This unit was written for young children, however, if you have older students who need to develop these concepts, you can use a similar format with age-appropriate materials and activities.
Strategy
Teacher actions are highlighted in gold.
In a large box on the floor, have the objects that you will use, e.g., plate, bowl, glass, cup. Use objects that are already in the students' vocabulary.
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Point to the table.
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Ask the students what it is called.
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After they respond, say/sign and fingerspell the word, and have the students do the same.
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Write the word on the board.
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Show the object (e.g. plate) to the students.
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Have them identify it, sign/say, and fingerspell the word.
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Write the word on the board.
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Put the plate on the table.
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Ask: Where is the plate? (Some of the responses may be “table;” some may be “on table.”)
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Write the phrase 'on the table' on the board and read it.
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Tell the students that you will write an English sentence on the board that tells about the plate. Write: The plate is on the table.
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Say/sign the sentence, then have the students say/sign the sentence. Link the signs/speech to the printed words.
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Repeat the steps with the bowl, glass, and cup.
Advancing the Strategy
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Show the students the bowl.
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Ask: What is this? or This is what?.
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Put the bowl on the table.
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Ask: Where is the bowl?
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Write the phrase on the table on the board.
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Students sign/say the phrase. Link the signs/speech to the printed words.
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Tell the students that you will write an English sentence that tells about the bowl.
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Write: The bowl is on the table.
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Have the students say/sign the sentence with you linking the signs/speech to the printed words.
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Do the same steps with the other objects (glass, cup).
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Put a chair and a box by the table.
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Make sure the students can identify each object and say/sign the word for the object.
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Give each student other familiar objects. Play a game to practice and see how much they learned and remembered.
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Tell a student: Put the x on the table.
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Ask: Where is the plate?
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Elicit the response on the table and write the phrase on the board.
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Have the student say/sign the phrase. Provide the support needed to get the response.
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Write the sentence on the board. Have the students say/sign the sentence.
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Repeat the same steps sometimes asking the students to put their objects on the table, on the chair, or on the box.
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