Groton Public Schools Curriculum · PDF fileGroton Public Schools Curriculum Map INTRODUCTION...

Groton Public Schools

Curriculum Map

INTRODUCTION

Course Title: American Sign Language I

Curriculum Area and Grade: World Languages (Grades 9-12)

Course Purpose:

The purpose of this course is to introduce students to American Sign Language, the 4th most used language in the United States (approved as a foreign

language offering by the CT General Assembly on Tuesday, June 7, 2011). As such ASL I meets Connecticut’s Common Core of Learning for World

Language for the 21st century: Communication, Cultures, Connections, Comparisons Among Languages/Cultures, and Communities in at least one

language other than English.

Major Learning Goals and Understandings:

Student Learning Expectation(s): Students will, by the completion of ASL I, be able to have basic conversations in ASL incorporating the

fundamentals of ASL grammar, vocabulary, fingerspelling, numbers, and culture. They will be able to demonstrate the ability to select, produce, and

use appropriate sign choice for clear and accurate basic communication (needs, wants, opinions) along with the application of appropriate grammar

and syntax (facial expression, body language, deixis, fulcrum, signing space). As cultural aspects of ASL are integrated throughout the course, students

will have a basic understanding of Deaf culture, differences between Deaf and Hearing cultures, and insight of the experiences of being deaf when

communicating in a hearing world. (World Language Standards: Communication, Cultures, Connections, Comparisons, Communities)

21st Century Learning Expectation(s): www.p21.org In keeping with the standards and expectations, students will have the opportunity to demonstrate

collaborative learning, critical thinking, problem solving, global citizenship, and innovation. Each student will demonstrate his/her individual skills in

the areas of interpersonal and interpretive communication, literacy across the core content areas (print/manual/digital) via topics related to ASL, and

global comparisons (English language vs. ASL, American Hearing culture vs. American Deaf culture, ASL as a basis for other manual languages,

similarities/differences between spoken/signed languages). Integration/use of technology gives students a springboard toward mastery of expected

ASL I skills as well as a support for the basic knowledge of the culture and language.

http://www.p21.org/

Units and # of Weeks

1. Communication – ASL Components

(1.5 – 2 weeks)

2. Fingerspelling and Greetings

(2 – 3 weeks)

3. Grammar

(integrated throughout the course)

4. People, Pronouns, & Related Vocabulary

(6 – 7 weeks)

5. Numbers and Time

(2 – 3 weeks)

6. Colors

(.5 – 1 weeks)

7. Animals

(2.5 – 3 weeks)

8. Food & Health

(2 – 3 weeks)

9. Culture Practices


10. Culture Products (integrated throughout the course)

11. Connections


12. Comparisons(integrated throughout the course)

13. Communities


Note: Units 3, 9, 10, 11, 12, 13 are woven into each unit of instruction

Mappers/Authors: Paula Rosenberg Bell, M.Ed Teacher of the Deaf and Hard of Hearing

Date Approved: September 2012

Part 1 – Unit 1 ~ Communication: ASL Components

Grade:

9-12

Subject:

American Sign Language

Course:

American Sign Language I

Length of Unit: 36 weeks

ASL Components 1.5 - 2 weeks

Standards for Foreign Language Learning National Standards

Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Communication 1.1)

Communication: Students will understand and interpret spoken and written language on a variety of topics. (Communication 1.2)

Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Communication 1.3)

Supporting Standards

(National ASL Standards as part of Standards for Foreign Language Learning in the 21st Century)

Communication (Interpersonal): Students will engage in conversations in American Sign Language to provide and obtain information, express feelings

and exchange opinions. (Communication 1.1)

Communication (Interpretive/Receptive): Students understand and interpret American Sign Language from recorded material or signed in person on a

variety of topics. (Communication 1.2)

Communication (Presentational/Expressive): Students present information, concepts and ideas in American Sign Language to an audience in person or

via recorded materials. (Communication 1.3)

Connecticut State Standards

Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.

(Communication 1.1)

Communication: Students will understand and interpret spoken and written language on a variety of topics.

(Communication 1.2)

Communication: Students will present information, concepts and ideas to listeners or readers on a variety of topics.

(Communication 1.3)

Part 2 - Standards Unit 1 ~ Communication: ASL Components

Key (GLE) Content Knowledge and Concepts/Skills

Note: Throughout this curriculum, ASL = American Sign Language; MCE = manually coded English; PSE = Pidgin

Signed English. Cultural and Grammatical aspects of ASL are integrated into each unit.

Bloom’s Taxonomy Levels

Creating, Evaluating, Analyzing,

Applying, Understanding and

Remembering

The students will know:

ASL is a living language

the four parameters of ASL

signing space

the difference between marked and

unmarked handshapes

the importance of maintaining

eye contact, and facial expressions

turn-taking

the ‘rules’ of interrupting, pointing,

‘mouthing’, fingerspelling

The students will be able to:

Differentiate between ASL and MCE/PSE

Identify handshape, palm orientation, location, and movement

Identify (oral/sign/print/digital) each of the above parameters

Demonstrate understanding (oral/sign/print) of the importance of

non-manual behaviors, eye contact, signing space, fingerspelling

vs. signing

Analyze (oral/sign/print/digital) the cultural differences between

Deaf/deaf, hard of hearing, hearing impaired, Hearing/hearing

Create various facial expressions to show “tonal quality and

inflection”

Apply (oral/sign/print/digital) the ‘rules’ of signing

Addresses all components of

Bloom’s Taxonomy in a

recursive manner.

Big Idea and Essential Questions

Communication

Big Idea

American Sign Language is not related to English and therefore may not have a one to one translation or relationship.

American Sign Language has all of the components of a living cultural language (history, folklore) including but not limited to: grammar,

syntax, phonology, semantics.

Essential Questions

What makes ASL a distinctly different language from English?

How is ASL a “cultural” language?

Part 3 – Common Unit Assessments

Communication: ASL Components

Students will correctly identify those components (with 80% accuracy) introduced in this unit via teacher observation of through-the-air

(demonstration/voice), print (quiz/test), digital (Promethean Activote).

