ASL 102

Lesson Plan
Unit 7: Describing People and Things

Course Information

Instructor: Hadel Somo

Course: ASL 102: Intermediate to American Sign Language II
Students: Sixteen L2 Students 
Lesson: Unit 7, Week 16 / Day 2
Duration: 1.5 a day / 3 hours a week
Class times: 12 p.m. - 1:30 p.m.
Textbook

Lentz, E.M., Mikos, K., & Smith C. (2014). Signing naturally

level 2: Student workbook. San Diego, CA: DawnSignPress.
 Course Description

The second in a series of four American Sign Language (ASL)

courses, students will continue to improve their ability to
communicate in ASL. Students will expand their vocabulary,
cultural awareness, receptive and expressive language skills
and ability to use ASL grammar. 

Further, participants will expand on learned vocabulary by

developing emerging abilities in the areas of conversational
and narrative depiction and use of classifiers. Students will
be able to identify and describe objects and actions in a
manner that does not solely rely on using the more English-
based lexical aspects of ASL.
 Course Outcome

Upon successful completion of this course, students will be able

to:

Language Acquisition:

1. Develop emerging abilities in the area of using and

comprehending differences between ASL vocabulary and
signs that are more conceptual or depictive.
2. Demonstrate skill in identifying the differences between
ASL and English by translating ASL questions, phrases and
statements into appropriate written English.

Deaf Community and Culture:

3. Demonstrate ability to exhibit and recognize cultural

behaviors and skills common to the Deaf community i.e.,
attention getting, greeting and exciting groups of signers,
and introducing yourself and exchanging personal
information.
4. Seek authentic signing experiences with members of the
Deaf community, consciously apply and recognize
 Unit Description

Unit Outcomes  Unit Activity  Unit Assessment  Aligned with

At the end of the course students will be Course
able to: Outcome

1) Recognize and demonstrate non-manual Paired, group, and class dialogue ~ Comprehension checks 2&4
signals to describe people using American practice. Workbook & interactive ~ Classroom Observation
Sign Language.  online assignment ~ Homework 
[ACTFL:7.1, 7.4, 7.5, 7.11 & 7.13] ~ Unit 7 Exam - Multiple Choice
Questions.

2) Identify and demonstrate translating Paired, group, and class dialogue ~ Comprehension checks 1&2
sentences, fingerspelling, and numbers practice. ~ In-Class Feedback
practice using American Sign Language.  ~ Unit 7 Exam, - short answers in ASL
[ACTFL: 7.2, 7.3, 7.5, 7.6, 7.7, 7.9]

3) Identify and describe salient features of
people’s physical appearance and personality
characteristics using American Sign
Language.  ~Unit 7 Exam - Multiple Choice
[ACTFL: 7.1, 7.4, 7.8]
4) Demonstrate self-generated short stories
and narratives.
[ACTFL: 7.11, 7.13]
Group exercise with role-play ~ Comprehension checks 1, 3, & 4
~ Classroom Observation
~ Homework 
Questions.
Short videos with narratives and ~ Unit 7 Video Journal: Comparing with 3&4
instructor lectures followed by Family culture and narrative
comprehension questions or activities. ~ Performance Rubric 
Assigned readings and videos. Panel of
diverse Deaf people.
 Teaching Methods

I selected three methods used in this unit plan are the Natural Approach, Text-Based Instruction, and Cooperation Language
Learning. The Natural Approach will be the primary method used to teach this unit. The classroom environment will be created
to encourage total immersion in American Sign Language and non-verbal communication. All classroom materials such as
pictures, videos, and other media will emphasize the use of ASL. All assessments will use ASL as well.

The second Text-Based Instruction method will be used to teach this unit. Students will watch stories, culture, and exams videos
in American Sign Language. Students will collaboratively interpret the video, summarizing the story of the stories, cultural
history, or exam. 

