3.1 Make inferences to support comprehension. American Sign Language 3b Unit 1: Hot Topics: Illustrating Facts Activity 4
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. Clarifications:
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence. American Sign Language 3b Unit 1: Hot Topics: Illustrating Facts Lesson 1
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
American Sign Language 3b Unit 1: Hot Topics: Illustrating Facts Activity 3
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing. Clarifications: In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
American Sign Language 3b Unit 2: People, Places, and Things: Past and Future Activity 1
With their conversation partner, student will discuss, in ASL, issues about money, such as what they buy, what plans they have, opinions about spending, and more
Student is to attend/participate in a Deaf social or cultural event using their knowledge of Deaf culture and ASL to interact appropriately and sign conversations; create a report on the experience by taping themselves signing answers to questions concerning what they learned, what patterns of behavior they witnessed, and comparisons with their own culture
Student will videotape themselves in several different dialogues with a conversation partner, with topics ranging from asking and giving directions to a friend's party to deeper discussions regarding aspects of Deaf culture and society
Students demonstrate understanding of viewpoints from the Deaf community surrounding Deaf art and films
Drawing from written sources, students form opinions and inferences on a chosen topic
With their conversation partner, student will discuss, in ASL, issues about money, such as what they buy, what plans they have, opinions about spending, and more
With their conversation partner, student will discuss, in ASL, issues about money, such as what they buy, what plans they have, opinions about spending, and more
Students develop a video on personal hobbies, as well as a video presentation on a chosen academic topic
Student is to attend/participate in a Deaf social or cultural event using their knowledge of Deaf culture and ASL to interact appropriately and sign conversations; create a report on the experience by taping themselves signing answers to questions concerning what they learned, what patterns of behavior they witnessed, and comparisons with their own culture
Student will videotape themselves in several different dialogues with a conversation partner, with topics ranging from asking and giving directions to a friend's party to deeper discussions regarding aspects of Deaf culture and society
A series of videos are developed where students explain viewpoints on topics such as ASL representation and usage in television and film, ASL representation and usage in news media, the effects of technology on a modern world and the use of cochlear implants
Concepts such as expression of time, duration, inflection, ASL time tools and markers are covered and practices
Students write a report on an historical event in Deaf history as well as a personal essay on a meaningful topic
Students develop work-related documents such as a resume and cover letter
Student will read about and research a pivotal event in Deaf history, selecting significant findings from a variety of sources and use precise language to write up a brief report on their findings
Explore connections, similarities, and differences between Deaf culture and 'mainstream' culture; analyze a piece of ASL literature for cultural comparisons
1
Thinking 1, 3-5, Activity 2
Student is to analyze and discuss the roles and effects of Deaf educational institutions on Deaf culture, using at least three different grammar structures
Student is to analyze and discuss the roles and effects of Deaf educational institutions on Deaf culture, using at least three different grammar structures
Student is to analyze and discuss the roles and effects of Deaf educational institutions on Deaf culture, using at least three different grammar structures
After learning more signs for family relationships, student will ask and answer questions with their conversation partner about family matters and events
With their conversation partner, student will discuss, in ASL, issues about money, such as what they buy, what plans they have, opinions about spending, and more
Student is to analyze and discuss the roles and effects of Deaf educational institutions on Deaf culture, using at least three different grammar structures
Student is to attend/participate in a Deaf social or cultural event using their knowledge of Deaf culture and ASL to interact appropriately and sign conversations; create a report on the experience by taping themselves signing answers to questions concerning what they learned, what patterns of behavior they witnessed, and comparisons with their own culture
Students analyze Deaf media portrayals as well as ASL films and literature
With their conversation partner, student will discuss, in ASL, issues about money, such as what they buy, what plans they have, opinions about spending, and more
Students develop a map based on a video of signed directions. They also complete a videotaped conversation using ASL to ask for and give directions
Student is to build on a research topic from another academic class and build a signed presentation from it, being sure to include personal opinions on the subject
Students analyze Deaf media portrayals as well as ASL films and literature
Student is to build on a research topic from another academic class and build a signed presentation from it, being sure to include personal opinions on the subject
Student will read about and research a pivotal event in Deaf history, selecting significant findings from a variety of sources and use precise language to write up a brief report on their findings
A range of points of view are explored through four activities on a variety of topics
Student is to use ASL skills to welcome new community members, participate in career-exploration activities that employ ASL signing, and act as a volunteer for younger ASL learners.
