WL17.ASL.L2.3a
Present basic information about people and activities.
Present basic information about people and activities.
WL17.ASL.L2.3a
WL17.ASL.L2.3b
Recite brief memorized anecdotes using target vocabulary and grammar.
Recite brief memorized anecdotes using target vocabulary and grammar.
WL17.ASL.L2.4
Identify perspectives through practices of the Deaf culture.
Identify perspectives through practices of the Deaf culture.
Unpacked Content
Knowledge
Students know:
- strategies to use various and appropriate attention-getting techniques.
- strategies to use various and appropriate eye gaze to show meaning in ASL.
- strategies to negotiate a signing environment by entering, going between, and moving to be seen better, etc.
- strategies to demonstrate different communicate strategies used with the hearing community.
- celebrations in the Deaf community and can describe the Deaf community perspectives/viewpoints related to these.
Skills
Students are able to:
- use appropriate attention-getting techniques for a single individual or a third person's attention.
- use eye gaze to show meaning and maintain communication appropriately.
- negotiate a signing environment with various numbers of ASL signers.
- describe and list strategies to communicate with the hearing community.
- identify celebrations and describe how these affect the perspectives of the Deaf community.
Understanding
Students understand that:
- the Deaf community is also part of the American community.
- Therefore, they function in both the American culture and the Deaf culture.
- the basis of Deaf culture lies in its visual orientation.
- An ability to communicate in another language fosters a better understanding of my own language and culture.
- recognizing the different practices in the Deaf community can lead to a better understanding of their viewpoints.
WL17.ASL.L2.4a
Use appropriate gestures, such as attention getting techniques and eye gaze, in common interactions.
Use appropriate gestures, such as attention getting techniques and eye gaze, in common interactions.
WL17.ASL.L2.4b
Demonstrate an understanding of various communication strategies used by Deaf individuals in their daily lives.
Demonstrate an understanding of various communication strategies used by Deaf individuals in their daily lives.
WL17.ASL.L2.4c
Describe perspectives related to celebrations in the Deaf community.
Describe perspectives related to celebrations in the Deaf community.
WL17.ASL.L2.5
Identify perspectives through products of the Deaf culture.
Identify perspectives through products of the Deaf culture.
Unpacked Content
Knowledge
Students know:
- accessibility products used by the Deaf, such as video phones and visual alerts.
- selected arts, crafts, or graphic representations of the Deaf culture.
- strategies to identify themes from artwork, crafts, or graphic representations.
- the major themes of Deaf art as they are related to Deaf culture.
Skills
Students are able to:
- identify some common tangible products related to home and community life of Deaf individuals.
- describe and and list selected arts, crafts, or graphic representations of the Deaf culture.
- recognize/identify fundamental themes of Deaf culture in the arts, crafts, and graphic representations.
- identify how the perspectives of the Deaf culture is reflected by the tangible products.
Understanding
Students understand that:
- the Deaf community creates products that reflect their culture.
- an ability to communicate in another language fosters a better understanding of my own language and culture.
- custom and tradition vary within a culture, as well as between cultures.
- observing American Deaf products is a way to learn about Deaf cultural views and perspectives.
WL17.ASL.L2.5a
Identify and observe tangible products of the Deaf culture.
Identify and observe tangible products of the Deaf culture.
WL17.ASL.L2.5b
Describe arts, crafts, or graphic representations of the Deaf culture.
Describe arts, crafts, or graphic representations of the Deaf culture.
WL17.ASL.L2.5c
Recognize fundamental themes of Deaf culture.
Recognize fundamental themes of Deaf culture.
WL17.ASL.L2.6
Use American Sign Language to connect with other disciplines.
Use American Sign Language to connect with other disciplines.
Unpacked Content
Knowledge
Students know:
- vocabulary used to discuss subject-specific content such as math, science, geography, and history .
- vocabulary used to identify family members and family relationships.
- vocabulary used to identify community information.
Skills
Students are able to:
- discuss topics from other school subjects using appropriate ASL vocabulary and grammar.
- identify family members by fingerspelling the names or showing the personal name signs, and describing the relationships between family members.
- identify community locations, such as schools, and libraries using the appropriate vocabulary.
- identify community emergency services and personnel using the appropriate vocabulary.
- identify community transportation types used in the local area with the appropriate vocabulary and classifiers.
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.
- By engaging in one-to-one conversation about other school subject material using ASL, students reinforce their knowledge of those subjects.
WL17.ASL.L2.6a
Use ASL vocabulary to refer to concepts from other subject areas.
Use ASL vocabulary to refer to concepts from other subject areas.
WL17.ASL.L2.6b
Identify family members, relationships, and community information.
Identify family members, relationships, and community information.
WL17.ASL.L2.7
Describe information related to distinct perspectives that are only in ASL and Deaf culture.
Describe information related to distinct perspectives that are only in ASL and Deaf culture.
