Courses of Study

Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 2
Classroom Resources: 2
1) Communicate and share using American Sign Language on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Greet and leave people in a polite way.

b. Exchange basic information about self and others.

c. Ask for and provide information.

d. Exchange basic information about their everyday lives.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • use culturally appropriate communication for introducing, greeting and leave-taking in a polite way.
  • exchange basic personal information, e.g., name, school, family, and likes/dislikes, about self and others using words, phrases, simple sentences in the present time frame.
  • ask for and provide personal information using yes/no questions, 'wh' questions, name signs, basic pronominal awareness, spatial referencing skills, and topic/comment in the present time frame.
  • exchange basic personal information about their everyday lives, e.g., home, school, and events, using words, phrases, and simple sentences in the present time frame.
Performance Descriptors:
Knowledge:
Students know:
  • culturally appropriate and polite ways to introduce themselves, greet and leave people.
  • strategies to exchange basic personal information about self and others.
  • vocabulary to ask for and provide information using appropriate ASL skills.
  • basic personal information about their everyday lives using words phrases, and simple sentences in the present time frame.
Skills:
Students are able to:
  • introduce self, greet and leave people in a polite way using the target language appropriately.
  • exchange basic personal information about self and others using the target language expressively and receptively.
  • ask for and provide personal information using the appropriate linguistic features of the target language.
  • exchange basic information about their everyday lives using words, phrases, and simple sentences in the target language.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • ASL can be used to engage in conversations to share information.
  • interpersonal communication requires the knowledge of linguistic elements.
Interpretive Mode
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 1
Classroom Resources: 1
2) Comprehend and interpret what is viewed in live and recorded ASL on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narratives.

b. Recognize words, phrases and simple sentences in a live or recorded text.

c. Interpret non-manual cues.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • comprehend and interpret what is viewed in live and recorded ASL on familiar topics, e.g., television programs, ASL animation, and live teacher signing, in the present time frame .
  • view a live or recorded ASL narrative and identify the main characters, themes, and ideas.
  • view a live or recorded ASL presentation and recognize/identify words, phrases, and simple sentences.
  • view a live or recorded ASL presentation and locate and interpret the meanings of the non-manual cues/non-manual markers (NMMs).
  • comprehend time expressions, including numbers, used in the present tense.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to recognize target language vocabulary in live or recorded ASL presentations or narratives.
  • strategies to identify the main characters, themes, and ideas.
  • what is a non-manual cue/non-manual marker (NMM).
  • how meaning of a NMM influences the meaning of the sign, sentence, or concept.
  • strategies for comprehension of time expressions, including numbers, used to show the present tense.
Skills:
Students are able to:
  • view a live or recorded ASL narrative or presentation and identify the main characters, themes, and ideas.
  • view a live or recorded ASL presentation and identify words, phrases, and simple sentences.
  • view a live or recorded ASL presentation and locate and interpret the meanings of the NMMs.
  • comprehend time expressions, including numbers, used to show the present tense.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
Presentational Mode
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 1
Classroom Resources: 1
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Present basic information.

b. Give simple instructions.

c. Tell about familiar objects, experiences, and daily routines.

d. Recite short memorized phrases, poems, and/or anecdotes.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present basic information to an audience or a recording device in a formal register.
  • give simple instructions or directions tell about/describe familiar objects, experiences, and daily routines using classifiers, topic/comment, and listing in ASL.
  • recite and present short memorized phrases, poems and/or anecdotes to an audience in a formal register and using the appropriate non-manual cues/non-manual markers.
Performance Descriptors:
Knowledge:
Students know:
  • rules/strategies to present signs to an audience or a recording device.
    • linguistic rules for instructions/directions.
  • classifiers used to describe objects.
  • rules/strategies for telling about personal experiences using topic/comment.
  • rules/strategies for telling about daily routines using the ASL listing technique.
  • ASL phrases, poems, and/or anecdotes.
  • rules/strategies to create NMMs to match the phrase, poem, or anecdote.
Skills:
Students are able to:
  • present simple instructions or directions which can be expressly understood.
  • present basic information on familiar objects, personal experiences, and daily routines by using words, lists, and highly practiced, possibly formulaic, language describe familiar objects.
  • describe daily routines.
  • recite and present a short memorized phrase, poem, or anecdote to an audience or recording device.
  • use appropriate formal register and memorized NMMs.
Understanding:
Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • presenting information requires communication and linguistic knowledge.
  • ASL has its own phrases, poems, and anecdotes which are commonly known by the Deaf community.
Cultures
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 0
4) Identify practices of the Deaf culture.

a. Use basic appropriate gestures, such as greetings and farewells, in common interactions.

b. Identify Deaf culture behaviors in a variety of environments.

c. Identify typical activities, events, and celebrations of the Deaf culture.

