Describing Objects with Color

Grade Level

9th Grade

Duration

45 minutes

Unit

Expressing Colors in ASL (Lesson 3 of 12)

---

Learning Objectives

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

• I can describe an object using ASL color signs.
• I can combine color signs with object signs to make short descriptive phrases in ASL.
• I can use ASL facial expressions and body language to enhance descriptions.

---

Common Core State Standards Alignment

While ASL is a language, this lesson supports key Common Core State Standards for English Language Arts (ELA), specifically those related to language acquisition, vocabulary, and communication skills:

• CCSS.ELA-LITERACY.L.9-10.6
  Acquire and use accurately a range of general academic and domain-specific words and phrases, including those that signal precise actions, senses, and emotions.

• CCSS.ELA-LITERACY.SL.9-10.4
  Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.

• 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.

---

Materials Needed

• Objects of different colors (e.g., red apple, blue book, yellow pencil) – physical or images
• Whiteboard or chart paper
• Markers
• Handouts with ASL color signs and common object signs
• Video clips demonstrating ASL color signs and object signs (pre-recorded or from curriculum resources)

---

Lesson Timeline

Time	Activity Description
0–5 min	Introduction & Warm-Up
Quick review of ASL colors learned in lessons 1 and 2. Use visuals and signs to recap and activate prior knowledge. Ask "What colors do you remember and how do we sign them?"
5–15 min	Explicit Teaching
Introduce the skill of describing objects with colors in ASL. Demonstrate three examples combining object signs with color signs (e.g., "red apple," "green book," "yellow pencil"). Include facial expression and body language cues emphasizing description. Show video/model.
15–30 min	Guided Practice
In pairs, students pick 3 objects (provided by teacher or chosen from classroom). They practice signing descriptive phrases with color + object. Teacher circulates, giving feedback and support. Provide extra visual cues for students needing differentiation. Use "I can..." statements for motivation:

• I can sign the color of an object.
• I can sign the object.
• I can combine both to describe it clearly. | | 30–40 min | Independent Activity
  Students choose one object and prepare a very short signed description (3–4 signs) using color and object signs. Volunteers share with the class. Teacher gives positive feedback focused on accuracy and expression. | | 40–45 min | Closure & Success Criteria Check
  Review I can statements and success criteria. Students self-assess: "Can I describe three objects with color signs? What helped me do this today?" Preview next lesson. Announce extension activity for advanced learners. |

---

Success Criteria

Students will demonstrate success by:

• Correctly signing the color of three different objects.
• Combining color and object signs in the proper ASL sentence structure.
• Using appropriate facial expressions to convey description.
• Participating actively in pair and class activities.

---

Differentiation Strategies

• For Students Needing Support:

  • Provide picture/word cue cards for colors and objects.
  • Model signs multiple times and pair students with fluent peers.
  • Provide physical objects to touch and see to build tangible connections.

• For English Language Learners (ELLs):

  • Focus on matching ASL signs to objects visually.
  • Use repetition and gestures to support comprehension.

• For Students with Fine Motor Challenges:

  • Allow use of larger, easier-to-form handshapes.
  • Encourage slower signing with emphasis on clarity.

---

Extension Activity

• Students who master basic descriptions will create a mini-presentation (1-2 minutes) about their favorite colored object. They will prepare a short narrative in ASL describing the object’s color, shape, and personal significance, incorporating expressiveness and fluidity.

---

Assessment

Formative assessment through:

• Observation of students’ signing during guided practice and independent activity.
• Peer and teacher feedback.
• Self-assessment via success criteria checklist.

---

Teacher Reflection Notes

• Did students show increased confidence when combining color and object signs?
• Were students using facial expression effectively to enhance descriptions?
• Were differentiation supports sufficient for students who struggled?
• How can next lesson build on today’s skill with descriptive phrases?

---

This lesson plan integrates communication skills development, vocabulary building, and cultural appreciation for ASL. It maps directly to foundational literacy standards while honoring the unique modality of signing. It encourages collaboration, expressive language, and student self-reflection—a rigorous and engaging approach for 9th graders learning ASL creatively and purposefully.