Beckman Lessonplan

Introduction to ASL & Deaf Studies Lesson Plan
Course Information
Course Name: Introduction to ASL & Deaf Studies Course level: Undergraduate Class: M, W- 11:00a - 12:20p
Course Description
This Course is offered as part of a Learning Cluster, which integrates FYS 101 (First Year Seminar), ENG 101 (Critical Reading and Writing) and ASL 101 (American Sign Language and Deaf Studies). The purpose of the course is to prepare students to engage in critical, academic thinking through ASL. Student will be introduced to historical, linguistic, literary, community and academic dimensions of ASL. Students will learn the differences between formal and informal uses of language and gain experiences in critical analysis of ASL texts. This course will also explore the theme of Deaf Lives and engage students in thinking about the complexities involved in identity construction and what it means to live Deaf lives today.
Course Outcomes
At the end of the course, the student will demonstrate competency in delivery of information in Academic ASL. . At the end of the course, the student will analyze and evaluate academic texts by discussing various parts in the texts (structure, content and delivery). At the end of the course, the student will produce quality educational texts in Academic ASL using media technology.

Lesson Outcomes
Lesson Outcome 1. Identify different features of Academic Discourse (ASL) 2. Recognize what is necessary in a quality educational video. Lesson Activity Keynote, Classroom Discussion, Rubric discussion Lesson Assessment Informal discussion Aligned with Course Outcomes 1
Keynote, Classroom discussion, Rubric discussion.
In class demonstration, Homework.
1, 2
Teaching Methods Natural Approach Todays discussion will be in the target language (register) Academic ASL. Through discussion and demonstrations from videos in Keynote, we will discuss what tenets set apart academic discourse from other forms of registers. Interactive Learning, Students will build off each others input on what is and what is not considered academic discourse. Students will learn from each other as well as instructor what expectations exist when creating an educational text using Academic ASL.
Materials and equipment

This course, I will use Keynote
Procedure
11:00- 11:05- Roll Call. 11:05- 12:00- Lecture on Academic ASL and demonstrate video assignment o Keynote will cover what is Academic ASL
Discuss different places where academic works can be found- give examples:
-ASLIZED.org -DSDJ
What are the different types of Academic Works in ASL that will be composed in our class? (Refer to syllabus)

Show rubrics from Canvas/Blackboard- discuss each part of the rubric. DISCUSSION/Activity: 4 Different Videos- sets up groups and have students grade videos according to rubric.

12:00- 12:20- Discuss Homework (refer to Assessment below)
Assessment
Informal assessment: Instructor will prompt students to identify features seen in videos shown in PowerPoint. Formal assessment: Homework: Students are to summarize todays discussion and include the differences seen between non-academic and academic discourse. Assignment will be assessed using the Academic ASL Rubric, given below. Instructor will explain resources available to students for editing videos (Technology Services, Lab). Academic ASL Rubric 4 Delivery pattern (Precisely stated, appropriately repeated, memorable, and strongly supported and specific introduction and conclusion. Sequenced material within the body, and transitions) is clearly and consistently observable. Is skillful and makes the content of the video assignment cohesive. Demonstrates 3 Delivery pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the video assignment. The message is clear and consistent with the supporting material. 2 Delivery pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the video assignment. The message is basically understandable but is not often repeated and is not memorable. 1 Delivery pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the video assignment. The message can be deduced, but is not explicitly stated in the presentation.
Delivery
Topic and
Demonstrates
Follows
Attempts to use a 7

Message detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or assignment(s) including organizat ion, content, presentation, formatting, and stylistic choices. Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the video assignment. Topic and Message in video is appropriate to audience. Background, clothes, and jewelry are appropriate choices with no distractions. Camera placement is appropriately sized. Correct brightness of light on camera. consistent use of important conventions particular to a specific discipline and/or assignment(s), including organization, content, presentation, and stylistic choices. expectations appropriate to a specific discipline and/or assignment(s) for basic organization, content, and presentation. Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Topic and Message in video is appropriate to audience. consistent system for basic organization and presentation. Language choices are unclear and minimally support the effectiveness of the presentation. Topic and Message in video is not appropriate to audience.
Language choices are thoughtful and generally support the effectiveness of the presentation. Topic and Message in video is appropriate to audience.
Formatting
Background, clothes, and jewelry are good choices with few distractions. Mildly close or far from camera; few signs are out of picture. Mildly dark or bright to see signing. Editing is adequate and acceptable.
Background, clothes, and jewelry are average choices with some distraction.
Background, clothes, and jewelry are poor choices and often distracts. Too close or too far from camera; many signs go off the screen. Too dark or too bright to see signing.
Little too close or too far from camera; some signs are out of the picture. Little too dark or too bright to see signing.
Editing is excellent and shows a completed product.

Working with Sources and Supporting Material Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the assignment. To make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/authori ty on the topic For example; explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) Editing is choppy and unfinished. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the assignment. For example; explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) Demonstrates an attempt to use sources to support ideas in the assignment. For example; explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities).
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the assignment. For example; explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities).
Note: Some content in this rubric was acquired from the Association of American Colleges and Universities Public presentation VALUE Rubric and reformatted to satisfy expectations involving American Sign Language.

Beckman Lessonplan

Uploaded by

Copyright:

Available Formats

Beckman Lessonplan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Beckman Lessonplan

Uploaded by

Copyright:

Available Formats

Introduction to ASL & Deaf Studies Lesson Plan

Introduction to ASL & Deaf Studies Lesson Plan

Keynote, Classroom discussion, Rubric discussion.

In class demonstration, Homework.

Materials and equipment

Introduction to ASL & Deaf Studies Lesson Plan

Introduction to ASL & Deaf Studies Lesson Plan

Introduction to ASL & Deaf Studies Lesson Plan

Introduction to ASL & Deaf Studies Lesson Plan

Introduction to ASL & Deaf Studies Lesson Plan

Introduction to ASL & Deaf Studies Lesson Plan

Editing is excellent and shows a completed product.

Introduction to ASL & Deaf Studies Lesson Plan

You might also like