Hector Brual
“As an Asian-Deaf
American, I realize
the importance of
developing lessons
for diverse Deaf
students.”
(Hector Brual,
Graduate student
Lamar University)
To the Teacher:
• Introduce students to reading about Pearl Harbor,
an important historical event in American history
• Lesson is built on literacy theory and includes
ASL/English bilingual strategies
• Lesson build on “thematic unit” combining
multiculturalism, Deaf Culture, history,
geography, literacy and language arts
• Lesson includes interactive activities for students
• Content is appropriate for junior high/high school
• Reading level about 3rd to 4th grade
• Includes ASL glosses for English print
Teachers know that…
• Teaching literacy is
more than
TRANSLATING
English texts to ASL
• Teaching literacy
means teaching
specific reading and
language skills in ASL
and in English
Notes to Teacher (con’t)
• Experienced reading teachers know that every
good reading lesson includes:
– Techniques to build background knowledge
using both languages (Eng+ASL summaries)
– Teach both languages (ASL + English) by using
ASL
– Extensive use of fingerspelling
– ASL/English bilingual strategies
– Mini-grammar lessons in English
– Mini-grammar lessons in ASL
– Activities to assess comprehension
– Writing activities
Interactive PowerPoint
• To be presented to the Deaf students in
class.
• Students follow along and do the 7 activities
recommended for class and homework.
• Activities include use of cooperative
learning, thematic units, and integrated use
of technology (student use of the web)
Written by: Stephen Krensky
Illustrated by: Larry Day
Publisher: Aladdin Paperbacks, Simmon &
Schuster Children’s Publishing Division
Genre: non-fiction
Activity #1: Building Background
Knowledge: Students will
• look at the cover of the book and discuss the
pictures.
• discuss what genre means? What is the
difference between fiction and non-fiction?
• identify author and illustrator
• search the web for titles of other books
written by this author
English version:
Japanese aircraft began the attack. Along with the ships in
Pearl Harbor, the air stations were attacked. This attack
was a big surprise to the United States of America.
Japanese aircraft bombed and shot up these military
targets. When the second wave returned to their carriers,
a few thousand people had been killed and wounded.
Numerous ships had been sunk or damaged. Also, some
U.S. planes had been destroyed.
Some Japanese aircraft were shot down by American
return fire. Congress had declared war on Japan. That’s
when U.S. started to join World War II.
American Sign Language version:
(ASL Gloss of English print is given here. Teachers can consult with
Deaf professional to make sure the ASL rendition is accurate.)
NOW SUMMARY fs: PEARL HARBOR. WHERE fs: HAWAII
THERE LONG AGO 1940’S THAT TIME. fs: JAPAN CL:GG
INVOLVE WAR GROUP PEOPLE ARMY CL: 5:LOCATE NOT
KNOW. COME OR NOT. ATTACH SURPRISE BIG. US NOT
KNOW.
AIRCRAFT JAPANESE BOMB SHOT-UP TARGET ARMY.
SECOND ATTACK. AIRPLANES RETURN SHIPS BOMB. SHIP
MANY MANY SUNK DESTROY. SOME US PLANE DESTROY
ALSO.
US PLANE SHOT DOWN JAPANESE PLANE MANY.
CONGRESS DECLARE WAR AGAINST JAPAN. US ENTER WW
TWO.
US ENTERS WORLD WAR II
• Bombing of Pearl
Harbor by Japanese
• Turning point for US
to enter war against
Japan.
Flags of Japan and America
Activity #2:
Deaf Culture and Multiculturalism
• Search the web for
Deaf people involved
in World War II.
Give a report in ASL to
your class.
Multicultural activity
• Search web for
children’s books about
how Asian-Americans
were treated by the US
during World War II
• Give a report in ASL
to your class about
these books.
Prepositional phrases: Phrases;
Prepositions and their objects
Essential English Grammar
Written by: Philip Gucker
• Definition: In the American Heritage® Dictionary
of the English Language, Fourth Edition,
Preposition is a word or phrase placed typically
before a substantive and indicating the relation of
that substantive to a verb, an adjective, or another
substantive, as English at, by, with, from, and in
regard to.
American Sign Language version:
Teacher gives ASL translation of definition of preposition.