Activities demonstrating the above to include but not limited to: pre-assessment of knowledge about ASL, Deafness, Deaf Culture;

modeling/copying/student sharing with partners/small group/1-1 with instructor; quiz/test (digital/print/through-the-air); analysis of digital

observations of authentic (native) signers; Q/A games related to the topic 1-9

Part 4 – Common/Assured Learning Experiences


Development of visual skills (receptive) via activities/games

Preparation of manual skills (expressive ) via interactive activities/games

Print/digital material

Viewing of authentic/native signers in the target language (ASL) ~ face to face/digital

Vocabulary: (not limited to): signing hand, base hand, deixis, fulcrum, signing space, parameters, palm orientation, eye gaze, Deaf/deaf, HoH

vs. HI, non-manual behaviors, fingerspelling, signing, ASL, MCE, PSE, ‘deaf nod’

Part 5-Teacher Notes


www.aslpro.com

www.lifeprint.com

www.signingsavvy.com

Lincoln Memorial photo

Getting Started handout

Pre-assessment (T/F handout or Activote)

Flip charts

http://www.aslpro.com/

http://www.lifeprint.com/

http://www.signingsavvy.com/

Part 1 – Unit 2 ~ Communication: Fingerspelling and Greetings

Grade:

9-12

Subject:


Course:



Fingerspelling/Greetings: 2 -3 weeks















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 – Standards Unit 2 ~ Communication: Fingerspelling and Greetings







Remembering


the manual ASL alphabet

rules associated with fingerspelling;

basic ASL courtesies: indication of

comprehension/back-channeling

name signs (cultural)


comprehend fingerspelling;

demonstrate introductions;

demonstrate the ‘WH’ expression to request information, receive

assistance, confirm comprehension;

distinguish and discuss (oral/sign/print/digital) the rules of ASL

courtesy;

identify non-manual markers (WH face, yes/no) in ASL

presentations (live/digital)

demonstrate understanding (oral/sign/print) of the importance of

said rules;

produce ASL to express personal likes, dislikes, agreement, and

disagreement regarding familiar or known topics;

identify confirmations (lip quiver, nod, ‘yes’)

explain sight lines/visibility and light conditions



recursive manner.


Communication

Big Idea

American Sign Language is a visual-gestural language with neither spoken nor written components.

Essential Questions

What do students need to know prior to learning ASL?


Communication: Fingerspelling and Greetings



Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1(interview)

with instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the

topic 1-6; structured drills; picture sequencing







Participation in Fingerspelling Relay, Songs (ABC, B-I-N-G-O, RESPECT by Aretha Franklin), ABC Bingo

Role playing of introduction, requesting assistance, etc.

Creation of an ASL ABC book, poster, digital/board game for younger children (alone, partner, or group)



www.aslpro.com

www.lifeprint.com


List of 3 and 4 letter words for drill/relay

Teacher made games

Pictures of common situations

Flip charts

Activotes

Word puzzles (Word Search, Crossword Puzzle, Anagram)

Handouts: ABC, simple sentence




Part 1 – Unit 3 ~ Communication: Grammar

Grade:

9-12

Subject:


Course:



ASL grammar is an integral part of the

language. It is woven into each segment of

instruction from fingerspelling to cultural

aspects of ASL.















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 – Standards Unit 3 ~ Communication: Grammar





Creating, Evaluating,

Analyzing, Applying,

Understanding and

Remembering


basic components of ASL grammar

appropriate to Level 1


distinguish and produce various sentence types (S-O-V, S-V-O, WH-

word);

determine spacial distance (expression, deixis)

integrate time indicators, pluralization, incorporation of numbers,

descriptors into sentences

demonstrate noun-verb pairs (car/drive, door/open-door/close-door,

etc.), subject-object -verb agreement (he-see-me, I-see-him, you-see-

him)

demonstrate (seeking information and yes/no) using appropriate facial

expression

demonstrate topic-comment grammatical expression



recursive manner.


Communication

Big Idea


American Sign Language is not related to English

American Sign Language has all of the components of a living cultural language.

Essential Questions


How is ASL distinct from English?

Why and how is ASL a living cultural language?


Communication: Grammar



Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1(interview)

with instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to

grammar; structured drills; picture sequencing



Development of visual skills (receptive) via activities/games/class work




Participation in signed conversations and presentations

Role playing of introduction, requesting assistance, etc.

Structured drills

Vocabulary and concepts (not limited to): gender, plurals, interrogatives, idioms, descriptors, noun-verb pairs, negation, classifiers,

pronominalization, sentence ordering (S-O-V, S-V-O), time indicators, sequencing, initialization, directional verbs, facial grammar, eye gaze,

deixis, basic classifiers ~ CL: 1, CL:1-1, CL: 2, CL: 3, CL: B



www.aslpro.com

www.lifeprint.com


Teacher made games: Signing Baseball, Jeopardy, Wheel of Fortune

Pictures of common situations

Flip charts

Activotes




Part 1 – Unit 4 ~ Communication: People, Pronouns, Related Vocabulary

Grade:

9-12

Subject:


Course:



People, Pronouns, Related Vocab 6-7 weeks















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 - Standards Unit 4 ~ Communication: People, Pronouns, Related Vocabulary







Understanding and

Remembering


sign gender by location of

production

family relationships

pronouns

basic descriptors

basic associated action verbs


differentiate between male/female signs based on location;

discuss (via sign) family relationships (mother/father, brother/sister, et al);

identify a person in a photo from a signed description;

describe/demonstrate 3-5 ASL sentences about an individual including

locale, job, education, personal characteristics, et al.;

synthesize classifiers CL: 1, CL: 1-1, CL: 2, CL: 3, CL: F when describing

an individual;



recursive manner.


Communication

Big Idea


American Sign Language is not related to English.


Essential Questions

What do students need to know, prior to learning ASL?


Why is it a living cultural language?


