Edsp 355b-Lesson Plan 2

CSULB Lesson Planning Form
Name:__Ellanya Percy____ Subject/Grade:_ASL/9____Setting:_General Education_ Date:_4/8/20_Time

Frame:_50 Min__
Lesson Objective: By the end of the lesson, students will be able to express the weather.
Language Objective: By the end of the lesson, students will be able to produce all vocabulary signs clearly after a review of the
five parameters of sign language and create full sentences in ASL
CCSS: WL.CM5.N Demonstrate understanding of words, phrases (signs and fingerspelling in ASL), and simple
sentences on very familiar common daily topics using orthography, phonology, ASL parameters and very
basic sentence-level elements (morphology and/or syntax).
WL.CM6.N Communicate on very familiar common daily topics using words and phrases (signs and
fingerspelling in ASL), and simple sentences using orthography, phonology or ASL parameters and very basic
sentence-level elements (morphology and/or syntax).
WL.CN1.N Acquire, exchange, and present information primarily in the target language about very familiar
common daily elements of life and age-appropriate academic content across disciplines.
IEP Objective/s:  Mwajabu will connect English words with ASL vocabulary
 Mwajabu will create a story dialogue with pictures and signs
Lesson Relevance: Ability to express weather occurrence and likes/dislikes with Deaf persons and with friends
Anticipatory Set: Activating prior knowledge
Video of ASL poem, “Snow”
https://www.youtube.com/watch?v=yPf_oRw-4h0
Input: “Today you are Modeling: “Watch Check for Guided Practice: “Let’s Independent Practice:
going to learn…” me…” Understanding: do it together” “Now is your chance to
“What did I do?” show me what you have
learned and can do…”
 Tell the students,  Have a student  Invite students to  Create a four-paneled  Have students pick a
Today, we are going present their list of sign the vocabulary cartoon, each panel region in the United
to learn about different kinds of themselves by going including a different States and research
weather. weather to show the one-by-one in the form of weather their weather forecast
 Ask the students, rest of the class and horseshoe and occurrence for the day.
does anyone know use the list to teach pointing to a written  Discuss each panel to  Ask students to share
what that poem was vocabulary vocabulary word a group of four their region by
about?  Use exaggerated  If sign is completely students (THIS IS pointing to a map of
 Ask the students, facial expressions wrong after a couple SUN(NY)… THIS IS the United States and
what does the when asking tries, model the COLD… etc.) using the new
weather look like questions correct sign and facial  Which weather weather signs
today?  Use exaggerated expression again and occurrence do you  Ask students, do you
 Ask the students to body movement have class repeat prefer? Tell the group like his weather?
write down different when teaching new together  Ask students to
Lesson Plan EEEI Format (LBUSD) Revision 2

Frame:_50 Min__
kinds of weather vocabulary and  Use guided practice respond with “YES. I-
dramatize the and independent LIKE” or “NO. I-NOT-
meaning of the practice as LIKE”
vocabulary words assessment for the
 Share personal likes day
and dislikes for every  Ask random students
vocabulary word if they like or dislike
the weather based on
the sign
Closure: “What did you Assessment: (Informal Sheltered Adaptations: List all Supporting accommodations
learn today?” and Formal methods) Instructional and modifications for all learners
 Repeat question,  Look for sign Strategies: List all SIOP  Horseshoe seating arrangement
what does the proficiency of features used in lesson  Drawing activity (artistic learners)
weather look like students during  Real-life application,  Group work
today? closure questions daily vocabulary  Independent work
 Ask the students, do  Model correct signs,  Use of facial  Peer evaluation
you like the weather facial expressions, expressions and body  Movement (body/kinesthetic learners)
today? and body language language to enforce  Written English provided to aid success in target
 Ask students, what do every time a student vocabulary meaning language
you think tomorrow’s responds to the  Use of previous
weather will look like? questions experience/knowledg
 Give exit ticket to e
each student if they  Use of pictures and
can sign one drawing
vocabulary word
correctly
“One-Page” Narrative

Frame:_50 Min__
The case study of Mwajabu interested me and I wanted to focus my attention on her ability to draw and hopefully help her work on her
social interactions with fellow peers. American Sign Language (ASL) relies heavily on interactions with other people which Mwajabu has
difficulty with, especially when understanding social cues. Mwajabu loves to draw and knows geography, especially when talking about her
move to America. She is precise but does not know patience and turn-taking. I wish to subtly address patience and turn-taking during the group
activity and during time with the whole class and to include independent practice, so hopefully Mwajabu is not overwhelmed by group work.
Because I chose level one, I wanted to spend most of the time learning together and in small groups rather than independent work. I
decided to use small groups during the lesson and cut the time down so each student spent less time presenting all four panels. I hope the
activity of drawing pictures and spending less time on presenting before moving on to someone else can help Mwajabu’s social understanding
and enforce turn-taking and highlight her creative side and her desire to draw. I also wanted to include an independent practice where students
could learn about different regions, highlighting Mwajabu’s knowledge of oceans and land.
My Anticipatory Set included a poem in ASL by a Deaf woman, titled “Snow”. This is to showcase the abilities of ASL and introduce
the topic of weather. Comprehensive (and Inclusive): material requires prior knowledge about the weather and activities require prior
knowledge from other courses. Also using a horseshoe shape for the chairs, making sure students can all see each other and the teacher.
Empowering: providing group activities to enforce positive peer feedback and validation among peers. Giving confidence to students who will
begin to believe they can talk to peers in ASL.

Edsp 355b-Lesson Plan 2

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CSULB Lesson Planning Form

Name:Ellanya Percy__ Subject/Grade:_ASL/9____Setting:_General Education_ Date:_4/8/20_Time

Name:Ellanya Percy__ Subject/Grade:_ASL/9____Setting:_General Education_ Date:_4/8/20_Time

Name:Ellanya Percy__ Subject/Grade:_ASL/9____Setting:_General Education_ Date:_4/8/20_Time

begin to believe they can talk to peers in ASL.

Lesson Plan EEEI Format (LBUSD) Revision 2

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