Lesson Planning Template & Reflection

1. Teacher Name:

Kelly Leeper

2. Course/Content/Grade:

Beginning American Sign Language/ 9th - 12th

3. Unit/Module/Topic:

Unit 1 / Its Nice to Meet You / Greetings in

ASL

4. Plan Duration:

90 min class period

5. Core Standard(s):

Standard 1.1 Students engage in

conversations and correspondence in
American Sign Language to provide and
obtain information, express feelings and
emotions, and exchange opinions.

6. Objective(s):

Standard 2.1 Students demonstrate an

understanding of the relationship between
the practices and perspectives of American
Deaf culture.

I can greet someone using proper gestures

and say goodbye.
I can use different greetings at different times
of the day.
I can ask someone how they are doing using
the correct non-manual markers.
I can express how I am doing using the
correct non-manual markers

Standard 3.2 Students acquire information

and recognize the distinctive viewpoints that
are only available through American Sign
Language and Deaf culture.
Standard 4.2 Students demonstrate
understanding of the nature of culture
through comparisons of American Deaf
culture and their own.

7. Essential Vocabulary:

HELLO, HI, GOOD+MORNING,

GOOD+AFTERNOON, GOOD+EVENING, HOWARE-YOU, WHATS-UP, Responses

9. Assessing for Student Learning:

8. Interdisciplinary Connections:

(not always required)

Proficiency Check-Up on Canvas. Students will sign a culturally appropriate ASL greeting with three peers in class to receive peer
feedback. Once they have three positive peer reviews each individual student will film themselves on Canvas greeting a classmate
along with asking how they are doing or whats up.

Lesson Planning Template & Reflection

10. Technology Integration:
(When applicable)

Teacher Use:

Google Presentation, Ipad, Apple TV, Canvas

Media Assignment

Student Use:

Canvas Media Assignment, Webcam

11. Area for Content Specific Additions

12.
Pacing
(mins.)

5 min

13. Lesson Sequence

(What You Do When: Including Explicit
Instruction/Guided Inquiry)

14.
DOK Level

15. Grouping and Scaffolding

Structures (including
interventions for diverse learners)

16. Engagement & Checking for

Understanding
(OTRs: What will students be saying,
writing, reading & doing)

Class Starter
Question 1: grammar/history/cultural/ or
reminder question written on the board.
Students will write answer in their ASL notebook.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

This is an independent assignment

that will then be discussed as a class
once everyone has completed their
starter. Teacher will answer any
questions students may have before
moving on.

Students will write answer in their ASL

notebook.

This is an independent assignment

that will then be reviewed as a class
once everyone has completed their
warm-up. Teacher will answer any
questions students may have before
moving on.

Students will be fingerspelling to themselves

using their skills they have developed from
previous lessons.

Questions 2 - 4: Signed phrase that students will

write in their ASL notebook in ASL Gloss.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.
5 min

Fingerspelling Warm-Up
Students will practice different American Sign
Language handshapes by completing a manual
alphabet fingerspelling warm-up. This gets their
hands moving and ready to sign for the day.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.
The above Learning

Lesson Planning Template & Reflection

Goal promotes a
communicative
approach to
language learning
and production.
5 min

Days Objectives
Teacher will show the students the following I
can statements along with showing a quick
demonstration video of two people signing the
dialogue form they will be learning that day.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

N/A

Teacher will be looking for active listening

skills and responses to the question in the
target language of do you understand?

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.
7 min

VOCAB: HI! & HELLO!

Teacher will project an image on the screen of
several different forms of saying hello in many
different languages. This is a visual clue of what
vocabulary she will be teaching. She will then
place different name tags on her showing
different types of people we greet in our lives,
i.e. grandma, teacher, best friend, mom, brother,
study buddy, principal, etc. With each different
type of relationship she will show either the sign
HI! (informal) or HELLO! (formal). She will
then ask in the target language if the students
can make the connection of when they sign HI!
and when they sign HELLO! Students can write
their answers on the board if they can not

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.
The above Learning
Goal promotes a
communicative
approach to
language learning
and production.

Teacher will be looking for active listening

skills and responses to the question in the
target language of do you understand?
Students can write their answers the vocab
questions on the board if they can not express
it in the target language.

Lesson Planning Template & Reflection

express it in the target language.
3 min

Cultural Note: Greetings

Teacher will show the following culture note on
the board and have students take note in their
ASL composition notebook:

7 min

9 min

When you are signing to a friend, you

would sign: HI!
With adults or people you don't know
well, use the more formal: HELLO!

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

Teacher will be looking for active listening

skills and responses to the question in the
target language of do you understand?
Students will take notes in their ASL
composition notebook.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.

Proficiency Check-Off
Students are given 7 minutes to sign a quick
greeting to three different pairs in the class. Each
time they sign a correct greeting using the
correct parameters of the sign, their peer will
sign them off on their bubble sheet. Students
will know which greeting to sign with their peer
based off of an image of two people, with
specific types of relationships that will be
projected on the board.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

VOCAB: Greetings at Different Times of Day

Teacher will show a quick video of different
greetings based on the time of day. The video
will be one in English in order to transition into
the section of greetings based on the time of the

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural

Teacher will pair low performing

learners with high performing
students when it comes to the
language task.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.
Teacher will be looking for active listening
skills and responses to the question in the
target language of do you understand?

