Courses of Study

Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 0
1) Exchange simple information in American Sign Language.

a. Communicate on some very familiar topics using single words or learned phrases.

b. Answer simple questions asked in ASL.

c. Greet peers and introduce selves.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • demonstrate understanding of practiced key words and phrases in ASL during conversations by using appropriate memorized responses.
  • tell someone their name.
  • greet and take leave in a culturally appropriate way.
Performance Descriptors:
Knowledge:
Students know:
  • culturally appropriate ways to greet and take leave in a Deaf culture.
  • ways to tell someone their name.
  • certain words and simple phrases in ASL.
Skills:
Students are able to:
  • sign basic words using correct parameters.
  • recognize simple words and phrases that have been taught.
  • fingerspell their own name.
  • recognize when a classmate is fingerspelling their name.
  • sign HELLO and GOODBYE in ASL.
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.
  • other understandings will depend on the theme being taught.
Interpretive Mode
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 0
2) Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.

a. Recognize key words and phrases in American Sign Language.

b. Identify people and objects in their environment.

c. Understand basic instructions given using ASL.

d. Apply simple spatial referencing skills using pronominal awareness.

Unpacked Content
Goals:
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • recognize learned key words and learned phrases in ASL.
  • identify learned people and learned objects in their environment.
  • understand basic practiced instructions given in ASL.
  • appropriately use spatial referencing using practiced pronominal awareness.
Performance Descriptors:
Knowledge:
Students know:
  • simple key words and basic phrases.
  • strategies to identify people and basic objects in their daily environment.
  • vocabulary for following simple instructions in ASL.
  • strategies to use spatial referencing with practiced pronouns.
Skills:
Students are able to:
  • recognize simple words and phrases that have been taught.
  • recognize their own name being fingerspelled.
  • recognize when a classmate is fingerspelling their name.
  • recognize when a greeting or leave-taking is happening.
  • use pointing(indexing) to refer to a person or object.
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.
  • other understandings will depend on the theme being taught.
Presentational Mode
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 1
Classroom Resources: 1
3) Present information to an audience of viewers in American Sign Language.

a. Present information about selves with one word or simple learned phrases.

b. Memorize and perform a simple handshape or ABC story.

c. Create recordings of a topic using American Sign Language.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present one word or one phrase about themselves.
  • present a simple memorized story or poem in ASL.
  • create a video recording on a simple topic using ASL.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary to sign one word or a simple phrase about themself.
  • vocabulary and grammar to sign a simple story or poem in ASL.
  • how to create a video recording of themself signing a simple story or poem.
Skills:
Students are able to:
  • memorize and present a simple story or poem.
  • use video equipment.
  • accurately produce signed vocabulary.
  • maintain eye contact.
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.
  • other understandings will depend on the theme being taught.
Cultures
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 0
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.

a. Use appropriate attention getting techniques.

b. Participate in culturally-authentic simulations.

c. Identify poetry and rhymes from the Deaf culture.

d. Observe and imitate simple patterns of behavior of Deaf people.

Unpacked Content
Goals:
Cultures
Evidence Of Student Attainment:
Students:
  • tell or demonstrate attention getting techniques.
  • participate in culturally-authentic simulations.
  • identify simple poetry and rhymes from Deaf culture.
  • observe and imitate simple patterns of behavior of Deaf people.
Performance Descriptors:
Knowledge:
Students know:
  • attention getting techniques in the Deaf culture.
  • strategies to identify a simple ASL poem or rhyme.
  • strategies for observation and imitation simple patterns of behavior of Deaf people.
Skills:
Students are able to:
  • wave (HEY) to get attention.
  • tap a person's shoulder to get attention.
  • identify a simple ASL poem or rhyme.
  • imitate simple patterns of behavior of Deaf people.
Understanding:
Students understand that:
  • an ability to communicate in ASL fosters a better understanding of the Deaf culture and his/her own language and culture.
  • custom and tradition vary within Deaf cultures.
  • Other understandings will vary according to theme being taught.
Connections
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 1
Classroom Resources: 1
5) Link American Sign Language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Attend to and acquire vocabulary related to age-appropriate school content.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Students:
  • attend to vocabulary related to age-appropriate school content.
  • acquire vocabulary related to age-appropriate school content.
Performance Descriptors:
Knowledge:
Students know:
  • ASL vocabulary related to other classes.
Skills:
Students are able to:
  • inquire about signs that correspond with age-appropriate school content.
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.
Comparisons
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 0
6) Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.

a. Compare the alphabet and numbers in English and handshapes in ASL.

b. Recognize difference and similarities in syntax, verb tenses, and nouns in ASL and English.

c. Experiment with forming age- and developmentally-appropriate facial expressions and non- manual markers.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare the alphabet and numbers in English and the alphabet and numbers handshapes in ASL.
  • recognize differences and similarities in syntax in English and ASL.
  • experiment with forming age appropriate facial expressions and non-manual markers.
Performance Descriptors:
Knowledge:
Students know:
  • similarities and differences in printed English letters and manual letters.
  • similarities and differences in numbers 1-10 and signed numbers 1-10.
  • the difference between Y/N and WH non-manual markers.
Skills:
Students are able to:
  • accurately sign A-Z.
  • accurately sign 1-10.
  • identify the Y/N non-manual marker.
  • identify the WH non-manual marker.
Understanding:
Students understand that:
    • by learning another language one can better understand how the native language works.
    • other understandings will depend on theme taught.
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 0
7) Investigate, analyze, and reflect on similarities and differences between the Deaf and hearing cultures.

a. Compare gestures used to greet family, friends and acquaintances.

b. Compare and contrast tangible products of the hearing and Deaf cultures.

c. Compare simple behavior patterns in the hearing and Deaf cultures.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare gestures used to greet others.
  • compare and contrast tangible products of hearing and Deaf cultures.
  • compare simple behavior patterns in the hearing and Deaf cultures.
Performance Descriptors:
Knowledge:
Students know:
  • greetings in multiple cultures.
  • products of the Deaf and hearing cultures.
  • what is considered acceptable in the Deaf community regarding eye contact, pointing, and getting attention by waving or touch.
Skills:
Students are able to:
  • compare gestures used for greeting in the hearing and Deaf cultures.
  • investigate tangible products of the Deaf culture.
  • compare behaviors such as eye gaze, leave taking, and attention getting.
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.
Communities
American Sign Language (2017)
Grade(s): K - 8
Novice Low Proficiency Range
All Resources: 0
8) Acquire the ability to interact in the Deaf community beyond the classroom and set goals for life-long learning.

Examples: Perform for school or community celebrations.
Identify places in the community where the American Sign Language is used.
Identify professions which require proficiency in American Sign Language.
Watch age appropriate recorded storytelling, poetry, VLOGs, or jokes from the target culture.

Unpacked Content
Goals:
Communities
Evidence Of Student Attainment:
Students:
  • acquire the ability to interact with the Deaf community beyond the classroom.
Performance Descriptors:
Knowledge:
Students know:
  • places where ASL is used.
Skills:
Students are able to:
  • locate places outside of their classroom where ASL is used.
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.
Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 2
Classroom Resources: 2
1) Exchange simple information using American Sign Language.

a. Communicate on very familiar topics using a variety of words and phrases.

b. Make simple statements in a conversation.

c. Ask simple questions.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • contribute to a conversation on a very familiar topic.
  • ask and answer questions about likes and dislikes of familiar topics.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary for commenting in a conversation on a very familiar topic using brief phrases.
  • vocabulary for stating an opinion of liking or not liking a familiar topic.
  • vocabulary and grammatical structures to ask and answer simple questions.
  • rules for use of the correct non-manual marker for a question.
Skills:
Students are able to:
  • ask and answer who, what, where questions about a very familiar topic.
  • use the appropriate NMM for a y/n or wh question.
  • state if they like or do not like a familiar topic.
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.
  • other understandings will depend on the theme being taught.
Interpretive Mode
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 1
Classroom Resources: 1
2) Demonstrate an understanding of simple American Sign Language presented through live and recorded resources on familiar topics.

a. Recognize everyday words and phrases on topics related to personal experiences.

b. Identify handshapes.

c. Categorize vocabulary in predictable topic areas.

d.Differentiate between statements and questions, including corresponding non-manual markers.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • recognize learned vocabulary words and phrases while viewing ASL.
  • identify handshapes from viewed ASL.
  • differentiate between statements and questions in viewed ASL.
Performance Descriptors:
Knowledge:
Students know:
  • rules for viewing signing.
  • meanings of viewed signs from taught vocabulary.
  • rules to interpret simple non-manual markers for grammatical meaning.
Skills:
Students are able to:
  • understand meaning from viewing signed words and phrases.
  • understand when a statement is made in ASL.
  • understand when a y/n question is asked in ASL.
  • understand when a WH question is asked in ASL.
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.
  • other understandings will depend on the theme being taught.
    • handshapes carry meaning.
Presentational Mode
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 0
3) Present information to an audience of viewers in American Sign Language.

a. Present information about selves using a variety of words and phrases.

b. Create recordings in ASL about daily activities.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present information about themselves using a variety of learned words and phrases in ASL to an audience of viewers.
  • can create a recording in ASL using learned words and phrases about daily activities.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary to talk about themselves.
  • vocabulary to talk about their daily activities.
  • procedures for using recording equipment.
Skills:
Students are able to:
  • present to an audience of ASL viewers memorized phrases of information about themselves and their daily activities.
  • maintain eye gaze appropriate for presentations.
  • use recording equipment.
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.
  • other understandings will depend on the theme being taught.
  • sharing information is an important part of Deaf culture they can use ASL to share information about themselves.
Cultures
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 0
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.

a. Name practices observed in festivals, holidays or daily life.

b. Identify landmarks and symbols of the Deaf culture.

c. Identify similarities and differences between the Deaf and hearing cultures.

d. Describe tangible products from the Deaf culture.

