Standards Alignment
- TEKS.114.38.01C primary
convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the advanced proficiency level; - TEKS.114.38.01D primary
demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics at the advanced proficiency level; and
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Lesson Overview
This lesson guides Grade 12 students in American Sign Language (ASL) to convey information effectively using concepts, classifiers, phrases, and sentences without voice at an advanced proficiency level. Students will also demonstrate mastery of ASL phonology, morphology, syntax, semantics, and pragmatics. The lesson emphasizes expressive and receptive communication skills, cultural understanding, and accurate linguistic usage in ASL.
Learning Objectives
- Convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice at the advanced proficiency level.
- Demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics at the advanced proficiency level.
Success Criteria
- Students accurately use classifiers and concepts to convey detailed information in ASL without voice.
- Students construct phrases and sentences in ASL that follow advanced phonological, morphological, syntactic, semantic, and pragmatic rules.
- Students demonstrate understanding of cultural context in their ASL communication.
- Students participate confidently in expressive and receptive ASL communication activities without voice.
Prerequisite Knowledge
Students should have prior knowledge of basic and intermediate ASL vocabulary, sentence structure, and cultural context. They should be familiar with fundamental ASL phonology, morphology, syntax, semantics, and pragmatics to build upon for advanced proficiency.
Key Vocabulary
- American Sign Language (ASL)
- Concepts
- Classifiers
- Phrases
- Sentences
- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics
- Expressive Communication
- Receptive Communication
Materials and Resources
- Video examples of advanced ASL conversations
- Flashcards with ASL classifiers and concepts
- Whiteboard or digital display for modeling signs and sentence structures
- Worksheets for practice with classifiers and sentence construction
- Recording device or app for students to record their signing for self-assessment
Teacher Preparation
- Review advanced ASL phonology, morphology, syntax, semantics, and pragmatics concepts.
- Prepare video clips demonstrating use of classifiers and complex sentence structures in ASL.
- Create or gather flashcards and worksheets for guided practice.
- Set up space for students to practice signing in pairs or small groups.
- Prepare assessment prompts that require students to convey information using advanced ASL structures.
Detailed Lesson Notes
Understanding Concepts and Classifiers in ASL
Concepts in ASL are the ideas or meanings that signs represent. Classifiers are specific handshapes used to represent categories of objects, people, or actions and show their movement, location, or appearance. At the advanced level, students combine classifiers with concepts to convey detailed and nuanced information. For example, using a vehicle classifier to show the movement of a car around obstacles or a person classifier to indicate body posture or action. Understanding classifiers requires recognizing their semantic categories and how they modify meaning in phrases and sentences.
Advanced ASL Phrases and Sentence Construction
Phrases in ASL are groups of signs that work together to express a single idea, while sentences combine phrases to communicate complete thoughts. Advanced proficiency involves constructing complex sentences that include temporal markers, conditionals, negations, and topic-comment structures. Syntax in ASL differs from English; for example, the typical ASL sentence structure might follow Topic-Comment order. Morphology includes the use of inflections such as verb modifications to indicate tense or aspect. Students must practice combining classifiers, concepts, and appropriate sentence structures to convey precise information.
Phonology, Morphology, Syntax, Semantics, and Pragmatics in ASL
Phonology in ASL refers to the parameters of signs: handshape, location, movement, palm orientation, and non-manual signals. Morphology involves the structure of signs and how they change to express grammatical information. Syntax is the arrangement of signs to form meaningful sentences. Semantics is the meaning conveyed by signs and sentences, and pragmatics involves the use of language in social contexts, including cultural norms and conversational rules. Advanced learners must demonstrate control over these linguistic components to communicate effectively and appropriately in ASL.
Expressive and Receptive Communication Skills Without Voice
Expressive skills involve producing ASL to convey messages, while receptive skills involve understanding ASL from others. At the advanced level, students should be able to express complex ideas clearly and understand nuanced messages from native or fluent signers. This includes recognizing subtle non-manual signals such as facial expressions and body language that affect meaning. Practice should include both signing and interpreting activities to build fluency and comprehension.
Cultural Context and Communication in ASL
ASL is deeply connected to Deaf culture. Understanding cultural norms, values, and communication styles is essential for pragmatic competence. For example, maintaining eye contact, using appropriate spatial referencing, and following turn-taking conventions are important. Advanced learners should be aware of cultural differences and incorporate this understanding into their communication to avoid misunderstandings and to show respect for the Deaf community.
Worked Examples
Worked Example 1
Scenario
A student wants to describe a car moving quickly around a corner using ASL classifiers. How should they use classifiers and sentence structure to convey this information?
Explanation
The student should use a vehicle classifier handshape to represent the car and show its movement by moving the hand in a path that indicates the car turning quickly around a corner. They should incorporate non-manual signals such as facial expressions to indicate speed and urgency. The sentence should follow ASL syntax, possibly starting with the topic (the car) and then the comment (its movement).
