Video practice for home

Video practice for home
Rob Nielson Greetings, name, nice to meet you,

Vocabulary Practice Videos
Vocabulary you should know by the end of the unit. MASL 1a MASL 1b MASL 1c NSN 1

Asl 1 Week 4 Sept

Good Morning Good Afternoon (5th)
Monday Sept. 23, 2013

FIRST WORK Backpacks completely under tables.
Voice Off Please Backpacks completely under tables. ½ sheet of scratch paper and pen/pencil for later. Pick up syllabus This will go in your ASL binder as the first page. THANK YOU FOR TOSSING OUT YOUR GUM

QUIET TIME Watch every name that is fingerspelled. Keep watching even after your name has been called. (This is how you will learn to read fingerspelling)

Entry Rules Voice off when entering room.
I-pod, cell on silent before enter room. No Food, Gum or Drink (includes coffee and water) Grab a sarong and cover up if clothes are revealing. Be sure to use the restroom before coming to class.

Agenda Syllabus ROLL CALL MASL L. 1-states of being
MASL L. 5 pp15-18 cont. Question maker (yes/no?) review- DVD, EX. I Introducing yourself to the community EX J-1 HOME WORK reminder – due tmw movie paper L.T. How to make the Question maker face; to communicate various states of being; to compare English word order with ASL word order;

Review answer these to yourself
What is Deixis? Can there be ‘one-word’ answers in ASL? When making introductions, why is it important to state Hearing or Deaf early on? Why do Deaf meeting Deaf often ask about what school they are from? Is it culturally appropriate to shake hands, give a hug, or no physical touching when meeting a Deaf person?

Review What is Deixis? Can there be ‘one-word’ answers in ASL?
When making introductions, why is it important to state Hearing or Deaf early on? Why do Deaf meeting Deaf often ask about what school they are from? Is it culturally appropriate to shake hands, give a hug, or no physical touching when meeting a Deaf person?

Non-Manual Signals (facial grammar)
In English, vocal intonation helps to clarify if you are asking a question or saying a statement. In ASL, these grammatical clues are given on the face. We will be learning special “facial grammar’ for ASL. This facial grammar or special facial expressions is referred to as Non-Manual Signals (NMSs)

Last week we learned: To use a WH Face for WH questions, To use Deixis and a nod for a positive statement. Non-Manual Signals (NMSs)

Review WH Face Now you try it. Eyebrows down
The WH Face is used when asking a Wh-word question. Common Wh-words are: Who, What, Where, When & Why. Look at your teacher to see how to make the WH Face. Now you try it. Eyebrows down Review

Our next Facial Grammar is for asking a question that has a YES or No for the answer. Our textbook refers to this as the ‘Question Maker’ face. Other books call it a Yes/No Question. Non-Manual Signals (NMSs)

NMS for Yes/No Questions
NMS stands for Non-Manual Signal Eyebrows up Slight head tilt forward Hold last sign and eye-contact . Non-Manual Signals (NMSs)

Practice Questions Eyebrows up Are you a boy? YOU BOY YOU?
ASL English Are you a boy? YOU BOY YOU? Are you a girl ? YOU GIRL YOU? Are you the teacher? YOU TEACHER YOU? Are you a student? YOU STUDENT YOU? Are you hearing? YOU HEARING YOU? Are you deaf? YOU DEAF YOU? Are you learning YOU LEARN SIGN YOU? sign language? Eyebrows up

Practice Questions Directions: Sign the following questions in ASL with your partner. Be sure to answer with a complete sentence. Are you a boy? Are you a girl ? Are you the teacher? Are you a student? Are you hearing? Are you deaf? Are you learning sign language? Example: YOU BOY YOU? (eyebrows up) answer: YES, I BOY I (nod head yes) or NO (shake head no), I GIRL I (nod) COMPLETE SENTENCE ANSWERS

Lesson One pp4-8 finish up red part
Outcomes: Can exchange and respond to formal and informal greetings Demonstrate a variety of responses about one’s state of being Uses deixis with eye gaze Greetings Formal vs informal Eyes on ASL #1 *Eye contact Deixis w eye gaze Homework Ex 1 pg 8 Objective: Can explain how to introduce oneself in the culturally appropriate manner. Postpone to Introductions lesson 3

Vocabulary How are you? & What’s up? BUSY CONFUSED FINE GOOD/WELL
HAPPY NOTHING/NOTMUCH SAME OLD/THE USUAL SLEEPY SO-SO TIRED ** Responses ** MASL p 5

Complete Sentence Answers
There is no such thing as a one-word answer or reply in American Sign Language. When responding to “how are you?” you need to sign a complete sentence. Let’s practice together: I FINE I I BUSY I I TIRED I I CONFUSED I When responding to a question or statement, one-word replies are incomplete.

