1. Topic-
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| Spatial Language / Locatives |
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2. Content-
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3. Goals: Aims/Outcomes-
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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.
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4. Objectives-
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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. |
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5. Materials and Aids-
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| Venn Diagram handouts, various objects (toy cars, pencils, paper,
books, cups, etc.) |
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6. Procedures/Methods-
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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.
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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. |
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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. |
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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?) |
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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. |
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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? |
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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.
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7. Evaluation-
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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. |
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