Unpacked Content
Goals:
Cultures
Evidence Of Student Attainment:
Students:
  • name a festival or a special day observed in Deaf culture.
  • name a landmark or symbol important in Deaf culture.
  • state similarities and differences between Deaf and hearing cultures.
  • describe tangible products from the Deaf culture.
Performance Descriptors:
Knowledge:
Students know:
  • certain days and events are important in Deaf culture.
  • certain landmarks and symbols are important in Deaf culture.
  • Deaf culture produces tangible products.
Skills:
Students are able to:
  • name a festival or a special day observed in Deaf culture.
  • name a landmark or symbol important in Deaf culture.
  • state similarities and differences between Deaf and hearing cultures.
  • describe tangible products from the Deaf culture.
Understanding:
Students understand that:
  • an ability to communicate in ASL fosters a better.
  • understanding of the Deaf culture and his/her own language and culture.
  • custom and tradition vary within Deaf cultures.
  • Deaf culture differs from hearing culture in many ways.
  • Deaf culture is similar to hearing culture in many ways.
    • certain days are celebrated or observed by people in the Deaf culture.
  • Deaf culture produces tangible products.
Connections
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 0
5) Link American Sign Language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Acquire and expand vocabulary related to age-appropriate school content.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Students:
  • use ASL language skills to investigate areas beyond the ASL classroom.
Performance Descriptors:
Knowledge:
Students know:
  • ASL is used daily by many Deaf and hearing people in America and other places in the world.
Skills:
Students are able to:
  • use ASL language skills to investigate areas beyond the ASL classroom.
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.
Comparisons
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 0
6) Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.

a. Use examples of personal and possessive pronouns in ASL.

b. Compare word order of English and American Sign Language.

c. Compare and discuss gestures used by hearing people that are also used in ASL.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • investigate personal pronouns in ASL.
  • compare word order of English and ASL.
  • discuss gestures used by hearing people that are also used in ASL.
Performance Descriptors:
Knowledge:
Students know:
  • indexing/pointing is used for personal pronouns in ASL.
  • personal pronouns in ASL are gender neutral.
  • ASL has word order that can be different than English word order.
  • some gestures used by hearing people are a part of ASL.
Skills:
Students are able to:
  • use indexing for personal pronouns in ASL.
  • recognize some examples ASL word order.
  • recognize some gestures used by hearing people that are a part of ASL.
Understanding:
Students understand that:
    • by learning another language one can better understand how the native language works.
    • ASL uses indexing for personal pronouns.
    • ASL has various acceptable word order formats; some similar to and some different from English.
    • Deaf people understand and use gestures that are common in hearing culture.
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 0
7) Investigate, analyze, and reflect on similarities and differences between the Deaf and hearing cultures.

a. Compare and contrast intangible products (poems, rhymes, stories, jokes) of the hearing and Deaf cultures.

b. Analyze the daily routines and celebrations (holidays) of the hearing and Deaf cultures.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare intangible products of the hearing and Deaf cultures.
  • discuss daily routines of hearing and Deaf cultures.
  • discuss celebrations of hearing and Deaf cultures.
Performance Descriptors:
Knowledge:
Students know:
  • Deaf culture has poetry, story-telling, and jokes in ASL.
  • Deaf culture celebrates certain days/events that the hearing culture at large does not recognize.
Skills:
Students are able to:
  • name a Deaf culture celebration.
  • explain/show a simple ASL poem, story, or joke.
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 has poetry, story-telling, and jokes in ASL.
  • Deaf culture celebrates certain days/events that the hearing culture at large does not recognize.
Communities
American Sign Language (2017)
Grade(s): K - 8
Novice Mid Proficiency Range
All Resources: 0
8) Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.

Examples: Interact with speakers of American Sign Language in person or virtually.

Unpacked Content
Goals:
Communities
Evidence Of Student Attainment:
Students:
  • acquire the ability to interact in the Deaf culture beyond the classroom.
Performance Descriptors:
Knowledge:
Students know:
  • there are places where Deaf people and hearing signers meet for social interaction.
Skills:
Students are able to:
  • identify date/time/place where Deaf people and hearing signers meet for social interaction.
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.
  • there are places in their community where they can use ASL language skills to interact with others.
Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
1) Exchange simple information in American Sign Language.

a. Communicate and exchange information on familiar topics using simple sentences.

b. Engage in short social interactions with peers.

c. Exchange some personal information with peers.

d. Express simple descriptions and short messages on familiar topics.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • use simple sentences to exchange information with a partner on a familiar topic.
  • exchange some personal information with peers.
  • ask and respond to simple questions.
  • contribute to a conversation.
Performance Descriptors:
Knowledge:
Students know:
  • words and phrases in ASL related to the topic.
Skills:
Students are able to:
  • use ASL to exchange information with a partner on a familiar topic.
  • use ASL to exchange some personal information with peers.
  • use ASL to ask and respond to simple questions.
  • use ASL to contribute to a conversation.
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.
  • other understandings will depend on the theme being taught.
Interpretive Mode
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
2) Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.

a. Report on content of a brief message on familiar topics viewed in ASL.

b. Identify the main idea in a viewed message.

c. Identify the main characters of a story viewed in ASL.

d. Recall details in simple ASL productions that contain familiar vocabulary.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • report on content of a brief message on familiar topics viewed in ASL.
  • sometimes identify the main idea of a viewed message containing familiar vocabulary.
  • sometimes identify the main character of a brief story.
    • containing familiar vocabulary viewed in ASL.
  • recall some details from a simple ASL production containing familiar vocabulary.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to recognize meaning of words and phrases related to taught ASL vocabulary.
  • strategies to identify the topic of a short story.
  • strategies to identify the main character of a short story.
  • strategies to recall details from a simple ASL production containing familiar vocabulary.
Skills:
Students are able to:
  • report on content of a brief message on familiar topics viewed in ASL.
  • identify (sometimes) the main idea of a viewed message containing familiar vocabulary.
  • identify (sometimes) the main character of a brief story containing familiar vocabulary viewed in ASL.
  • recall some details from a simple ASL production containing familiar vocabulary.
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.
  • other understandings will depend on the theme being taught.
Presentational Mode
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
3) Present information to an audience of viewers in American Sign Language.

a. Present basic information of familiar topics using simple sentences.

b. Express information about daily life in a video or VLOG.

c. Express basic information about learned material.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present basic information of familiar topics using simple sentences.
  • express information about daily life in a video or VLOG.
  • express basic information about learned material.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary to present basic information of familiar topics using simple sentences.
  • expressions to present basic information about daily life in a video or VLOG.
  • procedures to use recording equipment.
  • expressions to present basic information about learned material.
Skills:
Students are able to:
  • present basic information of familiar topics using simple sentences.
  • express basic information about daily life in a video or VLOG.
    • use recording equipment.
  • express basic information about learned material.
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.
  • other understandings will depend on the theme being taught.
Cultures
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.

a. Use appropriate gestures and etiquette from the Deaf culture.

b. Observe and analyze patterns of behavior typical of the Deaf culture.

c. Draw conclusions about Deaf culture values based on authentic materials.

Unpacked Content
Goals:
Cultures
Evidence Of Student Attainment:
Students:
  • use appropriate gestures from the Deaf community.
  • use appropriate etiquette from the Deaf community.
  • observe patterns of behavior typical of the Deaf culture.
  • draw conclusions about Deaf culture based on authentic materials.
Performance Descriptors:
Knowledge:
Students know:
  • appropriate gestures to use from the Deaf community.
  • appropriate etiquette to use from the Deaf community.
  • patterns of behavior typical of the Deaf culture.
  • strategies to help draw conclusions about Deaf culture based on authentic material.
Skills:
Students are able to:
  • use some appropriate gestures from the Deaf community.
  • use some appropriate etiquette from the Deaf community.
  • observe some patterns of behavior typical of the Deaf culture.
  • draw some conclusions about Deaf culture based on authentic material.
Understanding:
Students understand that:
  • an ability to communicate in ASL fosters a better.
  • understanding of the Deaf culture and his/her own language and culture.
  • custom and tradition vary within Deaf cultures.
  • Deaf culture differs from hearing culture in many ways.
  • Deaf culture is similar to hearing culture in many ways.
  • Deaf culture produces tangible products.
  • Deaf and hearing cultures share some gestures.
Connections
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
5) Link American Sign Language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Acquire and expand vocabulary related to age-appropriate school content.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Students:
  • acquire vocabulary related to age-appropriate school content.
Performance Descriptors:
Knowledge:
Students know:
  • age-appropriate ASL vocabulary that applies to school content outside the ASL classroom.
Skills:
Students are able to:
  • use age-appropriate ASL vocabulary that applies to school content outside the ASL classroom.
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.
Comparisons
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
6) Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.

a. Compare similarities and differences in writing systems of ASL and English language.

b. Recognize idiomatic expressions in American Sign Language and English.

c. Compare and contrast patterns intonation and register in ASL and English.

d. Compare and contrast patterns of communication such as style, syntax, and audience in ASL and English.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare similarities and differences in writing systems of ASL and English.
  • recognize some simple idiomatic expressions in ASL and English.
  • recognize ASL and English has different patterns of communication.
Performance Descriptors:
Knowledge:
Students know:
  • ASL has no widely accepted written form.
  • idiomatic expressions are found in both English and ASL.
  • what register means in reference to language.
  • English and ASL often have different word order.
Skills:
Students are able to:
  • compare similarities and differences in writing systems of ASL and English.
  • recognize some simple idiomatic expressions in ASL and English.
  • recognize ASL and English has different patterns of communication.
Understanding:
Students understand that:
  • by learning another language one can better understand how the native language works.
  • other understandings will depend on theme taught.
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
7) Investigate, analyze, and reflect on similarities and differences between Deaf and hearing cultures.

a. Hypothesize about relationships between cultural practices and cultural perspectives.

b. Identify Deaf culture patterns of behavior in a variety of settings.

c. Speculate as to why certain products originate in the Deaf culture.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • hypothesize about relationships between cultural practices and cultural perspectives.
  • identify Deaf culture patterns of behavior in a variety of settings.
  • speculate as to why certain products originate in the Deaf culture.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to hypothesize about relationships between cultural practices and cultural perspectives.
  • how to identify Deaf culture patterns of behavior in a variety of settings.
  • strategies to speculate as to why certain products originate in the Deaf culture.
Skills:
Students are able to:
  • hypothesize about relationships between cultural practices and cultural perspectives.
  • identify Deaf culture patterns of behavior in a variety of settings.
  • speculate as to why certain products originate in the Deaf culture.
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.
Communities
American Sign Language (2017)
Grade(s): K - 8
Novice High Proficiency Range
All Resources: 0
8) Acquire the ability to interact in the Deaf community beyond the classroom and set goals for life-long learning.

Examples: Attend or use media to view events that highlight the Deaf community and ASL.

