Anchor Standard #8 ASL Tense
Benchmark #1 ASL Tense Concept Development


OBJECTIVE Organize events in time characterized by HAS predicates according to three larger categories: (1) events occurring NOW, (2) events having occurred BEFORE NOW, and (3) events that will occur AFTER NOW.



Lesson Materials:

  • LCD projector
  • Time Line accessible to the entire room.
  • Props from HAS Activity sheets
  • Cards for HAS Activity Schedules


Lesson Procedure:

Benchmark #1 ASL Tense Concept Development

ASL Formative Assessment AS #8, Benchmark #1

First, quickly review the concepts from the previous objective. Ensure that everyone recalls and can describe the three categories of time that we talked about. Do at least one of the WHAT HAPPENED Activity Sheets together. If you recorded the activities, this can help move the review along.

When you’ve completed the review, we are ready to introduce the HAS Activity Sheets. As you can see, we are now going to apply this idea to HAS predicates! The steps for this portion of the objective are exactly the same as those outlined in the previous objective. However, it is worth reinforcing that we are now focusing on a different predicate type (HAS). Highlight this predicate type using the Sentence Structure mats.

Show students the first “HAS Visual Activity Sheet.”

The sheets for this objective will identify three objects that your volunteer will “hold” over time. If you make additional sheets (and you are encouraged to do so) objects need to be readily available for your volunteers (i.e., make sure you have them!).

Ask an adult volunteer to demonstrate how to interpret the HAS Visual Activity Sheets. In other words, they should hold each of the three examples over time. Hands on, interactive lessons are always encouraged. Again, keep in mind that while you do this, filming this progression can be a valuable way to review these ideas later.

It is important to reinforce that only events that are visibly occurring right now are classified as HAPPENING NOW. In other words as soon as someone is not holding an object it is no longer HAPPENING NOW.

If you film your volunteer “HAVING” the examples in succession, play the entire video back while simultaneously displaying the HAS Visual Activity Sheet. Then, rewind the video and apply the same procedure as we did in the last objective. Remember…

Make sure everyone has a chance to participate using the practice sheet. Talk about how we have been studying the three “zones” of time and what they mean. Then, move to the new practice sheets and have students do the work independently.

Three additional sheets are made for you. Each contains objects that are typically accessible in a classroom. However, please feel free to be creative and zany as you make your own Visual Activity Sheets.

Thematically-relevant ideas are always encouraged. Think of, and bring in objects of that you know your students will be thrilled to hold! The sheets should look something like the example above.

Continue with the procedure we have outlined until all students have successfully showcased their ability to recognize how “having objects” in time are linked to the three zones.

­­In the next objective, we will introduce how tense interacts with DESCRIBING predicates.