Lesson Planning Template & Reflection

5 min

day. After the video the teacher will show a

diagram of the sun rising and setting. Using
direct instruction and positioning her self under
the different areas of the sun projected on the
screen she will teach the concepts of
GOOD+MORNING, GOOD+AFTERNOON, and
GOOD+EVENING.

communication.

Grammar Note: Compound Signs

Teacher will ask for students to come up with
compound words in English to make a
comparison with ASL. Students will offer
suggestions by writing them on the whiteboard.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

Teacher will show the following grammar note

on the board and have students take note in
their ASL composition notebook:
When signing concepts such as:
GOOD+MORNING, GOOD+AFTERNOON, and
GOOD+AFTERNOON
This what we call a "compound sign" where you
are signing two signs together to create one
concept.
7 min

Proficiency Check-Off
Students are given 7 minutes to sign a quick
greeting based on the time of day to three
different pairs in the class. Each time they sign a
correct greeting using the correct parameters of
the sign, their peer will sign them off on their
bubble sheet. Students will know which
greeting to sign with their peer based off of an
image of a specific time of day.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.
Teacher will be looking for active listening
skills and responses to the question in the
target language of do you understand?
Students will take notes in their ASL
composition notebook.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.
The above Learning
Goal promotes a
communicative

Teacher will pair low performing

learners with high performing
students when it comes to the
language task.

Lesson Planning Template & Reflection

approach to
language learning
and production.
7 min

15 min

9 min

VOCAB: How are you?

Using the target language and the use of
pantomiming the teacher will ask the students
what we tend to say next when we greet
someone we know. She will then show a meme
of Joey from friends with the phrase how you
doin? She will then teach the signed phrase to
the class with the correct non-manual markers.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

VOCAB: Responses to How are You?

Playing a type of gestures type game, students
will come up and act out a response they tend to
give when asked How are you doing in their
everyday life. Once students think they know the
concept that is being portrayed I will teach them
the corresponding ASL sign. Each class may come
up with different responses dependent on the
students in the class.

Every learner will

use a the Target
Language (TL) to
engage in
meaningful,
intercultural
communication.

Language Practice: Speed Dating

Students in a speed dating fashion with filter
through several different partners asking them

Every learner will

use a the Target
Language (TL) to

Teacher will be looking for active listening

skills and responses to the question in the
target language of do you understand?

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.
Teacher will be looking for active listening
skills and responses to the question in the
target language of do you understand?
Students will volunteer to come to the front
of the class to perform their gestures or
pantomime of the concept they want to
express.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.
Teacher will pair low performing
learners with high performing
students when it comes to the

Lesson Planning Template & Reflection

how they are doing. Their partner will then
respond with an expression they just learned
during the vocabulary lesson.

engage in
meaningful,
intercultural
communication.

language task.

The above Learning

Goal promotes a
communicative
approach to
language learning
and production.

17. Closure:
(Students reflecting on their learning
and providing feedback on their
understanding to the teacher)

Before the students leave, their exit out of the class will be me asking them how they are doing and they need to respond in a
complete ASL sentence using one of the responses they learned that day along with the correct non-manual markers. This will allow
the teacher to examine each student's ability to comprehend the question in the target language and to explain in the target
language.

18. Feedback to students:

(Teacher providing feedback to
students on their learning and
growth)

Teacher will provide in class feedback by using traditional Deaf Cultural responses such as: active listening skills, the signs
UNDERSTAND, GOOD-JOB, SLOW, AGAIN, and the Deaf applause. Teacher will be looking for correct signed parameters and will
help students make the adjustments to any of the five parameters as needed. Teacher will provide technical feedback via, ACTFL
proficiency rubric on Canvas along with typed or video recorded comments in regards to the students assessment video.

19. Lesson Plan Reflection Questions

1. Were my students ready for this lesson? Which data support this?
Students were prepared and excited about this lesson. This was the first lesson in a new unit, so the students were eager to learn new ways to express themselves. To support
my believe that the students were ready, was being vigilant to their motivations and interactions in class. Most students, if not all were highly engaged and participated through
the entire lesson.

Lesson Planning Template & Reflection

2. Was the instructional objective met? How do I know students learned what was intended?
The main objective was for students to know they can greet friends in ASL along with asking them how they are doing. Throughout the lesson there were language games
where we practiced different scenarios to use their recently learned vocabulary and grammatical structures. Students were able to perform the activities with little to no aid
from me.

3. Were the students productively engaged? How do I know?

In American Sign Language eye-contact and active listen skills are vital. I can evaluate the students engagement by looking for these traits in them. Also when I use the language
with them I look to see if they understand and can respond to my questions in the target language.

4. Did I alter my instructional plan as I taught the lesson? How and why?
With this lesson plan, I did not have a need to make any adjustments as I taught. The lesson uses the idea and set-up of Brain Rules by giving the students several different
language activities mixed in with the direct instruction so that their learning does not become overwhelming or stagnant.

5. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?
With this lesson, I would not change anything. I feel with this being the first lesson of a unit, it is strong and engaging. We dont cover too much vocabulary or grammatical
structures which allows students to retain the majority of the information presented. Also the lesson taps into the students prior knowledge of how they interact with their
friends when they greet them. This enables the language learning to be more meaningful.

6. Are my students ready to move on? If yes, how do I know? If not, what adjustments/re-teaching do I need to make to ensure student understanding?
My students were ready to move on to the next lesson which included a card game with each of the responses to How are You, how to ask Whats up? and to film
themselves on Canvas performing the I can statements having to do with greetings.

Lesson Planning Template & Reflection