Courses of Study

Communication
Interpersonal Mode
American Sign Language (2017)
Grade(s): 7 - 12
Level II
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight 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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight 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
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight 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
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Interact using American Sign Language within the classroom and globally.

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

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight 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.