American Sign Language: Grade 8

Other Indiana World Languages and International Education sets

• American Sign Language: Kindergarten
• American Sign Language: Grade 1
• American Sign Language: Grade 2
• American Sign Language: Grade 3
• American Sign Language: Grade 4
• American Sign Language: Grade 5
• American Sign Language: Grade 6
• American Sign Language: Grade 7
• American Sign Language: Grade 9
• American Sign Language: Secondary: Advanced
• American Sign Language: Secondary: Intermediate
• American Sign Language: Secondary: Novice
• Classical-Modern Languages: Advanced
• Classical-Modern Languages: Intermediate
• Classical-Modern Languages: Novice
• East Asian Languages: Advanced
• East Asian Languages: Intermediate
• East Asian Languages: Novice
• Heritage Language Learners
• American Sign Language: Grade 10
• Workplace Spanish Standards: Grades 10-12
• American Sign Language: Grade 11
• American Sign Language: Grade 12

I can demonstrate familiarity with informal and formal social customs and practices of Deaf people. Examples: Role-playing interrupting a conversation properly; modifying greetings and farewells according to age; demonstrating how to navigate through groups of people.8.2C.RC.1

I can understand expected social behaviors when interacting with mixed groups of Deaf and hearing individuals at Deaf events. Examples: Practicing contextual use of visual applause to show enjoyment of entertainment; understanding the offensive nature of speaking rather than signing in mixed company; participating in cultural activities at a Deaf sporting event, such as foot stomping, cheers, and drum beating. 8.2C.RC.2

I can learn about and participate in activities enjoyed by Deaf youth such as games, sports, dance, drama, and celebrations. Examples: Watching a Deaf play; attending an ASL poetry competition; celebrating Deaf Understanding Week. 8.2C.RC.3

I can demonstrate an understanding of various communication strategies used by Deaf individuals in their daily lives. Examples: Using a videophone; placing a video relay call; texting and / or using ASL to communicate on a mobile phone. 8.2C.RC.4

I can investigate aspects of American Deaf culture that are handed down generation to generation. Examples: Watching classic Deaf jokes and stories; examining the value of having Deaf children; understanding the role of Deaf clubs and schools for the Deaf.8.2C.RC.5

I can identify expressive parts of Deaf culture, such as stories, poetry, art, and literature, and explore the way in which these products reflect the lifestyles and perspectives of Deaf people. Examples: Analyzing Chuck Baird’s Mechanical Ear; viewing narratives by Patrick Graybill; watching films produced by Deaf filmmakers such as Peter Wolf, Mark Wood, and Laura Harvey.8.3C.IP.1

I can study and produce simple forms of various products of Deaf culture such as poetry, art, and film and develop an appreciation of these cultural products. Examples: Developing ABC and number stories; creating art; making short film clips on topics related to Deaf culture.8.3C.IP.2

I can recognize the contributions of Deaf scientists and scholars to science, medicine, astronomy, mathematics, chemistry, agriculture, economics, and social sciences. Examples: Viewing films produced by Wayne Betts; watching humorous anecdotes by Deaf performers; viewing stories by Deaf peers.8.3C.IP.3

I can watch ASL films or vlogs that are popular with young Deaf people. Examples: Viewing films produced by Wayne Betts; watching humorous anecdotes by Deaf performers; viewing stories by Deaf peers.8.3C.IP.4

I can identify, discuss, and analyze sub-groups in the Deaf community and their themes, ideas, and perspectives. Examples: Discussing the film and TV programs Love Is Never Silent and Switched at Birth; analyzing the experiences of Black Deaf Americans; exploring the lives of Deafblind individuals.8.3C.IP.5

I can comprehend short videos in ASL related to other disciplines such as social studies, science, technology, and the arts. Examples: Viewing a presentation on a health topic; learning about the life of Laurent Clerc; watching ASL vlogs about traveling in foreign countries.8.3C.MC.1

I can present live or video reports in ASL on topics being studied in other classes. Examples: Explaining the importance of nutrition; outlining steps to becoming more environmentally conscious; presenting a cooking lesson. 8.3C.MC.2

I can demonstrate understanding of how to apply ASL numbers to different contexts. Examples: Explaining sport scores; describing units of measurement including heights and weights; presenting temporal aspects related to age and time.8.3C.MC.3

I can expand their knowledge in other subject areas on topics of personal interests. Examples: Identifying the parts of a vehicle; learning about personal hygiene; discussing technology and technical equipment.8.3C.MC.4

I can elaborate on their study of world history by studying the history of the Deaf world. Examples: Creating a timeline of major persons and events in Deaf history; learning about the French roots of the American Deaf community; studying ancient Greek and Roman perspectives towards Deaf people.8.3C.MC.5

I can demonstrate an understanding of ways to express respect and communicate status differences in ASL and English. Examples: Describing the differences between communicating with children and adults; explaining the differences between signing an informal conversation and delivering a staged presentation; conducting a research project on how Deaf and hearing people introduce others in casual situations and on stage.8.4C.LC.1

I can demonstrate an ability to recognize and correctly use the non-manual signals that are distinctive to ASL. Examples: Comparing similarities and differences of non-manual signals in ASL and prosodic features in English; describing the non-manual signals used by a Deaf storyteller; giving examples of non-manual signals used in an ASL vlog.8.4C.LC.2

I can recognize differences and similarities in word order, verb formation, and nouns in ASL and English. Examples: Comparing the subject-verb-object word order of English and the topic-comment feature of ASL; describing how adjectives and adverbs differ in ASL and English; identifying how reduplication distinguishes nouns and verbs in ASL.8.4C.LC.3

I can compare the temporal aspects of ASL and English. Examples: Describing the temporal framework used in ASL and English; examining the incorporation of numbers to represent the frequency of temporal aspect in ASL; investigating different ways to indicate duration by including temporal aspects.8.4C.LC.4

I can analyze different categories of depicting verbs and classifiers used in ASL. Examples: Giving examples of Size and Shape Specifiers and locative classifiers; identifying which classifiers are classified in the “ground” and “figures” categories of using space; labeling classifiers as depictive, manipulative, and body part.8.4C.LC.5

I can use ASL to communicate with peers and other members of the Deaf community about daily life, various experiences, and special events. Examples: Exchanging video letters about school and life with Deaf peers; giving a presentation on a recent vacation; explaining a traditional family celebration.8.5C.SG.1

I can interact with ASL users in the Deaf community to learn about community relations and possible future career options. Examples: Interviewing a person who uses ASL in their work and summarizing the information for classmates; researching occupations common in the Deaf community; investigating different places Deaf people work in the student’s community. 8.5C.SG.2

I can use ASL to plan activities that benefit the school or community. Examples: Organizing a school fundraising event with an ASL theme; hosting a Deaf art show; performing ASL poetry at school talent nights.8.5C.SG.3

I can use ASL to participate in Deaf community activities and projects with Deaf peers outside of school. Examples: Volunteering at a local community center; visiting events for Deaf senior citizens; organizing a Silent Dinner or ASL chat get-together.8.5C.SG.4

I can invite community members to participate in ASL or Deaf related school events. Examples: A Deaf guest speaker addressing career options; providing ASL tutoring; giving a demonstration of an ASL story.8.5C.SG.5