Communication: People, Pronouns, Related Vocabulary


(demonstration/voice), print (quiz/test), digital (Promethean Activote), rubric scoring of the creation and presentation of a family tree, circle of

friends, team, club, et al

Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with

instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topics

1-5, creation of a family tree, circle of friends, team, club, et al







Structured drills




www.aslpro.com

www.lifeprint.com


Project/Presentation Rubric

Flip charts

Handouts: gender, classifiers, people, action verbs




Part 1 – Unit 5 ~ Communication: Numbers and Time

Grade:

9-12

Subject:


Course:



Numbers and Time 2-3 weeks















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 - Standards Unit 5 ~ Communication: Numbers and Time


Note: Throughout this curriculum, ASL = American Sign Language. Cultural and Grammatical aspects of ASL are

integrated into each unit.




Remembering


the basic ASL number rules including

cardinal, ordinal, placement, and

listing/ranking


produce cardinal numbers, ordinal numbers, placement, listing /

ranking

discuss (sign/print/digital) the difference between even dollar amounts

$1-$10 and ordinal numbers 1st -10th

demonstrate understanding (sign/print) time indicators

synthesize pluralization placement into signed sentences



recursive manner.


Communication

Big Idea




Essential Questions





Communication: Numbers and Time




instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic 1-

4, role-playing scenarios







Role-playing of various scenarios ~ shopping, calling someone, seeing grades, comparing sport scores, et al

Structured drills


Participation in number songs

ASL Number Sudoko

Schedules/calendars

ASL version of THE OLD WOMAN WHO SWALLOWED A FLY (listing)

Associated vocabulary (not limited to): age, address, add, subtract, divide, multiply, equal, plus, minus, more, less, time, second, minute, hour,

day, week, month, year, morning, noon, afternoon, night, midnight, all day, all night, o’clock, how many/how much, days of the week, holidays

(New Year’s, Valentine’s Day, St. Patrick’s Day, Easter, Passover, Mother/Father Deaf Day, et. al, summer, winter, spring, fall, birthday,

anniversary, et al



www.aslpro.com

www.lifeprint.com


Handouts: variations of numbers, number rules, time frame

Flip charts

ASL number dice

Calendars

Scenario Cards

Schedules

Number stories (video ~ need VCR access)

ASL version of THE OLD WOMAN WHO SWALLOWED A FLY




Part 1 – Unit 6 ~ Communication: Colors

Grade:

9-12

Subject:


Course:



Colors .5- 1 week















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 - Standards Unit 6 ~ Communication: Colors







Understanding and

Remembering


the colors and shades


produce a visual for a signed color

distinguish specific colors and shades

identify/ request a multi-colored object by its signed description



recursive manner.


Communication

Big Idea




Essential Questions: Communication Unit (includes all components 1- 8 which make up the unit)





Communication: Colors




instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic 1-

4, role-playing scenarios, creation of a color by number coloring page







Role-playing of various scenarios ~ shopping, calling someone, seeing grades, comparing sport scores, et al

Structured drills


Coloring activity involving coloring shapes per signed directions

Creation of a color by number page

Associated vocabulary (not limited to): color (noun/verb), paint (noun/verb), crayon, pencil, pen, draw, write, art, illustrate, cut, copy,

photocopy, color words, lighter, darker



www.aslpro.com

www.lifeprint.com


Handouts: variations of numbers, number rules

Flip charts

Pattern cards with colored blocks

Crayons/markers, paper

ASL font installed on computers




Part 1 – Unit 7 ~ Communication: Animals

Grade:

9-12

Subject:


Course:



Animals 2.5 - 3 weeks















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 - Standards Unit 7 ~ Communication: Animals







Understanding and

Remembering


animal unit signs (not limited):

pet, zoo, farm, wild, forest/woods,

ocean/sea, lake, dog, cat, mouse, rat,

fish, bird, bug, cow, horse, pig,

chicken, hen rooster, duck, eagle,

whale, skunk, alligator, dolphin, lion,

tiger, monkey, elephant, swim, hunt,

catch, bark, climb, fly, ride.


identify an animal and action from a signed description

produce and identify a minimum of 20 unit signs via student created

matching activities.

Addresses all components

of Bloom’s Taxonomy in a

recursive manner.


Communication

Big Idea




Essential Questions





Communication: Animals




instructor; quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic,

role-playing scenarios, creation of an animal matching activity, ‘hand animal’







Structured drills


Creation of a ‘hand animal’

Creation of an animal matching activity



www.aslpro.com

www.lifeprint.com


Handouts: animal signs

Flip charts

Magazines, cards, markers, computer

ASL font

paper

samples of ‘hand animals’ (transparencies, computer images, 3-D)




Part 1 – Unit 8 ~ Communication: Food & Health

Grade:

9-12

Subject:


Course:



Food & Health 2-3 weeks















(Communication 1.1)


(Communication 1.2)


(Communication 1.3)

Part 2 - Standards Unit 8 ~ Communication: Food & Health







Understanding and

Remembering


basic food vocabulary

basic health vocabulary

three basic mouth morphemes: eee,

ooo, ahh.


discuss their favorite/least liked food using grammatically correct

ASL sentences

identify the three mouth morphemes introduced

Explain and demonstrate to a non-ASL student or an adult three

body parts for the Hokie Pokie (to be demonstrated for the class

either live or via taping).



recursive manner.


Communication

Big Idea




Essential Questions





Communication: Food & Health



Activities demonstrating the above to include but not limited to: modeling/copying/student sharing with partners/small group/1-1 with instructor;

quiz/test (digital/print/through-the-air); analysis of digital observations of authentic (native) signers; Q/A games related to the topic, role-playing

scenarios







Structured drills


Bring a ‘finger food’ to school to share and describe

Participation in Simon Signs and the Hokie Pokie

Vocabulary (not limited to): milk, water, juice, coffee, tea, fruit, vegetable, meat, chicken, fish, turkey, hot dog, pizza, potato, beans, peas,

lettuce, cabbage, salad, Jell-O, pie, cookie, cake, ice cream, salt, pepper, ketchup, mayo, mustard, cheese, butter, peanut butter, cracker, jelly,

hungry, thirsty, breakfast, lunch, dinner/supper, snack, cafeteria, restaurant, kitchen hot/warm/cold/cool, body, bones, head, neck, eyes, ears,

mouth, teeth, tongue, heart, throat, shoulders, arm, hand wrist, fingers, waist, hips, buttocks, leg, knee, foot, toes, happy/sad, tired/awake,

interested/bored, healthy/sick, vomit, fever, broken, poison, surgery, cut, bandage, medicine, pill, vitamin, a cold, cough, pain, hurt, headache,

sore throat



www.aslpro.com

www.lifeprint.com


Handouts: food, health vocab

Flip charts

Paper pizza

Magazines for food pictures

Multiple OPERATION games

Mouth Morphemes video (VCR)




Part 1 – Unit 9 ~ Culture: Practices

Grade:

9-12

Subject:


Course:



Cultural Practices is integrated throughout the

course.