B Classroom Exercise example: I SO-SO I (I’m not too bad.)
How is everybody. Sign each sentence in ASL following the example. example: I SO-SO I (I’m not too bad.) They are busy. She is happy. I am confused We are happy. She’s good. I’m sleepy. It’s so-so He’s fine FYI Don’t forget to point back to the person. MASL p 6

Vocabulary How are you? & What’s up? BUSY CONFUSED FINE GOOD/WELL
HAPPY NOTHING/NOTMUCH SAME OLD/THE USUAL SLEEPY SO-SO TIRED ** Responses ** MASL p 5

Classroom Exercise C Greetings Greet your classmate and ask how they are doing. Dialogue Work with a partner to sign a dialogue using vocabulary you have already learned. Vocabulary: HELLO, HI, WHAT’S UP? HOW-ARE-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY SO-SO, TIRED GOOD MORNING, AFTERNOON, EVENING/NIGHT MASL p 7

Classroom Exercise A Hello! Exchange greetings with a classmate and ask how he or she is doing. How are you? Ask a partner to tell you how another classmate is doing? HINT: you may have to stop and ask the other classmate how they are to be able to answer the your partner’s question. Vocabulary: HELLO, HI, WHAT’S UP? HOW-ARE-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY, SO-SO, TIRED MASL p 5

G Classroom Exercise Introductions Dialogue 2
Sign the following dialogues in pairs or groups of three as needed. Dialogue 2 Student A What’s up? How are you? Student B I’m busy. How are you? Student A Same old. I want you to meet my friend Cara. Student B Hi Cara. How are you? Student C I’m fine. Nice to meet you. MASL p 11

Master ASL UNIT ONE LESSON 5

Lesson Five MASL pp15-18 Outcomes: The Question Maker Face
Uses the Question-Maker non-manual signal to ask simple yes/no questions Understands differences between questions and statements Demonstrates receptive and expressive understanding of ASL numbers 1-10, Including palm orientation for numbers 1-5 The Question Maker Face Numbers 1- 10

ASL Up Close I am going to the bathroom. Am I going to the bathroom?
MASL DVD The Question-Maker Raising our eyebrows forms the Question-Maker, an expression that shows you are asking a question. Keep the eyebrows raised until you’ve completed signing the question. In the example, notice the only difference between a question and a comment is the facial expression. The signs themselves remain the same. BATHROOM I am going to the bathroom. Am I going to the bathroom? MASL p 15

VOCABULARY Making Conversation ASL (American Sign Language) Bathroom
To go to To learn No want Please Again, repeat To sign, sign language Slow, to slow down Thank you Yes

NMS stands for Non-Manual Signal Eyebrows up Slight head tilt forward Hold last sign and eye-contact Question Maker Face .

Accent Steps When you use deixis, look towards the area you’re pointing to. This is called eye gaze and helps “hold” that location for the person or thing you’re signing about. MASL p 17

Classroom Exercise I Eyebrows UP Questions. Use the question maker face along with the vocabulary below to create a complete sentence. Example: (HEARING) YOU HEARING YOU? 1.HARD of HEARING 2.MEET 3.HEARING 4.DEAF Vocabulary THEY MEET HEARING HARD OF HEARING MASL p 15

I Classroom Exercise FYI
2. Responses. Use the signs yes or no in response to the same questions in Part 1. Example: NO, I DEAF I. 1.HARD of HEARING 2.MEET 3.HEARING 4.DEAF FYI Slowly shake your head during sentences beginning with no. Vocabulary THEY MEET HEARING HARD OF HEARING MASL p 15