Unpacked Content
Goals:
Communities
Evidence Of Student Attainment:
Students:
  • acquire the ability to interact in the Deaf culture beyond the classroom.
Performance Descriptors:
Knowledge:
Students know:
  • there are places where Deaf people and hearing signers meet for social interaction.
Skills:
Students are able to:
  • connect with Deaf people outside of the classroom in real or virtual ways.
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.
Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
1) Exchange simple information in American Sign Language.

a. Converse on familiar topics connecting basic sentences to provide information on familiar topics.

b. Ask and answer questions on factual information familiar to the student.

c. Retell information with details about what is viewed.

d. Create and express a series of sentences on familiar topics.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • converse on familiar topics using basic sentences.
  • ask and answer simple questions on factual information familiar to the student.
  • retell information with basic details on what is viewed.
  • create and express a series of basic sentences on familiar topics.
Performance Descriptors:
Knowledge:
Students know:
  • the signs for ASL vocabulary taught.
    • to use eye gaze for viewing ASL.
  • NMMs for asking simple questions.
  • basic conversational turn taking rules in ASL.
  • combinations of vocabulary to help create and express basic sentences in ASL.
Skills:
Students are able to:
  • converse on familiar topics using basic sentences.
  • ask and answer simple questions on factual information familiar to the student.
  • understand viewed basic ASL statements and questions.
  • retell information with basic details on what is viewed.
  • create and express a series of basic sentences on familiar topics.
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.
  • other understandings will depend on the theme being taught.
Interpretive Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
2) Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.

a. React to signed news clips, articles, or VLOGs on current issues.

b. Describe main themes with significant details on topics of current interest.

c. Find basic information in a recorded announcement, video article, or other VLOG.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • react to signed information on a current issue.
  • describe with some details main themes of viewed ASL about a topic of interest.
  • find basic information in recorded ASL.
Performance Descriptors:
Knowledge:
Students know:
  • strategies for understanding taught ASL vocabulary in a video or live presentation.
  • strategies to describe with some details the main theme of viewed ASL.
  • strategies to find basic information in recorded ASL.
Skills:
Students are able to:
  • react to signed information on a current issue.
  • describe with some details main themes of viewed ASL about a topic of interest.
  • find basic information in recorded ASL.
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.
  • other understandings will depend on the theme being taught.
Presentational Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
3) Present information to an audience of viewers in American Sign Language.

a. Present information on familiar topics using a variety of simple sentences.

b. Present stories, jokes, or dramatic readings.

c. Present about topics of interests.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present information to an audience of viewers.
  • present information on familiar topics using a variety of simple sentences.
  • present a basic story, joke, or dramatic reading.
  • present in a basic way about topics of interest.
Performance Descriptors:
Knowledge:
Students know:
  • appropriate use of eye gaze for a presentation.
  • correct production of ASL vocabulary on familiar topics.
  • correct ASL grammar for simple sentences.
  • a basic story or joke in ASL.
Skills:
Students are able to:
  • present information to an audience of viewers.
  • present information on familiar topics using a variety of simple sentences.
  • present a basic story, joke, or dramatic reading.
  • present in a basic way about topics of interest.
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.
  • other understandings will depend on the theme being taught.
Cultures
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.

a. Engage in conversation demonstrating culturally respectful behavior.

b. Identify and research an area of interest in the Deaf culture.

c. Participate in age-appropriate cultural practices such as voice off activities or TV viewing with closed caption only.

Unpacked Content
Goals:
Cultures
Evidence Of Student Attainment:
Students:
  • engage in conversation demonstrating culturally respectful behavior.
  • identify and research an area of interest in the Deaf culture.
  • participate in age-appropriate cultural practices such as voice off activities or TV viewing with closed caption only.
Performance Descriptors:
Knowledge:
Students know:
  • points of culturally respectful behavior.
  • strategies to identify and research an area of interest in the Deaf culture.
  • age-appropriate cultural practices such as voice off activities or TV viewing with closed caption only.
Skills:
Students are able to:
  • engage in conversation demonstrating culturally respectful behavior.
  • dentify and research an area of interest in the Deaf culture.
  • participate in age-appropriate cultural practices such as voice off activities or TV viewing with closed caption only.
Understanding:
Students understand that:
  • an ability to communicate in ASL fosters a better.
  • understanding of the Deaf culture and his/her own language and culture.
  • custom and tradition vary within Deaf cultures.
  • Deaf culture differs from hearing culture in many ways.
  • Deaf culture is similar to hearing culture in many ways.
    • certain days are celebrated or observed by people in the Deaf culture.
  • Deaf culture produces tangible products.
Connections
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
5) Link American Sign Language and other subject areas to acquire information and diverse cultural perspectives.

a. Acquire, expand and apply vocabulary related to age-appropriate school content using simple sentence structures.

b. Use materials intended for same-age Deaf peers.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Students:
  • acquire, expand and apply learned vocabulary related to age-appropriate school content using simple sentence structures.
  • use or simulate use of materials intended for same-age Deaf peers.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to acquire, expand and apply learned vocabulary related to age-appropriate school content using simple sentence structures.
  • how to use materials intended for same-age Deaf peers.
Skills:
Students are able to:
  • acquire, expand and apply learned vocabulary related to age-appropriate school content using simple sentence structures.
  • use or simulate use of materials intended for same-age Deaf peers.
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.
Comparisons
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
6) Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.

a. Identify words in the target language that have no translation in English.

b. Hypothesize about the similarities of language based on awareness of iconicity and handshapes.

c. Analyze idiomatic expressions in the target language.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • identify words in the target language that have no translation in English.
  • hypothesize about the similarities of language based on awareness of iconicity and handshapes.
  • analyze idiomatic expressions in the target language.
Performance Descriptors:
Knowledge:
Students know:
  • strategies to identify words in the target language that have no translation in English.
  • strategies to hypothesize about the similarities of language based on awareness of iconicity and handshapes.
  • ways to analyze idiomatic expressions in the target language.
Skills:
Students are able to:
  • identify words in the target language that have no translation in English.
  • hypothesize about the similarities of language based on awareness of iconicity and handshapes.
  • analyze idiomatic expressions in the target language.
Understanding:
Students understand that:
  • by learning another language one can better understand how the native language works.
  • other understandings will depend on theme taught.
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
7) Students investigate, analyze, and reflect on similarities and differences between Deaf and hearing cultures.

a. Demonstrate an ability to recognize and correctly use non-manual markers that are distinctive to ASL.

b. Analyze the role of family in hearing and Deaf cultures.

c. Critique the role of social networking in the Deaf culture.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • demonstrate an ability to recognize and correctarget languagey use non-manual markers that are distinctive to ASL.
  • analyze the role of family in hearing and Deaf cultures.
  • critique the role of social networking in the Deaf culture.
Performance Descriptors:
Knowledge:
Students know:
  • how to recognize and correctarget languagey use non-manual markers that are distinctive to ASL.
  • strategies to analyze the role of family in hearing and Deaf cultures.
  • strategies to critique the role of social networking in the Deaf culture.
Skills:
Students are able to:
  • demonstrate an ability to recognize and correctarget languagey use non-manual markers that are distinctive to ASL.
  • analyze the role of family in hearing and Deaf cultures.
  • critique the role of social networking in the Deaf culture.
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.
Communities
American Sign Language (2017)
Grade(s): K - 8
Intermediate Low Proficiency Range
All Resources: 0
8) Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.

Examples: Travel (real or virtual) to an event in the Deaf community.
Prepare a group performance for a school or community celebration.
Participate in club activities that benefit the Deaf community.

Unpacked Content
Goals:
Communities
Evidence Of Student Attainment:
Students:
  • acquire the ability to interact in the Deaf culture beyond the classroom in real or virtual ways.
Performance Descriptors:
Knowledge:
Students know:
  • there are places where Deaf people and hearing signers meet for social interaction.
Skills:
Students are able to:
  • interact with members of the Deaf culture beyond the classroom in real or virtual ways.
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.
Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
1) Exchange simple information in American Sign Language.

a. Use language to handle tasks related to personal needs.

b. Exchange information about daily activities and personal preferences.

c. Support personal opinions with some details.

d. Exchange information about a topic of special interest to the student.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • use language to handle tasks related to personal needs.
  • exchange information about daily activities and personal preferences.
  • support personal opinions with some details.
  • exchange information about a topic of interest to the student.
Performance Descriptors:
Knowledge:
Students know:
    a variety of taught ASL vocabulary. combinations of ASL vocabulary to help handle tasks related to personal needs. combinations of ASL vocabulary to help express information about daily activities and personal preferences. phrases to ask for clarification.
Skills:
Students are able to:
  • use language to handle tasks related to personal needs.
  • exchange information about daily activities and personal preferences.
  • support personal opinions with some details.
  • exchange information about a topic of interest to the student.
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.
  • other understandings will depend on the theme being taught.
Interpretive Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
2) Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.

a. Interpret/retell stories or events in one's own words.

b. Identify principal characters and explain main ideas and themes in selected recordings or videos.

c. Determine the main idea of a presentation or recording with unfamiliar vocabulary.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • interpret/retell basic signed stories or events in their own words.
  • identify some principal characters and sometimes explain main ideas and themes in age appropriate videos.
  • can sometimes determine the main idea of an age appropriate presentation or recording with unfamiliar vocabulary.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary to retell a basic story in ASL.
  • strategies to identify some principal characters and main ideas in recorded ASL.
  • strategies to determine the main idea of an age appropriate presentation with unfamiliar vocabulary.
Skills:
Students are able to:
  • interpret/retell basic signed stories or events in their own words.
  • identify some principal characters and sometimes explain main ideas and themes in age appropriate videos.
  • sometimes determine the main idea of an age appropriate presentation or recording with unfamiliar vocabulary.
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.
  • other understandings will depend on the theme being taught.
Presentational Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
3) Present information to an audience of viewers in American Sign Language.

a. Present information on familiar topics using connected sentences.

b. Create and present short reports about learned or researched topics.

c. Make a presentation about personal and social experiences.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present information on familiar topics using connected sentences.
  • create and present short reports about learned or researched topics.
  • make a presentation about personal and social experiences.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary to connect sentences in ASL.
  • correct eye gaze for presenting information in ASL.
  • proper etiquette for presenting short reports using ASL.
Skills:
Students are able to:
  • present information on familiar topics using connected sentences.
  • create and present short reports about learned or researched topics.
  • make presentations about personal and social experiences.
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.
  • other understandings will depend on the theme being taught.
Cultures
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the Deaf culture.

a. Role play culturally appropriate interactions in a variety of daily activities.

b. Use culturally appropriate eye-gaze and non-manual markers among peers or mixed groups.

c. Explore, analyze, and present the how and why of common cultural practices and perspectives.

