Directions, Location, Personnel

Directions, Location, Personnel
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Slide 1: Slide
American Sign Language9th Grade

This lesson contains 80 slides, with interactive quizzes, text slides and 3 videos.

Items in this lesson

Directions, Location, Personnel

Slide 1 - Slide

Today
-Recall ASL sentence structure and wh questions
-Determine and explain if pointing is considered rude in the Deaf culture and other cultures
-Predict signs based on their movement
-Give directions on where a building is located, decide/determine what it is near that building, and sign if we have that building/object at our school.
-Point out/determine what building is being signed in a sentence based on clues. 

Slide 2 - Slide

Pictionary
You will see pictues of vocabulary words from the past. Using the pictures, determine what the vocabulary word is from the prior lesson, Buildings and Locations around campus. Note: you cannot sign the word.
1. We will have two teams. 
2. For each slide you will sign the vocab words you recongnize in the pictures to your teammate. Your teammate must write all the vocab words you sign (even if they know the building). Try to have as many as possible. 
3. The team that has the correct building and can sign the vocab words on their board/building wins.

Slide 3 - Slide

timer
0:15

Slide 4 - Slide

timer
0:15

Slide 5 - Slide

timer
0:15
Note: Don't sign ASL, think of a different vocab word

Slide 6 - Slide

Giving Directions 
  • Think back to the prior lesson: different places around campus
  • We will apply the buildings you have learned to giving directions.
 

Slide 7 - Slide

Question of the day
Have you had to give directions to places around campus? Did you find is easy or hard, why?

Slide 8 - Slide

1. Do you think pointing in ASL is considered rude? 
2. Why, explain/provide examples. 
3. When have we used pointing in the past?
Pointing/Indexing

Slide 9 - Slide

Other Cultures
1. Do you think other cultures find pointing rude? Explain.
2. Has this happened to you by accident?

Slide 10 - Slide

Culture Note

Slide 11 - Slide

Giving Directions

Slide 12 - Slide

Predict
  • Think back to what you know about the 5 parameters of ASL, predict what the vocab word is (one particular parameter may help you). 

Slide 13 - Slide

Choose which vocab word uses pointing or indexing.

Slide 14 - Poll

Predict: Which one do you think is over there?

Slide 15 - Poll

Predict: Which one do you think is near?

Slide 16 - Poll

Predict: Which one do you think is far?

Slide 17 - Poll

Predict: Which one do you think is around the corner?

Slide 18 - Poll

Why? What parameter helped you the most?
1. 
2. 
3. 
4. 

Slide 19 - Slide

1. 
2. 
3. 
4. 

Slide 20 - Slide

Area
Practice: think back to the last class

HALLWAY + area
POOL + area
STADIUM + area

Slide 21 - Slide

QUESTION SIGNS GO WHERE IN AN ASL SENTENCE?
BEGINNING
MIDDLE
END

Slide 22 - Poll

SIMPLE ASL SENTNECE STRUCTURE

Slide 23 - Open question

Graphic Organizer
Paper and digital form available.

Slide 24 - Slide

Create ASL sentences
timer
2:00
Remember: You can incorporate pointing into your sentences. Why?
Pick a building vocab word from the last class.
Vocab Bank
office
library
cafeteria
pool
gym
stadium 



1. How would you greet someone (culturally appropriate)?
2. How would you ask where a building/area is?
3. How would you respond using the direction vocab we learned? How would you ask where a location/direction was? 
4. What is it near (other buildings/areas)? How would you ask this?
5. How would you end the conversation?

Slide 25 - Slide

Video-Interpretive
We will watch the video two times.  You will also observe the clips when answering the questions below.
You are now connecting the vocab from the last lesson to the direction vocab you just learned. 
1. What question does Sean ask?Write it in ASL form. Think back to WH questions.
2. Did she only sign around the corner? What vocab word did she add?
3. How did they start and end the conversation? Was it culturally appropriate, explain.

Slide 26 - Slide

Slide 27 - Video

Slide 28 - Mind map

What question did Sean ask? Write it in ASL form. Think back to WH questions.

Slide 29 - Open question

Where is the building located? Identify the direction used.
Did she only sign around the corner? What vocab word did she add?

Partners

Slide 30 - Slide

How did they start and end the conversation? Was it culturally appropriate, explain.
timer
1:00

Slide 31 - Slide

Graphic Organizer
timer
2:00

Slide 32 - Slide

Giving Directions
Remember: there are no one-worded responses in ASL
1. Greeting
2. ______ WHERE?                       LOCATED WHERE?
3. (DIRECTION SIGN)________+AREA or AREA __________ 
4. (NEAR/FAR)___________ (BUILDING)________ or NEAR/FAR WHICH 
5. END CONVERSATION

Slide 33 - Slide

Compare: Identify the parameter that is different between the two signs. Explain why this parameter is important.
Compare/Review: Identify the parameter that is different between the two signs. Explain why this parameter is important. Can you think of other signs like this?
VS

Slide 34 - Slide

Scenario 
  • It's the first day of school, your job is to help new students find certain buildings/areas/things based on their questions in ASL.
  • How many of you felt lost on your first day of school?
  • How do you think a Deaf student would feel on our campus? Do you think this would help them, why?

Slide 35 - Slide

Index Card Activity-Interpersonal
timer
3:00
Culture: 
  • What are specific ways to make sure you are culturally appropriate during each meeting?  Is it okay to use pointing, why?
Volunteer?
You will have a building/object found around our school on the front of your index card. 
Think back to the ASL sentence/question structure we just worked on when answering the question.