Culture: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. (Culture 2.1)



Culture: Students demonstrate an understanding of the relationship between the practices and the perspectives of American Deaf culture and the Deaf

World. (2.1)

Culture: Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture and the Deaf

World. (2.2)



Part 2 - Standards Unit 9 ~ Culture: Practices







Understanding and

Remembering


basic Deaf History; folklore;

group naming (Deaf/Hard of

Hearing), rejection of hearing

impaired/disabled/handicapped, cultural

deafness vs. medical deafness;

schools for the Deaf (preferred

choice of education), Gallaudet Univ.,

NTID;

socializing beliefs, membership in

the Deaf Community;

rules of Deaf courtesy (pointing is

fine, being descriptive is not rude, the

‘long good-bye’, voicing without signing

is inappropriate, staring is rude ~ eye

contact is not, explanations required if

leaving early/arriving late, interruptions);

communication strategies;

contributions from members of the

Deaf community to the Hearing

community.


use appropriate (Deaf) social behaviors when in Deaf community;

use basic signed information to members of the Deaf community;

compare and contrast cultural practices of the American Deaf and the

Hearing cultures;

discuss social/political issues affecting Deaf culture;


of Bloom’s Taxonomy in

a recursive manner.


Culture (Practices)

Big Idea

American Sign Language is the language used by members of the Deaf community.

Members of the Deaf community are not disabled, handicapped, or impaired.

Deaf Culture (the community) is formed by the common bond of deafness and the use of ASL.

Essential Questions

Why is American Sign Language the language used by members of the Deaf community?

Why are members of the Deaf community not considered disabled, handicapped, or impaired?

How has Deaf Culture (the community) formed?


Culture: Practices





research, reading/discussing articles


Culture: Practices





Structured drills


Viewing documentaries related to Deaf Culture

Research


Culture: Practices

www.aslpro.com

www.lifeprint.com


Handouts: Deafness & Culture articles

Flip charts

THROUGH DEAF EYES (DVD)

AUDISM (DVD)

DUMMY HOY (DVD)

SUE THOMAS, FB EYE (series)

BRIDGE TO SILENCE (DVD)




Part 1 – Unit 10~ Culture: Products

Grade:

9-12

Subject:


Course:



Cultural Products is integrated throughout the

course.





Culture: Students demonstrate an understanding of the relationship between the practices and the perspectives of American Deaf culture and the Deaf

World. (2.1)

Culture: Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture and the Deaf

World. (2.2)



Part 2 - Standards Unit 10 ~ Culture: Products (2.2)







Understanding and

Remembering


the importance of visual alerts,

appropriate lighting;

the significance of the football

huddle, the Lincoln Memorial;

hearing aids, cochlear

implants, bone anchored hearing

aids, brain stem implants

Deaflymplics

Video phones, pagers, TTYs,

texts

closed captioning, interpreters,

hearing ear dogs, ADA

art, literature, music, jokes

(Chuck Baird, Bernard Bragg,

Ella Mae Lenz, Gilbert Eastman)


identify both traditional and tangible/intangible products and symbols of

the culture

use ASL to discuss art, music, or literature of the Deaf community.

Categorize the differences between Deaf and Hearing humor

Show information on technological inventions that were developed by/for

individuals who are/were deaf.



recursive manner.


Culture (Products)

Big Idea

American Sign Language is the language used by members of the Deaf community.

Members of the Deaf community are not disabled, handicapped, or impaired.

Deaf culture (the community) is formed by the common bond of deafness and the use of ASL.

Essential Questions

Why is American Sign Language the language used by members of the Deaf community?

Why are members of the Deaf community not considered disabled, handicapped, or impaired?

How has Deaf culture (the community) formed?


Culture: Products





viewing/reading/discussing literature, art, music


Culture: Products





Research: products created by members of the Deaf community


Viewing of documentaries and movies related to products associated with Deaf culture

Student created posters to be displayed for Mother Father Deaf Day


Culture: Products

www.aslpro.com

www.lifeprint.com



Flip charts

SOUND AND FURY (DVD)

AUDISM (DVD)


SWEET NOTHING IN MY EAR

SWITCHED AT BIRTH (series)

BEETHOVAN’s NIGHTMARE (CD)

Workshops/shows with the National Theater of the Deaf (New London, CT)




Part 1 – Unit 11~ Connections

Grade:

9-12

Subject:


Course:



Connections are integrated throughout the

course.


Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (Connections 3.1)

Connections: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its

cultures. (Connections 3.2)



Connections: Students reinforce and further their knowledge of other disciplines through studying American Sign Language. (Culture 3.1)

Connections: Students acquire information and recognize the distinctive viewpoints that are only available through studying American Sign Language

and Deaf Culture.(3.2)


Connections: Students will reinforce and expand their knowledge of other areas of study through the world language (Connections 3.1)

Connections: Students will acquire and use information from a variety of sources only available in the world language, using technology, print,

audiovisual, media, data and human resources.

Part 2 - Standards Unit 11 ~ Connections




Bloom’s Taxonomy

Levels



Understanding and

Remembering


the geographic connections between

the U.S. Deaf communities, the

development of new signs, and the

international Deaf communities;

the historic perspective of ASL ~ it’s

growth and acceptance (including the use

of numbers for dates);

technology that was invented for or

by a member of the Deaf community;

Deaf poets/writers who wrote in

English (Listen to Me, A Recipe for ASL;

Robert Panara,Lex Lowman, Laura

Searing, Linwood Smith, et al);

the link between ASL and modern

baseball, the football huddle and Deaf

Culture, Olympic records;

the difference between

ASL/MCE/PSE.

members of the Deaf community

form a cultural minority.


identify (from ASL) key locations on a map

demonstrate the differences between a sentence signed in ASL vs. MCE

explain (oral/sign/print/digital) Deaf vs. Hearing viewpoints of the

culture.


of Bloom’s Taxonomy in

a recursive manner.


