American Sign Language (ASL): Theme 3

Theme 3: Teen Culture

 

Entertainment

Communication

Person-to-Person Communication

  • Exchange ideas about Deaf entertainers, storytellers, poets, writers, and others who have contributed to the culture.
  • Ask and respond to questions relating to entertainment.

Understanding Signed Language

  • Comprehend information relating to entertainment, Deaf entertainers, storytellers, poets, writers, and others who have contributed to the culture.

Producing Signed Language

  • Produce and present situations which highlight entertainment choices and venues popular with Deaf individuals.
  • Make presentations about Deaf entertainers, storytellers, poets, writers, and other who have contributed to the culture.
  • Explain how to use closed-captioning.

Cultures

Cultural Perspectives, Practices and Products

  • Discuss Deaf storytelling and its role in Deaf culture.
  • Discuss the use of captioning in homes with Deaf children.
  • Discuss the set-up of Deaf homes and how it accommodates conversational and entertainment styles.
  • Discuss the role of conversing as a form of entertainment in the Deaf community.

Connections, Comparisons and Communities

Making Connections Through Language

  • Relate knowledge of entertainment topics to information learned in ASL class.
  • Discuss how technology such as closed-captioning contributes to the participation of the Deaf in various forms of entertainment.

Cultural and Linguistic Comparisons

  • Discuss reporting styles of hearing journalists toward Deaf culture.
  • Compare attitudes towards hearing and Deaf entertainers.
  • Make comparisons between watching captioned television and non-captioned television.
  • Recognize differences between Deaf and hearing storytelling.

Communication Across Communities

  • Locate an authentic source of information on Deaf entertainers, storytellers, poets, writers, and others who have contributed to the culture, such as an individual, Internet site or article.

Related Vocabulary and Linguistic Elements

  • Vocabulary related to entertainment
  • Vocabulary for expressing interest, disinterest, and indifference
  • Vocabulary for detailed descriptions used in storytelling
  • Comparatives and superlatives
  • Vocabulary relating to ADA
  • Poetic structures

 

Sports

Communication

Person-to-Person Communication

  • Exchange ideas about sports and sporting events.

Understanding Signed Language

  • Comprehend information about sports and scoring regulations.

Producing Signed Language

  • Describe Deaf sporting events and cultural habits.
  • Produce presentations about Deaf historical sports figures such as William "Dummy" Hoy.

Cultures

Cultural Perspectives, Practices and Products

  • Discuss the role of sporting events in the Deaf community.

Connections, Comparisons and Communities

Making Connections Through Language

  • Make connections between the Deaf World Games and the Olympics.
  • Identify sports traditions from the Deaf community (e.g. the Huddle, safe sign).

Cultural and Linguistic Comparisons

  • Discuss the differences between playing on an all-Deaf team and an all-hearing team.
  • Compare and contrast registers of expression in ASL and English.
  • Compare and contrast Deaf and hearing attitudes towards sports.

Communication Across Communities

  • Investigate information about Deaf athletes on the Internet or in other media.

Related Vocabulary and Linguistic Elements

  • Vocabulary related to sports and scoring
  • Vocabulary for expressing interest, disinterest and indifference
  • Spatial agreement for describing positions on a field
  • Classifiers relating to sports
  • Comparatives and superlatives
  • Directionality

 

Leisure Time

Communication

Person-to-Person Communication

  • Express preferences and elicit those of others about leisure time activities.
  • Exchange points of view and support opinions about leisure time activities.

Understanding Signed Language

  • Comprehend information related to leisure time activities.

Producing Signed Language

  • Produce well-organized presentations with supporting details appropriate to the type of audience and the purpose of the presentation in relation to teenage leisure activities.

Cultures

Cultural Perspectives, Practices and Products

  • Discuss patterns of teen behavior and recreational pastimes in the Deaf community.

Connections, Comparisons and Communities

Making Connections Through Language

  • Discuss information learned in courses such as biology about the connection between active pastimes and good health.

Cultural and Linguistic Comparisons

  • Compare and contrast patterns of hearing and Deaf teen behavior and recreational pastimes.
  • Identify words related to leisure time activities that are derived from French Sign Language (MFSL).

Communication Across Communities

  • Expand ASL language skills and cultural knowledge by viewing programs and videos in ASL related to leisure time activities in the Deaf community.

Related Vocabulary and Linguistic Elements

  • Vocabulary related to pastimes, sports and leisure
  • Expressions of excitement, disappointment and opinions
  • Expressions of agreement and disagreement

Quick Links:

Instructional Services

World Languages

Elementary World Languages Programs

Secondary World Languages Programs

Credit Exam

PALS

Contacts:

World Languages Office
571-423-4602

Gregory Jones
Coordinator
571-423-4603

Sarada Sistla
Administrative Assistant
571-423-4604

Secondary

Christina Oh
World Languages Specialist
571-423-4609

Katie Han
Curriculum Resource Teacher
571-423-4606

Elementary

Beatrix Preusse-Burr
World Languages Specialist
571-423-4611

Ingrid Badía
Curriculum Resource Teacher
571-423-4612

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Webpage Curator

Rebecca Tenally
rjtenally@fcps.edu

Last Updated

October 7, 2011