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  3. Grade 9
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  5. Engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information

Grade 9 · Languages Other Than English

Engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information

Quarter 2 · Week 1 · TEKS

Standards Alignment

  • TEKS.114.34.01A primary
    engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information;
  • TEKS.114.34.01B primary
    demonstrate an understanding of basic ASL such as simple stories, everyday commands, and brief instructions when dealing with familiar topics;

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Lesson Overview

This lesson introduces Grade 9 students to American Sign Language (ASL) communication skills focused on engaging in diverse exchanges of learned material. Students will practice expressive and receptive ASL communication without voice to socialize and to provide and obtain information. The lesson aligns with TEKS standards requiring students to engage in ASL exchanges and demonstrate understanding of basic ASL such as simple stories, everyday commands, and brief instructions on familiar topics.

Learning Objectives

  • Engage in a variety of ASL exchanges using learned vocabulary and structures to socialize and exchange information.
  • Demonstrate understanding of basic ASL through comprehension of simple stories, everyday commands, and brief instructions related to familiar topics.

Success Criteria

  • Students can participate in ASL conversations to share information and socialize using learned signs and phrases.
  • Students can understand and respond appropriately to simple ASL stories, commands, and instructions on familiar subjects.

Prerequisite Knowledge

Students should have prior exposure to basic ASL vocabulary and simple sentence structures, including common signs for greetings, questions, and everyday topics.

Key Vocabulary

  • American Sign Language (ASL)
  • Expressive communication
  • Receptive communication
  • Socialize
  • Information exchange
  • Simple stories
  • Everyday commands
  • Brief instructions

Materials and Resources

  • Visual aids with ASL vocabulary and phrases
  • Video clips demonstrating ASL exchanges
  • Flashcards of common ASL signs
  • Worksheets for practice dialogues
  • Whiteboard and markers

Teacher Preparation

  • Review TEKS standards TEKS.114.34.01A and TEKS.114.34.01B to align lesson activities.
  • Prepare visual and video materials illustrating ASL exchanges and commands.
  • Plan guided practice scenarios for students to role-play ASL conversations.
  • Arrange classroom space for paired and group signing activities.

Detailed Lesson Notes

Understanding ASL Communication Skills

American Sign Language is a visual language that uses hand shapes, movements, facial expressions, and body language to communicate. Expressive communication means producing signs to convey messages, while receptive communication means understanding signs from others. In this lesson, students will practice both skills to socialize and exchange information without using voice.

Engaging in ASL Exchanges

Students will learn to participate in various ASL exchanges such as greetings, asking and answering questions, sharing information about familiar topics, and responding to commands. These exchanges help build conversational skills and confidence in using ASL in social contexts.

Understanding Basic ASL Content

Students will develop comprehension of simple ASL stories, everyday commands, and brief instructions. This includes recognizing common signs, understanding the sequence of signs in a story or command, and interpreting facial expressions that add meaning. Familiar topics might include school, family, weather, or daily routines.

Cultural Context and Norms

Effective ASL communication also involves understanding Deaf cultural norms such as maintaining eye contact, using appropriate facial expressions, and respecting turn-taking in conversations. Awareness of these norms enhances communication and shows respect for the Deaf community.

Common Misconceptions

A common misconception is that ASL is just a signed version of English; however, ASL has its own grammar and syntax. Another is that facial expressions are optional; in fact, they are essential to convey tone and meaning in ASL.

Worked Examples

Worked Example 1

Scenario

A student signs a greeting and then asks, 'How are you?' in ASL. Their partner responds with signs indicating they are fine and asks the same question back. Explain why this exchange shows both expressive and receptive communication skills.

Explanation

The first student uses expressive skills by producing the signs for greeting and asking a question. The partner uses receptive skills by understanding the question and then uses expressive skills to respond and ask back. This turn-taking demonstrates both producing and understanding ASL signs in a social exchange.

Answer Guide

The exchange shows expressive communication when the student signs the greeting and question, and receptive communication when the partner understands and responds appropriately, demonstrating a complete ASL conversation.

Engage

Teacher Activity

Introduce the lesson by showing a short video of two people having a simple ASL conversation exchanging greetings and information.

Student Activity

Watch the video attentively and note the signs and expressions used in the conversation.

Explanation

This video models how ASL is used naturally to socialize and exchange information, highlighting expressive and receptive skills.

Examples

  • Students identify common greetings and questions in ASL.
  • Students notice the use of facial expressions and eye contact.
  • Students understand that ASL exchanges involve both signing and watching carefully.

Explore

Teacher Activity

Lead students in practicing basic ASL exchanges such as greetings, asking 'How are you?', and sharing simple information about themselves.

Student Activity

Practice signing these exchanges with a partner, taking turns to sign and respond.

Explanation

This activity allows students to actively use learned signs in social exchanges, building expressive and receptive skills.

Examples

  • Students produce clear signs for greetings and questions.
  • Students respond appropriately to their partner's signs.
  • Students maintain eye contact and use facial expressions during exchanges.

Explain

Teacher Activity

Explain the importance of understanding simple stories, commands, and instructions in ASL. Demonstrate with a brief signed story and a few commands related to classroom activities.

Student Activity

Watch the demonstration and try to interpret the meaning of the story and commands.

Explanation

Understanding signed stories and commands helps students follow instructions and engage in conversations on familiar topics.

Examples

  • Students identify key signs and sequence in the story.
  • Students understand and can follow simple commands.
  • Students recognize the role of facial expressions in conveying meaning.

Elaborate

Teacher Activity

Organize role-play scenarios where students use ASL to socialize and exchange information, incorporating simple stories, commands, and instructions.

