First Day of ASL 3 or 4

So you are going back to work and you are stuck wondering what to do on the first day of ASL 3 or 4. We all know the first day of school is uber important. It sets the tone for the school year. The first day of class begins to establish the vibe for the semester. So what do you have planned?

Most classes choose to start the first day or week off by discussing a syllabus. While this is fine, it is not very exciting, especially if the students have listened to 5 or more speeches about the same topic from other teachers. I try to avoid the syllabus speech until day 3 – 5 at least. Often students are still being moved around, there are schedule changes, adds, and drops to the class, and students assessing the overall feel of the class. So I always feel it is best to wait on the syllabus talk.

Starting the class off right

Start the class off with a fun activity. Find something that you don’t typically do in class. Maybe the activity will last the first class meeting or the first three days of class meetings. Whatever you choose, remember it does not need to be connected to a unit or a forced review of material from the previous year.

Here is what I am doing this year to kick off ASL 3 and 4

Each year I try to start the year off with different activities. Sometimes I do icebreakers or team building activities. Some years I just get right down to the business of signing. And that is what I am planning on doing this year.

For this project, you will need a copy of Stone Soup from DawnSign Press. This is one of the stories in the Once Upon a Time Series. I am going to use the story as a “book talk” – similar to a picture talk or a movie talk – then move into independent projects that students can show me what they have learned. Depending on your school’s bell schedule, this lesson plan can last anywhere from 1 – 4 days.

Stone Soup

Picture Stories – The first step of the lesson is to teach the story and unfamiliar words through a picture talk. Use images that are drawn, from the story, or from magazines, the Internet, or student-created. Make sure the images are comprehensible and connect to the story. Be sure to point to the image when teaching the word. Actually, touch the image of what you are trying to teach.

Gather Words – After the picture talk, I keep a running list of words students learned by having them write on the whiteboard or on a piece of butcher paper hung up in the room. I give students a list of words and let them explore sites to confirm and practice the signs.

Create – Students use new words to create a story, commentary, or life experience. I have them record a video and share with a peer for review. After the review process, students can redo the video and submit for a grade.

Matching– Now that students have had some practice with the new words, give them time to watch the story again and again if they need to. They will match the images from the story with pictures. For example, they see the sign “SMELL” and match it to a picture of bacon.

Comprehension – Again, students will watch the story and answer comprehension questions created by you.

Fill in the Blank – One of the gypsie performers gives a speech at the end of the video. I type out the speech leaving gaps for words I want them to know. Students watch the video and fill in the blank with the answer. You can choose to give them a word bank or not. It really depends on their level and ability.

Cumulative Activity – I then give students a voice and choice. I give choices to students for wrapping up the story so I can assess what they have learned. It may be to re-tell the story in their own words or to give the story a surprise ending.

That is All

Now your first day is done…and maybe your first week. Although I am using this lesson to start the school year it is also a great lesson for any time of the year or even for a sub day.

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