Académique Documents
Professionnel Documents
Culture Documents
Intermediate
Grade
College
Date
Daily topic:
Famous People
STANDARDS
Day in
Unit
xxx
Minutes
75
LESSON OBJECTIVES
Communication
and
Cultures
Which modes of
communication
will be
addressed?
u Interpersonal
u Interpretive
u Presentational
Students can:
-Identify and describe famous people
-Demonstrate more attention-getting strategies
Connections
Comparisons
If applicable, indicate how
Connections Comparisons
Communities Common Core
will be part of your lesson.
Lesson Sequence
Communities
Common Core
Colorado Standard 1
a. Initiate, sustain, and conclude conversations (written or oral) in a variety of situations
based on familiar and unfamiliar vocabulary and learned grammatical structures.
b. Comprehend spoken or written language in a variety of situations based on familiar and
unfamiliar vocabulary and learned grammatical structures.
c. Present (written or oral) in a variety of situations based on familiar and unfamiliar
vocabulary and learned grammatical structures.
Activity/Activities
What will learners do?
What does the teacher do?
Time*
How many
minutes will
this segment
take?
15
Materials Resources
Technology
Be specific. What materials
will you develop? What
materials will you bring in
from other sources?
character (what they look like and what movies/tv shows theyve
been featured in).
Learners will learn more attention-getting strategies and apply
them to Who Am I Activity.
Learners will quickly review the NMS for yes/no and whquestions. Teachers will present questions in ASL with no NMS,
and students have to tell me which NMS applies to the sentences.
Provide Input
10
Powerpoint Presentation
25
Who Am I Activity
1. Teacher will stick a post-it on each students back with the
name of a famous person. Students are not allowed to see their
post-it, but others can.
2. Students will learn the rules about how to find out who their
assigned famous person is. They can to ask up to 5 yes/no
questions related to describing people (see below for example) to
one classmate before moving on to a different classmate. No
hints (additional information, role-play, gesture) are allowed
unless one is stuck and cannot figure out who her/his famous
person is after many attempts.
Acceptable questions:
a. Am I a woman?
b. Am I tall?
Non-acceptable questions:
a. Am I a woman or man?
b. Am I tall or short?
3. Students proceed to roam around the room asking yes/no
questions about their famous person. If they guess the right
Provide Input
Elicit Performance / Provide
Feedback
Closure
Enhance Retention &
Transfer
Reflection Notes to Self
10
5
-Powerpoint Presentation
CATEGORY
________________________________________
Sign Accuracy
Facial Expression
No facial expression
noted
Body Language
Body language is
appropriate during entire
presentation
Conceptually
Accurate
Entire presentation is
ASL and ideas are
presented with
appropriate conceptual
sign
Presentation is conducted
in English literal language
Blythes Notes:
1. This lesson plan can be used for secondary ASL classes, with some adaptations since the learner characteristics of secondary students and postsecondary students might be different. Ive never taught high school, but from what Ive been seeing, high school students require a higher
motivational level compared to college students and more guidance in their learning journey. Also, their attitude about learning language might be
different from college students. Since high school students are teenagers with fluctuating hormones, their ego of making mistakes in front of others
might get in the way, affecting their motivation and willingness to place themselves in situations where they will need to use the new language
(Lightbrown & Spada, p. 93). Creating a positive and encouraging classroom culture where everyone with different personalities can feel safe to
participate becomes important. Lightbrown and Spada also said that teachers must also keep in mind that cultural and age differences will
determine the most appropriate ways to motivate students. The content needs to be relevant and meaningful to high school students, hence this
lesson was developed about famous people as it is often the most talked topic in their age group . Additionally, the metalinguistic awareness and
world knowledge is less mature compared to adult learners (Lightbrown & Spada, p.36). Some adaptations to fit the post-secondary level are:
a. Update the famous people list that high school students are more likely to recognize.
b. Consider the diversity of the famous people on the list to match the demographics in the class.
c. Create more paired activities (use the Clock Partner) and have them choose a topic to discuss about:
i. Favorite Musician
ii. Favorite TV Show Character
iii. Favorite Movie Character
iv. Favorite Cartoon Character
v. Favorite Athlete
vi. Favorite Reality TV show
vii. Favorite Teacher at their school
d. Include a game related to attention-getting strategies. (Daniels famous game)
The structure of the instruction is communicative as the emphasis is on the communication of meaning, both between teacher and students and
among the students themselves in group-or pair-work (Lightbrown & Spada, p.127). Grammar form is used in order to clarify meaning, and there is
less error correction compared to structure-based instructional setting. The communicative structure supports many pair and group work since they
have limited time for learning, and this lesson incorporates lots of interactions. Since participation is important, I would also use scaffolding since
it contributes to participation and learner comprehension, and this may be especially important for secondary level where willingness to learn and
motivation might be lower than college students.
Research has shown that learners have difficulty with understanding the language if there is little or no form focused instruction (Lightbrown &
Spada), leading me to create a balanced instruction that focuses on both meaning and form. Ive included some grammar review at the beginning of
the class and application practice. I will not hesitate to correct persistent errors if the learners have not noticed them.