Student Activity

In pairs or small groups, perform the role-plays using ASL, practicing both signing and understanding.

Explanation

Role-playing provides contextual practice, reinforcing expressive and receptive ASL skills in social and informational exchanges.

Examples

  • Students initiate and maintain ASL conversations.
  • Students exchange information clearly using learned signs.
  • Students demonstrate comprehension through appropriate responses.

Evaluate

Teacher Activity

Assess students by having them participate in a brief ASL exchange and interpret a simple signed story or command.

Student Activity

Perform the ASL exchange and answer questions about the signed story or commands.

Explanation

This assessment checks students' ability to use and understand basic ASL in social and informational contexts as required by TEKS standards.

Examples

  • Students successfully perform ASL exchanges.
  • Students demonstrate comprehension of signed stories and commands.
  • Students respond correctly to instructions.

Classroom Activity

Practice signing these exchanges with a partner, taking turns to sign and respond.

Guided Practice

Guided Practice 1

Prompt

What sign is commonly used to greet someone in ASL?

Teacher Answer Guide

The sign for 'hello' is commonly used to greet someone in ASL.

Guided Practice 2

Prompt

How do you show understanding when someone signs to you?

Teacher Answer Guide

By maintaining eye contact, nodding, and using facial expressions to show you are following the conversation.

Guided Practice 3

Prompt

What does expressive communication mean in ASL?

Teacher Answer Guide

Expressive communication means producing signs to convey messages to others.

Guided Practice 4

Prompt

Why are facial expressions important in ASL?

Teacher Answer Guide

Facial expressions add meaning and tone to signs, helping to clarify the message.

Guided Practice 5

Prompt

What is one way to demonstrate receptive communication in ASL?

Teacher Answer Guide

By watching and understanding the signs someone else produces and responding appropriately.

Independent Practice

  1. Foundational: What is one common ASL sign you can use to greet someone?
  2. Developing: How can you show you are listening and understanding when someone signs to you in ASL?
  3. Application: Sign a simple exchange where you ask a classmate how they are and respond to their answer.
  4. Analysis: Watch a short ASL story and identify the main topic and two key signs used to tell the story.
  5. Challenge: Create a brief ASL dialogue that includes a greeting, asking for information about the weather, and responding with a simple description.

Independent Practice Teacher Answer Key

  1. 1. The sign for 'hello' is a common ASL greeting.
  2. 2. You maintain eye contact, nod your head, and use facial expressions to show understanding.
  3. 3. The student signs 'Hello, how are you?' and then responds with signs indicating 'I am fine' or similar.
  4. 4. The main topic is identified correctly, and two key signs that convey important information in the story are named.
  5. 5. The dialogue includes a greeting sign, a question about the weather, and a response describing the weather using appropriate ASL signs and expressions.

Guiding Questions

  • What signs help you greet someone in ASL?
  • How do you ask for information using ASL?
  • What facial expressions are important in ASL communication?
  • How can you tell if someone understands your signs?
  • Why is it important to follow commands and instructions in ASL?

Common Misconceptions

  • ASL is not just English with hand signs; it has its own grammar and structure.
  • Facial expressions in ASL are optional; in reality, they are essential for meaning.
  • ASL communication does not require eye contact; actually, eye contact is crucial for understanding.

Differentiation

Support and Intervention

Provide visual cue cards with signs and meanings. Use slower signing and repetition during instruction. Pair students with peers who have stronger ASL skills for practice.

English-Language Learner Support

Use clear, simple signs and avoid idiomatic expressions. Incorporate pictures and gestures to support understanding. Encourage use of ASL fingerspelling for new vocabulary.

Advanced and Extension

Challenge students to create longer ASL stories using learned vocabulary. Introduce more complex commands and instructions for comprehension. Encourage students to analyze cultural norms in ASL communication.

Assessment

  • Observe students during paired ASL exchanges to check for correct signing and understanding.
  • Ask students to interpret simple signed commands and stories during class.
  • Use quick exit tickets where students sign a greeting or answer a question.
  • Sign a greeting and ask a question in ASL to a partner.
  • Interpret a brief signed instruction given by the teacher.
  • Explain one way facial expressions change the meaning of a sign.
  • Perform a role-play demonstrating an ASL exchange including greetings, questions, and responses.
  • Translate a short ASL story into English to show comprehension.
  • Complete a written reflection on the importance of expressive and receptive skills in ASL.

Answer Guide

  • What sign is commonly used to greet someone in ASL?
    Answer: The sign for 'hello' is commonly used to greet someone in ASL.
  • How do you show understanding when someone signs to you?
    Answer: By maintaining eye contact, nodding, and using facial expressions to show you are following the conversation.
  • What does expressive communication mean in ASL?
    Answer: Expressive communication means producing signs to convey messages to others.
  • Why are facial expressions important in ASL?
    Answer: Facial expressions add meaning and tone to signs, helping to clarify the message.
  • What is one way to demonstrate receptive communication in ASL?
    Answer: By watching and understanding the signs someone else produces and responding appropriately.

Real-Life Application

Encourage students to practice ASL greetings and simple exchanges with family members or friends and share their experiences in the next class.

Homework or Home Connection

  • Encourage students to practice ASL greetings and simple exchanges with family members or friends and share their experiences in the next class.

Lesson Summary

In this lesson, students learned to engage in a variety of ASL exchanges to socialize and exchange information. They practiced both expressive and receptive communication skills by signing greetings, asking and answering questions, and understanding simple stories and commands. Students also explored the importance of facial expressions and cultural norms in ASL communication, building a foundation for confident and respectful interaction in the Deaf community.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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