Discovering the Alphabet

Lesson Overview

Unit Title: Exploring Auslan Language
Lesson Number: 2 of 10
Lesson Title: The Auslan Alphabet
Year Level: Year 6
Curriculum Code: AC9LL9E01, AC9LL6U01, AC9LANG6C01 (Australian Curriculum – Languages: Additional Language)
Duration: 60 minutes
Class Size: 1 student

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Australian Curriculum Links

• Communicating (AC9LL9E01): Engage in simple interactions using non-verbal and visual communication.
• Understanding (AC9LL6U01): Understand that sign languages use spatial grammar and visual features to convey meaning.
• Connecting (AC9LANG6C01): Explore how language connects people and cultural identity.

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Learning Intentions

• I am learning to recognise and perform the handshapes of the Auslan alphabet.
• I am learning to use finger-spelling to spell my name and simple words.
• I am learning how visual communication plays an important role in sign languages.

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Success Criteria

By the end of this lesson, the student will be able to:

• Identify and demonstrate the handshapes for each letter of the Auslan alphabet.
• Confidently finger-spell their own name using Auslan.
• Finger-spell 3–5 simple English words using correct Auslan handshapes and clear formation.

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Prior Learning

In Lesson 1, the student was introduced to Auslan as a visual language used in the Deaf community and explored Deaf culture through stories and visual media.

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Materials Required

• Laminated Auslan alphabet chart
• Individual mini mirror (for self-monitoring handshape formation)
• Whiteboard and markers
• Flashcards with letters and common simple words
• Tablet or interactive whiteboard (for video playback)
• Student notebook for reflection
• Pair of small hand mirrors
• Finger-spelling practice cards (home-made or teacher-created)

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Lesson Breakdown

Warm-Up (10 minutes) — “Mirror, Mirror”

Goal: Activate prior knowledge and engage kinaesthetically.

1. Welcome and quick recap of Auslan and visual communication from Lesson 1.
2. Use the mirror to explore one’s own fingers, hand shapes, and orientation.
3. Ask the student to make the following shapes with their hand: "flat hand", "claw shape", "fist", etc.
4. Prompt the student: “What do you notice about how each hand shape looks in the mirror?”
5. Introduce that today we are going to use our hands – like our voice – to form letters.

Teacher Tip: Use mirror play actively to promote self-monitoring – a powerful tool in kinaesthetic learning.

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Explicit Teaching (15 minutes) — “The Auslan Alphabet”

Goal: Introduce and model finger-spelling using Auslan.

1. Use a large, laminated Auslan alphabet chart. Introduce each letter's associated handshape (focus on clarity, location, and orientation).
2. Model slowly: A, B, C... up to Z.
3. Say to student: “Let’s choose a few tricky ones to practise together—like G, H, K, or R.”
4. Pause to compare closely similar shapes (e.g. F and T), highlighting visual distinctions.
5. Encourage student to follow along silently (no verbalisation), watching your hands and mimicking shape and position.

Challenge Moment: Ask the student to guess or identify a letter you are finger-spelling without voice support.

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Guided Practice (15 minutes) — “Spell Your Name”

Goal: Apply learning in a personal context.

1. Ask the student to write their name on the whiteboard.
2. Using step-by-step modelling, help the student finger-spell their first name.
3. Provide a mirror so the student can practise and self-correct.
4. Role-reversal: Ask the student to finger-spell your name.
5. Incorporate finger-spelling rhythm: encourage strong pauses between letters.

Exit Ticket Prep: Ask the student to finger-spell their name again in 3 minutes for an exit ticket.

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Independent Practice (10 minutes) — “Mystery Words”

Goal: Rehearse and reinforce alphabet and letter identification.

1. Display 5 flashcards (e.g. cat, dog, hat, sun, lip).
2. Student chooses one, keeps it secret.
3. Finger-spells the word silently while the teacher decodes.
4. Switch roles: teacher finger-spells, student guesses.
5. For each correct guess: high-five!
6. Transition to speed round using a visual timer for motivation (e.g. aim for 5 correct words in 1 minute).

Add movement: have the student move to different points in the room to “earn” word cards!

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Reflection and Cool-Down (10 minutes) — “Hand Talk Journal”

Goal: Encourage metacognitive thinking and emotional connection.

1. In their personal reflection journal, the student completes a quick response:

   • “Something new I learnt about my hands today is…”
   • “The Auslan letter I find most fun is…”
   • “One more thing I want to practise is…”

2. Enjoy a quiet finger-stretch and shake-down with meditation music in the background.

3. Recap three key learning points:

   • Auslan uses handshapes instead of sounds.
   • Each letter has a unique sign.
   • Our name is part of our identity and now we can sign it!

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Assessment and Differentiation

Formative Assessment:

• Ongoing teacher observation of student handshape formation
• Student’s ability to accurately spell their name using finger-spelling
• “Mystery Word” game comprehension and engagement

Exit Ticket:

The student finger-spells their first name clearly and accurately.

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Differentiation Strategies

• For additional support: Use tactile tracing over raised letter cards.
• For extension: Introduce the concept of double letters (e.g. in “Ann”, “Emm”) and challenge with longer words.
• For visual learners: Use video clips (with captions on) of Auslan users spelling simple words.
• For kinaesthetic learners: Incorporate hand jumping jacks – spell and jump with each letter!

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Homework / Extension Activity

Finger-spelling Challenge:
Ask the student to teach one family member how to finger-spell their name using the Auslan chart and report back next lesson on how it went.

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Teacher Reflection (Post-Lesson)

• Did the student demonstrate understanding of the finger-spelling alphabet?
• Was the one-on-one format beneficial for pronunciation and accuracy?
• How did the student respond to using mirrors and visual learning strategies?

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Vocabulary Focus

• Auslan
• Finger-spelling
• Handshape
• Orientation
• Visual language

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Next Lesson Preview

Lesson 3: Meeting in Auslan
The focus will shift to simple greetings and introductions using Auslan, incorporating facial expressions and basic conversational patterns like “Hello, my name is...”

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“Learning to sign is like learning to dance with your hands. Every movement means something — and today, we’ve just learned the first steps.”