Unpacked Content
Goals:
Cultures
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • use appropriate gestures, such as greetings and farewells.
  • identify Deaf culture behaviors in a variety of environments, e.g., home and community.
  • identify typical daily activities, events, and celebrations of the Deaf culture locally and nationally.
Performance Descriptors:
Knowledge:
Students know:
  • basic appropriate gestures, such as greetings and farewells, used in common interactions.
  • strategies to identify Deaf cultural and communication behaviors at home and in the community.
  • strategies to identify typical daily activities in the home.
  • strategies to identify events, and celebrations of the Deaf culture locally and nationally.
Skills:
Students are able to:
  • use appropriate gestures for attention-getting, greetings, and farewells.
  • give examples of Deaf cultural and communication behaviors in a variety of environments.
  • give examples of typical daily activities, events, and celebrations of the Deaf culture.
Understanding:
Students understand that:
  • the Deaf community is also part of the American community.
  • Therefore, they function in both the American culture and the Deaf culture.
  • the basis of Deaf culture lies in its visual orientation.
  • An ability to communicate in another language fosters a better understanding of my own language and culture.
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 0
5) Identify products of the Deaf.

a. Identify tangible products of the Deaf culture.

b. Recognize arts and graphic representations of the Deaf culture.

Unpacked Content
Goals:
Cultures
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • identify tangible products of the Deaf culture, such as ASL Alphabet t-shirts and a Signing Bear stuffed animal.
  • recognize arts and graphic representations of the Deaf culture, such as the artwork of Chuck Baird and Betty Miller.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to identify tangible products of the Deaf culture.
  • strategies to recognize the characteristics of Deaf art.
  • strategies to recognize graphic representations of Deaf culture.
Skills:
Students are able to:
  • give examples of tangible products of the Deaf culture give examples of the basic characteristics of culture in Deaf art.
  • recognize the basic concepts of Deaf culture in the graphic representations.
Understanding:
Students understand that:
  • the Deaf community creates products that reflect their culture.
  • An ability to communicate in another language fosters a better understanding of my own language and culture.
  • Custom and tradition vary within a culture, as well as between cultures.
Connections
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 1
Learning Activities: 1
6) Connect with other disciplines while using American Sign Language.

a. Students talk about topics from other school subjects using ASL.

b. Locate cities, states and countries where ASL is used.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • talk about topics e.g., animals, weather, and food, from other school subjects using ASL.
  • locate cities, states, and countries where large Deaf populations are located and ASL is used.
Performance Descriptors:
Knowledge:
Students know:
  • ASL vocabulary for other school disciplines.
  • ASl vocabulary for other school topics.
  • ASl vocabulary for cities, states, and countries where ASL is used.
  • why ASL is used in those cities, states, and countries.
  • which African nations ASL was spread into by Andrew Foster.
Skills:
Students are able to:
  • use ASL to refer to other school disciplines.
  • use ASL to talk about topics from other school subjects.
  • locate cities, states, and countries where ASL is used.
  • identify why ASL is used in those cities, states, and countries.
Understanding:
Students understand that:
  • Proficiency in ASL is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • ASL can be used to learn all school subjects.
  • Learning ASL can reinforce their knowledge of other disciplines and topics.
  • ASL is not universal, but is used in many locations in the world.
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 0
7) Locate information related to diverse perspectives in the Deaf culture.

a. Exchange ideas on various documents to interpret topics important to the Deaf culture.

b. Explore authentic websites and materials to interpret Deaf culture related topics.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • locate information presented in the target language related to diverse perspectives in the Deaf culture.
  • exchange ideas on various documents, e.g., short stories, poetry, and content-related materials, to interpret topics related to being Deaf.
  • explore/examine authentic ASL websites and materials to interpret Deaf culture related topics, e.g., rhythm, timing, vibration, lighting, the appreciation of hands and eyes, and a positive image of being Deaf.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to navigate the internet to explore websites and materials.
  • strategies to recognize Deaf cultural topics in short stories, poetry, and content-related materials.
  • strategies to recognize and understand words and phrases in the target language related to Deaf cultural issues.
Skills:
Students are able to:
  • locate information from various documents related to diverse perspectives in the Deaf culture to exchange ideas, interpret and show how they are related to Deaf culture.
  • explore/examine authentic ASL websites and materials to interpret and show how they are related to diverse perspectives in the Deaf culture.
Understanding:
Students understand that:
  • cultural issues affect the Deaf community's perspective.
  • to identify diverse perspectives of the Deaf community, it is only available through studying ASL.
Comparisons
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 0
8) Identify characteristics of the Deaf and hearing cultures.

a. Observe formal and informal forms of language.

b. Identify common ASL word order.

