COURSE: ASLG 201 WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Lesson: Describing the Arrangement of a Room

Course Outcomes
Course Description: This course is designed to build on and apply ASL grammatical skills and cultural behaviors acquired from previous courses, ASL 1 and ASL 2. ASL grammatical principals and functions will continued to be emphasized in this course. Students will learn and develop new expanded conversational and narrative skills in ASL using both concrete and abstract ideas/concepts. The course will give students opportunities to use various ASL features and conversational strategies to tell about their environment outside of the classroom, i.e. their home, to make suggestions/requests, and to narrate about life events that occurred in the past. Course Learning Outcomes: After completing this course students will be able to:
1. 2.

Demonstrate expanded conversational and narrative skills in ASL using both concrete and abstract ideas/ concepts. Exhibit the ability to use appropriate ASL grammatical features and functions of the language to tell about their environment outside of the classroom, i.e. their home, to make suggestions/requests, and to narrate about life events that occurred in the past. Demonstrate an understanding of and respect for Deaf Culture by engaging in appropriate conversation strategies used in the Deaf Community and to be able to use their ASL skills within and beyond the school settings.

3.

Lesson Student Learning Outcomes: By the end of this lesson, students will be able to:
1. 2.

Identify and produce lexical signs for furniture and other xtures (i.e. lamp, plants) in a specic room of a house (i.e. living room or bedroom). Demonstrate accurate ASL facial grammar (NMS) and syntax to describe/tell how a room is arranged. This includes sequencing locations of furniture in a room by using the topic-comment structure and the non-dominant hand to establish the reference point. Develop and exhibit the ability to use locative and depicting verbs to describe di!erent furniture/xtures and its location in a room. Critically analyze how to use the various ASL features learned in this lesson to tell about their environment outside of classroom (i.e. their living room) using depicting verbs.

3. 4.

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COURSE: ASLG 201! WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Materials and Equipment

Equipment needed for classroom: Computer connected to a digital projector Dry erase board and dry erase markers Materials t0 bring to class: Unit 13: Describing the Arrangement of a Room digital lecture (Day 5) For Activity: Laminated pictures of bedroom and living room (obtain from ASL storage room, Unit 13 tote box) For Activity: Copies of bedroom/living room worksheet (attached) to pass out in class.

Preview of Language Functions

LEXICAL SIGNS: Living Room FURNITURE COFFEE TABLE FIREPLACE CHAIR+DCL:C couch SHELF fs-RUG ROCKING-CHAIR #TV fs-STEREO Bedroom BED DRAWER (dresser) MIRROR CLOSET BED+DCLcover BLANKET PILLOW (or BED+SOFT) fs-DESK (or TABLE) TELEPHONE #VP (videophone) COMPUTER LAPTOP Accessories/Fixtures PICTURE+PAINTING CURTAINS BLINDS LIGHT+ECLlight on (lamp) PLANT+DCLshape of plant FOLD+CHAIR

SENTENCE STRUCTURES:

______t ENTER, (room) (furniture) (locative and depicting verb) _____t ___t Example: ENTER, BED+ROOM, BED, LCL:B on left side of room.

GRAMMAR:

topic-comment structure reference points marking locations of non-present objects locative and depicting verb

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COURSE: ASLG 201 WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Lesson Sequence & Procedures

Slide #1 Length: 10-15 mins. Procedure: When everyone arrives to class, begin roll call & have conversation with students (using target language-ASL), ask how everyone doing, what they did last weekend, share what you did last weekend, etc. Or discuss current news/topic with students.

