Depicting Signs Focus

Year Level

Years 4–6 Auslan

Duration

30 minutes

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Curriculum Alignment

Queensland Curriculum: Languages - Auslan (Years 5–6)

• Content Descriptor:
  Create and present a range of informative and imaginative signed, visual and multimodal texts using modelled structures, incorporating fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space appropriate to the text type.
  • Reference: AC9L2AU6C05
• Language Understanding:
  Apply strategies to interpret and convey meaning in signed and visual cultural contexts, understanding how depicting signs can modify meaning, including aspect and manner.
  • Reference: AC9L1AU6C04

Relevant Elaborations

• Present information using DSs to convey dynamic details such as size, shape, movement (e.g., explaining games, directions).
• Experiment with eye gaze, body shifts, non-manual features to support DS meaning and story comprehension.
• Create short signed performances incorporating DSs to engage peers.
• Use modelled structures to sequence information clearly.
• Incorporate visual supports (photos, objects, drawings) to enhance meaning.

All references are from the Queensland Curriculum Language subject Auslan Years 5–6 codes AC9L2AU6C05 & AC9L1AU6C04【3:AC9L2AU6C05.md】【9:AC9L1AU6C04.md】.

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Learning Objectives

By the end of the lesson, students will be able to:

• Confidently fingerspell the Auslan alphabet as revision.
• Understand what depicting signs are and how they are used to represent actions, objects or concepts visually in Auslan.
• Create and present their own depicting signs for everyday objects or actions using appropriate handshapes, movement and placement.
• Demonstrate awareness of non-manual features to support meaning in depicting signs.
• Collaborate in small groups to negotiate and share ideas creatively in Auslan.

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Materials Needed

• Teacher’s laptop and projector for PowerPoint presentation (prepared on depicting signs).
• Visual aids/examples of depicting signs (images/video clips as per PowerPoint slides).
• Worksheet or blank cards for group activity (optional: paper and coloured markers for drawing).
• Space for group physical movement to practise signs.
• Timer or clock to manage activity flow.

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Lesson Outline

Time	Activity	Details & Teacher Notes
0–5 min	Introduction: Auslan Alphabet Review	- Quick, energising whole-class fingerspelling run-through. - Reinforce handshape accuracy and speed. - Encourage pairs to “quiz” each other on fingerspelling letters.
5–15 min	Teacher Presentation: What are Depicting Signs?	- Present the prepared PowerPoint slides on depicting signs. - Explain the concept: DSs visually ‘depict’ size, shape, movement or manner of objects/actions. - Show videos or images examples (e.g., swimming, climbing, eating). - Highlight the use of handshapes, location/space, and non-manual features (facial expressions). - Pause for 2–3 quick Q&A moments to check understanding.
15–25 min	Group Activity: Create & Present Depicting Signs	- Divide class into 5 groups of 5 students. - Each group chooses or is assigned 2 everyday objects or actions (e.g., brushing teeth, bouncing ball, walking dog). - Groups collaboratively create their own depicting signs for these items/actions. - Groups prepare a short Auslan presentation demonstrating their depicting signs to the class. - Teacher circulates to support and scaffold Auslan use and DS formation.
25–30 min	Presentations & Reflection	- Each group presents their depicting signs to class. - Teacher prompts: How did your group decide on the sign? What non-manual features help the meaning? - Quick reflective chat: Which depicting sign was your favourite? Why? - Summarise key learning points about depicting signs.

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Assessment Ideas

• Formative Assessment:
  Observe student participation and accuracy during fingerspelling warm-up and PowerPoint discussion. Note their use of correct handshapes and non-manual features.
• Group Work Assessment:
  Use a simple checklist during group activity to assess:
  • Creativity and relevance of depicting signs.
  • Application of handshapes, movement and space.
  • Use of non-manual features to reinforce meaning.
• Presentation Assessment:
  Evaluate clarity and confidence in presenting depicting signs to peers. Opportunity for peer feedback encouraged.
• Optionally, ask students to video record their group’s signs for teacher review or student self-reflection later.

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Teacher Reflection Prompts

• Were the students engaged with the concept of depicting signs? What showed this?
• Did students demonstrate understanding of how DSs add detail beyond lexical signs?
• Were the groups able to collaborate and negotiate their sign creations effectively?
• How well did students use non-manual features to enhance their depiction?
• What adjustments might help scaffold this lesson more effectively in the future? (e.g., more modelling, additional visual aids).
• Could technology (e.g., recording signs on tablets) extend this lesson meaningfully?

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Additional Notes for Substitute Teacher

• Ensure the projector and laptop are set up before class. The PowerPoint presentation is centrally stored with the teacher’s resources.
• Encourage a positive, collaborative classroom atmosphere where students feel comfortable experimenting with signing.
• Support students who may struggle with handshapes or movement by guiding gently and offering physical prompts if appropriate.
• Time management is key: keep transitions brisk but allowing creativity in groups.
• The aim is to build students’ expressive signing skills through active use of depicting signs to convey meaning more visually and descriptively.

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This lesson plan follows Queensland Curriculum emphases on communication, cultural understanding, creativity, and collaboration in Auslan learning for Years 5 and 6, with a strong focus on depicting signs and multimodal expression【3:AC9L2AU6C05.md】【9:AC9L1AU6C04.md】.