c. Understand the existence of noun-related classifiers in ASL.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • identify visual language characteristics of the Deaf and spoken characteristics of the hearing culture.
  • observe formal and informal forms of language used in Deaf and hearing cultures, e.g., greetings, farewells.
  • identify common ASL word order, e.g., topic/comment, yes/no questions, negation.
  • understand the existence of noun-related classifiers, e.g., person-classifiers,transportation classifiers, and plural classifiers, in ASL.
Performance Descriptors:
Knowledge:
Students know:
  • ASL is a visual language.
  • English is a written and spoken language.
  • greetings and farewells used in Deaf and hearing cultures.
  • strategies to identify topic/comment word order in ASL.
  • strategies to identify yes/no questions in ASL.
  • strategies to use head shake, facial expressions and signs to negate a statement.
  • strategies to understand and demonstrate person-classifiers, transportation classifiers in the singular and plural states in ASL.
Skills:
Students are able to:
  • observe the language characteristics of the Deaf and hearing cultures.
  • give examples of formal and informal forms of language, common ASL word order, and noun-related classifiers in ASL.
Understanding:
Students understand that:
  • by learning another language one can better understand how the native language works.
  • other understandings will depend on theme taught.
  • ASL and English are produced in a different modality.
  • ASL is not a signed version of English.
  • the language characteristics of ASL differ from English.
  • ASL word order differs from English word order.
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 0
9) Identify products, practices and perspectives of the target culture and their own.

a. Identify patterns of behavior in Deaf and hearing culture.

b. Identify celebrations in the Deaf and hearing culture.

c. Identify games, toys, and media produced for Deaf children.

Unpacked Content
Goals:
Comparisons
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • identify and compare social behaviors observed in the Deaf and hearing cultures.
  • identify and compare celebrations, e.g., Lauren Clerc's birthday, President's Day, and Founder's Day, in the Deaf and hearing culture.
  • identify and compare games, toys, and media which would be most efficient for Deaf children and hearing children.
Performance Descriptors:
Knowledge:
Students know:
  • social behaviors of the Deaf and hearing cultures.
  • celebrations of the Deaf and hearing cultures.
  • strategies to navigate a website to find the interactive requirements for games, toys, and media.
  • strategies to identify visual and auditory requirements for games, toys, and media.
Skills:
Students are able to:
  • identify if social practices, cultural practices, and children's products belong to the Deaf community or the hearing community.
  • identify which social practices are acceptable in the Deaf and hearing communities.
  • identify game, toy, and media features which add a visual component.
Understanding:
Students understand that:
  • custom and tradition vary within the Deaf culture, as well as between Deaf and hearing cultures.
  • by studying another culture, one can better understand and appreciate their own.
  • other understanding will depend on theme being taught.
  • there are products specifically designed for Deaf people.
  • Deaf culture is different from hearing culture.
  • identifying the products, practices, and perspectives of a culture can help one understand the people.
Communities
American Sign Language (2017)
Grade(s): 7 - 12
Level I
All Resources: 1
Learning Activities: 1
10) Communicate using American Sign Language within the classroom and community.

Examples: Communicate with Deaf guest speakers in person or virtually.
Identify professions that utilize American Sign Language.

Unpacked Content
Goals:
Communities
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • receptively understand and expressively sign comments and questions to Deaf speakers within the classroom, via videophone/device, or in the community.
  • identify professions in which American Sign Language is required.
Performance Descriptors:
Knowledge:
Students know:
  • ASL vocabulary for asking yes/no and 'wh' questions.
  • ASl vocabulary for making comments or answer questions.
  • ASl vocabulary to receptively understand the answers to those questions.
  • strategies to recognize the topic being discussed.
  • strategies to ask for clarification.
  • strategies to navigate a website to find professions requiring American Sign Language .
  • strategies to navigate a website to find professions which require the knowledge of American Sign Language.
Skills:
Students are able to communicate effectively in person or via video phone/device using questions, statements or comments.
  • identify and list professions utilizing American Sign Language.
    • Understanding:
    Students understand that:
    • ASL is used daily by Deaf people as their primary and preferred mode of communication across all parts of their lives.
    • ASL can help one better understand the world around them.
    • The study of ASL expands one's opportunities.
    • ASL is a tool to connect with the world.
    • interacting with native users helps increase language and culture skills.
    • ASL is a life-long learning tool for communication throughout their personal and professional lives.
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level I
    All Resources: 0
    11) Identify opportunities to use American Sign Language beyond the classroom environment.

    Examples: Plan real or imaginary travel to a Deaf community event.
    Explore the internet to find sites of personal interest where ASL is utilized.
    Attend or view Deaf friendly events in person or virtually.

    Unpacked Content
    Goals:
    Communities
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • identify, plan, and attend a Deaf community event, e.g., Silent Supper/Dinner, AIDB event, or live storytelling event.
    • plan and role play an imaginary trip, e.g., Silent Supper/Dinner, AIDB event, or live storytelling event.
    • explore the internet to find sites of personal interest, e.g., cartoons, skits or stories, where ASL is utilized.
    • view a Deaf friendly event, e.g., Deaf children's picnic or Deaf sports' night.
    Performance Descriptors:
    Knowledge:
    Students know:
    • websites containing Deaf events.
    • strategies to navigate the internet to locate ASL sites of interest.
    Skills:
    Students are able to:
    • locate and identify Deaf events in the community.
    • plan and attend a real Deaf community event.
    • plan and role play an imaginary trip to a Deaf community event.
    • plan and view virtually a Deaf community event.
    • explore the internet and find sites where ASL is utilized.
    Understanding:
    Students understand that:
    • Deaf community events are opportunities to use the target language outside of the classroom setting.