The third Cooperation Language Learning method will also be used to teach this unit. The goal will be to use paired, group, and
class activities to encourage students to communicate and negotiate for meaning. Form-focused lessons and corrective feedback
using elicitations and metalinguistic clues will be done through interactive online modules on Canvas and activities in class.

Example
Natural Approach Students observe the natural interaction between a teacher and
students at the introduction. Students participate in dialogue
practice and classroom interaction.

Text-Based Instruction To measure students’ expressive and receptivity based on short

answers, quizzes, class participation and homework using
ASL.
Cooperation Language Students will use culturally appropriate examples of ASL
Learning language (e.g. cultural: greetings and leave-takings,
memorable costumes, non-manual signals points, depicting
verbs.)
 Materials & Equipment

1. Computer & Laptop

2. VGA cable / adaptor (if needed)
3. Dry erasers board and marker 
4. Keynote Presentation  
5. Internet 
6. Textbooks and digital devices 
7. Access to Canvas
 Lesson Plan Procedures 

Lesson Outline
7:1 Conversation 1: Identifying a Person. Relaying a Message
7:2 Clothing-Related Words
7:3 Guess My Number
7:4 Conversation 2: Describing Personal Items (Tops or Coats, Bags &
Eyeglasses)
7:5 Translating Sentences with “Have” 1
7:6 Translating Sentences with “To Drive,” “To Take” & “To Pick Up” 1
7:7 Asking How Many
7:8 Conversation 3: Describing Personal Items (Hats and Scarves)
7:9 Telling the Year
7:10 Translating Sentences with “Have” 2
7:11 : Cultural: Greetings and Leave-takings
7:12 Translating Sentences with “To Drive,” “to Take” & To Pick Up” 2
7:13 Story: A Memorable Costume Deaf Profile: Arthur Kruger
 Lesson Outcome

Lesson 7.1 - conversation 1: Identifying a Person Relaying a Message

By the completing of this lesson, students will be able to: 

Aligned with
Lesson Plan Outcome Lesson Plan Activity  Lesson Assessment Unit Outcome

Method
Select and apply mouth
morphemes (puffed cheeks, pouted
lips, “oo”, hard “mm”, “cha”) to
describe body type. Paired exercise to point out a ~ Comprehension checks
person in the room, you need ~ Classroom Observation 1&2
Select and support the use of to describe something that ~ Recasting 
salient feature as a culturally helps the listener locate the ~ in-class assessment
person quickly.
acceptable component of ASL
usage.
 Opening
2 minutes;88 minutes left

1.The instructor will wave both of their hands in the air or turn the lights
on and off quickly to get everyone’s attention, as expected for a
visual-based classroom.
2. The instructor will greet the class, which is seated in a U-shape
classroom to maintain a clear sightline and ask students how they are
doing. Response to students 
 Roll Call (3 minutes)
3 minutes;85 minutes left
1. Use the attendance sheet below
2. Fingerspell students’ name randomly, first or last name
3. Add a checkmark for students arriving to class on time
Attendance Sheet
Mon Wed
1. Saeed S.
2. Latifa Y.
3. Methaq S.
4. Masror S.
5. Hiba I.
6. Hind R.
7. Hanko O.
8. Oday O.
9. Rudy Z.
10. Sandro I.
11. Hazy Z.
12. Milad F.
13. Mukdad R.
14. Afak S.
15. Hakiel S.
16. Oushin J.
 Entry Activity & Review (7 minutes):

The instructor will open the Keynote presentation and review

vocabulary and key phrases related to units 1 to 6, which were covered
in the homework and the online module.

1. Introduce
2. Explain to your partner about your family tree diagram. You may
add in more description (looks, personalities, hobbies, etc) about
each member of your family tree.

Introduce New Information: People Sign (7 minutes)

14 minutes;71 minutes left

Instructor will randomly pick 5 - 8 students. Ask them to describe a

family member or a close friend using the following:

1. Height
2. Body type
3. Hair
 Digital Presentation UNIT 7.1: IDENTIFYING
PEOPLE AND THINGS
15 minutes; 56 minutes left

To point out a person in the room, you need to describe something that
helps the listener locate the person quickly.