Connections

Big Idea

Information learned through the study of ASL and Deaf Culture can be related to other disciplines.

Essential Questions

Why does studying ASL and Deaf culture improve a student’s ability to work within/across a number of disciplines?


Connections





viewing/reading/discussing literature, art, music, biographies


Connections





Research: current connections to members of the Deaf community

View: EXTREME HOME MAKEOVER (Deaf family) ~ compare and contrast how the technology differs from a Hearing family

View: COPYING BEETHOVEN; discuss in target language what has changed/remained the same since Beethoven’s time (connection to the

arts, music, history, fashion).

Participate in workshops offered by the National Theater of the Deaf (New London, CT)


Connections

www.aslpro.com

www.lifeprint.com



Flip charts


AUDISM (DVD)




BEETHOVEN’s NIGHTMARE (CD)

COPYING BEETHOVEN (DVD)

NTD workshops ~New London, CT




Part 1 – Unit 12 ~ Comparisons

Grade:

9-12

Subject:


Course:



Comparisons are integrated throughout the

course.


Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. (Comparisons

4.1)

Comparisons: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. (Comparisons

4.2)



Comparisons: Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their native

language. (Comparisons 4.1)

Comparisons: Students demonstrate understanding of the concept of culture through comparisons of Deaf culture and their own. (Comparisons 4.2)


Comparisons: Students demonstrate an understanding of the nature of language through comparisons of that world language and their own.

(Comparisons 4.1)

Comparisons: Students will demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

(Comparisons 4.2)

Part 2 - Standards Unit 4 ~ Comparisons




Bloom’s Taxonomy

Levels



Understanding and

Remembering


at least 5 language differences

between English and ASL

at least 5 cultural differences

between Hearing and Deaf cultures

respect = facial expression not titles

the pragmatics of learning ASL


demonstrate asking questions in ASL vs. English

visually compare an ASL idiom and an English idiom (i.e. Train Zoom vs.

Missed the boat)

compare a sentence in ASL to English

demonstrate the differences between introductions, leave taking,

approaching an individual for practice help

Addresses all

components of Bloom’s

Taxonomy in a

recursive manner.


Comparisons

Big Idea

The study of ASL increases awareness of culture and communication.

Essential Questions: Comparisons

How does the study of ASL increase awareness of culture and communication?


Comparisons





role-playing


Comparisons





Research: behavior patterns and points of view in Deaf culture that are similar to and different from Hearing culture (i.e. personal space, arriving

late, descriptions)

Research: Unique features of Deaf culture, ASL features, English/ASL differences, or Hearing/Deaf cultural differences; create a visual (poster,

video, power point, et al) of those features

Vocabulary and concepts (not limited to): asking questions, leave taking, sentence structure, back channeling, parameters, noun-verb pairs, use

of space, classifiers, idioms, ): introductions, use of voice in ‘mixed company’(Deaf/Hearing), culture vs. disability, Deaf Pride, ASL as a

novelty, collectivism vs. individualism, turn taking, multiple meanings, time/place to approach a Deaf person for ‘practice.


Comparisons

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Flip charts


AUDISM (DVD)







Part 1 – Unit 12 ~ Communities

Grade:

9-12

Subject:


Course:



Communities are integrated throughout the

course.


Communities: Students use the language both within and beyond the school setting. (Communities 5.1)

Communities: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. (Communities

5.2)



Communities: Students use American Sign Language both within and beyond the school setting.(Comparisons 5.1)

Communities: Students show evidence of becoming life-long learners by using American Sign Language for personal enjoyment and enrichment.

(Comparisons 5.2)


Communities: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active

participation. (Communities 5.1)

Part 2 - Standards Unit 12 ~ Communities




Bloom’s Taxonomy

Levels



Understanding and

Remembering


how to respond to a member of the

Deaf community when encountered outside

of the classroom;

how to use ASL to initiate

connections outside of the classroom;

ASL idioms, slang, and common

expressions (appropriate to Level I);

cultural boundaries;

how to work with an interpreter

cultural points of view

about the CODA/SODA experience

through films, novels, live events


appropriately initially generate a conversation

visually compare cultural boundaries (Hearing/Deaf)

demonstrate the differences between introductions, leave taking,

approaching an individual for practice help

Addresses all

components of Bloom’s

Taxonomy in a

recursive manner.


Communities

Big Idea

Having the ability to communicate in ASL opens doors for both Deaf and Hearing individuals.

Essential Questions

Why does an understanding of ASL and the Deaf culture allow one to participate more fully in the global community?


Communities





role-playing


Communities





Attending one Deaf event, visiting with a younger signing Deaf student, or an older Deaf adult

Participating in at least two chorus concerts or other GPS event

Vocabulary and concepts (not limited to): oralism, mainstreaming


Communities

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Flip charts

Visit from BRS, DNEC

Set up classroom visit/presentation from Deaf adult, CODA/SODA, Interpreter




Word List (not exclusive)

• ”DRY”

• ”DULL”

• “HEAR”

• “SEE”

• “TRAIN GONE”

• "TRAIN ZOOM"

• -ER

• 12 NOON

• _____ MONTHS

• _____ WEEKS FROM NOW

• _____ WEEKS

• _____IN LAW

• _____SELF

• _____WEEKS AGO

• A LOT

• ABANDON

• ABILITY

• ABLE

• ABOUT

• ABSENT

• ACCEPT

• ACHE

• ACQUIRE

• ACT

• ACT

• ACTION

• ACTIVE

• ACTIVITY

• ADD

• ADDRESS

• ADEPT

• ADOLESCENTS

• ADULT

• ADVISE

• AFRAID

• AFTER-AWHILE

• AFTERNOON

• AFTERWARD

• AGAIN

• AGAINST THE LAW

• AGE: OLD + NUMBER

• AGE

• AGENT SUFFIX

• AGREE

• AHEAD

• AID

• AIRPLANE

• ALCOHOL

• ALL DAY

• ALL NIGHT

• ALL

• ALLOW

• ALMOST

• ALREADY

• ALTHOUGH

• AM

• AMAZE

• AMEN

• AMONG

• AND

• ANGRY (2)

