WL17.ASL.ILP.7c
Critique the role of social networking in the Deaf culture.
Critique the role of social networking in the Deaf culture.
WL17.ASL.ILP.7c
WL17.ASL.ILP.8
Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.
COS Examples
Examples: Travel (real or virtual) to an event in the Deaf community.
Prepare a group performance for a school or community celebration.
Participate in club activities that benefit the Deaf community.
Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.
COS Examples
Examples: Travel (real or virtual) to an event in the Deaf community.
Prepare a group performance for a school or community celebration.
Participate in club activities that benefit the Deaf community.
Unpacked Content
Knowledge
Students know:
- there are places where Deaf people and hearing signers meet for social interaction.
Skills
Students are able to:
- interact with members of the Deaf culture beyond the classroom in real or virtual ways.
Understanding
Students understand that:
- ASL is used daily by Deaf people as their primary and preferred mode of communication across all parts of their lives.
- ASL can help one better understand the world around them.
- the study of ASL expands one's opportunities.
- ASL is a tool to connect with the world.
WL17.ASL.IMP.1
Exchange simple information in American Sign Language.
Exchange simple information in American Sign Language.
Unpacked Content
Knowledge
Students know:
-
a variety of taught ASL vocabulary.
combinations of ASL vocabulary to help handle tasks related to personal needs.
combinations of ASL vocabulary to help express information about daily activities and personal preferences.
phrases to ask for clarification.
Skills
Students are able to:
- use language to handle tasks related to personal needs.
- exchange information about daily activities and personal preferences.
- support personal opinions with some details.
- exchange information about a topic of interest to the student.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- other understandings will depend on the theme being taught.
WL17.ASL.IMP.1a
Use language to handle tasks related to personal needs.
Use language to handle tasks related to personal needs.
WL17.ASL.IMP.1b
Exchange information about daily activities and personal preferences.
Exchange information about daily activities and personal preferences.
WL17.ASL.IMP.1c
Support personal opinions with some details.
Support personal opinions with some details.
WL17.ASL.IMP.1d
Exchange information about a topic of special interest to the student.
Exchange information about a topic of special interest to the student.
WL17.ASL.IMP.2
Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.
Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.
Unpacked Content
Knowledge
Students know:
- vocabulary to retell a basic story in ASL.
- strategies to identify some principal characters and main ideas in recorded ASL.
- strategies to determine the main idea of an age appropriate presentation with unfamiliar vocabulary.
Skills
Students are able to:
- interpret/retell basic signed stories or events in their own words.
- identify some principal characters and sometimes explain main ideas and themes in age appropriate videos.
- sometimes determine the main idea of an age appropriate presentation or recording with unfamiliar vocabulary.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- other understandings will depend on the theme being taught.
WL17.ASL.IMP.2a
Interpret/retell stories or events in one’s own words.
Interpret/retell stories or events in one’s own words.
WL17.ASL.IMP.2b
Identify principal characters and explain main ideas and themes in selected recordings or videos.
Identify principal characters and explain main ideas and themes in selected recordings or videos.
WL17.ASL.IMP.2c
Determine the main idea of a presentation or recording with unfamiliar vocabulary.
Determine the main idea of a presentation or recording with unfamiliar vocabulary.
WL17.ASL.IMP.3
Present information to an audience of viewers in American Sign Language.
Present information to an audience of viewers in American Sign Language.
Unpacked Content
Knowledge
Students know:
- vocabulary to connect sentences in ASL.
- correct eye gaze for presenting information in ASL.
- proper etiquette for presenting short reports using ASL.
Skills
Students are able to:
- present information on familiar topics using connected sentences.
- create and present short reports about learned or researched topics.
- make presentations about personal and social experiences.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- other understandings will depend on the theme being taught.
WL17.ASL.IMP.3a
Present information on familiar topics using connected sentences.
Present information on familiar topics using connected sentences.
WL17.ASL.IMP.3b
Create and present short reports about learned or researched topics.
Create and present short reports about learned or researched topics.
WL17.ASL.IMP.3c
Make a presentation about personal and social experiences.
Make a presentation about personal and social experiences.
WL17.ASL.IMP.4
Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.
Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.
Unpacked Content
Knowledge
Students know:
-
culturally appropriate interactions with peers in a variety of activities.
culturally appropriate eye gaze and non manual markers.
the how and why of common cultural practices and perspectives.
Skills
Students are able to:
- role play culturally appropriate interactions in a variety of daily activities.
- use culturally appropriate eye gaze and non manual markers among peers or mixed groups.
- explore, analyze, and present the how and why of common cultural practices and perspectives.
Understanding
Students understand that:
- an ability to communicate in ASL fosters a better.
- understanding of the Deaf culture and his/her own language and culture.
- custom and tradition vary within Deaf cultures.
- Deaf culture produces tangible products.
- Deaf and hearing cultures have differences and similarities.
WL17.ASL.IMP.4a
Role play culturally appropriate interactions in a variety of daily activities.
Role play culturally appropriate interactions in a variety of daily activities.
WL17.ASL.IMP.4b
Use culturally appropriate eye-gaze and non-manual markers among peers or mixed groups.
Use culturally appropriate eye-gaze and non-manual markers among peers or mixed groups.
WL17.ASL.IMP.4c
Explore, analyze, and present the how and why of common cultural practices and perspectives.