Identify person by describing one or two of these:

1. body position
2. appearance
3. clothing
 Body Position: Arms
sign to the teacher

1. 2. 3.

4. 5. 6.
 Body Position: Legs
PRACTICE

1. 2. 3.

4. 5. 6.
 Types of Tops

2. 3.
1.
11

4. 5. 6.
 Types of Sleeve Lengths

1. 2. 3. 4.
 Types of Necklines
1. 2. 3.

4 5. 6.

.
 THE MEN
15 minutes; 51 minutes
left

A: Identify person by using one or two of the following:

    1. body position
    2. appearance
    3. clothing
B: (Wave right or left to confirm the person)
A: Confirm 
 Women Sitting
5 minutes; 46 minutes left

A: Identify person by using one or two of the following:

    1. body position
    2. appearance
    3. clothing
B: Add another description to confirm
A: Confirm 
 Practice: Sitting
5 minutes; 41 minutes
left

A: Identify person by using one or two of the following:

1. body position
2. appearance
3. clothing

B: Add another description to confirm

A: Confirm
Appearance: Height
SHORT AND TALL
15 minutes; 26 minutes
left
 Appearance: Body Type

1. 2. 3.
Appearance: Head and Face

1. 2. 3.

4. 5.
 Appearance: Hair

1. 2. 3.

4. 5. 6.
 Appearance: Hair

7. 8. 9.

10 11.
.
Types of Eyeglasses

Sequence:
1. Name item 
(give color if only one)
2. Describe
size & shape of lens
3. Describe details 
Types of Scarfs

Sequence:
1. name item (give color if only one)
2. describe basic size and shape
3. describe pattern and details
Types of Details
 Clothing: Patterns
1. 2. 3.

4. 5. 6. 7
Polka Dot Sizes
15 minutes; 26 minutes
left
 Group activity Glass Window
20 minutes;6 minutes left

Part 1 (A approaches B)
 A: tell what is lost, ask if B has
seen it
B: say no, ask A to describe it
         A: describe  
    B: tell A you will check 
Part 2 (B returns without the item)
        B: add another description to confirm
        A: confirm or correct
        B: explain you will go get the item 
Part 3 (B returns with the item)
        B: ask if it is the correct item
        A: confirm, express gratitude
        B: respond
 Closing: HW Announcement
6 minutes;0 minutes left

For homework, students can choose one of three option (pick one only) to sign salient features:

• A Family member
• A Friend
• Cartoon character (pick only from example and one character)

Students will sign their selection of salient examples and send their video for review via
GoReact. NOTE: See Homework Rubric for Expectations.
 Homework Rubric

Criteria Ratings Points

10 7 5 10 pts
Superior Satisfactory Emerging / Weak
Relevant, demonstrates high Somewhat relevant, Weak relevance, demonstrates fair
level of understanding of demonstrates some level of knowledge of this specific topic for this
Information (Content) this specific topic for this understanding of this specific assignment.
assignment. topic for this assignment.
10 7 5 10 pts
Superior Satisfactory Emerging / Weak
Clarity, organization, Somewhat clear and organized, Not so clear and not so organized,
Sign Accuracy /
excellent delivery, reflects synthesis and delivery needed synthesis and delivery needed some
Production) careful planning, minor work, reflected planning, work, some issues regarding planning,
exemplified holistic group demonstrated partial group effort and evidence of needing improvement
effort in group effort
10 7 5 10 pts
Non-manual Pointing Superior Satisfactory Emerging / Weak
More than two examples of One or two examples of NMS Examples of NMS pointing not
(Cleary problems two
NMS pointing are accurately pointing are applied and/or included or many errors are show.
examples of NMS applied and/or including with some errors.
point during additional examples not
narrative.) taught in class.

