Duval County Public Schools
District Curriculum Guide
Grades 9-12
Course: American Sign Language II
Pacing
Dates
Big Idea/Supporting Idea:
7 days
January — February
Topic: Describing People & Animals (Unit 7)
Standard(s)/Benchmark(s)
NGSSS: Benchmarks Commonly Covered
WL.K12.IM.1.1
Identify the main idea and supporting details on familiar
topics expressed in a series of connected sentences,
conversation, presentations, and messages.
WL.K12.IL.3.6
Recount and restate information received in a conversation
in order to clarify meaning.
WL.K12.IM.4.5
Retell or summarize a storyline using logically connected
sentences with relevant details.
NGSSS: Additional Benchmarks Covered
WL.K12.IM.5.5
Draft, edit, and summarize information, concepts and
ideas.
WL.K12.IM.3.6:
Use known words and phrases to effectively communicate
meaning (circumlocution) when faced with unfamiliar
vocabulary.
WL.K12.IL.6.4:
Identify products of culture (e.g., food, shelter, clothing,
transportation, toys, music, art, sports and recreation,
language, customs, traditions).
Access Points:
Objectives
The student will demonstrate
understanding and mastery of ASL
structures and appropriate Deaf cultural
interactions.
ASL Structures:
- Farm and Zoo Animals
- SEE vs. KNOW
- Descriptive Classifiers - Physical
Appearance, Clothing
ASL Cultural Features:
- Direct vs. Indirect Descriptions/Deaf Blunt
- Role and Value of ASL Literature
Essential Content
Vocabulary and content related to basic
ASL language structures and culturally
acceptable interactions.
CONTENT:
- Farm-Related Vocabulary
- Zoo-Related Vocabulary
- Describing Clothing
- Describing People
- Occupation Expansion
TECHNICAL:
- Circumlocution
- Descriptive Classifiers
Evidence of Learning
(Progression of Standards)
DEVELOPING
Interpretive: The student will identify the main idea in target
language (TL) interactions and narratives.
Interpersonal: The student will engage in communication using
basic language.
Presentational: The student will present using discernible
language and basic grammar structures.
Culture: The student will recognize common cultural guidelines
and influences.
ACHIEVING
Interpretive: The student will identify the main idea and essential
details in TL interactions and narratives.
Interpersonal: The student will engage in communication using
contextually accurate language.
Presentational: The student will present using level appropriate
language and common grammar structures.
Culture: The student will explain common cultural guidelines and
influences.
EXCELLING
Interpretive: The student will comprehend the main idea and
various nuances in familiar and unfamiliar TL interactions and
narratives.
Interpersonal: The student will engage in communication using
varied, contextually accurate language.
Presentational: The student will present using detailed language
and varied grammar structures.
Culture: The student will appreciate common cultural guidelines
and influences.
Duval County Public Schools
District Curriculum Lesson Guide
Grades 9-12
Course: American Sign Language II
Topic: Describing People & Animals (Unit 7)
Day(s)
Objective
Day 1
ASL 1 Review
Day 2
The student will identify
and describe various
farm and zoo animals,
implementing culturally
correct SEE vs. KNOW
ASL structures and
descriptive classifiers.
Focus Benchmark(s)
WL.K12.IM.3.6
Essential Question
Resources/Activities/Lessons
Higher Order Questions
Pacing
7 days
Dates
Jan. — Feb.
Vocabulary
ELL Strategies
RESOURCES:
ASL I Curriculum Learning Guide: Unit 7 - "Describing People & Animals"
How will I use acquired
ASL vocabulary and skills
to describe and relate
information about
animals?