ASL GLOSS:
NOW FOCUS CL: 5: WHAT fs: MINI GRAMMAR SPECIFIC
ENGLISH. Fs: PREPOSITIONAL PHRASE THAT I PICK FROM
THAT ENGLISH BOOK GRAMMAR. NOW fs:
PREPOSITIONAL PHRASES MEAN CL: 5: WHAT. THAT
PHRASE ++ CL: BABY C++. TEND “TO THE STORE” “TO THE
MOVIE”. BY THE RIVER fs: river…..
Examples:
Commonly used prepositions: in
English
Aboard, about, above, across, after, against, along,
among, around, at, before, behind, below, beneath,
beside, between, beyond, by, down, during, except,
for, from, in, into, like, of, off, on, over, past, since,
through, throughout, to, toward, under, underneath,
until, up, upon, with, within, without, etc.
Activity #3:
Students find examples of prepositions from
the book, Pearl Harbor
• Page 1:
– The American secretary of state Cordell Hull stood angrily
beside his desk.
• Page 1
– …Hull had kept the diplomats waiting for fifteen minutes.
• Page 7:
– “We shall fight in the fields and in the streets”
• Page 8:
…now Japanese ships and troops were moving to strategic locations
throughout Southeast Asia.
Student Activity #4:
(Students applying knowledge from what they
learned)
• 1) Students are asked to get their favorite
books.
• 2) Students are asked to find 7 different
prepositions in their books and to make the list
of them.
• 3) Students are asked to create sentences using
those prepositions about their summer
vacation.
Loan Signs
Linguistics of American Sign Language
Written by: Clayton Valli & Ceil Lucas
Definition: ASL borrows signs from other sign
languages including foreign sign languages.
For example,
In ASL sign, Australia- CL:B on the right foreheadHold- palm down
Movement- palm up (flip)
In Loan sign, Australia- CL: 8 in front of chestHold- handshape-8
Movement- CL:5 palm down
Examples: Japan, Italy, China, Germany, etc.
American Sign Language version:
Teacher gives ASL translation
ASL Gloss:
NOW CL:5:WHAT. fs: ASL AMERICAN SIGN LANGUAGE
fs: MINI GRAMMAR LESSON. FOCUS CL:WHAT. Fs:
LOAN SIGN BORROW SIGN. Fs: ASL AMERICA TEND
BORROW FEW SIGNS FROM OTHER SIGN LANGUAGE
OR OTHER COUNTRY. ONE EXAMPLE. fs: AUSTRALIA
CL:5:WAY SIGN “AUSTRALIA”(SPACE) BUT AMERICA
CL:LF IX: POINT “AUSTRALIA”(ON THE HEAD). WE
SHOULD RESPECT OTHER COUNTRY SIGN?…..
Activity #5:
Look for these ASL loan signs in the book,
Pearl Harbor
•Page 1: China and Indochina
•Page 7:
Germany, Poland, France and England
•Page 8:
India
Page 13: Holland
Student Activity #6:
Includes themes related to Geography and
Language Arts
• 1)
• 2)
Teacher posts up the world map or the globe stand.
Students are divided in four groups.
– a.
– b.
– c.
•
d.
The first group- European countries.
The second group- Asian countries.
The third group- North/Central/South America
The four group- African countries.
• 3) Students are asked to make a list of signs for each countries
(both in ASL and in loan signs).
• 4) If students can’t find any loan signs for specific country, they
will be asked to find signs in the internet or ask any friends from
their countries thru internet or in person.
• 5) Each group is asked to sign in both ASL and Loan sign.
Activity #7: Writing Activities
After completing the mini-grammar lessons in ASL and in English,
the student will pick TWO WRITING ACTIVITIES. One
activity to do in class; one to take home for homework
1. Students divide into pairs. The work on signing an ASL
summary of the book. Then the students work together to write
the summary in English. (using the English mini-grammar lesson
as a support).
2. Students divide into groups. Each group signs an ASL narrative
of “What if….the Japanese won the war. What would USA life be
like today.
3. Students divide in groups. They search the web for sites related
to the bombing of Pearl Harbor with graphics and text. They
write a webliography of three to four sentences describing each
site. They share with the class as a group.
Activity #8: Students Portfolio
• Teachers develop a portfolio assessment:
– 1. a videotape of each student signing a
summary of the book in ASL.
– 2. Answering 10 comprehension questions in
ASL on the content of the book.
– 3. Answering 10 written English
comprehension questions on the content of the
book.
– 4. a sample of their work during the group
activities (activities # 1-7)
That’s all folks!
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