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Lesson 1: Chicka Chicka Boom Boom Introduction

CCSS.ELA-LITERACY RL.1, RL.2, RL. 4, SL.6, & L.5Needed for class: Chicka Chicka Boom Boom Story BookVocabulary ListChicka Chicka Beginning Level ASL Story Video 9 (available online)Chicka Vocabulary & ABC Video (available online)

Note: Your main goal is to solicit interest in the story. You can choose to read the book yourself the first time or show the ASL Beginning Version video. Feel free to stop and ask questions. Allow stu-dents to interrupt. Discuss the pictures. The first time you read the book should be fun and exciting! You will reread this book several times, and each time they will increase their understanding.

1. Say hello to all the kids, then greet them in ASL. Wave hello. “ I am your ASL Teacher and I will be teaching you some new ASL vocabulary.”

2. Have the kids sit down on the floor in a circle. Teach them the ABC’s in ASL. Have them copy you.

3. Look at certain kids, get their attention by waving at them and correct their fingers so they make the correct hand shapes.

4. Sign the ABC Song with or without music.

5. Teach students Chicka Vocabulary either on your own or use the Vocabulary video. Have students copy your signs.

6. “We will read a book called Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault. What type of tree is on the cover? What is growing in the tree?”

7. Sign/read the story or show the Chicka Chicka Beginning Level ASL Story video. (Advanced Ver-sion is for future lessons).

8. Stop reading the story periodically to engage the students in the story by asking them questions. “Do you think all the letters will fit in the tree? Have you ever climbed a tree? What did it feel like? Have you ever fallen down? What happened when you fell? Did someone come and help you? How did they help you? What happened when the letters fell down? When their families helped them, where do you think the letters went? How do you know?”

9. When finished with the story, ask follow up questions about the story. “What is the story about? Why is it called Chicka Chicka Boom Boom? What does that word/sign mean? Is this story real? Do you think the other letters followed the letter a? Why or why not?”

10. Review the FS ABC’s and ASL Vocabulary in the Story.

11. Pass out the Weekly take-home activity for parents and encourage students to practice their ABC’s at home.

SAMPLE

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Dear Parents, This month our ASL Intensive theme is based on Bill Martin Jr. and John Archam-bault’s book Chicka Chicka Boom Boom. We will focus on the ABC’s and Fingerspelling Rules. Try to use the ABC’s with your child this week; this will help them learn more quickly. Don’t expect them to produce the hand shapes perfectly. Have fun with ASL and encourage your child!

Suggested Activities:• Practice fingerspelling each family member’s names.• Write a letter on a piece a paper and see if they know the sign.• Go online and find some fun fingerspelling receptive games. • Try signing the ABC’s with your left hand, then right hand, then try both hands at

the same time

ABC’s

SAMPLE

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Lesson 2: Vocabulary, ABC Review, & Letter Match-up Activity

CCSS.ELA-LITERACY RL.1, RL.4, & L.1.A

Needed for class: Vocabulary Video (available online)ABC Video (available online)ABC Match-up Worksheet

Note: Your main goal is to review the vocabulary and have students practice recognizing the signed ABC’s. A supplemental activity is to have students work on the ASL ABC Writing Workbook (avail-able for purchase separately).

1. Greet the students in ASL. “I am your ASL teacher. Remember we are reading a book together class called Chicka Chicka Boom Boom. Do you remember what happened in the book?”

2. Show students the Vocabulary Video and have students sign with you. Call on certain students to demonstrate the sign for you. Correct their signs to make sure they are signing correctly.

3. Show the ABC Video and have students sign along or have students sign the ABC’s with an ABC song.

4. Have copies of the ASL ABC Match-up worksheet for each student. For younger students, you may want to pre-cut the ASL letter coconuts.

5. Give students the following instructions: “Do you see the ASL lettered coconuts on this page? We are going to match them up with the ABC coconuts on this page. I want you to cut out the ASL letter coconuts and match them up with the ABC coconuts on the coconut tree. Then glue them down. Color the finished coconut tree when you are finished. Raise your hand if you need help.”

6. Monitor students as they match up the ASL letters to the ABC letters.

7. Practice signing the ABC’s together as a class, but this time use the hand shape of the letter, but move the hand shape as if you were writing the letter in the air. For example, sign the ASL letter A, then move it up, down, and across, as if you were writing the capital letter A. Do this for all the letters. Focus on Capital letter writing only for now.

8. “Remember to practice signing your ASL ABC’s at home with your parents.”

SAMPLE

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Chicka Chicka Boom Boom! Will there be enough room? Cut out the ASL finger spelled letters and glue them over the correct letter.

A

Z

C

BH

FG

D

EY

NO

IJV

KLU

PST

W R M QX

Name: ____________

ASL LETTER MATCH-UP

SAMPLE

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Name: ____________

Cut out the Fingerspelled letters and match them with the letters on the coconut tree.

ASL LETTER MATCH-UP

SAMPLE