LESSON PLAN

Name: _____Anne Geary Frost_______ Date of Lesson/Observation: __2/10/23__

SCHOOL
Institution Southwestern Illinois College (SWIC)

Course ASL Level 2 (SLS 102 - 003)

Curriculum Signing Naturally Level 2, Units 7 - 12

Students 8 students

Duration Mondays and Wednesdays from 5:00 to 7:20 pm

Co-Faculty None, on-the-job adjunct position – teaching internship

LESSON OUTCOMES
Unit Unit 7: Describing People and Things
Outcomes At the end of this unit, the students will be able to:
Sign this dialogue:
1. Signer A: Identify a person in the room.
2. Signer B: Add another description to confirm.
3. Signer A: Confirm, ask Signer B to relay a message to that person.
4. Signer B: Relay the message.

Lesson Lesson 1: Identifying a Person

Outcomes At the end of this lesson, the students will be able to:
1. Identify the person in the room.
2. Add another description to confirm
3. Ask to relay a message to the person

ACTFL This lesson satisfies the following ACTFL standards:

Standards 1.1: Engage in conversations & exchange opinions
1.2: Understand & interpret variety of topics
2.1: Demonstrate understanding of cultural practices
4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Outcome &
Standards Lesson Outcomes Unit ACTFL
Chart

1) Identify person in room 1 1.1, 2.1

2) Add another description to confirm 1 1.1, 1.2

3) Ask to relay a message to the person 2 1.2, 4.1

Teaching Interactive Learning, Total Physical Response, Functional-Notional, and

Methods Communicative Competency Proficiency-Based.

Vocabulary Body positions: BPCL “legs positions”; height: Tall, short; body type: skinny,
slender, broad-shoulders, plump; appearance: head-wrap, hat, sunglasses,
mustache, beard; hair appearance: (color)+hair, bald-top or ECL: open8 “bare
head”, BPSASS “hair length, texture or style; describing patterns: DCL
“patterns”; ask to confirm: THAT-ONE q; confirm: THAT-ONE!

Grammar Identify a person by Body Classifiers (BCLs); Body Part Classifiers (BPCLs); Body
Part SASSes; Descriptive Classifiers; Facial expressions (“oo”, “mm”, “cha”, “ee”,
“puffed”, “open mouth”).

Culture Identifying a person with visual descriptions as a cultural value in Deaf-World;

show classic cultural depictive on appearance to identify a person.

Materials Digital Presentation, clothing articles for Activities, Signing Naturally Level 3
DVD, laptop, smart board (Promethean Whiteboard), several different hats,
sunglasses, gloves, scarves, coats, purses. PowerPoint slides and QuickTime app
for videos.

LESSON PROCEDURE
Activity Description Length
Roll Call Teacher waves their hand to the student and fingerspell the 10 mins
student's last name. Student nods if the teacher spells the
name correctly or shakes their head if the teacher misspells
their name. Then the teacher asks the student to tap on the
other student’s shoulder to get their attention and the
teacher repeats the process with the next student.

Opening/ Show & discuss different descriptions, ask how to sign each 15 mins
Review of the objects, i.e. hats, scarf, coats. Start describing specific
students by how students dress and other students identify
who the student teacher was talking about.

Teacher Show Signing Naturally DVD: Identifying Present People: 20 mins

Directed Outcomes A-E
Areas of focus:
1) Descriptions and classifiers to identify objects
2) Adjectives & Adverbs and
3) Show signs for each vocabulary word

Guided Demonstrate paired dialogue for each: 10 mins

Practice Students practice describing what a person looks like with
descriptive adjectives to each other.
The teacher moves among students and assesses student
work. When done, the teacher reviews signs and points out
common errors seen during guided practice and explains
how to do them correctly.

Independent Teacher has students put their hats, gloves, coats and purses 20 mins
Practice on the pile at the middle of classroom then student A
practicing ask student B what item they are looking for and
ask for help to find their clothing item and student B will ask
if the item they found is what student A was looking for and
student A will confirm or deny.

Cultural Students collect their own clothing articles and return to 20 mins
Application their seats. Then the teacher activates the film on the
whiteboard and has students watch The Tailor video.
Closure Quickly ask students to share what they’ve learned during 5 mins
class. Explain upcoming assignments. Answer questions.
Dismiss class.

Assessment Informal: During paired and group activities, use informal Full Class
assessment techniques such as asking to repeat, observe, Period /
show puzzled-face, praise, rephrase, nod, recast, clarify, Assignment
expand, kimp, etc.
Formal: Submit 30 seconds – 1 minute video via GoReact
discussing their understanding of the video, The Tailor. Must
include adjectives & adverbs and descriptions. Evaluate
using a rubric.

Differentiation Work with the Office of Students with Disabilities. Provide N/A
sound-based objects for Blind students in class; rustling of
clothing and have Blind students touching clothing articles.
Blind student decides spacing/length between him and his
partner during identifying person activity.

Total 115 minutes

Citation:

Lentz, E. M., Mikos, K., & Smith, C. (2014). Signing Naturally: Student Workbook, Units 7-12. (pp.
4–13). DawnSignPress.
Lentz, E. M., Mikos, K., & Smith, C. (2014). Signing Naturally: Teacher’s Curriculum Guide, Units
7-12. (pp. xix–40). DawnSignPress.
Clementi, D., & Terrill, L. (2022). Methods, Theories, and Approaches of Language Acquisition. In
D. Clementi and L. Terrill (Ed.), THE KEYS to Planning for Learning: Effective Curriculum, Unit, and
Lesson Design. Second Edition, Revised (pp. 100–101). The American Council on the Teaching of
Foreign Languages.