Unpacked Content
Goals:
Cultures
Evidence Of Student Attainment:
Students:
  • role play culturally appropriate interactions in a variety of daily activities.
  • use culturally appropriate eye gaze and non manual markers among peers or mixed groups.
  • explore, analyze, and present the how and why of common cultural practices and perspectives.
Performance Descriptors:
Knowledge:
Students know:
    culturally appropriate interactions with peers in a variety of activities. culturally appropriate eye gaze and non manual markers. the how and why of common cultural practices and perspectives.
Skills:
Students are able to:
  • role play culturally appropriate interactions in a variety of daily activities.
  • use culturally appropriate eye gaze and non manual markers among peers or mixed groups.
  • explore, analyze, and present the how and why of common cultural practices and perspectives.
Understanding:
Students understand that:
  • an ability to communicate in ASL fosters a better.
  • understanding of the Deaf culture and his/her own language and culture.
  • custom and tradition vary within Deaf cultures.
  • Deaf culture produces tangible products.
  • Deaf and hearing cultures have differences and similarities.
Connections
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
5) Link American Sign Language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.

b. Use materials intended for same-age speakers of American Sign Language.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Students:
  • acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.
  • use materials intended for same-age speakers of American Sign Language.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary related to age-appropriate school content.
  • ASL specific sentence structures.
  • strategies for using materials intended for same-age speakers of ASL.
Skills:
Students are able to:
  • acquire, expand, and apply vocabulary related to age-appropriate school content using ASL specific sentence structures.
  • use materials intended for same-age speakers of American Sign Language.
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.
  • they can experience the use of materials intended for same age speakers of ASL.
Comparisons
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
6) Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.

a. Compare how different time frames are expressed in ASL.

b. Identify and compare language appropriate to specific social groups.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare how different time frames are expressed in ASL.
  • identify and compare language appropriate to specific social groups.
Performance Descriptors:
Knowledge:
Students know:
  • time frames are expressed differentarget languagey in ASL than English.
  • space is used to convey time frames in ASL.
  • sentence structure using time.
  • some informal ASL phrases.
Skills:
Students are able to:
  • compare how different time frames are expressed in ASL.
  • identify and compare language appropriate to specific social groups.
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 express time frames in different ways.
    • some language is appropriate with specific social groups.
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
7) Investigate, analyze, and reflect on similarities and differences between Deaf and hearing cultures.

a. Compare and contrast the preparation for and choice of careers of Deaf adults.

b. Identify and analyze the tangible and intangible products of the Deaf culture.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare and contrast the preparation for and choice of careers of Deaf adults to hearing adults.
  • identify and analyze the tangible and intangible products of the Deaf culture.
Performance Descriptors:
Knowledge:
Students know:
  • similarities and differences between a Deaf and hearing cultures.
  • the Deaf culture produces tangible and intangible products.
  • some products produced by the Deaf culture.
Skills:
Students are able to:
  • compare and contrast the preparation for and choice of careers of Deaf adults.
  • identify and analyze the tangible and intangible products of the Deaf culture.
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.
Communities
American Sign Language (2017)
Grade(s): K - 8
Intermediate Mid Proficiency Range
All Resources: 0
8) Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.

Examples: Interpret materials or use media from the Deaf culture for enjoyment.
Create and record short stories to present to others.
Simulate interactions that may take place in a community setting.

Unpacked Content
Goals:
Communities
Evidence Of Student Attainment:
Students:
  • acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.
  • simulate interactions that may take place in a community setting.
Performance Descriptors:
Knowledge:
Students know:
  • Deaf culture exists beyond the classroom.
  • ways to interact with the Deaf community beyond the classroom how to set goals for life-long learning.
Skills:
Students are able to:
  • interact in the Deaf culture beyond the classroom.
  • simulate interactions that may take place in the Deaf community.
  • set goals for life-long learning.
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.
Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
1) Exchange simple information in American Sign Language.

a. Use ASL to share events and experiences in various time frames.

b. Synthesize learned material to produce unrehearsed conversations.

c. Use ASL to complete tasks requiring multiple steps.

d. Narrate a simple story.

e. State a viewpoint on an issue and support opinions.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Students:
  • use ASL to share basic events and experiences in past, present and future time frames.
  • draw from practiced vocabulary to produce original sentences.
  • use ASL to explain a multi-step direction.
  • understand a multi-step direction given in ASL.
  • tell a simple story.
  • express and support an opinion in ASL.
Performance Descriptors:
Knowledge:
Students know:
  • simple tense markers in ASL.
  • word order for production of original sentences in ASL.
  • forms for basic multi-step directions.
  • simple story-telling skills in ASL.
  • vocabulary for expressing and supporting an opinion in ASL.
Skills:
Students are able to:
  • use ASL to share basic events and experiences in past, present and future time frames.
  • draw from practiced vocabulary to produce original sentences.
  • use ASL to explain a multi-step direction.
  • understand a multi-step direction given in ASL.
  • tell a simple story.
  • express and support an opinion in ASL.
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.
  • other understandings will depend on the theme being taught.
Interpretive Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
2) Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.

a. Restate information from short recordings.

b. Relate main ideas and significant details on unfamiliar topics.

c. Use knowledge acquired in other settings to comprehend concepts in ASL.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Students:
  • interpret/retell the sequence of signed stories or events in their own words.
  • usually identify principal characters.
  • usually explain main ideas and themes viewed in age appropriate videos.
  • usually determine the main idea of an age appropriate presentation or recording with unfamiliar vocabulary.
Performance Descriptors:
Knowledge:
Students know:
  • vocabulary to retell the sequence of a story in ASL.
  • strategies to identify principal characters and main ideas viewed in recorded ASL.
  • strategies to determine the main idea of an age appropriate presentation with unfamiliar vocabulary.
Skills:
Students are able to:
  • interpret/retell the sequence of signed stories or events in their own words.
  • usually identify principal characters.
  • usually explain main ideas and themes viewed in age appropriate videos.
  • usually determine the main idea of an age appropriate presentation or recording with unfamiliar vocabulary.
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.
  • other understandings will depend on the theme being taught.
Presentational Mode
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
3) Present information to an audience of viewers in American Sign Language.

a. Present information in an organized manner on a variety of topics in various time frames.

b. Express ideas about community topics, entertainment or social events.

c. Present a viewpoint and support opinions.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Students:
  • present information in an organized manner on a variety of familiar topics in various time frames.
  • express ideas about community topics, entertainment or social events.
  • present a viewpoint and support opinions.
Performance Descriptors:
Knowledge:
Students know:
  • skills to present to an audience of viewers.
  • vocabulary to express information on a variety of topics.
  • ways to indicate various time frames in ASL.
  • vocabulary to present a viewpoint and support an opinion.
Skills:
Students are able to:
  • present information in an organized manner on a variety of familiar topics in various time frames.
  • express ideas about community topics, entertainment or social events.
  • present a viewpoint and support opinions.
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.
  • other understandings will depend on the theme being taught.
Cultures
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
4) Investigate, explain and reflect on the relationship among the products, practices and perspectives of the Deaf culture.

a. Connect perspectives to associated products and practices.

b. Adapt language and behavior to the culture of the audience.

c. Analyze connections between products, practices, and perspectives based on research on a topic of interest.

Unpacked Content
Goals:
Cultures
Evidence Of Student Attainment:
Students:
  • connect perspectives to associated products and practices.
  • adapt language and behavior to the culture of the audience.
  • analyze connections between products, practices, and perspectives based on research on a topic of interest.
Performance Descriptors:
Knowledge:
Students know:
  • products and practices of the Deaf culture.
  • ways to adapt language and behavior to the Deaf culture.
  • perspectives of the Deaf culture.
  • culturally appropriate behaviors.
  • culturally inappropriate behaviors.
  • how to analyze products and practices in relation to cultural perspectives.
Skills:
Students are able to:
  • interact appropriately at a functional level in the Deaf culture.
  • investigate, explain and reflect on the relationship between the products and perspectives of the Deaf culture.
  • investigate, explain and refelct on the relationship between the practices and perspectives of the Deaf culture.
Understanding:
Students understand that:
  • an ability to communicate in ASL fosters a better.
  • understanding of the Deaf culture and his/her own language and culture.
  • custom and tradition vary within Deaf cultures.
  • Deaf culture differs from hearing culture in many ways.
  • Deaf culture is similar to hearing culture in many ways.
  • certain days are celebrated or observed by people in the Deaf culture.
  • Deaf culture produces tangible products.
Connections
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
5) Link American Sign Language and other subject areas to acquire information and diverse cultural perspectives.

a. Acquire, expand and apply vocabulary related to age-appropriate school content.

b. Use materials intended for same-age Deaf peers.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Students:
  • use ASL to learn (about) other school topics.
  • use ASL to connect to other disciplines.
Performance Descriptors:
Knowledge:
Students know:
  • age appropriate vocabulary in ASL that applies to other school topics.
Skills:
Students are able to:
  • use information taught in ASL in other aspects of their lives.
  • use ASL to learn information about other subject areas.
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.
Comparisons
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
6) Investigate, analyze, and reflect on similarities and differences between American Sign Language and English.

a. Compare syntax functions.

b. Hypothesize about the origins of idioms.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare and contrast sentence structures in ASL and English.
  • hypothesize and research reasons why language structures differ.
  • recognize and use idiomatic expressions.
Performance Descriptors:
Knowledge:
Students know:
  • sentence syntax in ASL and English.
  • some idiomatic expressions in ASL and English.
  • how to hypothesize on differences between languages.
Skills:
Students are able to:
  • compare and contrast sentence structures in ASL and English.
  • hypothesize and research reasons why language structures differ.
  • recognize and use idiomatic expressions.
Understanding:
Students understand that:
    • by learning another language one can better understand how the native language works.
    • other understandings will depend on theme taught.
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
7) Investigate, analyze, and reflect on similarities and differences between the Deaf and hearing cultures.

a. Recognize the interests and practices they have in common with Deaf peers and peers in various other cultures.

b. Investigate products, practices, or perspectives of the Deaf culture through research.

c. Critique social, economic, and political institutions of the Deaf culture.

Unpacked Content
Goals:
Comparisons
Evidence Of Student Attainment:
Students:
  • compare and contrast cultural products, parctices and perspectives.
  • identify political institutions of the Deaf community.
  • research and/or reflect on the role of the individual vs community in the hearing and Deaf cultures.
Performance Descriptors:
Knowledge:
Students know:
  • products of the Deaf culture.
  • practices of the Deaf culture.
  • perspectives of the Deaf culture.
  • how to compare cultural products, pratices and perspectives.
  • political institutions of the Deaf culture.
Skills:
Students are able to:
  • compare and contrast cultural products, parctices and perspectives.
  • identify political institutions of the Deaf community.
  • research and/or reflect on the role of the individual vs community in the hearing and Deaf cultures.
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.
Communities
American Sign Language (2017)
Grade(s): K - 8
Intermediate High Proficiency Range
All Resources: 0
8) Acquire the ability to interact in the Deaf culture beyond the classroom and set goals for life-long learning.