• ANNOY

• ANSWER

• ANY

• ANYHOW

• ANYWAY

• APPARENTLY

• APPEAR

• APPEARANCE

• APPRECIATE

• APPROXIMATE

• ARE

• ARITHMETIC

• AROUND

• ARRANGE

• ASK

• ASSIST

• ASSISTANCE

• ATTEMPT

• AUNT

• AWARE

• AWFUL

• BABY

• BACK

• BACON

• BAD

• BALD

• BAN

• BARE

• BARELY

• BASEBALL (ball)

• BASEBALL (game)

• BASKETBALL

• BATHROOM

• BEAUTIFUL

• BECAUSE

• BECOME

• BED

• BEFORE

• BEHIND

• BELIEVE

• BELOW

• BEST

• BETTER

• BICYCLE

• BIG

• BIKE

• BIRD

• BIRTH

• BIRTHDAY

• BLACK

• BLAME (self)

• BLAME

• BLANK

• BLIND

• BLUE

• BOAT

• BOOK

• BOOKLET

• BORED

• BORING

• BORN

• BOSS

• BOSTON

• BOTHER

• BOTTLE

• BOX

• BOY

• BREAD

• BREAK

• BREAKFAST

• BREEZE

• BRIEF

• BRING

• BROCHURE

• BROTHER

• BROWN

• BUG

• BUILD

• BUILDING

• BUS

• BUT

• BUY

• CABBAGE

• CAKE

• CALIFORNIA

• CALL

• CALM

• CAN (VERB)

• CAN’T

• CAN

• CANDY

• CAPABLE

• CAPTAIN

• CAR

• CARDINAL NUMBERS: 1-100,

THOUSAND, MILLION

• CARRY

• CAST OFF

• CASUAL

• CAT

• CENTS

• CHAIR

• CHEAP

• CHEESE

• CHILD

• CHILDREN

• CHURCH

• CLASS

• CLASSIFIERS (:1,:1-1,:2,:3:B)

• CLEAN (ADJ)

• CLEAN (VERB)

• CLEVER

• CLOSE TO

• CLOSE-BOOK

• CLOSE-DOOR

• CLOSE-WINDOW

• CLOSE

• CLOTHES

• CLOTHING

• CLOUD

• CLUB

• COACH

• COFFEE

• COLD

• COLLEGE

• COLOR

• COME

• COMIC

• COMICAL

• COMMAND

• COMPARE

• COMPETENT

• COMPLAIN

• COMPLETE

• COMPREHEND

• CONCENTRATE

• CONCERNING

• CONDUCT

• CONSCIOUS

• CONSTRUCT

• CONSUME

• CONTINUE

• CONTROL

• CONVENE

• CONVENTION

• CONVERSATION

• COOK (noun)

• COOK (verb)

• COOKIE

• COOL

• COP

• COPY

• CORRECT

• COSTUME

• COULD

• COULDN’T

• COUNSEL

• COUNT (2):

• COUSIN (FEMALE)

• COUSIN (MALE):

• COUSIN

• CRY

• CUP

• CUTE

• DAD

• DADDY

• DAILY

• DANCE

• DANCER

• DAUGHTER

• DAY

• DEAD

• DEAF (3)

• DEATH

• DECIDE

• DECISION

• DEED

• DELIVER

• DEMONSTRATE

• DENTIST

• DEPART

• DESCRIBE

• DESIRE

• DESK

• DESPITE

• DETERMINE

• DIALOGUE

• DIE

• DIFFERENT

• DIFFICULT

• DIME

• DINE

• DINNER

• DIRECT

• DIRTY

• DISAGREE

• DISAPPEAR

• DISCARD

• DISCOVER

• DISTANT

• DIVIDE

• DO (ACTIVE)

• DO (INACTIVE)

• DO NOT

• DOCTOR

• DOESN'T

• DOG

• DOLLAR

• DONE

• DOOR

• DOUBLE

• DOWN

• DRAMA

• DREAM

• DRESS

• DRINK

• DRIVE-TO

• DRIVE

• DROWSY

• DRY

• DUMB6

• DUPLICATE

• EARACHE

• EASY

• EAT

• EFFORT

• EGGS

• EMPATHY

• EMPTY

• END

• ENDEAVOR

• ENGINE

• ENJOY

• EQUAL

• ERROR

• ESCAPE

• EVENING

• EVERYDAY

• EXAMPLE

• EXCUSE ME

• EXERCISE

• EXHAUSTED

• EXPENSIVE

• EXPERT

• EXPLAIN

• FACE

• FACTORY

• FAKE

• FALL

• FALSE

• FAMILY

• FAR

• FASCINATING

• FAST

• FATHER

• FAULT (self)

• FAULT

• FED-UP

• FEEL

• FEELINGS

• FEMALE

• FEW

• FIGURE

• FILL UP

• FIND

• FINE

• FINGERSPELL

• FINISH

• FIRST

• FISH

• FLESH

• FLOWER

• FLY (noun)

• FLY (verb)

• FOOD

• FOOTBALL (ball)

• FOOTBALL (game)

• FOR

• FORBID

• FOREST

• FORGET

• FORSAKE

• FRAGRANCE

• FRENCH FRIES

• FRIDAY

• FRIEND

• FRIGHTENED

• FROM

• FRONT

• FULL

• FUMES

• FUN

• FUNNY

• FURIOUS

• FUTURE

• GARMENT

• GAS

• GASOLINE

• GENERAL

• GENTLEMAN

• GET AWAY

• GET-UP

• GET

• GIRL

• GIVE-TICKET/GET-TICKET

• GIVE

• GLASS

• GO-BY-BOAT

• GO-BY-TRAIN

• GO

• GOLD

• GONE

• GOOD-FRIEND

• GOOD:

• GRANDDAUGHTER

• GRANDFATHER

• GRANDMOTHER

• GRANDSON

• GRAY

• GREEN

• GROUP

• GROW UP

• GROW

• GUM

• HA HA

• HAD

• HAMBURGER

• HANDSOME (2)

• HAPPEN

• HAPPY-TO-MEET-YOU

• HAPPY

• HARD (DIFFICULT)

• HARD OF HEARING

• HARD (SURFACE)

• HAS

• HATE

• HAVE

• HAVE TO

• HAZEL

• HE:

• HEADACHE

• HEAR

• HEARING (2)

• HEARING IMPAIRED

• HEAVY

• HELLO

• HELP

• HER

• HERE

• HERS

• HERSELF

• HI

• HIM

• HIMSELF

• HIS

• HOME

• HOP

• HOT DOG

• HOT

• HOUSE

• HOUSE NUMBERS/YEARS

• HOW

• HOW ARE YOU?