Identify and sign the following:
1. Get your partner's attention and greet your partner.
2. Identify and sign the building/area your partner has (prior class)
3. Ask/Answer in ASL the question on the back of the card:
  • Does our school have this? (think back to ASL 1)
  • What direction is it located?
  • Is it the front or back of the school? (prior lesson)
  • What buildings is it near? 
4. End the conversation/switch the notecards
Index Card Activity-Interpersonal

Slide 36 - Slide

Exit Ticket
1. Identify the building 
2. Does our school have it?
3. Is it near or far?
4. What building/area is it near? 
5. Front or back of the school?

Slide 37 - Slide

Vocab Continued

Slide 38 - Slide

Vocabulary for today:
activity center
back (school)
field (grass+area)
flag
front (school)
snack machine
soda machine

have
don't have

blue = words you know

Slide 39 - Slide

activity center
back
field/grass area
flag
front
soda machine
snack machine

Slide 40 - Slide

1. Identify the building
2. Does our school have it?
3. Is it near or far?
4. What building/area is it near?
5. Front or back of the school?

Slide 41 - Open question

Next class
People that sit in the buildings that we have learned

Slide 42 - Slide

Your Turn Partner
  • Make sure to use culturally appropriate norms for your conversation. What does that look like?
Scenario: You see a new student near the ASL classroom searching for their next class.
Using the map on this slide and direction signs, in ASL, help them find the library. 
 

Slide 43 - Slide

Create a short skit
  • Make sure to sign this in a conversation format (what does that look like?)
Roles: new student and current student. 
1. Get their attention (culturally appropriate), must have a greeting
2. Ask where the building is.
3. What direction is it located? (use a direction sign)
4. What is it near?
5. End the conversation
I will call on a few of you to present.

Slide 44 - Slide

Personnel

Slide 45 - Slide

Today: 
- Choose the correct building based on clues (vocabulary from the past two lessons) given by the teacher and peers.
-Connect the people that work at this school to the building you can find them in 
-Understand the role of an Interpreter for a Deaf student
-Combine the vocabulary learned in the prior two classes (Locations, Directions, Personnel) to help a future Deaf student on campus

Slide 46 - Slide

Calendar talk: Sign in complete ASL sentences.
I sign you sign:
  • GOOD MORNING/AFTERNOON
_________________________
  • HOW YOU?
________________________
  • TODAY WHAT? (day of the week, month, date)
____________________________
Dancing with the stars.
Why do you think this is a big deal for the Deaf community?

Slide 47 - Slide

Review: Directions Buildings/Areas
I'll sign the following:
direction
near or far this classroom       
front/back of school
what buildings it is by 

You: write the building


Bank:
  • cafeteria
  • gym
  • library
  • office
  • stadium
  • theater
  • flag
  • field 
  • pool

Slide 48 - Slide

Your turn 
You sign the following:
direction
near or far, this classroom
what building/buildings it is by 

Your partner: write the building
switch


timer
3:00
Bank:
  • cafeteria
  • gym
  • library
  • office
  • stadium
  • theater
  • flag
  • field 
  • pool

Slide 49 - Slide

people that work in our school who?

Slide 50 - Mind map

What is an agent marker? Think back to ASL 1 when we talked about objects in the classroom, provide an example.

Slide 51 - Open question

Personnel
coach, boss, dean
counselor
interpreter
librarian
nurse
psychologist
secretary
principal
assistant principal

Slide 52 - Slide

coach/ boss/ dean

Slide 53 - Slide

counselor

Slide 54 - Slide

interpreter

Slide 55 - Slide

librarian 

Slide 56 - Slide

nurse

Slide 57 - Slide

psychologist

Slide 58 - Slide

secretary

Slide 59 - Slide

principal

Slide 60 - Slide

assistant principal

Slide 61 - Slide

Did every staff member have an agent sign? Support your answer with evidence.

Slide 62 - Open question

Interpreter
Why do you think the vocab word INTERPRETER is in the school personnel, Explain. 

Slide 63 - Slide

Video
Why are interpreters important in schools? Explain. 

Do you think interpreters are a part of the Deaf community? Explain your answer.

Slide 64 - Slide

Slide 65 - Video

Station Practice
An incoming Deaf Student needs help with the buildings/people around campus. Work in your groups to identify as many vocabulary words as you see/know.
1. If it is a person/people what is their title? Where can I find them/what building are they in?
2. If it is a building, where is it located? Is it near or far? Front or back of school? What buildings are by it? Who sits in that building?
timer
1:00

Slide 66 - Slide

station 1

Slide 67 - Mind map

station 2

Slide 68 - Mind map

station 3

Slide 69 - Mind map

station 4

Slide 70 - Mind map

station 5

Slide 71 - Mind map

station 6

Slide 72 - Mind map

CL 5: CLAW

Slide 73 - Slide

What are classifiers? Are they considered signs?

Slide 74 - Open question

What do you need to do before using a classifier?

Slide 75 - Open question

CL we have used

Slide 76 - Mind map

Three rules

Slide 77 - Slide

Slide 78 - Video

Exit Ticket
Guess the building: Write the dialogue out and guess the building at the end.

Slide 79 - Slide

Identify the building and provide supports from the dialogue to why it's that building.

Slide 80 - Open question