Examples: Seek out authentic materials in the Deaf culture related to student interest.
Use ASL to communicate with peers and other members of the Deaf community about daily life, experiences, and special events.
Invite community members to participate in ASL or Deaf related school events.

Unpacked Content
Goals:
Communities
Evidence Of Student Attainment:
Students:
  • recognize the use of American Sign Language beyond the classroom.
  • understand that language learning is a lifetime process.
  • set their own learning goals.
  • identify places in their community where American Sign Language is spoken.
  • recognize the use of American Sign Language in the professional world.
Performance Descriptors:
Knowledge:
Students know:
  • where American Sign Language is spoken around the world.
  • where American Sign Language is spoken in the community.
  • their own proficiency level.
  • how to set their own learning goals.
Skills:
Students are able to:
  • recognize the use of American Sign Language beyond the classroom.
  • understand that language learning is a lifetime process.
  • set their own learning goals.
  • identify places in their community where American Sign Language is spoken.
  • recognize the use of American Sign Language in the professional world.
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.
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.
    Communication
    Interpersonal Mode
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    1) Communicate and share using American Sign Language on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

    a. Use ASL to meet basic survival needs.

    b. Participate in expressive and receptive conversations on familiar topics using a variety of phrases and simple sentences.

    c. Ask and answer questions on factual information.

    d. Talk about their daily activities and personal preferences.

    e. Describe in the past time frame.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • use ASL to gain information for basic needs, such as directions.
    • communicate on familiar topics using phrases and simple sentences.
    • ask and answer questions on factual information, such as alerting and assisting devices used by Deaf people.
    • communicate about daily activities and personal preferences, such as school, athletics, film, books, food, and current events.
    • describe an event in the past time frame, such as past school activities and events.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to expressively ask for and receptively understand directions.
    • strategies to communicate using phrases and simple topic/comment sentences.
    • strategies for asking and answering yes/no and 'wh' questions.
    • strategies to communicate about daily activities and personal preferences using phrases, simple sentences, and/or listing.
    • strategies to describe an event in the past time frame.
    Skills:
    Students are able to:
    • use ASL to gain information to meet basic survival needs, such as locating a bathroom or a place to eat.
    • expressively and receptively communicate on familiar topics using a variety of phrases and simple sentences.
    • ask and answer questions on factual information using the appropriate ASL sentence type with the correct non-manual markers.
    • communicate about their daily activities and personal preferences.
    • describe an event in the past time frame with the correct ASL word order.
    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 II
    All Resources: 0
    2) Comprehend and interpret live or recorded American Sign Language on familiar topics using the past tense.

    a. Restate information from viewed ASL presentations.

    b. Locate key information from live or recorded announcements and messages connected to daily activities in ASL.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • restate/retell information viewed on live or recorded ASL presentations or Vlogs using the past tense.
    • locate key information viewed from live or recorded ASL announcements and messages connected to daily activities in the past tense.
    • comprehend time, including numerical incorporation, related to the past tense.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to comprehend and restate/retell information.
    • strategies to locate key information.
    • strategies to receptively understand words, phrases, and simple sentences related to daily activities strategies to comprehend information presented in the past tense.
    • strategies to comprehend and understand time, including numerical incorporation, for time in the past tense.
    Skills:
    Students are able to:
    • receptively comprehend and expressively restate information from viewed ASL presentations or Vlogs using the past tense.
    • receptively comprehend, locate and state key information from live or recorded announcements and messages connected to daily activities using the past tense.
    • receptively comprehend time, including numerical incorporation, in the past 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.
    • ASL can be used to engage in conversations to share information.
    • interpersonal communication requires the knowledge of linguistic elements.
    Presentational Mode
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 1
    Classroom Resources: 1
    3) Present information on familiar topics with a variety of words, phrases, and simple sentences in American Sign Language using past or present time frame.

    a. Present basic information about people and activities.

    b. Recite brief memorized anecdotes using target vocabulary and grammar.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Presentational Mode
    Evidence Of Student Attainment:
    Students:
    • present basic information about people and activities, e.g., social, school, or holidays, using the past or present time frame.
    • present by reciting brief memorized familiar ASL anecdotes, using target vocabulary and grammar in the past and present time frame.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to present information to an audience or a recording device.
    • ASL vocabulary for people, activities, and anecdotes.
    • strategies/rules to represent the frequency or duration of the temporal aspect of the verb.
    • familiar ASL anecdotes.
    • strategies to present anecdotes, including conversations, using body shifts, contrastive structure and spatial referencing.
    • strategies/rules to present information in the past or present time frame.
    Skills:
    Students are able to:
    • present to an audience or recording device basic information about people and activities using words, phrases, and simple sentences.
    • recite to an audience or recording device brief memorized anecdotes using target vocabulary and grammar.
    • use the past or present time frame to present information.
    • present some verbs showing duration and frequency correctly.
    • produce high frequency words and vocabulary words to present information.
    • present familiar anecdotes with accurate representation of information through body shifts, contrastive structure, and spatial referencing.
    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.
    • information is often expressed in the target language with live audiences or via recorded devices.
    • the Deaf community has familiar anecdotes which hearing students can also memorize and recite.
    • ASL has past and present time frames.
    Cultures
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 0
    4) Identify perspectives through practices of the Deaf culture.

    a. Use appropriate gestures, such as attention getting techniques and eye gaze, in common interactions.

    b. Demonstrate an understanding of various communication strategies used by Deaf individuals in their daily lives.

    c. Describe perspectives related to celebrations in the Deaf community.

    Unpacked Content
    Goals:
    Cultures
    Modes Of Communication:
    Evidence Of Student Attainment:
    Students:
    • use appropriate gestures, such as attention-getting techniques, eye gaze, and appropriate manners when negotiating a signing environment.
    • demonstrate communication strategies, such as writing, gesturing/mime, and pointing.
    • describe perspectives related to celebrations, such as National ASL Day and Deaf President Now, in the Deaf community.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to use various and appropriate attention-getting techniques.
    • strategies to use various and appropriate eye gaze to show meaning in ASL.
    • strategies to negotiate a signing environment by entering, going between, and moving to be seen better, etc.
    • strategies to demonstrate different communicate strategies used with the hearing community.
    • celebrations in the Deaf community and can describe the Deaf community perspectives/viewpoints related to these.
    Skills:
    Students are able to:
    • use appropriate attention-getting techniques for a single individual or a third person's attention.
    • use eye gaze to show meaning and maintain communication appropriately.
    • negotiate a signing environment with various numbers of ASL signers.
    • describe and list strategies to communicate with the hearing community.
    • identify celebrations and describe how these affect the perspectives of the Deaf community.
    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.
    • recognizing the different practices in the Deaf community can lead to a better understanding of their viewpoints.
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 0
    5) Identify perspectives through products of the Deaf culture.

    a. Identify and observe tangible products of the Deaf culture.

    b. Describe arts, crafts, or graphic representations of the Deaf culture.

    c. Recognize fundamental themes of Deaf culture.

    Unpacked Content
    Goals:
    Cultures
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • identify and observe tangible products of the Deaf culture, such as accessibility products.
    • describe arts, crafts, or graphic representations of the Deaf culture, such as the the Gallaudet/Cogswell sculpture, the work of Douglas Tilden, and De'VIA art.
    • recognize/identify fundamental themes of Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • accessibility products used by the Deaf, such as video phones and visual alerts.
    • selected arts, crafts, or graphic representations of the Deaf culture.
    • strategies to identify themes from artwork, crafts, or graphic representations.
    • the major themes of Deaf art as they are related to Deaf culture.
    Skills:
    Students are able to:
    • identify some common tangible products related to home and community life of Deaf individuals.
    • describe and and list selected arts, crafts, or graphic representations of the Deaf culture.
    • recognize/identify fundamental themes of Deaf culture in the arts, crafts, and graphic representations.
    • identify how the perspectives of the Deaf culture is reflected by the tangible products.
    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.
    • observing American Deaf products is a way to learn about Deaf cultural views and perspectives.
    Connections
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 1
    Learning Activities: 1
    6) Use American Sign Language to connect with other disciplines.

    a. Use ASL vocabulary to refer to concepts from other subject areas.

    b. Identify family members, relationships, and community information.

    Unpacked Content
    Goals:
    Connections
    Modes Of Communication:
    Interpersonal Mode, Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • use American Sign Language vocabulary to discuss topics, e.g., numbers used in science/math, countries, and contributions of Deaf people in history, from other school subject areas.
    • identify family members, relationships, and community information, e.g., locations, personnel, and transportation.
    Performance Descriptors:
    Knowledge:
    Students know:
    • vocabulary used to discuss subject-specific content such as math, science, geography, and history .
    • vocabulary used to identify family members and family relationships.
    • vocabulary used to identify community information.
    Skills:
    Students are able to:
    • discuss topics from other school subjects using appropriate ASL vocabulary and grammar.
    • identify family members by fingerspelling the names or showing the personal name signs, and describing the relationships between family members.
    • identify community locations, such as schools, and libraries using the appropriate vocabulary.
    • identify community emergency services and personnel using the appropriate vocabulary.
    • identify community transportation types used in the local area with the appropriate vocabulary and classifiers.
    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.
    • By engaging in one-to-one conversation about other school subject material using ASL, students reinforce their knowledge of those subjects.
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 0
    7) Describe information related to distinct perspectives that are only in ASL and Deaf culture.

    a. Watch age-appropriate short stories, folktales, and jokes that foster positive images of being Deaf.

    b. View folktales and stories in ASL that reflect cultural practices and historical figures.

    Unpacked Content
    Goals:
    Connections
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • watch and describe the perspectives shown in age-appropriate short stories, folktales, and jokes, which may include handshape poetry and ABC stories, that foster positive images of being Deaf.
    • view folktales and stories in ASL that show cultural practices and historical figures, e.g., Lauren Clerc, Alice Cogswell, and Deaf characters in stories, to show the viewpoint of the Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to comprehend meaning through recognition of key words, phrases, and formulaic language that are highly contextualized.
    • strategies to identify and describe positive images of being Deaf.
    • strategies to describe Deaf-Gain.
    • strategies to identify the viewpoint of the Deaf community shown through cultural and historical videos in the target language.
    Skills:
    Students are able to:
    • comprehend short stories, folktales, jokes, and stories in the target language.
    • comprehend and describe the positive image of being Deaf as seen in Deaf cultural media.
    • describe Deaf-Gain.
    • comprehend and identify the Deaf viewpoint shown in cultural and historical folktales and stories.
    • describe historical figures and show how they relate to the current viewpoints in 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.
    • viewing literature in ASL increases understanding of culture, historical figures, and positive images of the Deaf.
    Comparisons
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 2
    Learning Activities: 2
    8) Compare characteristics of American Sign Language and their own language.

    a. Demonstrate an understanding of parameters including location, movement, and non-manual markers.

    b. Experiment with forming appropriate use of non-manual markers.

    c. Use examples of personal and possessive pronouns in ASL.

