Asking Questions in ASL

Grade Level

9-12

Duration

45 minutes

Class Size

20 students

Unit Context

Unit 1: Foundations of American Sign Language
Lesson 4 of 30: Asking Questions in ASL – Focus on WH-questions

Common Core State Standards Alignment

Though ASL is not directly listed in Common Core standards, this lesson integrates English Language Arts (ELA) literacy standards because ASL comprehension and production support language acquisition and critical thinking skills aligned with Common Core. This lesson supports:

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered).

Learning Objectives

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

Identify and understand WH-question signs in American Sign Language.
Formulate and sign basic WH-questions (who, what, when, where, why, how) in ASL with proper non-manual markers (facial expressions and body language).
Demonstrate comprehension of WH-questions through interactive signing activities.
Compare and contrast the structure of WH-questions in ASL versus English.

Materials Needed

Whiteboard and markers
Projector or document camera
Video clips demonstrating WH-question signs and non-manual signals in ASL
Flashcards with WH-question words in ASL and English
Worksheets with practice questions to translate between ASL and written English
Space for students to practice signing in pairs

Lesson Procedures

1. Introduction (5 minutes)

Greet the class as usual in ASL to set an immersive environment.
Write the question words (Who, What, When, Where, Why, How) on the whiteboard.
Briefly explain that today’s focus is on "asking questions" using these WH-words in American Sign Language.
Activate prior knowledge: Ask if students remember any WH-questions from previous lessons or everyday experiences.

Engagement: Show a short video clip (1-2 minutes) demonstrating a fluent user signing a WH-question with clear facial expressions.

2. Direct Instruction (10 minutes)

Demonstrate each WH-question sign slowly with proper non-manual markers (eyebrows down or raised, head tilt, body leaning).
Break down the components:
- The sign for the WH-question word
- Facial expressions and body language that change the sentence to a question
- Typical ASL syntax for WH-questions (WH-word at the end).
Write examples on the board comparing English structure ("What are you doing?") and ASL structure ("You doing what?").
Call on a few students to repeat and mimic the signs and expressions demonstrated.

3. Guided Practice (15 minutes)

Divide class into pairs. Each pair receives a set of flashcards with WH-question signs and English phrases.

Activity 1: Matching

Students match English question phrases to their corresponding WH-question signs.

Activity 2: Role Play

Students take turns signing a WH-question to their partner, who responds accordingly, encouraging both receptive and expressive skills.
Monitor pairs, providing immediate constructive feedback on non-manual markers and signing clarity.

Scaffold: Provide sentence starters or scripts as needed for support.

4. Independent Practice and Application (10 minutes)

Hand out worksheets with brief English sentences requiring students to write the equivalent WH-question form in ASL gloss (a simplified writing system for ASL structure).
Students also translate back from given ASL gloss examples to English questions.
Encourage students to sign their responses to the class in a brief, volunteer-led demonstration to build confidence.

5. Closure and Assessment (5 minutes)

Recap: Review the six WH-questions and the importance of facial expressions in ASL questions.
Quick formative assessment: Call on individual students to sign one WH-question of their choice in front of the class with proper non-manual signals.
Ask reflective questions:
- How is asking questions in ASL different from English?
- Why are facial expressions important?

Assessment and Feedback

Formative assessment: Observation during pair activities with checklists on non-manual marker accuracy and WH-question signs.
Summative check: Worksheet translation accuracy.
Oral signing performance during closure.
Provide positive, growth-oriented feedback to encourage risk-taking and fluency development in ASL.

Differentiation Strategies

For diverse learners: Use visual aids and modeling to ensure comprehension. Provide additional practice cards for ELL or struggling students.
Advanced learners: Challenge to create more complex WH-questions, combining multiple WH-words or forming longer dialogues.
Support: Provide written gloss or step-by-step handouts summarizing WH-question structures.

Reflection and Extension

Encourage students to practice WH-questions in ASL outside of class, e.g., signing at lunch or with deaf community members if possible.
Preview next lesson 5: “Answering WH-Questions and Conversation Practice” to build interactive communication skills.

This lesson merges linguistic structure and social interaction skills while scaffolding visual-gestural language acquisition in alignment with Common Core’s emphasis on communication and collaboration.
By focusing on WH-questions, students develop essential questioning strategies, enhancing their conversational competence in ASL.

Teaching Instructions