LESSON PLAN

Name: Jessy Bray Date of Lesson/Observation: 3/27/17

SCHOOL

Institution Onondaga Community College (OCC) Syracuse, NY

Course ASL 101-005, 3 credits
Curriculum We Sign: Level 1, Units 1-7
Students 15 students
Duration Monday, Wednesday, and Friday 10:10-11:00 (50 mins)
Co-Faculty n/a On the job internship.

LESSON OUTCOMES
Unit Unit 5: Family Unit
Outcomes At the end of this unit, the students will be able to:
1) Talk about family and family relationships
2) Demonstrate the ability to reply to questions by giving correct information and negating
statements
3) Expand about their siblings, ranking order of siblings including themselves, and create
contrastive sentences about siblings.
4) Discuss how old their family members are and produce age signs correctly.
5) Explain different types of relationships/variations among families.
6) Give information on their families and comment on other students family information.
7) Attribute the functions, grammar, and core vocabulary related to the family unit.
8) Understand about Deaf Families vs a Deaf person in a hearing family.

Lesson Lesson 1: Introduction to Family Unit- Creating a Family

Outcomes At the end of this lesson, the students will be able to:
1) Sign basic vocabulary related to family.
2) Discuss different relationship status
3) Exchange information about each others families.
4) Learn about Deaf Families
5) Expand information on their siblings.
6) Ask or answer negation questions (such as BROTHER/SISTER NONE)

ACTFL This lesson satisfies the following ACTFL standards:

Standards 1.1: Students engage in conversation, provide and obtain information, express feelings, and
emotions and exchange opinions.
1.2: Understand & interpret variety of topics
 1.3: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate
on a variety of topics using appropriate media and adapting to various audiences of listeners,
readers, or viewers.
3.1 Learners use the language to investigate, explain, and reflect on the nature of language
through comparisons of the language studied and their own.
3.2: Learners use the language to investigate, explain, and reflect on the concept of culture
through comparisons of the cultures studied and their own.
4.1: Students demonstrate understanding of the nature of language by engaging in dialogue
4.2: Demonstrate understanding the concept of culture through comparisons of cultures and
their own.

Outcome & Lesson Outcomes Unit ACTFL

Standards 1) Sign Basic vocabulary related to Family 1,7 1.2
Chart 2) Discuss different relationship status 2,5 1.1, 1.2, 4.1
3) Exchange information about each others families. 1, 2,6 1.3, 3.1, 3.2
4) Learn about Deaf Families 2,6,8 1.2, 4.2
5) Expand information on their siblings. 1,3 1.1, 4.1
6) Ask or answer negation questions (such as BROTHER/SISTER 2,6 1.2, 3.1
NONE)
Teaching Communicative Language Teaching, Direct Method, and Interactive Learning
Methods
Vocabulary Nouns: MOM, DAD, BROTHER, SISTER, GRANDMA, GRANDPA, SON, DAUGHTER,
COUSIN, AUNT, UNCLE, NIECE, NEPHWEW, BOYFRIEND, GIRLFRIEND, PARTNER,
HUSBAND, WIFE, PREGNANT, MARRY, DIVORCE, ENGAGED, FIANCE/FIANCEE,
SINGLE, ADOPTED.
D-O-G, CAT (only if those come up)
Grammar Recurring time signs: EVERY- (time sign), continuous time signs: ALL- (time sign), temporal
aspect: recurring, continuous. Inflecting verbs, role shifting, and conditional sentences.
Culture Deaf culture: Show Deaf Family- Sean Berdys Deaf Family and Nyle DiMarcos Deaf Family
Materials Digital Presentation

LESSON PROCEDURE
Activity Description Length
Opening/Roll Greet students. Ask them how their weekend was and comment if the 5 mins
Call opportunity is given. Such as oh really, same as me, or same as said student.
Attendance Sheet given for students to sign in.
YOU REMEMBER TODAY WHAT? answers from students, should be
FAMILY/MAKE FAMILY etc.
Teacher Setting up- Creating a Family Activity: 3 mins
Directed Ask for volunteers.
Tell students to move seats so can see better
Start off with a few volunteers, see below.

1. Asking for two volunteers to be a couple: gender doesnt matter

2. Ask for one more volunteer to be sister of one of the students.
3. More volunteers will be asked to come up, as the family grows.