Slide #2 Length: 10-15 mins. Procedure: Review lexical signs for bedroom furniture and accessories that were introduced from previous class. Point (identify) specic furniture or accessories (i.e. lamp, plants, framed picture) & allow students to give (label) the lexical sign. Assessment: Observe students sign productions- if they produce a sign in error, model the correct sign. Slide #3 Length: 10-15 mins. Procedure: Review lexical signs for living room furnitures and accessories that were introduced from previous class. Point (identify) specic furniture or accessories (i.e. lamp, plants, framed picture) & allow students to give (label) the lexical sign. Assessment: Observe students sign productions- if they produce a sign in error, model the correct sign. Slide #4 Length: 10-15 mins. Procedure: Introduce depicting verbs to describe different pieces of furniture and its location in a room. LCL: B (palm out)! ! door! ! ! window! ! picture! ! ! ! ! LCL:B (palm down) ! table ! desk ! bed

Assessment: Check for comprehension.

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COURSE: ASLG 201! WEEK/DAY: WEEK 3/5TH CLASS !

! !

LEVEL: ASL 3 DURATION: 2.5 HOURS

Lesson Sequence & Procedures (cont.)

Slide #5 Length: 10-15 mins. Procedure: Introduce depicting verbs to describe different pieces of furniture and its location in a room. LCL: B (palm out)! ! ! LCL:C (palm out)! Flat TV on wall! ! ! old TV ! ! ! ! ! dresser DCL:C (palm down, sweeps) SCL: bent-V ! couch!! ! ! chair Assessment: Check for comprehension. Slide #6 Length: 15-20 mins. Procedure: After reviewing lexical signs for furnitures/ accessories in bedroom and introducing depicting verbs begin to describe the arrangement of the room. Use locative and depicting verbs, to describe location of furniture/ accessories: BED, TABLE (small), LAMP (on-top of table/desk or stand alone), CHAIR, WINDOW (w/ curtains), DESK, DRESSER, FLAT TV, PICTURES and any other distinctive features of the room. Use the following sentence structure, and emphasize which locative or semantic classier (LCL or SCL) to use for different furniture: _____t ENTER, (room) (furniture) (depicting verb to indicate location) Assessment: Use comprehension check techniques by having students tell you the bedroom arrangement. Rephrase (for optimal sentence structure) and provide feedback as needed.

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COURSE: ASLG 201 WEEK/DAY: WEEK 3/5TH CLASS !

! !

LEVEL: ASL 3 DURATION: 2.5 HOURS

Lesson Sequence & Procedures (cont.)

Slide #7 Length: 15-20 mins Procedure: After reviewing lexical signs for furnitures/ accessories in living room and introducing classiers - begin to describe the arrangement of the room. Use locative and depicting verb, to describe location of furniture/accessories: FIREPLACE, TV, SOFAS, CHAIRS, TABLES, PICTURE (on wall), PLANTS, CLOCK and any other distinctive features of the room. Use the following sentence structure, and emphasize which locative/depicting verb (LCL or SCL) to use for different furniture: _____t ENTER, (room) (furniture) (depicting verb to indicate location) Assessment: Use comprehension check techniques by having students tell you the living room arrangement. Rephrase (for optimal sentence structure) and feedback as needed.

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COURSE: ASLG 201! WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Lesson Sequence & Procedures (cont.)

Slide #8 Length: 30-35 mins Activity: Assign partners and pass out different laminated pictures of bedroom & living room. Also pass out blank How is the Room Arranged worksheet of a bedroom and living room (see attachment). Instruct that partner A studies the laminated picture and describes how the room is arranged to his/her partner B. Partner B draws on worksheet the room arrangement (suggest students to use pencils with eraser only). After partner A tells how the room is arranged, he/she reviews the completed worksheet done by partner B and see if it is correct. If there are mistakes, partner A needs to tell partner B the correct location of furnitures/accessories. Each partner takes turn being A and B - they each tell the arrangement of a bedroom and a living room. Assessment: As students practice, check on students ability to master in describing the arrangement of a room, ensure they use proper ASL sentence structure/classiers to describe location of furnitures/accessories. Provide feedback as needed and commend when deserving. After about 25-30 mins in the activity, wrap up- review the sentence structure for describing location of furniture including the NMS and proper locative/depicting verb to use. Answer any questions from students. Slide #9 Length: 5-10 mins Procedure: Explain the homework due by the next class and provide instructions/specications for their informal presentation: Describe the Room Arrangement. They are to create & prepare a three(3) minute digital (picture-only) presentation to tell/describe the arrangement of a bedroom or living room. Instruct students to use www.oorplanner to design their room. Show sample of bedroom created from www.oorplanner.com in the next slide. Also instruct students must have at least 5 furniture and 5 accessories/ xtures in the room to describe and to tell its location.