    Unpacked Content
    Goals:
    Comparisons
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • show understanding of the ASL parameters of location and movement by observing meaning differences with changing parameters.
    • demonstrate understanding and appropriate use of non-manual markers as they relate to questions and descriptive meanings in ASL.
    • use ASL personal and possessive pronouns, e.g., indexing, present referent, absent referent .
    Performance Descriptors:
    Knowledge:
    Students know:
    • ASL has linguistic features which are not present in English.
    • strategies to identify ASL parameters.
    • strategies to identify meaning changes with parameter changes.
    • strategies to create facial expressions to match the non-manual markers.
    • strategies to use non-manual markers to create questions.
    • strategies to use non-manual markers (basic mouth morphemes) to add descriptive meaning.
    • strategies to differentiate personal and possessive pronouns.
    • when to use personal and possessive pronouns.
    Skills:
    Students are able to:
    • identify the ASL parameters of location, movement, and non-manual markers.
    • show how to use non-manual markers for questions and descriptive meanings.
    • demonstrate the appropriate use of personal and possessive pronouns 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.
    • American Sign Language has linguistic features which have no equal in English.
    • ASL is a visual language which uses facial expressions for grammar.
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 0
    9) Compare products, practices and perspectives of the target culture and their own.

    a. Demonstrate awareness between mouth/ear and hand/eye communication and how different people communicate in different ways.

    b. Observe and compare games and toys produced mainly for Deaf children.

    Unpacked Content
    Goals:
    Comparisons
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • show and compare how people communicate in different ways, e.g., mouth/ear and hand/eye communication, and through different spaces.
    • observe and compare games and toys, e.g., dolls, stuffed animals, and media, produced for Deaf children.
    • identify cultural symbols on products of the Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • how hearing people communicate with their mouths and ears.
    • how Deaf people communicate with their hands and eyes.
    • how Deaf people can communicate, e.g., across wide spaces.
    • how hearing people can communicate, e.g., in the dark.
    • information about games, toys, and media characteristics produced mainly for Deaf children.
    • how rhythm, vibration, and lighting benefit Deaf children in games.
    • cultural symbols appearing on Deaf products.
    Skills:
    Students are able to:
    • compare how Deaf and hearing people communicate.
    • show how mouth/ear and hand/eye communication is different yet similar.
    • observe and compare games and toys produced mainly for Deaf children.
    • identify cultural symbols on products.
    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.
    • there are products specifically designed for Deaf people.
    • comparing hearing and Deaf products, practices, and perspectives will increase cultural knowledge.
    • products for Deaf children rely on visual cues while hearing products rely on auditory cues.
    Communities
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 0
    10) Interact using American Sign Language within the classroom and globally.

    Examples: Interact with speakers of American Sign Language in person or virtually.

    Unpacked Content
    Goals:
    Communities
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • communicate expressively and receptively with native speakers in person or virtually within the classroom, at a school event, in the community, or globally.
    Performance Descriptors:
    Knowledge:
    Students know:
    • appropriate ways to greet and leave a conversation.
    • vocabulary to express self in conversations on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly practiced and memorized.
    • strategies to understand words, phrases, and formulaic language viewed in conversation.
    • appropriate behaviors to interact with native speakers in person or virtually in the school, community, or globally in ASL.
    Skills:
    Students are able to:
    • communicate expressively and receptively with native speakers within the school, community and globally in person or virtually.
    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.
    • American Sign Language is a life-long learning tool for communication throughout their personal and professional lives.
    American Sign Language (2017)
    Grade(s): 7 - 12
    Level II
    All Resources: 0
    11) Describe opportunities to use American Sign Language beyond the classroom environment.

    Examples: Participate in recreational activities that reflect Deaf culture.
    Participate in art activities centered on Deaf culture.

    Unpacked Content
    Goals:
    Communities
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • describe and participate in recreational activities, e.g., games, sports, and camps, that reflect Deaf culture.
    • describe and participate in art activities, e.g., using handshapes, fingerspelling, or making 'I Love You' cookies, that reflect Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • where to locate or create Deaf recreational activities.
    • where to locate or create Deaf art activities.
    • cultural symbols in art.
    • how rhythm, vibration, and lighting benefit Deaf children in games.
    Skills:
    Students are able to:
    • describe recreational activities that reflect Deaf culture.
    • participate in a recreational event with Deaf peers or a Deaf culture related event sponsored by their schools using ASL describe art activities that reflect Deaf culture.
    • participate in art activities centered on Deaf culture.
    • identify cultural symbols in art.
    Understanding:
    Students understand that:
    • Deaf community events are opportunities to use the target language outside of the classroom setting.
    • interacting with the Deaf community increases personal relationships and language confidence.
    Communication
    Interpersonal Mode
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 1
    Classroom Resources: 1
    1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

    a. Exchange basic information about self, others, and special interests.

    b. Ask for and provide information on familiar topics.

    c. Use ASL to handle tasks related to personal needs.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • describe, discuss and participate in conversations using previously-learned information.
    • communicate basic information such as name, age, location of school and hobbies that they are involved in.
    • ask others participating in conversation about themselves and current happenings.
    • use ASL to express feelings such as hunger, thirst or to ask for directions.
    Performance Descriptors:
    Knowledge:
    Students know:
    • Deaf people tend to stand or sit in a way so that everyone can see each other.
    • appropriate turn-taking in conversations.
    • appropriate ways to ask questions, especially if students do not understand something.
    Skills:
    Students are able to:
    • participate successfully in conversations with members of the Deaf community using ASL.
    • describe the importance of face-to-face conversation.
    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): 9 - 12
    Level III
    All Resources: 0
    2) Interpret what is read or viewed on familiar topics in a variety of time frames.

    a. Describe main ideas, identify characters, and state details found in a variety of viewed informational texts.

    b. Interpret gestures, facial expressions, non-manual markers and other visual cues.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • participate in dialogue using ASL.
    • explain different literary elements found in a short story, novel, script or other informational text.
    • define, explain, and demonstrate how different gestures, non-manual markers, facial expressions and other visual cues influence, add meaning, and grammatically influence signs, sentence and phrases.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to accurately identify different literary elements within an informative text.
    • strategies to identify different non-manual markers, facial expressions and other visual cues and understand how they affect the grammatical-structure of the word, sentence, or phrase.
    Skills:
    Students are able to:
    • accurately express and interpret information based on literary elements from an informational text.
    • accurately identify, and interpret different facial expressions, gestures, non-manual markers and other visual cues used within a conversation.
    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.
    • just as in English, American Sign Language has specific ways to identify and express important literary information.
    • ASL, just as spoken and printed English, has specific grammatical rules that affect meaning, express emotion, and convey important information.
    Presentational Mode
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 2
    Classroom Resources: 2
    3) Present information on familiar topics to an audience of viewers in American Sign Language.

    a. Analyze and explain the meaning of selected classifiers.

    b. Create simple, brief recorded messages about familiar topics.

    c. Present selected poems, anecdotes and ASL stories.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Presentational Mode
    Evidence Of Student Attainment:
    Students:
    • use online vlogs and other Deaf resources to find and define the meaning of selected classifiers.
    • create a vlog to express short messages about topics that they are familiar with, such as current events, explaining hobbies, or other happenings in their lives.
    • find different types of Deaf poetry and ABC/123 stories and create their own to present.
    • discover different common themes that are represented in ASL poetry or stories.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to use technology to research different topics to find information.
    • how to use recorded vlogs to express different ideas and concepts that are close to the Deaf Community.
    • the importance of ABC/123 stories in the Deaf Community.
    • how different types of stories/poetry are used to express different emotions via ASL.
    Skills:
    Students are able to:
    • find, explain and demonstrate different classifiers and how they are used within ASL.
    • create a vlog that expresses a short message about topics that students are familiar with.
    • create and express different ASL poems and ABC/123 stories.
    • explain why these different mediums of expression are important to the Deaf Community.
    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.
    • different classifiers are used in ways that sometimes do not have a direct, one-word English equivalency.
    • vlogs are used to communicate different thoughts and ideas of great variety.
    • ASL poetry, ABC/123 stories, and other ASL stories hold a great value in the history of ASL and in Deaf Culture.
    Cultures
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 0
    4) Investigate perspectives through practices of the Deaf culture.

    a. Discuss and participate in activities enjoyed by Deaf teenagers such as athletics, dance, entertainment and the social norms that accompany these activities.

    b. Understand appropriate social behaviors when interacting with mixed groups of Deaf and hearing individuals.

    c. Participate in hands-on activities related to cultural practices in the Deaf culture.

    Unpacked Content
    Goals:
    Cultures
    Evidence Of Student Attainment:
    Students:
    • discuss and discover similarities to activities enjoyed by both hearing and Deaf students.
    • participate or visit Deaf events, such as sporting events at their local school for the deaf, talent shows, silent dinners, or other Deaf gatherings.
    • discover, through participation and discussion, that there are certain cultural norms and behaviors for events that have both Deaf and hearing individuals.
    Performance Descriptors:
    Knowledge:
    Students know:
    • the value of physical interaction in the Deaf Community.
    • where to locate and contact their local school for the deaf to find events.
    • where to find other Deaf gatherings not related to their local school for the deaf.
    • how deaf institutes have shaped and molded Deaf Culture.
    • appropriate actions used while interacting with both Deaf and hearing individuals in the same group.
    Skills:
    Students are able to find their local school for the deaf and list different events that will be occuring there.
  • attend different deaf events/gatherings and engage in appropriate communications using ASL.
  • research and provide details as to how deaf institutes have influenced Deaf Culture.
  • provide examples of both appropriate and inappropriate actions and behaviors to do while interacting with both hearing and Deaf individuals while in mixed company.
    • 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.
    • recognizing the different practices in the Deaf community can lead to a better understanding of their viewpoints.
    • like public schools, schools for the deaf have events and gathering that the local community participate in.
    • Deaf gatherings and physical interaction are a valued and important part of Deaf Culture.
    • there are both appropriate and inappropriate ways to behave while in a group with both Deaf and hearing individuals.
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 0
    5) Investigate perspectives through products of the target cultures.

    a. Examine how the major themes of eyes, hands, and signs appear in Deaf art.

    b. Recognize the contributions of Deaf scholars in areas such as math, medicine, and science.

    c. Study and produce simple products of Deaf culture such as poetry and art.