Student is to use ASL skills to welcome new community members, participate in career-exploration activities that employ ASL signing, and act as a volunteer for younger ASL learners.
Students learn about the use of circumlocution when signing descriptions
Student will videotape themselves in several different dialogues with a conversation partner, with topics ranging from asking and giving directions to a friend's party to deeper discussions regarding aspects of Deaf culture and society
Students give a signed presentation on an academic topic that they are personally interested in
Student is to use ASL skills to welcome new community members, participate in career-exploration activities that employ ASL signing, and act as a volunteer for younger ASL learners.
Students present viewpoints on the subject of cochlear implants
After learning more signs for family relationships, student will ask and answer questions with their conversation partner about family matters and events
After watching and researching a wide range of ASL stories, jokes, and performances, student will write, create, sign, and record their own story, as well as write up reflections on the other productions
After watching and researching a wide range of ASL stories, jokes, and performances, student will write, create, sign, and record their own story, as well as write up reflections on the other productions
Student is to use ASL skills to welcome new community members, participate in career-exploration activities that employ ASL signing, and act as a volunteer for younger ASL learners.
After learning more signs for family relationships, student will ask and answer questions with their conversation partner about family matters and events
After learning more signs for family relationships, student will ask and answer questions with their conversation partner about family matters and events
Student is to build on a research topic from another academic class and build a signed presentation from it, being sure to include personal opinions on the subject
Student is to build on a research topic from another academic class and build a signed presentation from it, being sure to include personal opinions on the subject
Students prepare and present a speech on an ASL event, detailing the components of the event in chronological order
After watching and researching a wide range of ASL stories, jokes, and performances, student will write, create, sign, and record their own story, as well as write up reflections on the other productions
Thinking 1-5, Activities 2, 3
3
3
2
Thinking 4, Activity 2
2
Thinking 1-5, Activities 2, 3
After watching and researching a wide range of ASL stories, jokes, and performances, student will write, create, sign, and record their own story, as well as write up reflections on the other productions
After watching a Deaf-produced newscast, student will explain what was reported, identify main ideas, and evaluate the speaker's point of view
After learning and researching more about Deaf films, student will ask and answer questions with a conversation partner about the cultural patterns observable in the films
Student will read about and research a pivotal event in Deaf history, selecting significant findings from a variety of sources and use precise language to write up a brief report on their findings
After learning and researching more about Deaf films, student will ask and answer questions with a conversation partner about the cultural patterns observable in the films
Student is to build on a research topic from another academic class and build a signed presentation from it, being sure to include personal opinions on the subject
After learning and researching more about Deaf films, student will ask and answer questions with a conversation partner about the cultural patterns observable in the films
Explore connections, similarities, and differences between Deaf culture and 'mainstream' culture; analyze a piece of ASL literature for cultural comparisons
Thinking 1-5, Activities 2, 3
Thinking 2, 4, Activity 2
Thinking 3, Activity 2
Thinking 3, 4, Activity 1
Thinking 3, Activity 2
Thinking 4, Activity 2
Thinking 3, Activity 2
Thinking 1, 3-5, Activity 2
Compare similarities and differences between ASL and English, both linguistically and culturally; student will use a graphic design tool to create a digital worksheet of sentence structures, cognates, cultural nuances, and more
Explore connections, similarities, and differences between Deaf culture and 'mainstream' culture; analyze a piece of ASL literature for cultural comparisons
After watching a Deaf-produced newscast, student will explain what was reported, identify main ideas, and evaluate the speaker's point of view
Students learn about how to effectively participate in a Deaf event and communicate using ASL about an event
Academic Topics assigns students to choose one of their academic classes and recall a discussion that happened. The goal is to create a presentation showcasing their opinions about a topic. They choose their own issue to present about . Then they do some research, and then wrote an outline of their feelings about it. They present their feelings, using multimedia resources, and conveying their opinions clearly. They submit both their written outline and their presentation video.