• HOW MANY

• HOW MUCH

• HOWEVER

• HUGE

• HUH?

• HUMOR

• HUMOROUS

• HUNGER

• HURT

• HUSBAND

• I

• I ‘LL ALWAYS LOVE YOU

• I’LL ONLY LOVE YOU

• I DON’T LOVE YOU

• I LOVE YOU

• I REALLY LOVE YOU

• ICE CREAM

• ICE SKATE

• ICE

• IDEA

• IF

• IGNORANT

• ILLEGAL

• IMITATE

• IMMEDIATELY

• IMMENSE

• IMPORTANT

• IMPROVE

• IN SPITE OF

• IN

• INDIFFERENCE

• INDIFFERENT

• INFANT

• INFLUENCE

• INFORM

• INFORMATION

• INQUIRE

• INSECT

• INTEREST

• INTERESTING

• INTERFERE

• INTERROGATE

• INTERROGATION

• INTERRUPT

• INTRODUCE

• IS

• IT

• IT-DOESN’T-MATTER

• ITS

• ITSELF

• JOB

• JOURNAL

• JUDGE

• JUMP

• JUST AWHILE AGO

• JUST

• KID(‘FOOL’)

• KID(CHILD/GOAT)

• KNEEL

• KNOW

• LADIES’ ROOM

• LADY

• LARGE

• LAST WEEK

• LAST YEAR

• LATE

• LATELY

• LATER

• LAUGH

• LAW

• LEARN

• LEARNER

• LEAVE

• LEFT(DIRECTION)

• LEFT (VERB)

• LESS

• LESSON

• LET ALONE

• LET KNOW

• LET

• LETTER

• LETTUCE

• LIBRARY

• LIE DOWN

• LIE

• LIFE

• LIGHT (NOUN)

• LIGHT (VERB)

• LIGHT (WEIGHT)

• LIKE

• LIKE

• LITTLE (AMOUNT)

• LITTLE (HEIGHT)

• LIVE

• LOCATION

• LONELY

• LONESOME

• LONG AGO

• LONG TIME AGO

• LOOK (APPEARANCE)

• LOOK(VERB)

• LOSE

• LOUD

• LOVE

• LUNCH

• MACHINE

• MAD

• MAGAZINE

• MAIL (noun)

• MAIL (verb)

• MAKE

• MAKE UP ONE’S MIND

• MALE

• MAN

• MANAGE

• MANY

• MATH

• MAY

• MAYBE

• ME

• MEAL

• MEAT

• MEDDLE

• MEDICAL

• MEET (GROUP)

• MEETING

• MEMORIZE

• MEN’S ROOM

• MENSTRUATE

• MENSTRUATION

• MERCY

• MIDDAY

• MIDNIGHT

• MIGHT

• MILK

• MIMIC

• MINE

• MISTAKE

• MISUNDERSTAND

• MOM

• MOMMY

• MONDAY

• MONEY SIGNS

• MONEY

• MONTH

• MONTHLY

• MOON

• MORE

• MORNING

• MOTHER

• MOTORCYCLE

• MOVE

• MOVIE

• MULTIPLICATION

• MULTIPLY

• MUSIC

• MUST

• MY NAME

• MY NAME SIGN

• MY

• MYSTIC, CT

• NAKED

• NEAR

• NEARLY

• NECESSARY

• NEED

• NEGLECT

• NEPHEW

• NEVER

• NEVERTHELESS:

• NEW YORK

• NEW

• NEXT WEEK

• NEXT YEAR

• NICE

• NICKEL

• NIECE

• NIGHT

• NO (ZERO)

• NO

• NOISY

• NONE

• NOON

• NOT KNOW

• NOT LIKE

• NOT WANT

• NOT YET

• NOT

• NOTHING

• NOTICE

• NOTIFY

• NOW

• NUMBER OF ITEMS

• NUMBER

• NURSE

• O.K.

• OBJECT

• OBSTRUCT

• OBTAIN

• ODOR

• OFF

• OFFICER

• OH-I-SEE

• OH

• OLD

• ON

• ONCE

• ONCE UPON A TIME

• ONESELF

• OPEN-BOOK

• OPEN-DOOR

• OPEN-WINDOW

• OPEN

• OPPOSITE

• OR

• ORANGE

• ORDER

• ORDINAL NUMBERS

• ORDINARY

• OTHER

• OUR

• OURS

• OURSELVES

• OUT

• OVER

• OWN (ASL)

• PACKAGE

• PAIN

• PAMPHLET

• PANTS

• PAPER

• PARENTS

• PARTY

• PAY

• PAY ATTENTION

• PEACEFUL

• PENNY

• PEOPLE

• PERFORM

• PERFORMANCE

• PERHAPS

• PERIOD

• PERMIT

• PERSIST

• PERSON

• PHONE NUMBERS

• PHOTO

• PHOTOCOPY

• PHOTOGRAPH

• PHYSICIAN

• PICTURE

• PIG

• PINK

• PITY

• PLACE (WIN) NUMBERS

• PLACE

• PLAN

• PLANE

• PLAY (noun)

• PLAY (verb)

• PLEASANT

• PLEASE

• PLURALS

• POLICE

• POSITION

• POSSESS

• POSSIBILITY

• POSSIBLY

• POSSIBLY

• POTTY

• POWERFUL

• PRACTICE

• PREFER

• PREPARE

• PRESENT(noun)

