ASL 2 Lesson Plan

LESSON PLAN
ASL 2: American Sign Language II- Week 2, 3rd Class

Lesson Plan Author: Louise Applegate

SCHOOL
Institution Gallaudet University

Course ASL Level 2 (ASL 2)

Curriculum Signing Naturally Level 2, Unit 12

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Students 20 students

Duration Tuesdays, and Thursdays from 1 to 2:20 pm

Co-Faculty

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Louise Applegate

COURSE DESCRIPTION
American Sign Language (ASL) is the primary sign language used by members of the Deaf
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community in the United States and Canada. This course focuses on the development of basic
conversational skills and the expansion of various conversational strategies in ASL. Also, this
course will use an immersion approach using authentic communication inside and outside of the
classroom. Students will learn how to develop introductory communicative skills in ASL from
this course. Language-based instruction will highlight the basic rules of ASL grammar,
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fingerspelling, and building a repertoire of ASL vocabulary. Cultural behaviors of the Deaf
community will be addressed and explored through a variety of situations (including class
discussions, social interactions, and participation in events) to enhance students’ exposure to ASL
and the culture of the Deaf community.

OUTCOMES
Unit Unit 12: Storytelling:
Outcomes At the end of this unit, the students will be able to:
1) Narrate a story plot with appropriate reference point using role shifting,
classifiers, non-marker signals, and personification
2) Produce appropriate classifiers and role shifting to match the
context.
 3) Follow and use ASL grammatical structure and ASL features.

Lesson Lesson 12:2: Telling One’s Own Version of Fable:

Outcomes At the end of this lesson, the students will be able to:
1) Identify appropriate use of classifiers.
2) Understand how to use the cultural application in a story
3) Teacher will complete the narrative structure guideline shared
in Canvas after watching students’ fairy tale stories.
4) Follow the rubric shared in Canvas to include all elements in
their own version of the fable

ACTFL This lesson satisfies the following ACTFL standards:

Standards 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions with other students about the

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fables while working together on the worksheet.
1.3: Students present information, concepts, and ideas to an audience of signers
on a variety of topics from the narrative structure they create.
2.2: Students demonstrate an understanding of the relationship between the

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products and perspectives of the deaf culture studied by using the cultural
application.
3.1: Students reinforce and further their knowledge of the deaf culture through
doing different assignments of fables in ASL.
4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own by creating their own stories
of the deaf version of fables.
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5.2: Students show evidence of becoming life-long learners by using ASL for
personal enjoyment and enrichment.
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ASL 2 Lesson Plan

Outcome &
Standards
SLOs: ACTFL Standards:
Chart
1) Identify the appropriate use 1.1; 1.2
of classifiers.

2) Understand how to use the 1.2; 1.3; 2.2; 4.2; 5.2

cultural application in a story

3) Complete the narrative 3.1; 5.2

structure guideline shared in
Canvas
 4) Follow the rubric shared in 3.1; 4.2
Canvas to include all elements
in their own version of the
fable

Teaching Interactive Learning, Direct Method, Cooperative Language

Methods Learning, and Functional Notional Approach

Vocabulary Nouns: MORAL, LESSON, OPENING or IMAGINE, CLOSING

or SUMMARY, METAPHOR, VALUE, LEARN, CONFLICT,
!WRONG!, !HAPPEN!, TITLE

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Grammar Proper classifier usages and appropriate use of space while
telling a story and recognizing grammar with topic-comment.

Cultural
Application the story.

ASL 2 Lesson Plan

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The narration using ASL features and classifiers adding details to
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Materials Digital Presentation (Presentation from Teacher
Needed PowerPoint)
The Frog and the Bull story (Video for Class Activity)
Objects for Classroom:
Narrative Structure (Class Activity)
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Aesop Fable Questions paper (Class Activity)

Rubric Worksheet (Class Activity)
Sign Up Sheet
Textbooks:
Signing Naturally
Teacher’s Level 2 pages 758-770.
LESSON PROCEDURE
Activity Description Length

Roll Call/ Teacher PowerPoint Presentation: Lesson 12.2: 5 mins

Opening Slide 1: Roll Call, opening discussion
The teacher will ask students a few questions about their
week. Then the teacher will fingerspell the student’s
name and ask where that student is located. Students
will point to the student whose name was fingerspelled.
The teacher will continue until all names are
fingerspelled and everyone is identified.

Review Slide 2: What is a Fable? 5 mins

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Students will review a brief lesson from Lesson 12:1 to
make sure that they are familiar with the understanding
of the Fable and they will continue discussing what a
fable is.

Teacher
Directed
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Slide 3: Vocabulary list
The teacher will review vocabulary from the Fable that
students should know how to sign for moral and etc to
prepare to use them in their own version story of the Fable.
Slide 4 & 5: Storytime/The Frog and the Bull video
The teacher will show a video, “The Frog and the Bull” in
10 mins
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ASL to let students practice their receptive to identify and
prepare for the class activity.

Guided Slide 6: Test Your Understanding 20 mins

Practice Students would read the questions and answer from the
form of assessment worksheet for the short video, “The
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Frog and the Bull” with their peers.

Slide 7: How did we do?
The teacher will check in with students to see if their
answers are ready to share with other peers. Students would
share their short opinions. The teacher will guide students
into discussing the answers.