Unpacked Content
Knowledge
Students know:
- strategies to comprehend meaning through recognition of key words, phrases, and formulaic language that are highly contextualized.
- strategies to identify and describe positive images of being Deaf.
- strategies to describe Deaf-Gain.
- strategies to identify the viewpoint of the Deaf community shown through cultural and historical videos in the target language.
Skills
Students are able to:
- comprehend short stories, folktales, jokes, and stories in the target language.
- comprehend and describe the positive image of being Deaf as seen in Deaf cultural media.
- describe Deaf-Gain.
- comprehend and identify the Deaf viewpoint shown in cultural and historical folktales and stories.
- describe historical figures and show how they relate to the current viewpoints in Deaf culture.
Understanding
Students understand that:
- cultural issues affect the Deaf community's perspective.
- to identify diverse perspectives of the Deaf community, it is only available through studying ASL.
- viewing literature in ASL increases understanding of culture, historical figures, and positive images of the Deaf.
WL17.ASL.L2.7a
Watch age-appropriate short stories, folktales, and jokes that foster positive images of being Deaf.
Watch age-appropriate short stories, folktales, and jokes that foster positive images of being Deaf.
WL17.ASL.L2.7b
View folktales and stories in ASL that reflect cultural practices and historical figures.
View folktales and stories in ASL that reflect cultural practices and historical figures.
WL17.ASL.L2.8
Compare characteristics of American Sign Language and their own language.
Compare characteristics of American Sign Language and their own language.
Unpacked Content
Knowledge
Students know:
- ASL has linguistic features which are not present in English.
- strategies to identify ASL parameters.
- strategies to identify meaning changes with parameter changes.
- strategies to create facial expressions to match the non-manual markers.
- strategies to use non-manual markers to create questions.
- strategies to use non-manual markers (basic mouth morphemes) to add descriptive meaning.
- strategies to differentiate personal and possessive pronouns.
- when to use personal and possessive pronouns.
Skills
Students are able to:
- identify the ASL parameters of location, movement, and non-manual markers.
- show how to use non-manual markers for questions and descriptive meanings.
- demonstrate the appropriate use of personal and possessive pronouns in ASL.
Understanding
Students understand that:
- by learning another language one can better understand how the native language works.
- other understandings will depend on theme taught.
- American Sign Language has linguistic features which have no equal in English.
- ASL is a visual language which uses facial expressions for grammar.
WL17.ASL.L2.8a
Demonstrate an understanding of parameters including location, movement, and non-manual markers.
Demonstrate an understanding of parameters including location, movement, and non-manual markers.
WL17.ASL.L2.8b
Experiment with forming appropriate use of non-manual markers.
Experiment with forming appropriate use of non-manual markers.
WL17.ASL.L2.8c
Use examples of personal and possessive pronouns in ASL.
Use examples of personal and possessive pronouns in ASL.
WL17.ASL.L2.9
Compare products, practices and perspectives of the target culture and their own.
Compare products, practices and perspectives of the target culture and their own.
Unpacked Content
Knowledge
Students know:
- how hearing people communicate with their mouths and ears.
- how Deaf people communicate with their hands and eyes.
- how Deaf people can communicate, e.g., across wide spaces.
- how hearing people can communicate, e.g., in the dark.
- information about games, toys, and media characteristics produced mainly for Deaf children.
- how rhythm, vibration, and lighting benefit Deaf children in games.
- cultural symbols appearing on Deaf products.
Skills
Students are able to:
- compare how Deaf and hearing people communicate.
- show how mouth/ear and hand/eye communication is different yet similar.
- observe and compare games and toys produced mainly for Deaf children.
- identify cultural symbols on products.
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.
- there are products specifically designed for Deaf people.
- comparing hearing and Deaf products, practices, and perspectives will increase cultural knowledge.
- products for Deaf children rely on visual cues while hearing products rely on auditory cues.
WL17.ASL.L2.9a
Demonstrate awareness between mouth/ear and hand/eye communication and how different people communicate in different ways.
Demonstrate awareness between mouth/ear and hand/eye communication and how different people communicate in different ways.
WL17.ASL.L2.9b
Observe and compare games and toys produced mainly for Deaf children.
Observe and compare games and toys produced mainly for Deaf children.
WL17.ASL.L2.10
Interact using American Sign Language within the classroom and globally.
COS Examples
Examples: Interact with speakers of American Sign Language in person or virtually.
Interact using American Sign Language within the classroom and globally.
COS Examples
Examples: Interact with speakers of American Sign Language in person or virtually.
Unpacked Content
Knowledge
Students know:
- appropriate ways to greet and leave a conversation.
- vocabulary to express self in conversations on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly practiced and memorized.
- strategies to understand words, phrases, and formulaic language viewed in conversation.
- appropriate behaviors to interact with native speakers in person or virtually in the school, community, or globally in ASL.