• PRESENT(verb)

• PRESIDENT

• PRETTY

• PREVIOUS

• PRIDE

• PROBABLE

• PROBLEM

• PROCURE

• PROGRAM

• PROHIBIT

• PROMISE

• PRONOUNS INCORPORATING

NUMBERS

• PROUD

• PUBLIC

• PURE

• PURPLE

• PUT-IN-GAS

• PUT

• QUARTER

• QUERY

• QUESTION

• QUICK

• QUIET

• QUIZ

• RACE

• RAIN

• RANKING/LISTING

• RAPID

• READ

• RECEIVE

• RECEIVE

• RECENTLY

• RED

• REFUSE

• REGRET

• REGULATE

• REHEARSE

• REIGN

• REMEMBER

• REPEAT

• REQUEST

• RESOLVE

• RESPOND

• RESPONSIBILITY

• RESPONSIBLE

• RESTROOM

• RIGHT (direction)

• RIGHT

• RIVAL

• ROLLER BLADE

• ROLLER SKATE

• ROOM

• ROSE

• ROUTINE

• RUN (NOSE)

• RUN (COMPETE)

• RUN (CONTROL)

• RUN (ENGINE)

• RUN (MOVEMENT)

• RUN (STOCKING)

• RUN AWAY

• SAD

• SALAD

• SAME

• SANDWICH

• SATURDAY

• SAY

• SCARED

• SCENT

• SCHOOL

• SEAT

• SECOND,

• SEE YOU LATER

• SEE

• SEEM

• SELF

• SELL

• SEND

• SENSE

• SENTENCE

• SEVERAL

• SEW (by hand)

• SEW (by machine)

• SHALL

• SHE

• SHIRT

• SHIVER

• SHORT (DURATION)

• SHORT(HEIGHT)

• SHORT(LENGTH)

• SHOULD

• SHOW (noun)

• SHOW (verb)

• SHOW UP

• SICK

• SICK-OF

• SIGHT

• SIGN

• SIGN LANGUAGE

• SILENCE

• SILVER

• SIMPLE

• SING

• SISTER

• SIT

• SKATE

• SKILL

• SKILLFUL

• SKIP

• SKIRT

• SLEEPY

• SLOW

• SMALL (AMOUNT)

• SMALL (HEIGHT)

• SMART(2)

• SMELL

• SMILE

• SNOW

• SO

• SOCCER

• SOFT

• SOME

• SON

• SONG

• SOON

• SORROW

• SORROWFUL

• SORRY

• SPRING(noun)

• SPTING (verb)

• STAND

• STAR

• STAY

• STEP _____

• STILLNESS

• STOMACH ACHE

• STOP

• STORY

• STRENGTH

• STRIVE

• STRONG

• STUDENT

• STUDY

• STUPID

• SUBSTANCE

• SUBSTANCE

• SUBTRACT

• SUGAR

• SUIT

• SUMMER

• SUN

• SUNDAY

• SUPERINTENDENT

• SUPPER

• SUPPOSE

• SURPRISE

• SWEATER

• SWEET

• SWEETHEART

• SWIFT

• SWIM

• SWING

• SYMPATHY

• TABLE

• TAKE

• TALE

• TALK (4)

• TALK WITH

• TALL (BODY)

• TALL (BUILDING)

• TAN

• TASTE

• TAXI

• TEA

• TEACH

• TEACHER

• TEAM

• TEARS

• TEENAGERS

• TEENS

• TELL

• TEMPLE

• TERRIBLE

• THANK YOU

• THAT

• THE END

• THE

• THEIR

• THEIRS

• THEM

• THEMSELVES

• THERE

• THESE

• THEY

• THING

• THINK

• THIRD

• THIS

• THOSE

• THRILL

• THROUGH

• THURSDAY

• TICKET0

• TIME (historical)

• TIME

• TIRED

• TO FISH

• TO-TELEPHONE

• TO

• TODAY

• TOILET

• TOMATO

• TOMORROW

• TOOTHACHE

• TOUCH-FINISH

• TOUCH-NEVER

• TOUCH

• TRAIN (noun)

• TRAIN (VERB)

• TREE

• TRUCK

• TRUE

• TRY

• TUESDAY

• TWICE

• TWINS

• UGLY

• UNCLE

• UNDER

• UNDERSTAND

• UNFORTUNATE

• UP

• US

• USE

• USED TO

• USUAL

• VACANT

• VALUABLE

• VAN

• VANISH

• VERDICT

• VERY INTERESTING

• VERY

• VIE

• VIOLET

• VISIT

• VOLUNTEER

• VOTE

• VOW

• WAGON

• WAIT

• WALK

• WANT

• WARM

• WAS

• WAS

• WASHINGTON

• WATCH ME

• WATCH (noun)

• WATCH (verb)

• WATER

• WE

• WEAK

• WEAKNESS

• WEAR

• WEDNESDAY

• WEEK

• WEEKLY

• WEEP

• WELCOME

• WELL

• WENT

• WERE

• WET

• WHAT SHALL I DO

• WHAT’S GOING ON

• WHAT’S HAPPENING

• WHAT’S UP

• WHAT-FOR

• WHAT

• WHATEVER

• WHEN

• WHERE

• WHEREVER

• WHICH

• WHITE

• WHO

• WHY

• WIFE

• WILL

• WINDOW

• WINTER

• WISH

• WITH

• WITHDRAW

• WITHOUT

• WOMAN

• WON'T

• WOODS

• WORD

• WORK

• WORLD

• WORSE

• WORSHIP

• WORTH IT

• WOULD

• WRITE

• WRONG

• YEAR

• YEARLY7

• YEARS

• YELLOW

• YES

• YESTERDAY

• YOU (PLURAL)

• YOU (SINGULAR)

• YOUNG

• YOUR (PLURAL)

• YOUR (SINGULAR)

• YOURS (PLURAL

• YOURS (SINGULAR)

• YOURSELF

• YOURSELVES

• YOUTH

• ZERO

Groton Public Schools Curriculum · PDF fileGroton Public Schools Curriculum Map INTRODUCTION...

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