Classroom Exercise J 1. Community you are about to attend your first Deaf event. Practice how you would introduce yourself and explain you are learning ASL. BE SURE TO INCLUDE THE FOLLOWING GREETING NAME HEARING STATUS THAT YOU ARE LEARNING TO SIGN ADDITIONAL INFO THAT YOU CAN INCLUDE INTRODUCE FRIENDS SCHOOL AND TEACHER NAME MASL p 16

Classroom Exercise J See signed sentences in MASL p 16 for this exercise. 2. Language differences. Practice signing each sentence. Hint: the words for #3 are on the next page in the purple box. When done, translate them into written English. What differences do you see between ASL and English? MASL p 16

Accent Steps Do you “talk” silently while signing?
Some hearing people do this out of habit, and others think it helps Deaf people lipread. Only 30%of the English language can be lipread. Deaf people lipread. English, not American Sign Language, so don’t mix the two. Sometimes a Deaf person will “talk” silently to help hearing people understand what is being signed, but don’t with those who understand ASL. You will learn the role of the lips have as part of the non-manual signals used in ASL. In the meantime, don’t pronounce the English translation on our lips while signing! MASL p16

VOCABULARY Making Conversation ASL American Sign Language Bathroom
To go to To learn No Want Please Again, repeat To sign, sign language Slow, to slow down Thank you Yes

Review Does ASL follow the same word order as English?
How does ASL show the difference between questions and statements? How does English do this? For the Question Maker face (yes/no?) you need to put your eye brows _____

½ sheet of paper & pencil
Write down the following info to label your dividers. Vocabulary Grammar Culture Assessments Video Labs Community Connections Misc Classwork

Hand-Switching Use of Dominate Hand
Do you know which hand is your dominant hand? This is the hand you write with. This is also the hand you should sign with. In ASL most signs have more movement with the dominant hand. The other hand is often referred to as the ‘base’ hand of the sign. It is important to pay attention that you are consistent in use of your dominant hand when signing. Hand-Switching is a term used to refer to the practice of changing use of dominate hand mid sentence. A Deaf person will still understand you if you hand-switch but it is startling to see, much like reading something that occasionally has a letter written backward in it. Note: if you are ambidextrous, then you need to pick one hand to use as your dominant and stick to it.

Be Awesome!

Tuesday Sept. 24, 2013

FIRST WORK Voice Off Please
Backpacks completely under tables. ASL binder tucked under seat. White board & marker tucked under seat. Sheet of scratch paper and pen/pencil Turn in Movie Assignment to your class basket. Copy down these words on your scratch paper: Student, Teacher, Learn, Sign language, School, Boy, Girl, Yes, No HELLO, HI, WHAT’S UP? HOW-(are)-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY,SO-SO, TIRED Deaf, Friend, Hearing, Introduce, Meet, My, Nice, Want, Nice to meet you, Hard-of-Hearing THANK YOU FOR TOSSING OUT YOUR GUM

Vocabulary review – 1. Copy down on your paper. 2
Vocabulary review – 1.Copy down on your paper. 2.Practice these signs with your neighbor. Student, Teacher, Learn, Sign language, School, Boy, Girl, Yes, No HELLO, HI, WHAT’S UP? HOW-(are)-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY,SO-SO, TIRED Deaf, Friend, Hearing, Introduce, Meet, My, Nice, Want, Nice to meet you, Hard-of-Hearing

Agenda FW – review new vocabulary ASL translations MASL 1 Lesson 6
Farewells L.T. English to ASL translations; Can express farewells and make plans to meet again;

Review -answer these to yourself
Does ASL follow the same word order as English? How does ASL show the difference between questions and statements? How does English do this? For the Question Maker face (yes/no?) you need to put your eye brows _____

Review Does ASL follow the same word order as English?
How does ASL show the difference between questions and statements? How does English do this? For the Question Maker face (yes/no?) you need to put your eye brows _____

Review In English, vocal intonation helps to clarify if you are asking a question or saying a statement. In ASL, these grammatical clues are given on the face. We will be learning special “facial grammar’ for ASL. This facial grammar or special facial expressions is referred to as Non-Manual Signals (NMS)

Review NMS stands for Non-Manual Signal Eyebrows up Slight head tilt forward Hold last sign and eye-contact Question Maker Face .

