1. Topic-
Spatial Language / Locatives
2. Content-
3. Goals: Aims/Outcomes-
1. Communications 1.1 Students engage in conversations and correspondences in ASL to provide and obtain information, express feelings and emotions, and exchange opinions.
2. Comparisons 4.1 Students demonstrate understanding of the nature of language through comparisons of ASL and English.
4. Objectives-
1.The student will demonstrate their knowledge in spatial language in ASL and English.
2. The student will be able to compare their understanding of spatial language in ASL and English.
5. Materials and Aids-
Venn Diagram handouts, various objects (toy cars, pencils, paper, books, cups, etc.)
6. Procedures/Methods-

A. Introduction-

1. The teacher will introduce NEXT-TO and UNDER in a variety of ways to demonstrate different classifiers used with the objects available in the classroom.
2. Objects should be set up to match what teacher signs on table in front of class.

B. Development-

1. Teacher will give simple commands using classroom objects or students. Have the class give thumb ups or thumbs down whether it matches the command or not.
2. The teacher will ask students to volunteer to write an English sentence on white board to match the concept signed in ASL.

C. Practice-

1. Students will partner up with their peers. (Each pair will have a few objects to use with their practice.)
2. Student A will sign a phrase to Student B.
3. Student B will set up the objects as Student A signed.
4. Student A will confirm with thumbs up if it is correct. If it is not, then Student A needs to try again to explain what they wanted in ASL.
5. Switch roles- Student B sign to Student A and Student A set up the objects based on Student B's explanation in ASL.
6. After 5 minutes (or 2 tries per person), rotate partners to continue practice.

D. Independent Practice-

1. Students will complete the Venn Diagrams individually.
2. Students will write a reflection on the practice activity to answer the following questions (1. Were other students able to follow your instructions as to where things go? 2. If students had trouble following what you wanted them to do, how can you do better with using locatives? 3. Did you find it easy to do as other students told you to do with the objects? Why or why not? 4. What was easiest part of the activity for you? 5. What was the hardest part of the activity for you?)

E. Accommodations (Differentiated Instruction)-

1. Provide more support to students who may need assistance (show the signs/phrases again) by having a set up and helping them to practice signing in ASL the lay out of objects.
2. Pair weaker students with stronger students so that stronger students can help weaker students understand goal.

F. Checking for understanding-

1. In what ways are English and ASL similar?
2. What is different in ASL for spatial language?
3. What is different for English with spatial language?
4. Why are different classifiers used for the term UNDER or NEXT-TO in ASL?

G. Closure-

1. Remind students that sometimes there are more than one way to describe UNDER and NEXT-TO in ASL with classifiers use depending on the subject/object used.
7. Evaluation-
1. Teacher will walk around and check students' work in pairs to see progress and provide feedback as needed.
2. Teacher will collect Venn Diagrams after observing the class.
3. Teacher will check Students' reflections.

This Lesson Plan is available at (www.teacherjet.com)