Critical Thinking 1-5, Activity 2
Met
Critical Thinking 1, 3-5, Activity 2
Met
Critical Thinking 2, 4, Activity 2
Met
1-3
Students submit both their written outlines and their videos.
Met
Students will design and conduct a survey of their peers, on a topic of their choice. They will then conduct some research on the topics that they included in their own survey, and they will compare the results of their own surveys with those of the surveys they found in the research. They present these findings in a presentation in ASL, recording the presentation.
submit the videos of their presentations.
Met
Students plan an itinerary for a fictional trip to Africa, and they present their findings to their peers. They describe their plans, providing detailed descriptions, and they describe the locations using appropriate CL to describe concepts.
Students submit a video of the presentation, in ASL.
Lexicons and Other Tricky Creatures explains the specialized language used by branches of knowledge. A lexeme is a lexical unit--in this case a sign--that communicates meaning, and the related terms that are part of the grouping. Some examples of lexemes are the signs for mathematical or scientific subfields. Critical Thinking Question 5
Met
Met
Language Evolution in STEM discusses the importance of understanding the core subjects of the STEM group, including mathematical terms. New Initiatives explains how new initiatives at work for ASL vote on new signs for various academic terms.
Lesson 4 Knowledge Check Question 2
Students will research cochlear implants and their impact on the Deaf community, presenting findings from multiple Deaf sources. They summarize and communicate knowledge and understanding of main ideas and supporting details from a variety of authentic language materials. They describe, narrate, and explain their personal opinions.
Students will design and conduct a survey of their peers, on a topic of their choice. They will then conduct some research on the topics that they included in their own survey, and they will compare the results of their own surveys with those of the surveys they found in the research. They present these findings in a presentation in ASL, recording the presentation.
Section Ground Rules for Good Discussions lists a series of best practices for engaging in discussions about important subjects. One of the ground rules is keeping the discussion on topic, and backing up statements with facts, evidence, and logic.
Students submit their videos to the Dropbox.
Students submit the videos of their presentations.
Students will research and write a report about a historical event in the Deaf world. They should choose authentic texts to use for research, meaning texts written by someone familiar with ASL and Deaf culture.
Conversation Partner Activity: A Debate assigns students to participate in a debate, preferably with a group of fellow students and the instructor. They choose a specific topic conduct research, and follow the rules for the process. They should build on others' ideas to express their own ideas, and they will propel conversations by posing and responding to questions that probe reasoning and evidence, clarify, verify, or challenge ideas. They video record their debates and submit to the Dropbox.
Students submit their final reports to the Dropbox. Fully Met
Students submit their video recording of their debate. Fully Met
Preparing for a Group Discussion explains how to prepare for a "meaty" discussion where some friction may be expected between the ideas raised. Individuals should bring up their own ideas, but ask questions of others, and respond thoughtfully to other speakers' information. Critical Thinking Question 1
Met
This is a partner exercise; students work with their teacher to arrange a time and place to meet with their partner. They then prepare a research-based report in ASL on current events and culture related to the deaf community. They create a presentation that they will exchange with their partners, in a conversation. The presentation should include questions. They should use each of paraphrasing, circumlocution, and illustrations; body language; and selfcorrection. They video the conversation and submit it to the Dropbox.
Students submit their conversation videos to the Dropbox.
Students are assigned to choose a historical event in the Deaf world. They research using authentic texts, and they write a well-organized report in which they narrate the event and demonstrate in-depth understanding of Deaf history and its application to perspectives of American Deaf culture. Guidelines make a point of style of writing, using transitions and sentence structure to link the major sections of the text,, and they should use precise language, specific vocabulary, and techniques such as metaphor, simile, and analogy to manage complexity. Their final report should be 400-500 words, with sources.
Students submit their reports to the Dropbox. Fully Met
Students are assigned to conduct a survey of their peers, friends, or family on a topic of their choice. They design and conduct the survey, keeping track of results. Then they do some background research on the topics and compare the findings to the results of their own surveys. They summarize how the results compared to their own survey results. They present their findings in ASL, and make a video of this presentation.
Students submit their presentation videos to the Dropbox.
Met