OUTCOMES:

Unit Outcomes Unit 2: Exchanging Personal Information

At the end of the unit, the students will be able to:
1. Exchange their dialogue with appropriate facial
expressions and handshapes independently.
2. Use appropriate fingerspelling skills to introduce
themselves and others independently.
3. Identify and recognize the personal information
accurately.
Lesson Outcomes Fingerspelling Skills: Up and Double Letters & Identifying
the roles
At the end of this lesson, the students will be able to:
1. Produce correct form for “up” handshape letters in
names.
2. Identify and recognize the person’s personal
information.
3. Produce correct fingerspelling form on names with
double letters.
ACTFL This lesson satisfies the following ACTFL standards:
• 2.5: Demonstrate an understanding of these “Up”
Standards letters in names
• 2.9: Present information and concepts on a variety of
topics
• 2.10: Demonstrate double letter movement patterns
Outcome &
Lesson Outcomes Unit ACTFL
Standards Chart 1) Produce correct form for “up” 3 1.1, 3.1, 4.1
handshape letters in names
2) Identify person and give 1, 2 1.1, 1.2, 1.3,
information about that person 2.1, 3.1, 4.1,
ask/state preferences 4.2
3) Produce correct form for names 2, 3 1.1, 4.1
with double letters
Teaching Notional-Functional Syllabuses & Direct Method
Methods
Vocabulary Nouns: BEV, VAL, DREW, KURT, FRANK, ROB, ALEX,
RAUL, CAROL, VICKI, EVA, DAN, KOBE, etc.
ASL Grammar Form and movement of “up” and double letters

Cultural Eye-gazing, receptive & expressive skills, fingerspelling, and

appropriate palm orientation
Application
Required • Digital Presentation from Signing Naturally website
• Textbooks:
Materials o Signing Naturally
§ Teacher’s Units 1-6, pages 130 – 134;
§ Student Workbook, pages 67 – 68
Materials § Subjects for Classroom:
o A beach ball and a large blanket.
Needed
§ Objects for Classroom:
1. Point to each student to fingerspell their
name.

LESSON PROCEDURES
Activity Description Length
Roll Call/ The teacher will fingerspell his name and explain 5 mins
what the class will need to do.
Opening 1. The teacher will fingerspell first student’s
name.
2. Then, the student will raise their hand and
will fingerspell another student’s name.
3. This will resume until everyone is checked in.
Review Discuss and Review: 5 mins
o Narrating
o Culture Negotiating
o Signing Environment
o Asking what the sign is.
Review Activity:
o Who Am I? Game
o Students will identify a person and
describe their looks.
Teacher will demonstrate appropriate handshapes 10 mins
Teacher and students will copy.
Directed Areas of focus:
1. Form the “Up” letters (B, C, D) Page 131-132

The list below for correct sign form and for capital
letters:
o The Letter B
o Fingers extend upward and closed
o Thumb crosses loosely in front of the
palm
 o The Letter C
o Thumb and palm face forward, not
sideways
o The Letter D
o Middle finger and thumb make flat 0
shape
o Index finger extends upward
o Ring and pinky fingers curl softly
downward

Demonstrate how to fingerspell the names on the list.

Have students copy you. Pay attention to the rhythm
and cadence of the letter combinations.
a. Teacher will fingerspell a name from the list.
b. Students will copy teacher’s fingerspelling.

Example:
BEV (b,v) FRANK (f, r, k) RAUL (r,
u, l)
VAL (v, l) ROB (r, b) CAROL
(c, r, l)
DREW (d, r, w) ALEX (l, x) VICKI (v,
c, k)

2. Double letter movement patterns Page 167

Areas of focus:
1. Names with Double Letters
o Letters that bounce (Bobby, Libby,
Duffy, Carrie)
o Letters without a bounce (Timmy,
Maddy, Danny)
o Letters that move sideways (Lee,
Yoon, Aaron)

Activity:
o Teacher will demonstrate double letter
movement patterns.
o Teacher will fingerspell each name
with natural rhythm and cadence.
o Student will copy the teacher’s
fingerspelling with double letters.

Example:
 • For names with double letters bb, ll, rr,
and kk: repeat the letters with a bounce.
• For names with double letters tt, mm,
nn, ss, dd, ff: repeat the letters without a
bounce.
• For names the double letters oo, ee, or
aa: repeat the letters by moving the hand
sideways.

3. Greetings and describing a person’s

appearance Page 152-153
o Greeting Dialogues
o Identify a person’s appearance (body
position, body, color, et cetera)
o Use Body Classifiers (BCLs),
Instrument classifiers (ICLs),
Contrastive structure
o Recommend: use Student’s
Workbook, pages 152 and 153 for the
vocabulary list.

Example:
_________________________________________
___t
SEE (person)+ (appearance, body position and/or
action)
Grammar
Identifying sequence:
• Person + appearance
• Person + body position
• Person + action
Vocabulary
Preferences: (LIKE, DETEST/VOMIT,
FAVORITE)
Degree of attentiveness: (PAY-ATTENTION,
NOT PAY-ATTENTION)
Actions: (CHAT, SLEEP, BOOK READ, APPLE
EAT, CANDY EAT)
Drinks: (WATER, COFFEE, TEA, MILK)
Positions: (SIT, BCL “DESCRIBE POSITION”)
Identify position: (SEE + (PERSON)

Guided Teacher will analyze other students for fingerspelling 10 mins

receptive and expressive practices:
Practice
 o For words with “Up” and double
letters, open your hand slightly
between the letters.
o Hold your dominant hand in a
comfortable position upright and in
front of your shoulder with your palm
facing forward at a slight angle.
Independent “The Blanket Name” 15 mins
Practice To get to know other students in the room. A large
blanket is held up between two groups, and one
player from each team stands behind the blanket. The
goal of the game is to be the first to identify the other
person behind the blanket and fingerspell the name.

“Toss a name”

After everyone has stated the person’s name, call

someone’s name and toss the beach ball to that
person. The recipient must then call someone else’s
name and toss the beach ball to that person. Repeat
until everyone in the circle has been tossed the beach
ball once. Instruct them to remember to whom they
threw the beach ball.

Cultural Eye-gazing, receptive & expressive skills, N/A

fingerspelling, and appropriate palm orientation
Application
Closure • Quickly ask students to share what they’ve 5 mins
learned during class.
• Explain upcoming Question and Respond
assignment.
• Answer any questions.
• Dismiss the class.
Assessment Informal Assessment: N/A
• Paired and group activities
o Use informal assessment techniques such
as pointing to each student to fingerspell
the person’s name.
o When the students mistakenly
fingerspelling their name and a teacher
will support them to adjust their
appropriate fingerspell their name.

Formal Assessment:
• Students produce a fingerspelling video as a
homework assignment
 o The students are expected to answer each
question related to the “Up” and “Double”
Letters as appropriate fingerspell in the
Keynote.
Accommodation • Work with the Office of Students with N/A
Disabilities for any accommodations needed.
s • Provide sound based on numeric and shape.
• Low vision student will have the chance of
using shapes and numeric in tactile method.
• Provide white and black background in
Keynote.
• Provide support on assignments, quizzes,
tutoring, and tests for those students who
need support.
Total 50 mins

References

Lentz, E. M., Mikos, K., & Smith, C. (2001). Signing naturally: Teacher’s

`curriculum guide. San Diego, CA: DawnSignPress.

Lentz, E. M., Mikos, K., & Smith, C. (2001). Signing naturally: Student

workbook. San Diego, CA: DawnSignPress.