10 7 5 10 pts
Formatting Superior Satisfactory Emerging / Weak
Appropriate choice of Good choice of background, Background lighting and or clothes
background, lighting, and lighting and clothes with few cause some distraction or inappropriate.
clothes with no distraction. distraction. Camera location is Camera location either too far or close,
Camera location is optimal. slightly observed or far. making it difficult to observe signs.

NOTE: Submit up to 90 seconds via GoReact narrative.

 Weekly Schedule
Topcis
Dates Unit lessons Homework in Student Exam Dates
Workbook

8/23/21 Lesson 7:1 Conversation 1: Identifying a Person HW 7.1, page 7

Lesson 7:2 Clothing-Related Words HW 7.2, page 14

Lesson 7:4 Conversation 2: Describing Personal Items HW 7.4, page 24

Conversation 3: Describing Personal Items
Lesson 7:8 HW 7.8, page 49 & 50

8/25/21 Lesson 7:3 Guess My Number HW 7.3, page 17

9/8/21
Lesson 7:7 Asking How Many HW 7.7, page 45 Unit 7 Quiz

Lesson 7:9 Telling the Year HW 7.9, page 53 & 54

8/30/21 Lesson 7:5 Translating Sentences with “Have” 1 HW 7.5, page 37

Lesson 7:6 Translating Sentences with “To Drive,” “To HW 7.6, page 43 & 44
Take” & “To Pick Up” 1
Lesson 7:10 Translating Sentences with “Have” 2 HW 7.10, page 57

Lesson 7:12 Translating Sentences with “To Drive,” “To HW 7.12, page 63
Take” & “To Pick Up” 2

9/01/21 Lesson 7:11 Cultural: Greetings and Leave-takings HW 7.11, page 62

Lesson 7.13 Story: A Memorable Costume HW 7.13, page 64

Unit 7.2: Clothing-Related Words
Fingerspelling Practice!
 Materials Items
Plastic Metals
boots gold
Silk
Cotton vest silver
Fur suit copper
Wool tux
Suede
wallet Others
Fleece size
polyester sunglasses
style
cell phone
bag

We spell clothing
related words THEN
describe what it looks
like
Unit 7.3: Guess My Number
 Vocabularies:
Number
Less than
More than
In Range
Guess

31 41 51 61 71 81 91
33 44 55 66 77 88 99

Quick Review:
Number 1-100
Practice:60-99:
Practice: Rocking Numbers

67 68 69 78 79 89

76 86 87 96 97 98
 Practice
Find your partner, guessing what year
s/he was born in… and/or even
guessing how old s/he is.

A: begin game
B: guess numbers
A: confirm when correct
number is given
Unit 7.4: Describing Personal Items
Like 🡪 Dislike:
Pretty
Cool
Never See
Different
Old (Old Fashioned)
Ugly
Loud Color

Quick Review:
Shoe
Boots
Pant
Coat/Jacket
Shirt
Sweater/Pullover
Vest
Eyeglasses
Purse
Backpack
FABRIC METAL
GLASS WOOD
RUBBER LEATER
SEE THROUGH
Real vs Fake
 Necklines

1 2 3

4 5 6
 Sleeve Lengths

1 2 3 4
 Tops and Coats
1 2 3

4 5

Sequence: Describing tops and coats

1. name item (give color if only one)
2. describe neckline and sleeve length
3. describe pattern (give base color, then other colors)
4. describe other details
 Class Activity–Find a partner
Signer A: tell how you got the item
situation 1 - inherited item
B: respond, ask what the item
looks like
A: describe (use the correct
sequence for the item)
B: ask what the item is made of
 Bags
1 2 3

4 5 6

Sequence: Describing Bags

1. name item (give color if only one)
2. describe size and shape and its handle
3. describe details
4. tell how it is handled or carried
 Eyeglasses
1 2

