ASL 100: American Sign Language I Lesson Plan

Week 7/Day 14: Prep for Timber Story - Duration: 2 hours

Course Description

In this course, students will study the basic structure of American Sign Language
through interaction and storytelling. Reading assignments will emphasize the life and
culture of American Deaf people. Students will also retell ASL stories in front of the class

Course Outcomes
After successful completion of this course, students will
Engage in basic conversation with others about activities, families, and
school/work.
Incorporate Deaf Culture group behaviors while interacting.
Narrate ASL Folklores.

Lesson Student Learning Outcomes

By the end of this week, students will

Incorporate use of constructed action into narratives.
Incorporate use of constructed dialogue into narratives.
Incorporate use of transitions to assist in flow of narratives.
Think critically about the role storytelling has in the Deaf Community.

Materials and Equipment

Equipment needed for classroom:

Computer connected to digital projector
Dry erase board and markers

Materials to bring to class:

Unit 6: Storytelling Timber; Lessons 6:1-6:4
Timber told by Joey Baer on computer screen.
Timber Story Comprehension checklist
Lesson Sequence and Procedures

Roll call (10-15 minutes)

Choose student - give them name of another classmate in class and ask what s/he looks
like. Example: MARY LOOK-LIKE WHAT?

Student then describes either sitting position, appearance, or action.

Review (20-25 minutes)

Students mingle and practice their autobiographies with each other and receive peer
feedback. After watching a partner tell their autobiography, students are to ask one or
two questions before they switch partners. Everyone stands for this activity.

Instructions for this activity was shared at last class and on Blackboard.
Autobiographies need to include names, language background, location of
residence, living arrangements, pets, favorite colors and favorite leisure activities.
Autobiography needs to be between 1 and 2 minutes long. Vocabulary and
grammar for this review activity was already covered in previous classes.
Students will record Autobiography and post on GoReact before next class.
Teacher walks around and gives impromptu feedback.

Storytelling Lesson (approximately 1 hour)

10 mins: Teaching Method: Text Based Analysis

Play Timber as told by Joey Baer from the Signing Naturally 1-6 Curriculum.

10 mins: Teaching Method: Cooperative Learning

Groups of 3-4. Give out Comprehension Checklist. In each group students discuss
each item on Timber Story Comprehension Check. (see attached)

10 mins: Teaching Method: Text Based Analysis

Mini-lecture on constructed action. Ask students to list which parts of the story is action.
(walking, chopping, eating, drinking). Then I model each constructed action with
attention to eye gaze

10 mins: Teaching Method: Cooperative Learning

Students work in small groups applying construction action parts of the story. Teacher
walks around giving feedback.

10 mins: Teaching Method: Direct Method

Mini-lecture on constructed dialogue. Roleshift throwing balls as one person. Ask
students how many people? Role shift throwing balls as two people. Ask students how
many people. How they know? Discuss role of eye gaze in Constructed Action. Ask
students to indicate which parts of the story is constructed dialogue. (convo with doctor).
Teacher models that dialogue.
10 mins: Teaching Method: Cooperative Learning
Students work in small groups practicing construction dialogue using Lumberjack and
Doctor Convo of the story. Teacher walks around giving feedback.

Homework

Watch different versions of the classic ASL Folklore Timber

Deaf childs Timber narrative:

https://youtu.be/PKtkW4b-fUY

David Rawsons Timber version:

https://youtu.be/Hka9gwgCy6I

Post your replies to the following Discussion Threads on Blackboard.

How were the two Timber variations different than the one you saw in
class?
How will you alter your Timber story to add your personality to it?
Some ideas are changing lumberjack outfit, changing genders of
main characters, changing meal items, and more.
Timber is a classic ASL Folklore thats been shared in the Deaf
Community for generations. Why do you think it has become a classic
ASL Folklore?

Be prepared to retell your version of Timber for the next class. This will not be a
graded activity. You will retell your version of Timber for a grade on GoReact next
week.

See attached for Timber Storytelling Rubric.

Timber Storytelling Rubric

Developing Emerging Adequate Good Exemplary

(1-11.8) (12-13.8) (14-15.9) (16-17.9) (18-20)

Assignment Meets none or Meets a few Meets some Meets most Meets all of the
Requirements very little of the requirements requirements requirements. assignment
requirements requirements

Sign Numerous sign Frequent sign Some sign Sign Sign

Production production production production production is production is
errors. errors. errors. mostly accurate.
accurate.

Grammar Numerous Frequent Some Grammar is Grammar is

grammatical grammatical grammatical mostly accurate.
errors. errors. errors. accurate.

Structure Numerous Frequent Some Structure is Structure is

structural structural structural mostly accurate
errors. errors. errors. accurate.

Delivery Numerous Frequent Some lapses Signing mostly Signing flows

errors with errors with in pacing and flows smoothly
pacing and pacing and fluidity. smoothly. throughout.
fluidity. fluidity.

Assignment requirements
Same basic story plot as Timber as told by Joey Baer
2 trees, then meal, then 3rd deaf tree - add 2nd person and ASLize the tree down
Slight modifications (outfit, gender, meals, conversation etc)
Post video on GoReact
Abide by Video Guidelines
Timber Story Comprehension Check

In small groups, discuss each item. Each of you take turns and answer each item.

Describe lumberjacks outfit.

Describe each tree (3 trees).

Describe how he chopped down the first two trees.

List what he had for lunch and describe what he did with each item.

What happened when he yelled TIMBER at the 3rd tree?

Who did he call.

What did that person do to the tree?

What did that person discover?

What did the lumberjack do to make the 3rd tree fall?