ASL Word Order Review You may have noticed by now that the way we sign things is not the same way we speak English. ME(I) NAME J-O-E- ME My name is Joe. Why is this? Because they are different languages! Each and every language has its own word order.

Review

6 7 8 9 10 Numbers 1-10 Review 1 2 3 4 5 Palm In Palm out
(when counting or telling how-many) 1 2 3 4 5 Palm out 6 7 8 9 10

Complete Sentence Answers
Review There is no such thing as a one-word answer or reply in American Sign Language. When responding to “how are you?” you need to sign a complete sentence. Let’s practice together: I FINE I I BUSY I I TIRED I I CONFUSED I When responding to a question or statement, one-word replies are incomplete.

VOCABULARY Review PAY ATTENTION SICK WANT FINE LEARN SIGN GOOD MORNING
GOOD AFTERNOON HOW (are) YOU SLEEPY DEAF HEARING FRIEND

White boards Translate the following into ASL word order on your white board. We will use this for the next activity. Are you learning sign language? Are you hearing? Do you want to learn ASL? Do you want to meet my friend? Good morning. How are you?

How did you do? 1. Are you learning sign language?
YOU LEARN SIGN YOU? (eyebrows up) 2. Are you hearing? YOU HEARING YOU (eyebrows up) 3. Do you want to learn ASL? YOU WANT LEARN ASL YOU? (eyebrows up) 4. Do you want to meet my friend? YOU WANT MEET MY FRIEND YOU? (eyebrows up) 5. Good morning. How are you? GOOD MORNING, HOW-YOU? (eyebrows down)

Classroom Exercise L OBJECTIVE: ANSWER IN COMPLETE SENTENCES 1 Asking questions Use the Question-Maker face to ask a partner several questions. Be sure to respond in a complete sentence, including a closing signal. When finished, switch roles and repeat the exercise. Example: Are you learning to sign? Yes, I’m learning to sign. or Yes, I’m learning sign language. Are you learning sign language? Are you hearing? Do you want to learn ASL? Do you want to meet my friend? Good morning. How are you? FYI a widespread pet peeve in the Deaf community is someone who says death instead of Deaf, especially when they ask “Are you Death?” MASL p 18

Erase whiteboards

More translations Is he/she paying attention? Are you sick?
Do they want to learn ASL? Are you sleepy? Are you Deaf? Yes, he/she is paying attention. No, I’m fine. Yes, they want to learn sign language. Yes, I am sleepy. No, I am hearing. Use your translations for the next activity.

Classroom Exercise L Correcting Information Work with a partner and ask him or her each question. Your partner will respond according to the information in bold. Switch roles and repeat. Is he/she paying attention? (Yes, he/she is paying attention.) Are you sick? (No, I’m fine.) Do they want to learn ASL? (Yes, they want to learn sign language.) Are you sleepy? (Yes, I am sleepy.) Are you Deaf? (No, I am hearing.) NOTE: BE SURE TO ANSWER WITH A COMPLETE SENTENCE REMEMBER THERE ARE NO ONE WORD ANSWERS IN ASL! MASL p 18

Erase whiteboards

Master ASL UNIT ONE Lesson Six

Lesson Six MASL pp19-21 Outcomes:
Can express farewells in a variety of forms Adopts the cultural model of mentioning the next time individuals will see each other again Farewells Making plans to meet again

Vocabulary Farewells Goodbye Later Tomorrow Me too, same here
To see, to see-you See-you later Take-care See-you tomorrow MASL p20

Farewells White boards:
Use the vocabulary words to plan 3 different ways you can say goodbye. (try to use ALL the words) Partners: Practice signing your 3 different ways of saying farewell with your partner. Goodbye Later Me too, same here To see, to see-you See-you later See-you tomorrow Take-care Tomorrow

Classroom Exercise M Dialogue Create a dialogue with a partner that includes greetings, introductions, and farewells. Goodbye Later Me too, same here To see, to see-you See-you later See-you tomorrow Take-care Tomorrow MASL p 20

Classroom Exercise M Conversation Complete each sentence with signs from the vocabulary section. He want _______we ______ ___ I see-you_____ I see-you _____. _____ Goodbye Later Me too, same here To see, to see-you See-you later See-you tomorrow Take-care Tomorrow MASL p 20

