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World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L2.8

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.

Aligned Learning Resources

Create a Fun, Fictional Family
Location, Location, Location
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L2.9

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.
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L2.10

Interact using American Sign Language within the classroom and globally.

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.
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L2.11

Describe opportunities to use American Sign Language beyond the classroom environment.

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.
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L3.1

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.

Aligned Learning Resources

Resolving Conflicts
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L3.2

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.
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L3.3

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.

Aligned Learning Resources

ASL Using Classifiers to Describe What Happened
Construct a Story
World Languages (2017) Grade(s): 07-12 - American Sign Language

WL17.ASL.L3.4

Investigate perspectives through practices of the Deaf culture.

Unpacked Content

Knowledge

Students know:
  • the value of physical interaction in the Deaf Community.
  • where to locate and contact their local school for the deaf to find events.
  • where to find other Deaf gatherings not related to their local school for the deaf.
  • how deaf institutes have shaped and molded Deaf Culture.
  • appropriate actions used while interacting with both Deaf and hearing individuals in the same group.

Skills

Students are able to find their local school for the deaf and list different events that will be occuring there.
  • attend different deaf events/gatherings and engage in appropriate communications using ASL.
  • research and provide details as to how deaf institutes have influenced Deaf Culture.
  • provide examples of both appropriate and inappropriate actions and behaviors to do while interacting with both hearing and Deaf individuals while in mixed company.

    • 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.
    • recognizing the different practices in the Deaf community can lead to a better understanding of their viewpoints.
    • like public schools, schools for the deaf have events and gathering that the local community participate in.
    • Deaf gatherings and physical interaction are a valued and important part of Deaf Culture.
    • there are both appropriate and inappropriate ways to behave while in a group with both Deaf and hearing individuals.
    World Languages (2017) Grade(s): 07-12 - American Sign Language

    WL17.ASL.L3.5

    Investigate perspectives through products of the target cultures.

    Unpacked Content

    Knowledge

    Students know:
    • Deaf Culture is rich in creative art, especially the visual arts.
    • Deaf scholars have provided the world with a vast amount of important discoveries.
    • they can create art that is represented by Deaf Culture.

    Skills

    Students are able to:
    • identify different genres of Deaf Art, along with what popular motifs are represented within these pieces.
    • identify and expand upon different Deaf scholars' contributions to different intellectual fields.
    • create and describe a simple piece of Deaf art.

    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.
    • different motifs and themes appear in Deaf visual art.
    • these motifs have a strong representation to Deaf Culture and issues that Deaf people, especially children, face.
    • Deaf scholars, especially from both Gallaudet University and NTID, have provided a great deal of knowledge to both the Deaf world and general population.
    • students, too, can create Deaf art.

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