Answer Guide
The student uses the vehicle classifier handshape and moves it quickly around a corner shape while showing a facial expression of speed, signing the sentence with correct ASL word order and non-manual markers.
Worked Example 2
Scenario
Explain how verb modifications in ASL can indicate tense or aspect in a sentence.
Explanation
Verb modifications in ASL involve changing the movement, speed, or repetition of a sign to show when an action occurs or its duration. For example, a repeated movement can indicate a habitual action, while a slowed movement can indicate a past action. These morphological changes help convey tense and aspect without using separate words.
Answer Guide
Verb signs are modified in movement or speed to show tense or aspect, such as repeating a sign for habitual actions or slowing it for past tense.
Engage
Teacher Activity
Introduce the lesson by showing a short video clip of an advanced ASL conversation that uses classifiers and complex sentence structures. Ask students to observe how information is conveyed without voice and to note any classifiers or phrases they recognize.
Student Activity
Watch the video attentively and jot down observations about the use of classifiers, concepts, and sentence structures. Share initial thoughts or questions about what they noticed.
Explanation
This activity activates prior knowledge and sets the context for learning how advanced ASL users convey detailed information using classifiers and complex sentences.
Examples
- Students identify specific classifiers representing objects or people.
- Students notice non-manual signals like facial expressions.
- Students recognize that sentences are structured differently than English.
Explore
Teacher Activity
Provide flashcards with various ASL classifiers and concepts. Guide students in practicing these classifiers in pairs, creating short phrases that describe actions or objects using the classifiers.
Student Activity
Practice signing the classifiers and combining them with concepts to form descriptive phrases. Work with a partner to sign and interpret each other's phrases.
Explanation
Hands-on practice with classifiers and concepts helps students internalize their meanings and how to use them in communication.
Examples
- Students correctly form classifiers with appropriate handshapes.
- Students demonstrate movement or location using classifiers.
- Students combine classifiers with other signs to create meaningful phrases.
Explain
Teacher Activity
Model constructing advanced ASL sentences using classifiers, temporal markers, and appropriate syntax. Explain the role of phonology, morphology, syntax, semantics, and pragmatics in these sentences.
Student Activity
Observe the teacher's modeling and take notes on sentence structure and linguistic features. Ask clarifying questions about the use of classifiers and grammar.
Explanation
Explicit instruction clarifies how advanced ASL linguistic components work together to form meaningful communication.
Examples
- Students understand the Topic-Comment sentence structure.
- Students recognize the importance of non-manual signals.
- Students grasp how verb modifications express grammatical information.
Elaborate
Teacher Activity
Assign students to create and sign their own short stories or descriptions using classifiers, concepts, and advanced sentence structures. Provide feedback on accuracy and cultural appropriateness.
Student Activity
Develop and perform a signed narrative or description incorporating lesson elements. Reflect on the use of classifiers and sentence construction.
Explanation
Applying skills in original communication reinforces learning and builds confidence in advanced ASL use.
Examples
- Students use classifiers creatively to convey detailed information.
- Students produce coherent sentences following ASL syntax.
- Students use appropriate non-manual signals and cultural norms.
Evaluate
Teacher Activity
Conduct a performance assessment where students convey specific information in ASL using classifiers, phrases, and sentences without voice. Observe and provide feedback on linguistic accuracy and expressiveness.
Student Activity
Perform the assigned ASL communication task, demonstrating advanced proficiency. Self-assess and peer-assess using provided criteria.
Explanation
Assessment confirms students' ability to meet lesson objectives and apply advanced ASL skills in communication.
Examples
- Students accurately and fluently use classifiers and sentence structures.
- Students demonstrate understanding of ASL phonology and pragmatics.
- Students communicate clearly and appropriately without voice.
Classroom Activity
Practice signing the classifiers and combining them with concepts to form descriptive phrases. Work with a partner to sign and interpret each other's phrases.
Guided Practice
Guided Practice 1
Prompt
What is a classifier in ASL and what does it represent?
Teacher Answer Guide
A classifier is a specific handshape in ASL that represents a category of objects, people, or actions and shows their movement, location, or appearance.
Guided Practice 2
Prompt
How can you use facial expressions to add meaning when signing a sentence in ASL?
Teacher Answer Guide
Facial expressions serve as non-manual signals that convey emotions, question types, or intensity, adding meaning to the signs and helping clarify the message.
Guided Practice 3
Prompt
Create a short phrase using a classifier to describe a person walking quickly across a room. What classifier and movements would you use?
Teacher Answer Guide
Use a person classifier handshape and move it quickly across the signing space to show the person walking quickly across the room.
Guided Practice 4
Prompt
Analyze the sentence structure of an ASL sentence that uses a topic-comment order. How does this differ from English sentence structure?
Teacher Answer Guide
In ASL topic-comment structure, the topic is signed first to establish what the sentence is about, followed by the comment that gives information about the topic. This differs from English, which typically follows subject-verb-object order.
Guided Practice 5
Prompt
Explain how pragmatics influence the way you sign in different social situations within the Deaf community.