Signing Goodbye The sign goodbye is a well-known way to say farewell.
Signing take-care is an informal way to say goodbye. Often, goodbyes are never complete until plans are made for the next time friends will see each other again. Shaking hands and hugging is common. It is considered rude to leave a group of Deaf friends without saying goodbye to each person, which means farewells can take a long time! Is this similar to how hearing people leave groups of friend? MASL p19

Review When making introductions, why is it important to state Hearing or Deaf early on? Is it culturally appropriate to shake hands, give a hug, or no physical touching when meeting a Deaf person? When saying goodbye? Often, goodbyes are never complete until ____________ for the next time friends will see each other again. It is considered _______to leave a group of Deaf friends without saying goodbye to _____ person.

Be Awesome!

5th per

Conversation 1 WH-WORD Questions
1.5

NSN 1.5 WH-Word Questions When you ask questions in spoken English, you use vocal intonation to indicate what kind of question you are asking. For example, asking this English question “Are you a student?” your voice will go up at the end, and if you ask the question “What is your name?” your voice goes down at the end. Similarly, ASL speakers ask questions using facial expressions, head movements and pauses called non-manual markers. Like English there are two basic question types in ASL a wh-word question and a yes-no question. Wh-word questions ask what, who, where, why, how etc. NOTE: Non-Manual Markers is another name for Non-Manual Signals Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 WH-Word Questions To ask a wh-word question, use these non-manual markers: Furrow brows together Lean head forward slightly without breaking eye contact with the listener Hold the last sign (which should be a wh-word sign) until your listener starts to answer. NOTE: Non-Manual Markers is another name for Non-Manual Signals Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 Conversation 1 A Greet, give name, and then ask for name
Michelle (A) and Ben (B) demonstrate this dialogue where they introduce themselves. (note Michelle uses the name ‘Ann’ and Ben uses the name ‘Sam’) A Greet, give name, and then ask for name B give name A and B express pleasure in meeting each other. Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 WH-Word Questions Ask for a name
Shown in slow motion, Michelle demonstrates “ask for a name” from Conversation 1. Pay close attention to the non-manual markers indicated by the arrows on video. NOTE: Non-Manual Markers is another name for Non-Manual Signals Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 Beginning and Ending Conversations
Since starting and stopping conversations can sometimes be awkward, especially for people new to ASL, it helps to know how these signs are used: HELLO HI These two signs are greeting or salutations. Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 Beginning and Ending Conversations
HEY THERE or HAND WAVE This sign is used to get attention NICE TO MEET YOU May be used after an exchange of names. It is also a possible way to wrap up a first meeting. Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 Maintaining Eye-Contact
Be sure to look at the signer’s face, even though you may feel you would understand better if you could focus on their hands. Remember that critical grammar is conveyed with facial expressions, and if you look away, you could miss the whole message. Eventually it will become second nature to focus on the other signer’s face when using ASL. Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 Mini-Dialogues David engages in conversations with different people where he asks wh-word questions. Observe the exchange and what David asked in each mini-dialogue. Note: if absent, you will need to come in and make this up in the lab.

NSN 1.5 Mini-Dialogues David engages in conversations with different people where he asks wh-word questions. Observe the exchange and write what David asked in each mini-dialogue. Mini-dialogue 1: Mini-dialogue 2: Mini-dialogue 3: Mini-dialogue 4: Mini-dialogue 5: Mini-dialogue 6: Note: if absent, you will need to come in and make this up in the lab.

Heading in upper rt corner of paper Pass papers in
Name date per Heading in upper rt corner of paper Pass papers in

Good Morning (2nd) Good Afternoon (6th)
Wednesday Sept. 25, 2013

FIRST WORK Voice Off Please Binder Self Check
Backpacks completely under tables. ASL binder in your lap. 5th per only: white board and pencil THANK YOU FOR TOSSING OUT YOUR GUM Binder Self Check Do you have an ASL binder? Do you have your dividers set up? Do you have the following handouts in the proper section?

Binder Self Check Do you have an ASL binder?
Do you have your dividers set up? Do you have the following handouts in the proper section? ABC/Colors Vocabulary section of binder 2 pages of introductory vocabulary Vocabulary section of binder Rules for fingerspelling/hand switching Grammar section of binder. Course Syllabus as the first page.

