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LESSON PLAN

Name: _____Shmuel Khorsandi____

SCHOOL
Institution El Camino College
Course ASL Level 1 (ASL 111)
Curriculum Signing Naturally Level 1, Units 1 - 6
Students 30 students
Duration Tuesdays and Thursdays from 3:30 to 6 pm
Co-Faculty None, on-the-job adjunct position teaching internship

LESSON OUTCOMES
Unit Unit 2: Exchange Personal Information
Outcomes At the end of this unit, the students will be able to:
1) Narrate language background using transitions
2) Describe what person likes to do in leisure time
3) Produce correct number forms and ask how many questions
Lesson Lesson 2:
Outcomes At the end of this lesson, the students will be able to:
1) Narrate about language(s) one grew up speaking and learning
2) Discuss leisure activities
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
3.2: Acquire information about distinctive viewpoints
4.2: Demonstrate understanding of culture through comparisons
5.2: Use language for personal enjoyment and enrichment
Outcome & Lesson Outcomes Unit ACTFL
Standards 1) Incorporate role shift sequence from initiators view 1 1.1, 2.1
Chart 3) Identify different facial adjectives/adverbs used in narratives 2 1.2, 3.2
4) Integrate symbiotic relationship between eye gaze and object 2 1.1; 1.2
Teaching Interactive Learning, Direct Method and Whole Language
Methods
Vocabulary Nouns: ORANGE JUICE, HOT CHOCOLATE, COKE, PEPSI, 7UP, HOT TEA, WATER,
MILK, LIKE, DETEST, FAVORITE, CAMPING, SHOPPING, WATCH MOVIE, TRAVEL,
FISHING, SEWING, KNITTING, PHONE CHATTING, COOKING, TAKING PICTURE,
DANCING, RUNNING, PAINTING, WATCHING T.V., BICYLING, WALKING
BOWLING, AND PLAY WITH DOG

Grammar ME LIKE & Transition:* topicialization Now

2017 Shmuel Khorsandi


Culture Depictive storytelling as a cultural value in Deaf-World; show classic cultural depictive stories
in its authentic form (whole language)
Materials Digital Presentation, Objects for Activities, Signing Naturally Level 1 DVD
LESSON PROCEDURE
Activity Description Length
Roll Call Teacher spells the students name and give them the point if they catch their 10 mins
names or point the student.
Opening/ Quick review from the beginning of Unit 2. Cardinal numbers 15-20. Review 20 mins
Review the picture of classroom, languages, review unit 1 and Noun - Verb
Teacher Show the projector: 30 mins
Directed Areas of focus:
1) Introduce the pictures of the leisure activities
2) Introduce the pictures different kind of drinking
3) Cardinal numbers 20-30 and
Guided Demonstrate paired dialogue for each: 30 mins
Practice
Cardinal Numbers
20 21 22 23 24 25 26 27 29 30

Vocabulary:
LIKE, DETEST, and FAVORITE

Demonstrate on the picture: page 137

Shmuels Narrating in grew up language

2017 Shmuel Khorsandi


Language(s) you grew up with
Other language (s) you learned in high school or college
Where did you learn the language
How many years did you study it
How much do you still remember
Languages you are currently learning
- Where are you learning it
- How difficult is it to learn?

Independent Teacher has students pick their partners. This time describe their previous 15 mins
Practice partners hobby to their new partner. Point out who they are talking about
before they begin. They can discuss about what they like to do their leisure
activities and their favorite drinking.
Cultural Return to classroom. Watch Shmuels narrating about grew up learning my 20 mins
Application language. After narrating Shmuels grew up in the language, asking the
questions and copy the sign. Have the students partnered up and practice
signing to each other.
Closure Quickly ask students to share what theyve learned during class. Explain 5 mins
upcoming assignment. Answer questions. Dismiss class.
Assessment Informal: During paired and group activities, use informal assessment Full Class
techniques such as asking to repeat, observe, and clarify Period /
Assignment
Differentiation Work with Office of Students with Disabilities. A few students have learning 3
disabilities and provided them more time for test, quizzes and midterms. One
student is on mobility disability. A statement in my syllabus inviting students
with disabilities to meet with me privately is a good step in starting a
conversation with those students who need accommodations and feel
comfortable approaching me about their needs. Let the student know times
s/he can meet me to discuss the accommodations and how soon the student
should do so.

Total 130 Minutes

2017 Shmuel Khorsandi