Introduce Teacher will follow students lead and at the same time direct acting roles. 15 mins
Vocabulary 1) The two students will pretend to be a couple, go to a movie together. I
& would pick one student to ask the other student MOVIE YOU
Guided WANT GO?
Practice 2) After the movie is over, I would ask them MOVIE GOOD?
3) I will tell the class THOSE TWO LIKE, LIKE POINT to both
4) Those two together 8 MONTHS I will tell one of the students
YOU OPEN RINGBOX which indicates student will pretend to
propose to the other student
5) Face to the students sitting at their desks and sign: THOSE TWO
ENGAGED 1 YEAR LATER MARRY (I would act like a Bride
walking up the aisle for example; follow students lead on how they
want to act)
6) Ask students to cheer (hands waving) NOW THOSE TWO
MARRIED!
7) I will point at the sister, SHE SAD BOYFRIEND NONE (ask for
volunteers/or have student pick another student follow students lead)
That student will come up.
8) THOSE TWO TOGETHER 2 MONTHS ENGAGED WHOA!
(depending on how this plays out) 4 MONTHS LATER MARRIED!
FAST!
9) I will point at the newly married bride, POINT SHE SICK! NOW
PREGNANT!
10) 9 MONTHS LATER BABY BORN (GIRL/BOY) ask for student to
volunteer or see who wants to volunteer. I will pull out a seat for the
Baby
11) POINT SHE YOUR DAUGHTER YOU MOM DAD (depending
on whether theres a male/female couple)
12) ASK for GRANDPARENTS (volunteers to come up)
13) Explain GRANDPARENTS relationship to grandchild and the two
sisters
14) POINT at recently married couple (fast relationship) PREGNANT!
15) BORN TWINS! Ask for volunteers and pull out two seats.
 16) POINT TO PARENTS YOU MOM/DAD etc. POINT TO
AUNT/UNCLE YOU AUNT/YOU UNCLE (explain relationship
by pointing)
17) NOW (first couple- wife-) POINT, YOU SICK AGAIN. PREGNANT
BORN BABY BOY. Ask for volunteer
18) YOUR SON, YOUR NEPHEW
19) FOUR OF YOU COUSINS, YOUR GRANDMA/GRANDPA
20) (pick a couple) THOSE TWO MAD, DONT LIKE (point) HIM/HER
21) NOW DIVORCED/SEPARATED
22) YOU WANT MARRY AGAIN?
23) This part is where the plot can change easily by having variations to
the story: such as no want to stay single, yes want to marry again, may
want to have more children, may want to add pets such as dogs and
cats.
Teacher Students will go back to their seats. Teacher will review vocab using the 10 mins
Directed Digital Screen which will consist pictures, no English words. The teacher will
first wait and see what students responses are when they see that Digital
slide. The teacher should not give the answer right away, first wait and see.
The teacher will use the scaffolding technique as needed by pulling out from
the students. The slides will be a review from the vocabulary the students
recently learned from the Creating a Family activity. (see vocabulary
above) The teacher will point at the pictures (if students immediately answer
then no need to point at the picture). Give feedback if the opportunity is given
and nod/compliment students- YES YOU RIGHT. When we reach the
Brad/Angelinas family slide- ask questions or wait for students to respond.
Typical responses would be Those two divorced, they have twins, some of
the kids are adopted
Last slide related to new vocabulary will display a picture of my two sons (for
any other teachers teaching this lesson; include your family members). I will
wait for a reaction, students may say YOU SON? or I will go ahead
THOSE TWO MY SON. I will tell students their names LUKE and THEO
(fingerspell and show them their name signs) (if time is allowed, I will review
and point WHO (check for comprehension)

Independent First I will demonstrate with a fictional picture of my two siblings shown on 10 mins
Practice the Digital Screen. I will point ME BROTHER NAME M-I-K-E, then point
ME SISTER NAME D-E-S-I-R-EE for example.
Assign students into groups of threes, I would mix them up, this time I will
start from the right side of the room closest to the Digital screen, and assign
students a number from 1-4.
They will take turns showing their family pictures. On their turn, they will
point to the picture who their family members are such as pointing MOM,
DAD, MY BROTHER, MY SISTER, MY GRANDPA Also they should tell
their group their family members names especially their siblings. Example:
ME SISTER NAME L-I-L-Y.
Cultural Deaf culture: Show Deaf Family- Sean Berdys Deaf Family and Nyle 3 mins
Application DiMarcos Deaf Family. Show Marlee Matlins family, her family is hearing;
shes the only Deaf person in her family.
Closure Quickly ask students if they liked the Family unit. Explain homework 4 mins
assignment due next Monday. Dismiss class. Stay after for a few minutes, for
any questions that students may have.
Assessment Informal: During group activities, use informal assessment techniques such Full Class
as observing students, positive compliments, nod, asking to repeat, show a and
puzzled-face, clarify. Also, check for comprehension during activity and if Assignment
students recall vocabulary during review on the Digital Presentation.
Formal: The students will have a homework assignment on practicing their
signing using YouTube. That way I will have a formal assessment and I will
have a rubric to guide me on how I can better assess them and grade them.
Students will review Family Vocab via e-Book and reviewing the Digital
Presentation uploaded on Blackboard

Differentiation I have two students who gave me documentation from the OAR office. One n/a
student is hard of hearing, doesnt need accommodations for this class but I
need to ensure all activities are accessible for both of us. Another student
gave me documentation and on occasions has a note taker come in the
classroom. The note taker also participates when its time to learn new vocab
by copying my signs. There are several students who seem to have difficulty
maintaining attention.
I do constant check ins with students who seem to be inattentive that day due
to being sleepy, texting, excessive talking, or not participating. I would ask
that student a question or ask to repeat what another classmate recently
signed. Sometimes I go up closer to the student and continue teaching.
Usually the student will get back on track and attempts to participate with no
complaints. I try to scan around the room as much as possible to be sure
students are using the target language, seem to be following and for any
students who have questions.

Total 50 mins

Lesson Plan Variation-If time runs out after the Creating a Family part. Instead of students
showing and discussing their family pictures. (Move plan to next class period). Use the
VideoPhone (VP) line up activity instead. Students will line up into three rows. Each person in
the front of each row will face the teacher, and the rest of the students will face the other way.
The teacher will sign a basic sentence using new family vocabulary. I.e.: Using shoulder shift
(Contrastive Structure) MY DAD, (POINT) CHOCOLATE LOVES! MY MOM, (POINT) SODA
HATES Students will relay information to the person in front of them. At the end of the line,
the last person will come up sign the sentence (most likely it will be incorrect but funny).