RESOURCES:
Master ASL!: Level One (2006)
• Unit Ten: Making Plans
- "A Trip to the Zoo" p. 378
- Classroom Exercises N-Q pp. 378-381
- Vocabulary: "Animals" p. 379
- "How do I know which classifiers to use?" (Animal Classifiers) p. 380
Signing Naturally Student Workbook: Level One (1988)
Unit 8: Describing Others
- Grammar Notes: "Identifying Others" (SEE vs. KNOW) pp. 90-91
ACTIVITIES:
Construct a scenario related to a visit to a farm and/or zoo describing at least [5]
animals using descriptive classifiers, see/know, and appropriate vocabulary.
Demonstrate the ability
CONTENT:
to produce and
Farm
comprehend
COW, CHICKEN,
descriptions. IL.3.1, L.1.5 DUCK, PIG, SHEEP,
RABBIT, HORSE,
Compare adjectives and
DONKEY
classifiers and how each
functions. NH.8.2
Zoo
GIRAFFE, MONKEY,
Produce a narrative that ELEPHANT, HIPPO,
GORILLA, DEER,
includes animal signs
TURTLE,
using descriptive
ALLIGATOR, LION,
language and details.
TIGER, BEAR,
IM.5.7
SNAKE
TECHNICAL:
circumlocution;
descriptive
classifier
Day 3
The student will identify
and describe various
people, including their
physical appearance,
clothing, and
occupations.
How will I identify and
assign attributes to
various people while
including ASL essential
skills including classifiers
and cultural strategies?
RESOURCES:
A Basic Course in American Sign Language (2nd ed. 1994)
Lesson 21
Lesson 22 Classifiers
Bravo! ASL Curriculum (1996)
DVD: Lesson 9
- Deaf can do anything but hear.
CULTURE:
Direct vs. indirect
descriptions/Deaf blunt
Confirm/correct
strategies
Sass/descriptive
classifiers
DVD: Lesson 14 - Clothing
Master ASL!: Level One (2006)
Unit Five
Focus Benchmark(s)
WL.K12.IM.1.1
WL.K12.IL.3.6
Unit Ten
- Occupations
Signing Naturally Student Workbook: Level One (1988)
Unit 8-CL - Descriptions
Unit 10 - Occupations
INTERNET RESOURCES
http://digital.library.pitt.edu/v/visuals/
Day 4
The student will
research and organize,
summarize, and share
information related to
classifiers.
Focus Benchmark(s)
WL.K12.IM.5.5
How will I research,
organize, summarize
and share information
related to classifiers?
ACTIVITIES:
Using detailed illustrations assign attributes to each model. Share this information
with your peers including multiple CLs while implementing the cultural conversational
strategies of direct vs indirent and confirm/correct
RESOURCES:
Internet - DVD
ACTIVITIES:
Investigate and categorize various classifiers, citing examples and presenting your data
summary to the class.
CONTENT:
Describing Clothing
stripes, dots, sleeve
lengths, hems
Describing People
HAIR, FRECKLES,
GLASSES
Occupation
Expansion
ENGINEERING,
MECHANIC,
PLUMBER, NURSE
DOCTOR
Day 5
The student will retell
the descriptive ASL –
[ABC GUM STORY] using
logically connected
sentences with relevant
details.
Focus Benchmark(s)
WL.K12.IM.4.5
How will I implement
essential ASL structures
to accurately retell this
ASL story?
RESOURCES:
Signing Naturally Student Workbook: Level One (1988)
• Unit 9: Making Requests
- Comprehension: "ABC Gum" p. 112
Determine the main idea
and essential details in
this literary narrative.
IM.2.2
Signing Naturally Student Workbook: Units 1-6 (2008)
• Unit 6: Storytelling
- Homework 6:5 "The Gum Story" pp. 319-320
Have the student selfassess, reflect and
analyze their individual
performances. IL.2.2
ACTIVITIES:
Have the students interpret, reproduce and perform this classic piece of ASL literature.
Day 6
Describing People &
Animals Review
Day 7
Describing People &
Animals Assessment
RESOURCES:
The teacher should use data from mini assessments including exit slips to determine
what content is most necessary to include in review activities.