Explore, analyze, and present the how and why of common cultural practices and perspectives.
WL17.ASL.IMP.5
Link American Sign Language and other subject areas to acquire information and develop diverse cultural perspectives.
Link American Sign Language and other subject areas to acquire information and develop diverse cultural perspectives.
Unpacked Content
Knowledge
Students know:
- vocabulary related to age-appropriate school content.
- ASL specific sentence structures.
- strategies for using materials intended for same-age speakers of ASL.
Skills
Students are able to:
- acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.
- use materials intended for same-age speakers of American Sign Language.
Understanding
Students understand that:
- proficiency in ASL is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
- ASL can be used to learn all school subjects.
- they can experience the use of materials intended for same age speakers of ASL.
WL17.ASL.IMP.5a
Acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.
Acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.
WL17.ASL.IMP.5b
Use materials intended for same-age speakers of American Sign Language.
Use materials intended for same-age speakers of American Sign Language.
WL17.ASL.IMP.6
Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.
Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.
Unpacked Content
Knowledge
Students know:
- time frames are expressed differentarget languagey in ASL than English.
- space is used to convey time frames in ASL.
- sentence structure using time.
- some informal ASL phrases.
Skills
Students are able to:
- compare how different time frames are expressed in ASL.
- identify and compare language appropriate to specific social groups.
Understanding
Students understand that:
- by learning another language one can better understand how the native language works.
- other understandings will depend on theme taught.
- ASL and English express time frames in different ways.
- some language is appropriate with specific social groups.
WL17.ASL.IMP.6a
Compare how different time frames are expressed in ASL.
Compare how different time frames are expressed in ASL.
WL17.ASL.IMP.6b
Identify and compare language appropriate to specific social groups.
Identify and compare language appropriate to specific social groups.
WL17.ASL.IMP.7
Investigate, analyze, and reflect on similarities and differences between Deaf and hearing cultures.
Investigate, analyze, and reflect on similarities and differences between Deaf and hearing cultures.
Unpacked Content
Knowledge
Students know:
- similarities and differences between a Deaf and hearing cultures.
- the Deaf culture produces tangible and intangible products.
- some products produced by the Deaf culture.
Skills
Students are able to:
- compare and contrast the preparation for and choice of careers of Deaf adults.
- identify and analyze the tangible and intangible products of the Deaf culture.
Understanding
Students understand that:
- custom and tradition vary within the Deaf culture, as well as between Deaf and hearing cultures.
- by studying another culture, one can better understand and appreciate their own. other understanding will depend on theme being taught.
- there are products specifically designed for Deaf people.
WL17.ASL.IMP.7a
Compare and contrast the preparation for and choice of careers of Deaf adults.
Compare and contrast the preparation for and choice of careers of Deaf adults.
WL17.ASL.IMP.7b
Identify and analyze the tangible and intangible products of the Deaf culture.
Identify and analyze the tangible and intangible products of the Deaf culture.
WL17.ASL.IMP.8
Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.
COS Examples
Examples: Interpret materials or use media from the Deaf culture for enjoyment.
Create and record short stories to present to others.
Simulate interactions that may take place in a community setting.
Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.
COS Examples
Examples: Interpret materials or use media from the Deaf culture for enjoyment.
Create and record short stories to present to others.
Simulate interactions that may take place in a community setting.
Unpacked Content
Knowledge
Students know:
- Deaf culture exists beyond the classroom.
- ways to interact with the Deaf community beyond the classroom how to set goals for life-long learning.
Skills
Students are able to:
- interact in the Deaf culture beyond the classroom.
- simulate interactions that may take place in the Deaf community.
- set goals for life-long learning.
Understanding
Students understand that:
- ASL is used daily by Deaf people as their primary and preferred mode of communication across all parts of their lives.
- ASL can help one better understand the world around them.
- The study of ASL expands one's opportunities.
- ASL is a tool to connect with the world.
WL17.ASL.IHP.1
Exchange simple information in American Sign Language.
Exchange simple information in American Sign Language.
Unpacked Content
Knowledge
Students know:
- simple tense markers in ASL.
- word order for production of original sentences in ASL.
- forms for basic multi-step directions.
- simple story-telling skills in ASL.
- vocabulary for expressing and supporting an opinion in ASL.
Skills
Students are able to:
- use ASL to share basic events and experiences in past, present and future time frames.
- draw from practiced vocabulary to produce original sentences.
- use ASL to explain a multi-step direction.
- understand a multi-step direction given in ASL.
- tell a simple story.
- express and support an opinion in ASL.
Understanding
Students understand that:
- effective communication requires knowing how when and why to say what to whom.
- the purpose of language study is to communicate so one can understand others and be understood.
- other understandings will depend on the theme being taught.
WL17.ASL.IHP.1a
Use ASL to share events and experiences in various time frames.
Use ASL to share events and experiences in various time frames.
WL17.ASL.IHP.1b
Synthesize learned material to produce unrehearsed conversations.
Synthesize learned material to produce unrehearsed conversations.
WL17.ASL.IHP.1c
Use ASL to complete tasks requiring multiple steps.
Use ASL to complete tasks requiring multiple steps.
WL17.ASL.IHP.1d
Narrate a simple story.
Narrate a simple story.
WL17.ASL.IHP.1e
State a viewpoint on an issue and support opinions.
State a viewpoint on an issue and support opinions.
