Creating Colorful Sentences

Grade Level

9th Grade

Duration

45 minutes

Unit

Expressing Colors in ASL (Unit 3 of 12)

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Lesson Overview

Students will practice forming and signing complete sentences in American Sign Language (ASL) that include colors and objects. They will demonstrate their ability by creating and signing at least three original sentences using colors. This lesson continues building their conversational ASL skills by integrating vocabulary with syntactic structure aligned to Common Core speaking and writing standards.

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Learning Objectives

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

• I can create and sign three complete sentences using colors in ASL.
• I can understand and apply ASL sentence structure involving descriptive color signs with nouns.
• I can use sentence starters to support my ASL sentence formation when needed.

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Common Core State Standards Alignment

Speaking and Listening (SL)

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics and texts, building on others’ ideas and expressing their own clearly and persuasively.

Writing (W)

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Language (L)

CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, including those specific to ASL and descriptive adjectives like colors.

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Materials Needed

• Whiteboard and markers
• Visual flashcards of colors and everyday objects
• ASL vocabulary video clips demonstrating color signs and sentence structure
• Sentence starters worksheet (for differentiation)
• Video recording device or mobile devices (for peer practice assessment)
• Notebooks or writing paper for extension activity

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Lesson Procedures

1. Introduction & Review (8 minutes)

• Briefly review previously learned color signs and object nouns with the class using flashcards and video clips.
• Ask students to recall and sign simple two-word phrases like "red apple" or "blue shirt."
• Introduce the lesson objective: “I can create and sign three complete sentences using colors in ASL.”
• Write the success criteria on the board:
  • Sign three complete ASL sentences including a color and an object
  • Use appropriate ASL sentence structure

2. Modeling (7 minutes)

• Teacher models three example complete sentences in ASL that include colors and objects, e.g.:
  • “The book is green.”
  • “Her shoes are blue.”
  • “I like the yellow flower.”
• Show the English translation and explain basic ASL sentence structure focusing on color placement relative to nouns.
• Emphasize facial expressions and non-manual markers for complete sentences in ASL.

3. Guided Practice with Sentence Starters (10 minutes)

• Distribute sentence starters to students who need scaffolding (e.g., “The ___ is ___.”, “My ___ is ___.”)
• In pairs, students practice signing three complete sentences aloud using colors and objects from flashcards or their environment.
• Circulate and provide individual feedback, reinforcing correct placement and fluency.

4. Independent Practice (10 minutes)

• Students individually create and practice signing three original sentences integrating color signs and object nouns.
• Encourage students to record their signing on devices for self-review and peer sharing.

5. Sharing & Assessment (7 minutes)

• Volunteers sign their sentences in front of the class or in small groups, demonstrating understanding of the target language.
• Teacher uses a simple rubric evaluating:
  • Use of color and object signs
  • Sentence completeness
  • Correct ASL syntax and expression

6. Closure & Extension (3 minutes)

• Recap the day’s learning with the class verbally or in written form: “Today I can create and sign three complete sentences using colors.”
• For students ready for more challenge, assign the extension activity: Write a short story incorporating color vocabulary and everyday objects, then translate the story into ASL sentences for presentation in a future lesson.

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Differentiation Strategies

• Provide sentence starters and visual aids to support struggling students in forming complete sentences.
• Pair students strategically so stronger signers can mentor peers.
• Use video modeling for students who benefit from repeated visual input.
• Allow alternative demonstration of understanding (e.g., signing to the teacher in a one-on-one setting).

Extension for Advanced Learners

• Challenge students to write and sign a short original story that incorporates multiple colors and objects, using complex sentence structures including possessives or questions.
• Encourage exploration of descriptive adjectives beyond colors (e.g., size, shape).

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Assessment

• Formative through observation during guided and independent practice.
• Summative via student-recorded ASL sentences with clear color-object constructions.
• Peer and self-assessment focused on clarity, accuracy, and expression.

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Teacher Reflection (Post-Lesson)

• Were students able to confidently form three complete sentences with colors?
• Which differentiation strategies were most effective?
• How well did recorded video assessments support learning?
• What modifications will improve future lessons in this unit?

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This lesson plan uses a thematic, age-appropriate approach that integrates core academic standards with culturally relevant and immersive ASL learning strategies, offering multiple entry points to success for all learners.