Teacher Answer Guide
Pragmatics guide the use of language based on social context, so in the Deaf community, this includes using appropriate eye contact, turn-taking, signing space, and cultural norms to communicate respectfully and effectively.
Independent Practice
- Foundational: What is a classifier in ASL and what does it represent?
- Developing: How can you use facial expressions to add meaning when signing a sentence in ASL?
- Application: Create a short phrase using a classifier to describe a person walking quickly across a room. What classifier and movements would you use?
- Analysis: Analyze the sentence structure of an ASL sentence that uses a topic-comment order. How does this differ from English sentence structure?
- Challenge: Explain how pragmatics influence the way you sign in different social situations within the Deaf community.
Independent Practice Teacher Answer Key
- 1. A classifier is a specific handshape in ASL that represents a category of objects, people, or actions and shows their movement, location, or appearance.
- 2. Facial expressions serve as non-manual signals that convey emotions, question types, or intensity, adding meaning to the signs and helping clarify the message.
- 3. Use a person classifier handshape and move it quickly across the signing space to show the person walking quickly across the room.
- 4. In ASL topic-comment structure, the topic is signed first to establish what the sentence is about, followed by the comment that gives information about the topic. This differs from English, which typically follows subject-verb-object order.
- 5. Pragmatics guide the use of language based on social context, so in the Deaf community, this includes using appropriate eye contact, turn-taking, signing space, and cultural norms to communicate respectfully and effectively.
Guiding Questions
- What are classifiers and how do they function in ASL?
- How do you construct complex sentences in ASL?
- Why are non-manual signals important in ASL communication?
- How does cultural context influence ASL use?
- How can you improve your expressive and receptive ASL skills?
Common Misconceptions
- Classifiers are just random handshapes and do not have specific meanings.
- ASL sentence structure is the same as English sentence structure.
- Facial expressions in ASL are optional and do not affect meaning.
- Using ASL without voice means only using hands, ignoring body language and facial cues.
- Pragmatics are not important in ASL communication.
Differentiation
Support and Intervention
Provide visual aids and step-by-step modeling of classifiers and sentence structures. Use slower signing and repetition during instruction. Pair students with peers for guided practice and feedback.
English-Language Learner Support
Use clear, simple ASL signs and gestures to support understanding. Provide bilingual ASL-English glosses for new vocabulary. Encourage use of visual dictionaries and videos for reinforcement.
Advanced and Extension
Challenge students to create complex narratives using multiple classifiers and advanced sentence structures. Encourage analysis of ASL discourse from native signers for deeper understanding. Assign research on Deaf culture and its impact on ASL pragmatics.
Assessment
- Observe students during paired practice using classifiers and phrases.
- Ask students to explain the meaning of classifiers and sentence structures.
- Use exit tickets where students sign a short sentence using a classifier.
- Sign a sentence using a classifier to describe an object moving in space.
- Explain how facial expressions change the meaning of a signed sentence.
- Perform a signed narrative incorporating classifiers, concepts, and advanced sentence structures.
- Write a reflection on how ASL phonology, morphology, syntax, semantics, and pragmatics influence communication.
Answer Guide
- What is a classifier in ASL and what does it represent?
Answer: A classifier is a specific handshape in ASL that represents a category of objects, people, or actions and shows their movement, location, or appearance. - How can you use facial expressions to add meaning when signing a sentence in ASL?
Answer: Facial expressions serve as non-manual signals that convey emotions, question types, or intensity, adding meaning to the signs and helping clarify the message. - Create a short phrase using a classifier to describe a person walking quickly across a room. What classifier and movements would you use?
Answer: Use a person classifier handshape and move it quickly across the signing space to show the person walking quickly across the room. - Analyze the sentence structure of an ASL sentence that uses a topic-comment order. How does this differ from English sentence structure?
Answer: In ASL topic-comment structure, the topic is signed first to establish what the sentence is about, followed by the comment that gives information about the topic. This differs from English, which typically follows subject-verb-object order. - Explain how pragmatics influence the way you sign in different social situations within the Deaf community.
Answer: Pragmatics guide the use of language based on social context, so in the Deaf community, this includes using appropriate eye contact, turn-taking, signing space, and cultural norms to communicate respectfully and effectively.
Real-Life Application
Encourage students to practice signing with family members or friends and to share what they learned about classifiers and sentence structure. Suggest watching ASL videos or shows together to observe advanced signing in context.
Homework or Home Connection
- Encourage students to practice signing with family members or friends and to share what they learned about classifiers and sentence structure. Suggest watching ASL videos or shows together to observe advanced signing in context.
Lesson Summary
In this lesson, students develop advanced ASL communication skills by learning to convey information using concepts, classifiers, phrases, and sentences without voice. They deepen their understanding of ASL phonology, morphology, syntax, semantics, and pragmatics, and apply these to expressive and receptive communication. Through modeling, practice, and assessment, students build confidence and accuracy in advanced ASL usage, while appreciating the cultural context of the Deaf community.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.