Mack, L.

Lesson Plan

Language Level

Intermediate/Advanced

Grade

HS

Unit Theme and Question

Unit 22 (Signing Naturally) Talking About Money

Daily topic:

Shopping Trip

STANDARDS
What are the communicative
and cultural objectives for the
lesson?

Date

Day in
Unit

--

Minutes

48

LESSON OBJECTIVES
Communication
and
Cultures

Which modes of
communication will be
addressed?

Interpersonal
Interpretive
Presentational

Students can:
-discuss a shopping trip in the target language including a budget, list
of items needs, how to pay, and coupons that may be used.

Connections
Comparisons
Communities
If applicable, indicate how
Connections Comparisons
Communities Common Core
will be part of your lesson.

Colorado World Language Standard 1

Common Core

Lesson Sequence

Gain Attention / Activate

Prior Knowledge

1. Participate in exchanges (written or oral) on a variety of familiar topics using

familiar vocabulary and learned grammatical structures (interpersonal mode)
2. Comprehend exchanges (written or oral) on a variety of familiar topics using both
high-frequency vocabulary, new vocabulary, and learned grammatical structures
(interpretive mode)

Activity/Activities
What will learners do?
What does the teacher do?
Students will watch teacher demonstrate a personal story about a
recent shopping trip. They will need to pay attention to what was
bought, how it was paid, if they used coupons, stores name, etc.
Once the story is finished, they will answer questions based on
the trip.

Keys to Planning for Learning, 2013 (American Council on the Teaching of Foreign Language)

Time*
How many
minutes will this
segment take?

10

Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?

Mack, L.
Provide Input

Elicit Performance / Provide

Feedback

Lesson Plan
Students will practice the signs for talking about money-credit
card, cash, check, broke, to owe someone, to buy, to subtract,
1. Students will be given a receipt from the teacher. They
will look over the receipt and make note of date of trip,
items bought, total amount, how much items cost, etc.
2. They will practice signing all of these items
independently.
3. Then students will be partnered in class.
4. Students will take turns describing their shopping trip
based on the receipt. They will include information like
date they went on trip, what items they bought, how much
each item was, how much the total trip was, how they paid
for it, determine if coupons were used, etc.
5. The other student is encouraged to ask questions and
clarification while the other student is describing their
trip. (Sample questions below)

Signing Naturally Level 3

Book-Unit 22
PowerPoint

20

Receipts

Sample questions:
Who went with you on the trip?
Did you compare costs of items?
Was anything on sale?
Provide Input

If applicable

Elicit Performance / Provide

Feedback

All receipts will be collected. Each student will pick a new

receipt and go up in front of the class and present information
from the receipt--date, store, items bought, costs, etc. Students in
the audience will determined if its their receipt.

10

Closure

Quick review of words relating to money-vocabulary

Enhance Retention &

Transfer

Students will use one of their own receipts and record a video
describing it. They will upload their video to YouTube. Use
rubric

Keys to Planning for Learning, 2013 (American Council on the Teaching of Foreign Language)

Homework

Rubric

Mack, L.
Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????

Lesson Plan

To differentiate this lesson for students needs, I would provide different receipts for their skill level. If a students skill were not quite at the
same level as their peers, I would give them a receipt that may be shorter, with fewer items on it; Or if a students skill were higher than the
class, I would give them a longer receipt with more complex items on it. To use this in an elementary setting, the receipt can be made simple
(only 1-2 items purchased) and they only discuss a few parts of the receipt (how many items bought and total cost). Items on the receipt
could also be adapted to fit the elementary settingitems such as toys, books, dolls, trucks, etc.
This lesson plan aligns with the Lets Talk teaching theory, as it involves students to engage with peers and the teacher using the target
language (Lightbrown, 165). Using the Lets talk teaching style, students can practice their social skills by asking for clarification,
negotiating and paraphrasing. With the three activities within this lesson, the students are getting exposure from different sources. First,
the teacher models how to share a personal story involved with shopping and money. This activity allows for the student to observe
someone with more experience using the language. Then, they are able to try the activity themselves by working with a peer and interacting
with someone that may have more skills or have to clarify more. Last, they observe various signers (whom all will have various skills) and
practice their receptive skills. Secondary students tend to have low motivation, unless they know there is a purpose as to why they are
learning something. The more content relates to the student, the more motivated they are to learn it. Using receipt as part of the activity, I
feel is something that students can make connections to, especially if I use receipts from stores that teenagers shop atUlta, Best Buy, Hot
Topic, American Eagle, etc.

Keys to Planning for Learning, 2013 (American Council on the Teaching of Foreign Language)

Mack, L.

Lesson Plan

*This is a simple rubric for assessing students personal shopping trip story.
Emerging
1
Vocabulary

Developing
2

Satisfactory
3

Proficient
4

-Rarely uses or
doesnt
appropriately
use correct
vocabulary
-Lacks facial
expression
when signing

-Sometimes
appropriately uses
correct vocabulary

-Appropriately
uses correct
vocabulary most
of the time

-Consistent use of
correct vocabulary

-Some appropriate
use of facial
expressions

ASL
Grammar

-No proper word

order

-Uses some proper

word order

-Appropriate
use of facial
expressions
when signing
-Uses proper
word order in
most situations

-Uses good facial

expressions
correctly and
consistently
-Consistently uses
proper word order

Fluency

-Not fluid.
Unsteady hand
movements and
choppy use of
signs.

-Hesitates and selfcorrects when

signing.

-Smooth flow of
signs with
confidence most
of time.

Communicates with
fluidly and
confidence.

Expressions

Notes

Keys to Planning for Learning, 2013 (American Council on the Teaching of Foreign Language)

Score