    Unpacked Content
    Goals:
    Cultures
    Evidence Of Student Attainment:
    Students:
    • demonstrate, through modeling and presentations, how popular themes appear in Deaf art.
    • identify and explain how different Deaf scholars have made important contributions in fields such as math, medicine, and science.
    • create an example of Deaf culture, such as a visual art piece or poem.
    Performance Descriptors:
    Knowledge:
    Students know:
    • Deaf Culture is rich in creative art, especially the visual arts.
    • Deaf scholars have provided the world with a vast amount of important discoveries.
    • they can create art that is represented by Deaf Culture.
    Skills:
    Students are able to:
    • identify different genres of Deaf Art, along with what popular motifs are represented within these pieces.
    • identify and expand upon different Deaf scholars' contributions to different intellectual fields.
    • create and describe a simple piece of Deaf art.
    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.
    • different motifs and themes appear in Deaf visual art.
    • these motifs have a strong representation to Deaf Culture and issues that Deaf people, especially children, face.
    • Deaf scholars, especially from both Gallaudet University and NTID, have provided a great deal of knowledge to both the Deaf world and general population.
    • students, too, can create Deaf art.
    Connections
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 1
    Classroom Resources: 1
    6) Connect with other disciplines while using American Sign Language in a variety of time frames.

    a. Expand knowledge of common numbering systems used in science, mathematics and other fields.

    b. Talk about topics from other school subjects using ASL.

    c. Describe the importance of influential figures from the Deaf culture, past and present.

    Unpacked Content
    Goals:
    Connections
    Evidence Of Student Attainment:
    Students:
    • present basic math, science, history and other school topics using American Sign Language.
    • Using ASL, students can expand on how influential figures in Deaf Culture have shaped education in both the hearing and Deaf Communities.
    Performance Descriptors:
    Knowledge:
    Students know:
    • basic math and science functions and how they relate conceptually to ASL.
    • How to research impactful members of the Deaf Community to find out how they have shaped education in both the Deaf and hearing communities.
    Skills:
    Students are able to:
    • demonstrate how to complete basic math and science functions both in ASL and printed English.
    • Pick a topic related to Deaf history, research the topic, find influential members and present, expanding on who, what and why they are so impactful to our current education system.
    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.
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 0
    7) Acquire information related to diverse perspectives in the Deaf culture.

    a. Compare how current events are reported in Deaf and hearing cultures.

    b. Gain understanding of major events in Deaf history, both American and world-wide, that have had profound influence on Deaf culture.

    Unpacked Content
    Goals:
    Connections
    Evidence Of Student Attainment:
    Students:
    • create interview questions, research, using person-to-person interviews, social media, or other electronic means, and gather information that will help them gain an understanding of a given topic.
    Performance Descriptors:
    Knowledge:
    Students know:
    • how to create and conduct an interview, either face-to-face, or via phone/internet.
    • research a topic and gather ideas from two different perspectives while staying neutral in opinion.
    • use the internet to gather information on a given topic.
    Skills:
    Students are able to:
    • gather information and express how news of current events is gathered in both the Deaf and hearing communities and explain the differences in obtaining the information in each respected community.
    • develop questions and demonstrate the ability to both gather and present information on important events that have happened within the Deaf Community and how they have had either a nation-wide or world-wide impact.
    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): 9 - 12
    Level III
    All Resources: 1
    Classroom Resources: 1
    8) Compare characteristics of the American Sign Language and their own in a variety of time frames.

    a. Compare idiomatic expressions of ASL and their own.

    b. Compare formal and informal registers of language.

    c. Compare the use of different time frames in ASL and Deaf culture.

    Unpacked Content
    Goals:
    Comparisons
    Evidence Of Student Attainment:
    Students:
    • compare idiomatic expressions of ASL and their own.
    • compare formal and informal registers of language.
    • compare the use of different time frames in ASL and Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • some English idioms and their meaning.
    • some ASL idioms and their meaning.
    • the meaning of formal and informal registers and when they are used.
    • how to use past, present, and future tense in English.
    • how to use past, present, and future tense in ASL.
    • time oriented cultures.
    • event oriented cultures.
    Skills:
    Students are able to:
    • understand some English idioms.
    • understand some ASL idoioms.
    • compare idiomatic expressions of ASL and their own.
    • compare formal and informal registers of language.
    • compare the use of different time frames in ASL and Deaf culture.
    Understanding:
    Students understand that:
    • by learning another language one can better understand how the native language works.
    • other understandings will depend on theme taught.
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 0
    9) Compare products, practices, and perspectives of Deaf and hearing cultures.

    a. Compare selected activities and events of the Deaf and hearing cultures.

    b. Compare selected cultural practices in the Deaf and hearing cultures.

    Unpacked Content
    Goals:
    Comparisons
    Evidence Of Student Attainment:
    Students:
    • compare selected activities and events of the Deaf and hearing cultures.
    • compare selected cultural practices in the Deaf and hearing cultures.
    Performance Descriptors:
    Knowledge:
    Students know:
    • some events and activities occuring in the Deaf community.
    • some events and activities occuring in the hearing community.
    • some cultural practices in the Deaf community.
    • some cultural practices in the hearing community.
    Skills:
    Students are able to:
    • compare selected activities and events of the Deaf and hearing cultures.
    • compare selected cultural practices in the Deaf and hearing cultures.
    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.
    • there are products specifically designed for Deaf people.
    Communities
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level III
    All Resources: 0
    10) Interact using American Sign Language within the classroom and globally in a variety of time frames.

    Examples: Exchange information with speakers of American Sign Language in person or virtually.
    Identify skills necessary to enter possible career options utilizing ASL fluency.
    Simulate interactions that would occur in the Deaf culture.

    Unpacked Content
    Goals:
    Communities
    Evidence Of Student Attainment:
    Students:
    • identify skills necessary to enter possible career options utilizing ASL fluency.
    • simulate interactions that would occur in the Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • some careers options utilizing ASL fluency.
    • skills to research careers that utilize ASL fluency.
    • rules of some cultural interaction in the Deaf culture.
    • ways to simulate interaction that would occur in the Deaf culture.
    Skills:
    Students are able to:
    • identify skills necessary to enter possible career options utilizing ASL fluency.
    • simulate interactions that would occur in the Deaf culture.
    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): 9 - 12
    Level III
    All Resources: 0
    11) Explore opportunities to use American Sign Language beyond the classroom environment in a variety of time frames.

    Examples: Investigate authentic materials to learn more about topics studied in class.
    Explore the internet to find authentic websites on current events.
    Plan school events which promote the Deaf culture and awareness of the Deaf culture.

    Unpacked Content
    Goals:
    Communities
    Evidence Of Student Attainment:
    Students:
    • explore the internet to find authentic websites on current events.
    • plan school events which promote the Deaf culture and awareness of the Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • criteria to recognize an authentic website.
    • strategies to plan a school event.
    • specific Deaf culture points and how to promote awareness of those points.
    Skills:
    Students are able to:
    • explore the internet to find authentic websites on current events.
    • plan school events which promote the Deaf culture and awareness of the Deaf culture.
    Understanding:
    Students understand that:
    • Deaf community events are opportunities to use the target language outside of the classroom setting.
    Communication
    Interpersonal Mode
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 1
    Classroom Resources: 1
    1) Communicate and share on familiar and new topics in various time frames and moods.

    a. Initiate, maintain, and conclude a conversation on various topics.

    b. Use ASL to communicate about subjects of particular interest to students.

    c. Use ASL to communicate with Deaf peers from the local community/school to identify similarities and differences.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • initiate, maintain, and conclude a conversation on current events in the target language.
    • communicate in the target language about subjects of interests, e.g., entertainment, sports, technology.
    • communicate with Deaf peers from the local community/school to identify similarities and differences, e.g., routines, recreation, family, and school.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to initiate, maintain, and conclude a conversation by using the appropriate vocabulary and non-manual markers.
    • the use of ASL discourse, space and cultural considerations that affect communication.
    • markers of different registers.
    • markers of different time frames.
    Skills:
    Students are able to:
    • communicate in various time frames.
    • communicate using different registers.
    • communicate.
    • communicate about different topics and subjects of interest.
    • use their communication skills to gain information about similarities and differences with Deaf peers.
    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): 9 - 12
    Level IV
    All Resources: 1
    Classroom Resources: 1
    2) Interpret, restate, and react to what is viewed on familiar and new topics.

    a. Give details from announcements and messages that are directly related to daily activities and school related topics.

    b. Interpret gestures, non-manual markers, selected classifiers, and other visual cues.

    c. Demonstrate an understanding of cultural nuances of meaning in expressive products of Deaf culture, such as ASL literature, humor, De'VIA and other visual arts.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • comprehend and restate one-way communication of messages of daily activities and school related topics.
    • interpret gestures, non-manual markers, visual cues, and selected classifiers, e.g., instrument, element, body, and plural.
    • demonstrate an understanding of cultural nuances, e.g., symbolism or signing styles in expressive products of Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • target language vocabulary related to daily activities and school related topics.
    • strategies to identify gestures, non-manual markers, visual cues, and selected classifiers to restate the communicate message accurately.
    • strategies to identify and understand cultural nuances in various products.
    • how the expressive products of Deaf culture preserve the language.
    Skills:
    Students are able to:
    • view messages in the target language and restate information about daily activities and school related topics.
    • view messages in the target language and use the information given by gestures, non-manual markers, visual cues, and classifiers to restate information accurately.
    • view expressive products of the Deaf culture and identify and show an understanding of cultural nuances of Deaf culture such as symbolism and signing styles.
    • identify how the products of Deaf culture preserve the 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.
    Presentational Mode
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 0
    3) Present information to an audience of viewers on familiar and new topics in various time frames and moods using varied vocabulary and more complex sentence structure.

    a. Research and present reports in ASL on current events and Deaf culture relevant topics.

    b. Present information on academic and work-related topics.

    c. Demonstrate understanding of how signs are modified with inflection.

    Unpacked Content
    Goals:
    Communication
    Modes Of Communication:
    Presentational Mode
    Evidence Of Student Attainment:
    Students:
    • present research and reports on current events and Deaf culture relevant topics, such as audism.
    • present information on academic and work-related topics, e.g., Deaf minority groups.
    • demonstrate how signs are modified with inflection, e.g., directionality and temporal aspect.
    Performance Descriptors:
    Knowledge:
    Students know:
    • target language vocabulary related to current events.
    • Information about audism.
    • how academic and work-related topics affect the Deaf community and Deaf minority groups.
    • how signs are modified with inflection.
    Skills:
    Students are able to:
    • use appropriate vocabulary to present research on Deaf culture topics.
    • use appropriate vocabulary to present information on academic and work-related topics.
    • demonstrate signs inflected by directionality and temporal aspect.
    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.
    Cultures
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 1
    Classroom Resources: 1
    4) Explain perspectives through practices of the Deaf culture.

    a. Explain how behaviors in the Deaf culture relate to and reflect different types of relationships.

    b. Interact through role-play in a variety of familiar and unfamiliar environments.

    c. Participate in activities enjoyed by Deaf peers and examine the social norms associated with these activities.