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COURSE: ASLG 201 WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Lesson Sequence & Procedures (cont.)

Slide #10: Homework sample created from www.oorplanner.com - see previous slide (#9) for procedures.

Assessment/Evaluation Tools
Informal assessment: modeling, commenting (both positive comments and constructive comments) giving feedback rephrasing (for optimal sentence structure) peer support (encouraging a struggling student to ask peers for assistance in producing or comprehending ASL phrases comprehension checks systematic observation Formal assessment tool: Student will give their Assignment# 1: Describe the Room Arrangement presentation at the next class, Day 6 (see slide #9 and #10 for details). The teacher will do a performance based observation and provide feedback, both positive and constructive comments after student gives presentation. The teacher will also use the Rubric for classroom presentation to grade/measure/assess students work. See attachment.

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COURSE: ASLG 201! WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Attachment

Vincennes University ASLG201-ASL 3: Rubric for Classroom Presentation

Student Name: ______________________ Topic: ___________________________ Rater Initials:_________
Category

Procient

Satisfactory
Proper ASL grammar structure is used most of the time. Minimal English inference. Appropriate use facial grammar most of the time. Inconsistent use of intensiers & non-manual signals. Sign articulation generally are presented clearly, although occasional lapses in production has occurred. Good selection choices of signs based on meaning.

Developing
Inconsistent use of ASL grammar structure. Frequent English inference. Some appropriate use of facial grammar. Limited use of intensiers & non-manual signals. Sign articulation is somewhat clear, with some signing errors. Fair selection of sign choices based on meaning.

Emerging
Limited use of ASL grammar structure. Constant English inference. Lacks proper facial grammar. Difculty using intensiers & non-manual signals. Sign articulation is not clear with extensive signing errors which makes the presentation difcult to follow. Poor selection of sign choices bases on meaning. Information is not memorized, there are unnecessary pauses and moves nervously from one sign to the next with hesitations. Quality of content is poor and insufcient. Provides few or no appropriate details, or did not attempt to elaborate at all. Uses none of the appropriate language functions and vocabulary for the topic. Fullls few of the requirements.

Points

ASL Sentence Excellent use of ASL grammar structure. No English Structure

inference.

/25

Facial Grammar

Uses facial grammar correctly & consistently. Uses intensiers & nonmanual signals appropriately. Sign articulation are presented clearly and accurate. Excellent selection choices of signs based on meaning.

/25

Sign Production

/20

Fluency

Presents information with condent & comfortably, moves from one sign to the next smoothly without hesitations and incorporates natural pauses. Quality of content is excellent with precise details and elaboration in a coherent manner. Uses the appropriate language functions and vocabulary for the topic. Exceeds requirements and has put extra effort.

Presents information comfortably most of the time. Signing is smooth with occasional hesitations.

Presents information somewhat comfortably, has difculty presenting without frequent pauses and hesitations.

/10

Content

Quality of content is adequate and occasionally elaborates with some appropriate details in a generally coherent manner. Usually uses the appropriate language functions and vocabulary for the topic. Fullls most of the requirements.

Quality of content is fairly weak. Need more elaborations.

/10

Meets Assignment Requirements

Uses few of the appropriate language functions and vocabulary for the topic. Fullls some of the requirements. !

/10

ASL752 Assessment Tool !

Drafted by Sharon L. Borkowski

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COURSE: ASLG 201 WEEK/DAY: WEEK 3/5TH CLASS !

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LEVEL: ASL 3 DURATION: 2.5 HOURS

Attachment

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