Anchor Standard #8 ASL Tense
Benchmark #2 ASL Tense Concept Development
Tense should be fingerspelled, not signed as “TIME.”
- LCD projector
- Sentence Examples
- Frozen representations of signed sentences from 18.104.22.168.
- Tense Word Class Cards
- Pencil or markers
This lesson will be asking students to conduct a deeper sentence analysis. We will be identifying PREDICATES and their relationship to TENSE.
Display the Tense Categories on the board. Each is provided below.
Hand out the Activity Sheets including the frozen representations of sentences from Objective 22.214.171.124. Ask students to turn to the practice example.
Review the practice sentence together.
GRANDMOTHER BEFORE WORK-at DEAF SCHOOL.
After playing it, ask a student volunteer to rewind the video, playing it back slowly. Together, ask everyone to identify the SUBJECT and PREDICATE in our sentence. Have them diagram the example by drawing a line separating the SUBJECT from the PREDICATE. signs that comprise the PREDICATE.
Ask for a volunteer to articulate only the PREDICATE:
LONG AGO WORK DEAF SCHOOL.
Next, ask students to answer the following question,
“WHEN is the PREDICATE occurring?”
Display the WHEN image to reinforce this question.
They should all be able to state that, in our example, the PREDICATE occurred “LONG AGO.” Place a TENSE word class card/tile on the TENSE Marker that provides this information
Talk about how TENSE is the information we use to indicate when PREDICATES are occurring. Repeat this procedure for the following sentences.
Remember, our goal is to support students in articulating this definition. Be sure to ask students when each of these PREDICATES is occurring. Are they occurring:
- in-TWO DAYS I WILL GRADUATE.
- CLASS VISIT DISNEY WORLD LAST YEAR.
- BUILDING NOT YET OPEN.
- LONG AGO WOMEN CAN’T VOTE.
- AMERICAN SCHOOL FOR THE DEAF ESTABLISHED 200 YEARS AGO.
- NOW BABY SLEEP MUST BE QUIET.
- NEXT WEEK MY FAMILY BUY NEW PUPPY.
- MY UNCLE FINISH LEFT.
- I CAN SEE FULL MOON NOW!
- THIS MORNING I FORGET EAT BREAKFAST.
This should be an easy review!
When you are finished, explicitly state that the signs that give us information about when the predicate is occurring are communicating something we call T-E-N-S-E.
Go back and review each sentence, asking students what T-E-N-S-E these sentences are?
They should be ready to answer:
RIGHT NOW, BEFORE NOW, or AFTER NOW.
We will eventually move to the canonical terms PAST, PRESENT, and FUTURE. But for now, these terms will promote clarity.
Finally, ask students to define T-E-N-S-E in their own words. Record their answers and, as a group, review them for appropriateness and completeness.