    Unpacked Content
    Goals:
    Cultures
    Modes Of Communication:
    Presentational Mode
    Evidence Of Student Attainment:
    Students:
    • explain how behaviors such as expressing affection during greetings and farewells reflect different types of relationships.
    • interact through role-play in a variety of environments, e.g., employment, social, or educational.
    • participate in activities and examine the social norms, e.g., time, personal space, and exchanging personal information.
    Performance Descriptors:
    Knowledge:
    Students know:
    • how greeting, leaving, and exchanging information show different types of relationships, e.g., family, friends, or professional.
    • appropriate cultural behaviors for communicating in different environments.
    • the social norms of the Deaf community so they can participate in activities.
    Skills:
    Students are able to:
    • greet, leave and exchange information using various types of activities related to the appropriate relationship.
    • address other appropriately.
    • interact in various environments using appropriate communication and social skills.
    • identify, explain, and use social norms of the Deaf community to participate in activities appropriately.
    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.
    • recognizing the different practices in the Deaf community can lead to a better understanding of their viewpoints.
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 0
    5) Explain perspectives through products of the Deaf culture.

    a. Analyze the importance of tangible products of the Deaf culture including technology.

    b. Analyze arts, crafts, or graphic representations of the Deaf culture.

    c. Watch ASL films or vlogs that are currently relevant with Deaf peers.

    Unpacked Content
    Goals:
    Cultures
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • analyze Deaf technology, e.g., captioning glasses, video remote interpreting, to show Deaf culture perspective.
    • analyze arts, crafts, or graphic representation of Deaf culture to
    • explain the Deaf culture perspective, e.g., oppression or empowerment.
      • watch current ASL films or Vlogs to explain Deaf culture perspectives.
    Performance Descriptors:
    Knowledge:
    Students know:
    • types of technology used by Deaf individuals.
    • types of art, crafts, and graphic representations produced by the Deaf community.
    • Deaf culture perspective topics target language vocabulary for ASL films and Vlogs.
    Skills:
    Students are able to:
    • Identify and analyze Deaf technology to show Deaf culture perspective examine tangible products to identify Deaf cultural perspectives.
    • understand vocabulary for ASL films and Vlogs.
    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): 9 - 12
    Level IV
    All Resources: 0
    6) Connect with other disciplines while using American Sign Language in a variety of time frames and moods.

    a. Demonstrate understanding of how to apply ASL numbers in various contexts.

    b. Share views using ASL on topics across disciplines in a variety of time frames and moods.

    c. Explain the importance of influential figures from the Deaf culture, past and present.

    Unpacked Content
    Goals:
    Connections
    Modes Of Communication:
    Presentational Mode
    Evidence Of Student Attainment:
    Students:
    • present numbers in the target language in various contexts, e.g., math, sports, and science.
    • present views in the target language on topics across disciplines, e.g., global warming, politics, or technology.
    • present information about influential figures from Deaf culture, e.g., Abbe Charles Michel de l'Epee, Thomas Gallaudet, Andrew Foster, and Nyle Dimarco.
    • present information using the past, present, and future time frames.
    • present information using moods: indicative, subjunctive, and imperative.
    Performance Descriptors:
    Knowledge:
    Students know:
    • the way to present different types of numbers related to various subjects.
    • appropriate parameters for correctly signing a number.
    • Numerical signs for incorporating numbers.
    • Numerical signs for showing quantity and frequency.
    • Number placement related to meaning.
    • target language vocabulary to present views on various topics.
    • how to research and show the importance of influential Deaf figures.
    • present information using the past, present and future time frames by using space and time signs.
    • present information using grammar to show the appropriate mood.
    Skills:
    Students are able to:
    • present subject related information which includes numbers signed appropriately.
    • use numerical rules to create signs to represent numbers for the correct category and meaning.
    • use past, present, and future time frames to present views on topics in the target language.
    • identify figures in Deaf culture and present information on their importance to the Deaf community and other disciplines.
    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.
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 0
    7) Acquire information related to Deaf culture perspectives in a variety of time frames and moods.

    a. Explain how current events are reported in Deaf culture.

    b. Compare and contrast advertisements from Deaf culture and local media.

    c. Gain understanding of major events in Deaf history and the impact on Deaf culture.

    Unpacked Content
    Goals:
    Connections
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • explain how Deaf culture current events are reported via the internet or publication.
    • compare and contrast advertisements in Deaf culture and local hearing media.
    • summarize major events, e.g., Milan Conference, George Veditz's speech, and cochlear implants, in Deaf history to show the impact on Deaf culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • internet sites and publications which report Deaf events.
    • srategies for locating print, online, and television advertisements related to Deaf culture and hearing culture.
    • strategies for analyzing advertisements to show similarities and differences.
    • major Deaf events which impacted the language, social beliefs, behaviors, art, literary traditions, values, and/or educational institutions of the Deaf.
    Skills:
    Students are able to:
    • identify internet sites and publications used to report Deaf current events.
    • comprehend and explain information reported concerning Deaf events.
    • show the similarities and differences in Deaf and hearing advertisements.
    • research major Deaf events and relate them to current Deaf culture perspectives and practices.
    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): 9 - 12
    Level IV
    All Resources: 1
    Classroom Resources: 1
    8) Compare characteristics of the target language and their own language in a variety of time frames and moods.

    a. Demonstrate the ability to recognize and correctly use classifiers and non-manual markers in ASL.

    b. Compare temporal aspects of ASL and English.

    c. Recognize differences and similarities in syntax, verb formation, nouns and pronouns in ASL and English.

    Unpacked Content
    Goals:
    Comparisons
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • recognize and use classifiers, e.g., locative, body part, element, and instrumental, and non-manual markers correctly in ASL.
    • compare temporal aspect of ASL and English structure.
    • compare and contrast syntax, verb formation, nouns and pronouns in ASL and English.
    Performance Descriptors:
    Knowledge:
    Students know:
    • strategies to identify and use different categories of classifiers.
    • strategies to identify and use different types of non-manual markers, including mouth morphemes.
    • the temporal aspects used in ASL and English.
    • the grammatical structure of sentences in ASL and English.
    • the formation of similar verbs and nouns in ASL.
    • the characteristics of verbs, nouns and pronouns in ASL and English.
    Skills:
    Students are able to:
    • use different types of classifiers and non-manual markers to represent appropriate concepts.
    • use different types of non-manual markers, including mouth morphemes, to represent appropriate concepts.
    • use various temporal aspects of verbs to represent and compare different aspects of the action.
    • identify and list the similarities and differences in syntax, verbs, nouns, and pronouns in ASL and English.
    Understanding:
    Students understand that:
    • by learning another language one can better understand how the native language works.
    • 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): 9 - 12
    Level IV
    All Resources: 0
    9) Compare products, practices, and perspectives of the target culture and their own in a variety of time frames and moods.

    a. Compare and contrast personal experiences of the Deaf and hearing culture.

    b. Demonstrate awareness of their own culture by comparing it to daily activities in the Deaf culture.

    c. Compare selected products in the Deaf and hearing cultures.

    Unpacked Content
    Goals:
    Comparisons
    Modes Of Communication:
    Interpretive Mode
    Evidence Of Student Attainment:
    Students:
    • compare and contrast personal experiences of the Deaf and hearing culture.
    • compare their own culture to the daily activities, including the use of technology, in the Deaf culture.
    • compare products,including art, literature, and film, in the Deaf and hearing culture.
    Performance Descriptors:
    Knowledge:
    Students know:
    • personal experiences of Deaf and hearing cultures.
    • the daily activities experienced in the Deaf culture.
    • art, literature, and film produced by and about the Deaf community and the hearing community.
    Skills:
    Students are able to:
    • show the similarities and differences in personal experiences in growing up as a hearing person and as a Deaf person.
    • identify and compare the daily activities, including the use of technology, in the Deaf and hearing cultures.
    • identify and compare art, literature, and film in the Deaf and hearing cultures.
    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.
    • there are products specifically designed for Deaf people.
    Communities
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 0
    10) Interact using American Sign Language within the classroom and globally in a variety of time frames and moods.

    Examples: Exchange information with speakers of ASL in person or virtually in a variety of time frames and moods.
    Simulate interactions and personal experiences that would occur in the Deaf culture.

    Unpacked Content
    Goals:
    Communities
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • communicate with native signers in person or virtually using the past, present, and future time frame with a variety of moods.
    • use role-play or technology to demonstrate Deaf cultural interactions.
    Performance Descriptors:
    Knowledge:
    Students know:
    • target language vocabulary and grammatical structures to communicate with native speakers.
    • a variety of tenses and moods to communicate in real-world interactions.
    Skills:
    Students are able to:
    • use target language vocabulary and grammatical structures to communicate with native signers using past, present, and/or future time frame.
    • use role-play or technology to demonstrate Deaf cultural interactions.
    • communicate in a variety of moods.
    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.
    • American Sign Language is a life-long learning tool for communication throughout their personal and professional lives.
    American Sign Language (2017)
    Grade(s): 9 - 12
    Level IV
    All Resources: 0
    11) Explore opportunities to use American Sign Language beyond the classroom environment in a variety of time frames and moods.

    Examples: Establish interpersonal relationships with ASL users.
    Explore the internet to find authentic websites of current events and Deaf culture interests.
    Attend cultural events or social activities that reflect Deaf culture.

    Unpacked Content
    Goals:
    Communities
    Modes Of Communication:
    Interpersonal Mode
    Evidence Of Student Attainment:
    Students:
    • participate in Deaf cultural events beyond the classroom to establish interpersonal relationships with ASL users.
    • explore the internet to find local Deaf cultural events and social activities.
    Performance Descriptors:
    Knowledge:
    Students know:
    • how to locate deaf cultural events on the internet on Deaf event sites.
    • target language vocabulary and grammatical structures to communicate with native signers.
    • Deaf organizations/agencies which sponsor Deaf events.
    Skills:
    Students are able to:
    • locate sites which list Deaf social events.
    • locate sites which list interpreted events.
    • communicate with native users with appropriate vocabulary, grammatical structures, time frames, mood, and cultural practices.
    Understanding:
    Students understand that:
    • Deaf community events are opportunities to use the target language outside of the classroom setting.