3 4

Sequence: Describing Eyeglasses

1. name item (give color, if only one)
2. describe size and shape of lens
3. describe details
Unit 7.5: Sentences with “HAVE”
 • Definition: to exist or to be present;
1 to be in possession of; to own---HAVE

• Definition: to be obligated to, to be required to---

2 HAVE TO

• Definition: to have completed or accomplished

3 (past tense indicator)---FINISHED

• Definition: to not possess; is not present,

4 or doesn’t exist---NONE

• Definition: not yet completed or accomplished---

5 HAVEN’T
 1. The hotel has a pool.
The “has” in this sentence means to exist or to be present.
It can also mean to be in possession of, or to own.
 2. I have to go to work.
• The “have to” in this sentence means to be obligated to, or
to be required to.
3. She has written (finished) two books.

• The “has written” in this sentence means to

have completed or to have accomplished.
 4. I don’t have a jacket.
• The “don’t have” in this sentence means to not possess.
It can also mean item is not present, or doesn’t exist.
 5. I haven’t received the letter.

• The “haven’t” in this sentence means the action (receiving a

letter) is not yet completed or accomplished.
PRACTICE W/ YOUR PARTNER
1. I have to brush my teeth.

2. I haven’t received your email.

3. I have the tickets.

4. I have no shoes.

5. I have already eaten.

 PRACTICE

Translating Sentences with “Have”

_____1. I have no money.
_____2. I have a car.
_____3. I already had cake.
_____4. I haven’t told Jose.
_____5. I have to tell Jose.
_____6. I have told Jose.
Unit 7.6: “WHERE YOU WILL GO”
Vocabularies: Practice:
Go to
Drive to • I drove to work.
Drop off
Pick up • She drove to work.
Carry to
PRACTICE

• I picked him up at the airport

and drove him home (to where
he lives).
 PRACTICE
• I picked him up at school and drove
him back to our home

• I picked him up from church and

drove him to work.
Unit 7.7: How many? How much?
Vocabulary:
Oh I see
Few
Many
Wow
Make Up
 Reactions to the amount given that is…

• ordinary, common, expected

• less than expected
• more than expected
• unbelievable, ridiculous,
outrageous
Unit 7.8: Describing Lost Items
 Hats
1 2 3

4 5

How to describe items (in order)

1. name item (give color if only one)
2. describe basic size and shape
3. describe details
 Scarves
1 2
4

How to describe items (in order)

1. name item (give color if only one)
2. describe basic size and shape
3. describe details
GROUP ACTIVITY (4-5 STUDENTS)

We will have picture of items. I will come

up with one sentence of each item, so
you have to come up with one sentence
of each item, also.

Including reactions
• ordinary, common, expected
• less than expected
• more than expected
• unbelievable, ridiculous, outrageous
 GROUP ACTIVITY

• Justin’s nephew hid Justin’s niece’s

handbag in the refrigerator.
 GROUP ACTIVITY

• Justin looked for but couldn’t find his

sister’s jacket. He thought she might
have left it at a friend’s house. He
called the friend. Sure enough, the
jacket was there.
GROUP ACTIVITY

• Amber’s sister bought this pair

of sunglasses
in Los Angeles so she could fit
in.
7.9: Telling the Years
 Vocabulary:
YEAR + ONE + IN + PAST
YEAR + TWO + IN + PAST
YEAR + ONE + IN + FUTURE
YEAR + TWO + IN + FUTURE

(SAME SIGN UP TO 5 YEARS—IN PAST OR IN FUTURE)

(A LITTLE DIFFERENT WHEN IT IS MORE THAN 5 YEARS)
• 1984 🡪 19+84
• 1992 🡪 19+92
• 1975 🡪 19+75
 Years & PRACTICE:

• 1984 🡪 19+84 • 1911 🡪19+11

• 1992 🡪 19+92 • 1492 🡪14+92
• 1975 🡪 19+75 • 1913 🡪 19+13
• 1964 🡪 19+64
• 1712 🡪 17+12
Years with 00 in the Middle

2000 to 2009
Years Beginning with 20
PRACTICE

• 2010 🡪 20+10
• 2011 🡪 20+11
• 2018 🡪 20+18
• 2030 🡪 20+30
• 2045 🡪 20+45
Years Ending with 01 - 09

• 1907 🡪 19+0+7
• 1801 🡪 18+0+1
• 1603 🡪 16+0+3
Unit 7.10: Review Sentences with
“have”
 A B

C D

E
 Review with Sentences with the word “have.”

