Debra Aronson

UNCO TASL 501

Assignment Application Activity #4c
November 25, 2015
Attached is the lesson plan to teach ASL level I for high school. The
lesson covers the topic/vocabulary of relationships. The lesson can
easily be used at the post-secondary level, as it is appropriate and
challenging enough for that age group. However, to modify the lesson
for middle school, I would teach the vocabulary through a video and
powerpoint slides but not necessarily have the students act out the
relationships. The students at ages 11 14 may not feel comfortable
acting out being engaged or married.
In lieu of the acting portion of the lesson, for middle school aged
students, I would have the students cut out pictures from magazines
and stand up in front of the class to talk about the peoples relationship.
Each student would have to present at least three different relationships
using the newly learned vocabulary. To teach the lessons to both the
middle and high school levels, I would incorporate the input hypothesis
theory of learning as well as the sociocultural and interaction theories of
learning. For the input theory, with the teaching being solely in the
target language with the use of visual aids, the students are learning
solely through watching. When the students interact either by sharing

and asking about the pictures from the magazines or acting with the
class guessing, the students are engaging with one another.
I believe in using the Total Physical Response method of teaching
and having the students stay active in the classroom. I tend not to teach
as a lecture, due to the fact that I often lose the students attention.
With this in mind, I create lessons that are both educational and fun
with an interactive component. This lesson in particular gives students
the opportunity to act and be involved in the lesson. I have had great
success with both the interaction of the students and the mastery of the
vocabulary being taught.

Subject:
Level:
Grade:
Topic:
Content:
Standard:
Teaching Method:
Goals:

Objectives:

Materials:
Introduction
:

Developmen
t:

Practice:

American Sign Language

1
High School
Relationships
Vocabulary/Simple Conversation
Communication
Total Physical Response
Students will learn key relationship vocabulary and be
able to use in a real world situation. Words learned
include:
o ENGAGED
o MARRIED
o DIVORCED
o PROPOSE
o BOYFRIEND/GIRLFRIEND
o FIANCE
o SEPARATED
Students will act out (role play) different relationship
scenarios, working on their facial expressions, body
movements, and gestures (without signing).
Class will have to figure out the relationship that is being
acted out.
Smart Board/Projector; Index cards
Introduce the new vocabulary with a short clip teaching
relationships https://www.youtube.com/watch?
v=kAnBm2RQb-0
Show additional vocabulary words in a Powerpoint
Presentation as a reinforcement to the lesson.
Students will practice asking the relationship status of
the classmates; see questions modeled (Powerpoint
slides).
Students will get into small groups of 4-5 and ask one
another relationship status questions (examples: ARE
YOU MARRIED? ARE YOU SINGLE? DO YOU HAVE A
BOYFRIEND?
Students will pair up and be given an index card telling
them what their pretend relationship is.
Students will act out their relationship without signing


Checking for
Understandi
ng:
Closure:

working on their body movement/language and

expression, trying to get the class to guess.
Once a classmate knows their relationship, he/she raises
his/her hand and signs the word.
Review the words in Powerpoint to determine if the
students can remember the signs.
Review the vocabulary words at home and be prepared
to sign three different sentences in class the following
day using relationship vocabulary. Example: Brian, Jane,
two-of-them, married. The rubric will be used to evaluate
their sentences.
Following week: students will start to put together more
elaborate skits, using met, fell-in-love, married