Skills
Students are able to:
- communicate expressively and receptively with native speakers within the school, community and globally in person or virtually.
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.
- interacting with native users helps increase language and culture skills.
- American Sign Language is a life-long learning tool for communication throughout their personal and professional lives.
WL17.ASL.L2.11
Describe opportunities to use American Sign Language beyond the classroom environment.
COS Examples
Examples: Participate in recreational activities that reflect Deaf culture.
Participate in art activities centered on Deaf culture.
Describe opportunities to use American Sign Language beyond the classroom environment.
COS Examples
Examples: Participate in recreational activities that reflect Deaf culture.
Participate in art activities centered on Deaf culture.
Unpacked Content
Knowledge
Students know:
- where to locate or create Deaf recreational activities.
- where to locate or create Deaf art activities.
- cultural symbols in art.
- how rhythm, vibration, and lighting benefit Deaf children in games.
Skills
Students are able to:
- describe recreational activities that reflect Deaf culture.
- participate in a recreational event with Deaf peers or a Deaf culture related event sponsored by their schools using ASL describe art activities that reflect Deaf culture.
- participate in art activities centered on Deaf culture.
- identify cultural symbols in art.
Understanding
Students understand that:
- Deaf community events are opportunities to use the target language outside of the classroom setting.
- interacting with the Deaf community increases personal relationships and language confidence.
WL17.ASL.L3.1
Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.
Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.
Unpacked Content
Knowledge
Students know:
- Deaf people tend to stand or sit in a way so that everyone can see each other.
- appropriate turn-taking in conversations.
- appropriate ways to ask questions, especially if students do not understand something.
Skills
Students are able to:
- participate successfully in conversations with members of the Deaf community using ASL.
- describe the importance of face-to-face conversation.
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.
- ASL can be used to engage in conversations to share information.
- interpersonal communication requires the knowledge of linguistic elements.
WL17.ASL.L3.1a
Exchange basic information about self, others, and special interests.
Exchange basic information about self, others, and special interests.
WL17.ASL.L3.1b
Ask for and provide information on familiar topics.
Ask for and provide information on familiar topics.
WL17.ASL.L3.1c
Use ASL to handle tasks related to personal needs.
Use ASL to handle tasks related to personal needs.
WL17.ASL.L3.2
Interpret what is read or viewed on familiar topics in a variety of time frames.
Interpret what is read or viewed on familiar topics in a variety of time frames.
Unpacked Content
Knowledge
Students know:
- strategies to accurately identify different literary elements within an informative text.
- strategies to identify different non-manual markers, facial expressions and other visual cues and understand how they affect the grammatical-structure of the word, sentence, or phrase.
Skills
Students are able to:
- accurately express and interpret information based on literary elements from an informational text.
- accurately identify, and interpret different facial expressions, gestures, non-manual markers and other visual cues used within a conversation.
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.
- ASL can be used to engage in conversations to share information.
- interpersonal communication requires the knowledge of linguistic elements.
- just as in English, American Sign Language has specific ways to identify and express important literary information.
- ASL, just as spoken and printed English, has specific grammatical rules that affect meaning, express emotion, and convey important information.
WL17.ASL.L3.2a
Describe main ideas, identify characters, and state details found in a variety of viewed informational texts.
Describe main ideas, identify characters, and state details found in a variety of viewed informational texts.
WL17.ASL.L3.2b
Interpret gestures, facial expressions, non-manual markers and other visual cues.
Interpret gestures, facial expressions, non-manual markers and other visual cues.
WL17.ASL.L3.3
Present information on familiar topics to an audience of viewers in American Sign Language.
Present information on familiar topics to an audience of viewers in American Sign Language.
Unpacked Content
Knowledge
Students know:
- strategies to use technology to research different topics to find information.
- how to use recorded vlogs to express different ideas and concepts that are close to the Deaf Community.
- the importance of ABC/123 stories in the Deaf Community.
- how different types of stories/poetry are used to express different emotions via ASL.
Skills
Students are able to:
- find, explain and demonstrate different classifiers and how they are used within ASL.
- create a vlog that expresses a short message about topics that students are familiar with.
- create and express different ASL poems and ABC/123 stories.
- explain why these different mediums of expression are important to the Deaf Community.
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.
- ASL can be used to engage in conversations to share information.
- interpersonal communication requires the knowledge of linguistic elements.
- different classifiers are used in ways that sometimes do not have a direct, one-word English equivalency.
- vlogs are used to communicate different thoughts and ideas of great variety.
- ASL poetry, ABC/123 stories, and other ASL stories hold a great value in the history of ASL and in Deaf Culture.
WL17.ASL.L3.3a
Analyze and explain the meaning of selected classifiers.
Analyze and explain the meaning of selected classifiers.
WL17.ASL.L3.3b
Create simple, brief recorded messages about familiar topics.
Create simple, brief recorded messages about familiar topics.