• _____1. I don’t have a shirt.

• _____2. My sister has three purses.
• _____3. Rita has already bought a dress.
• _____4. He hasn’t seen the movie.
• _____5. I have sunglasses with red frames.
• _____6. I have to call my doctor.
• _____7. You have to tell her you’re sorry.
• _____8. The store doesn’t have any leather jackets.
• _____9. My daughter hasn’t met his grandfather.
• _____10. I have bought the coat, but have yet to buy the hat.
Unit 7.11—Deaf Culture: Greetings
Deaf Culture: Greetings
Classroom Interaction

Vocabulary:
Hello
Goodbye
What’s up?
None
Just the same

Bye-Bye
See you later
See you tomorrow
“Thumb Up”
Group Activity Interaction: Greetings
• Greet everybody quickly as you enter the
classroom.

A & B: greet each other

A: ask how is B
B: reply
• tell you are all right
• tell you are not all right
A: respond
Unit 7.12 – Sentence
• Take From 🡪 Drive To
• Take From 🡪 Drop Off
• Take From 🡪 Go To
• Go To 🡪 Pick Up 🡪 Drop Off
• Go To 🡪 Pick Up 🡪 Drive To
• Go To 🡪 Pick Up 🡪 Carry To

(Use Body Shift telling different locations)

Practice w/your Partner
1. My uncle drove to work.
2. My parents took me to church.
3. I dropped her off at work.
4. She took me to a restaurant.
5. My aunt drove me to the hospital.
 Practice
1. My friend will take me home after school.
2. I drove four of my friends to see the show.
3. I brought my mother home from the party.
4. Yesterday I took my niece to soccer practice.
Unit 7.13 – Comprehension
 Story: A Memorable Costume Deaf Profile: Arthur Kruger

Link: https://www.facebook.com/DawnSign/videos/1857007654328331/
Unit Assessment
 UNIT Assessment / Answer Key

Part 1. Numbers
You see signed sentence with numbers in them. Choose the number from options given fro each number.

A)Age 96; Birth Year 1915

B) Age 69; Birth Year 1945
C) Age 30; Birth Year 1986
D) Age 6; Birth Year 2008
Part 2. Fingerspelling
Choose the finger spelled word or finger spelled load sign you see in the sentence

1.
A) Matty
B) Mutty
C) Natty
D) Mummy
E) Nappy

2.
A) Barely
B) Easy
C) Early
D) Every
E) Fairly
Part 3. Appearance
Choose the pictures (a, b, c, d, e) that best matched the signed sentence.

A B C D E
Part 4. Sentences
Watch the instructor signing and circle your answer (a, b, c) that best matched the signed sentence.

A. We can’t date because I have not met your mother

B. We can’t date because I met your mother and she doesn’t like me.
C. Your mother and I met, and she likes me. We can date!
 References

Brown, H. D., & Lee, H. (2015). Teaching by principles: An

interactive approach to language pedagogy (4th ed.). Pearson
Publishing.

Lentz, E. M., Mikos, K., & Smith, C. (2014). Signing naturally level
2: Teacher’s curriculum guide. San Diego, CA: DawnSignPress.

Lentz, E.M., Mikos, K., & Smith C. (2014). Signing naturally level 2:
Student workbook. San Diego, CA: DawnSignPress.

Richards, J. & Rodgers, T. (2014). Approaches and methods in

language teaching. (3rd ed.) Cambridge University Press.