ASL 2 Lesson Plan

Independent Slide 8: Narrative Structure Guideline 30 mins
Practice The teacher will hand out the narrative structure
worksheet to students and students will briefly review the
narrative structure guideline to get an idea of how they
develop their own version of the Fable.
Slide 9: Evaluation and rubric
The teacher will hand out the evaluation and rubric to
 make sure that students will follow these critics. Students
will briefly review the evaluation and rubric guidelines.
Slide 10: Discussion:
Students will divide the class into groups of five Students
develop their own ideas from the narrative structure
paper to create their own versions for fables by
brainstorming with their peers. After brainstorming ideas,
students will identify the important topics; characters,
and conflicts to create a moral for their homework.

Closure Slide 11: Homework 10 mins

The teacher will explain homework and what
students should expect for the next class. Students are
expected to practice their stories to prepare to share

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their stories with other peers in the next class.
Slide 12: Sign Up
The teacher will give a paper of sign up for students
to sign up before they are dismissed.

Assessment Informal:

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Classroom observation and washback, including
clarifying, observing, feedbacking, developing their
creativity, and working with peers.
Formal:
Students will find these posted on Canvas:
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● Narrative Structure
● A Form of Assessment
● Rubric
● Evaluation
● Sign Up Sheet
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Rubric applies to the 2-4 minutes videos for the next

class.

Cultural The narration using ASL features and classifiers

Application adding details to a story.

Total 80 mins

References

Lentz, E. M., Mikos, K., & Smith, C. (1989). Signing naturally level 2: Teacher's
Curriculum Guide. Berkeley, CA: Dawn Sign Press.
Lentz, E. M., Mikos, K., & Smith, C. (1989). Signing naturally:
functional notional approach, level 2. Berkeley, CA: Dawn Sign Press.
 Sign Up Sheet
Telling One’s Own Version of the Fable
Direction: Please write your name and the title of your fable story.
** If time runs out, continue next class**

# Name Title

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 Narrative Structure
Name: ________________________

Use this narrative structure to help you develop your own story in ASL.

Telling the Fable

NARRATIVE STRUCTURE

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I. Title

II. Background
● setting

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● character(s) description
● other relevant information (that gives reason for what is about to
happen)
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III. Tell what happened
● transition
● character’s movement
● character talking to itself or character’s interaction with an object
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● role shift sequence

● object passing between characters

IV. Conclusion

V. Moral
● transition
● moral
 A Form of Assessment
Name ________________ Date ___________

ASL110 Aesop Fables: The Frog and The Bull

Watch the video in its entirety. Sign the answers with your partner.

1. Which classifiers did she use for her opening?

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2. What personifications were used for a frog and a bull?

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3. While she was role shifting what did you notice?
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4. How many times did the frog get bigger during the story?

5. What was the frog’s and the bull’s conflict?

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6. What is the lesson or moral of the fable?

Name ________________ Date ___________

*KEY* ASL110 Aesop Fables: The Frog and The Bull

Watch the video in its entirety. Sign the answers with your partner.

1. Which classifiers did she use for her opening?

CL:5 land, CL: 5 pond, CL: 1 horn, CL: 0-5

2. What personifications were used for a frog and a bull?

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FROG - classifiers showing size of body and throat
- eye gaze looking up at the bull, size increasing from
small to big, big-headed attitude

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BULL - classifiers showing the size of bull and horns
calm, looking down at the frog

3. While she was role shifting what did you notice?

Facial expression, size of signs, NMMs changed to show BULL vs

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FROG while role shifting

4. How many times did the frog get bigger during the story?
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Four times

5. What was the frog’s and the bull’s conflict?

There was no conflict between the bull and the frog, but the frog had
its own problem was that it wanted to be as big as the ox.

6. What is the lesson or moral of the fable?

Do not attempt the impossible is the lesson or moral of the fable

 Rubrics/Evaluation
Presenter: _______________ Evaluator: _________________ Date:
_________________
*Teachers will evaluate students’ own version of the fable story*

Overall comments:
1. What was most impressive about the presenter’s story?

2. What could be improved?

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Name:______________________________

5 4 3 2 0
Vocabulary Correctly used the Used vocabulary Some vocabulary was Many mistakes with The story did not make
vocabulary in ASL, correctly most of the used inappropriately; conceptual accuracy; or sense at all
concepts were accurate time. Minor mistakes did not fit the meaning insufficient vocabulary
with accuracy

Sign Articulation All signs were produced Few signs were Several signs were not Too many errors; The story did not make

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clearly incorrect (location, clear or produced unclear signs; no break sense at all
handshape, movement, incorrectly between signs
etc)

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Classifiers Used many classifiers Minor mistakes using Used some CL, but Insufficient use of Did not use classifiers
where appropriate classifiers (ex: needed more classifiers; needed
handshape, location, many more
etc)

Use of space Used space Unclear role shifting, Did not use role shifting Need more use of space Zero use of space or
appropriately; used good use of space appropriately. Some and body movement appropriate body
body shift as needed use of space language

Facial Expression

Preparation
Facial expression
matched the meaning

The student was

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Good facial expression,
need work with mouth
morphemes

The student was mostly

Showed some facial
expression, more is
needed

Needed more practice;

Very little or
inappropriate facial
expression

The student seemed

Zero facial expression

The student seemed

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well-prepared prepared preparation unsure and unprepared completely unprepared

Overall Clarity of The story was clear. Mostly clear. Somewhat clear The story was difficult Could not understand at
the Story to follow. all

Fluidity The flow of signing is Few inappropriate Flow interrupted by too Too many pauses or not Signing does not flow
very smooth pauses; or not enough many pauses or many enough pauses well
signs ran together

Total: ____ / 40