Incomplete or substandard work will not be accepted.
Culture Assignment DUE NEXT TUESDAY START OF CLASS Title “Differences with ASL” Name date and period on upper right corner of your paper. Questions and answers must be typed. Questions must be separate from answers. Questions 1-20 from the previous slides. Each student is expected to his/her own work. This is an individual assignment. Incomplete or substandard work will not be accepted. Estimated time = 30 min

How do I find the assignment?
Go to the Peninsula HS website, Find the tab Students Select Classroom Websites Find teacher’s name AYARZA Click on American Sign Language Now what do I do? Find the tab Documents Filter by: #4 ASL 1 Weekly Ppts. Select the ppt. for this week. When it is open, scroll through until you find the lesson for Wednesday.

“Differences with ASL”
Name Date Per. “Differences with ASL” First question. First answer. Second question. Second answer. Third question. Third answer. Fourth question. Fourth answer. Your paper should look like this.

Your Responsibility You have a whole week to do this assignment.
If your computer does not open power point, then you need to make the time to go to the school library or computer lab and copy/past the questions onto a word doc or into an to send to yourself. OR you can download the free PowerPoint reader from the link I have posted on the ASL class website. Don’t procrastinate. If you wait until the night before and then something goes wrong....it is your problem. If someone asks you for your work, tell them NO. You are not helping them learn if you give them your work.

Agenda Cultural Lesson
DAY 12 5th per catch up – Lab 1:5 Wh Questions Cultural Assignment “Differences with ASL” Cultural Reading MASL Lesson 7 ‘Focus’ L.T. Understands ASL was forbidden at school for the Deaf and gradually gained acceptance in the 1960’s and 1970’s

Master ASL Lesson Seven MASL pp22-24

Lesson Seven MASL pp22-24 Outcomes:
Understands ASL was forbidden at school for the Deaf and gradually gained acceptance in the 1960’s and 1970’s Gains exposure to several learning strategies Understands ASL and English are distinct and separate languages Practice analyzing the root concepts of English words to determine similar or different ASL concepts

Focus: How do people learn
The majority of Deaf people are raised in families where deafness is not common. Approximately 10 percent of Deaf people have Deaf parents and grow up in families where American Sign Language is used daily. When these two populations came together at schools for the Deaf, those who did not know sign language, learned from the Deaf children with Deaf parents. Often the use of sign language was forbidden at schools for the deaf but the desire for a natural, visual language could not be suppressed. Many Deaf people can share stories of only being allowed to sign when class was not in session. Hearing people who learned ASL tended to be children of deaf adults or individuals who worked with the deaf. MASL P22

What percent of deaf people have deaf parents? So these deaf children have the advantage of growing up in a family with what? Where do the majority of deaf kids learn sign language? From whom? In times past sign language was often _____ from the deaf school. In the past hearing people who knew how to sign usually learned it where?

Focus: D P N In the 1960’s, ASL gained recognition as a unique language different from English, In the 1970’s school for the Deaf began using ASL to teach their students and sign language classes for hearing people mushroomed across the United States. By the 1980’s the Deaf community was considered a cultural minority rather than a group of disabled persons. An important change based largely on the successful Deaf President Now movement at Gallaudet University, the world’s only university for the Deaf. At the same time, Deaf accomplishments in the arts, film, and television brought wider exposure to the Deaf community. By the 1990’s American Sign Language became the fastest growing language offered as a foreign language, a trend that continues today. MASL P22

What change began in the 60’s? What change began in the 70’s? Then what happened in the 80’s? What is unique about Gallaudet University? What happened in the 90’s?

Focus: I-L-Y The best way to learn any language, including ASL, is to immerse yourself in the community where the language is used. Make Deaf friends and attend Deaf sporting, theatrical, and social events when invited. You will quickly realize there is a different “Deaf World” to learn about and participate in, provided you make the effort to sign. As a student learning ASL, it is up to you to learn the language and culture of the Deaf community. You can do this by being open-minded, practicing, and taking an interest in the Deaf community. MASL P22

What is the best way to learn a language? In addition to learning the language, you need to learn the ________ of the Deaf Community.

Focus: American Sign Language?
As a student studying American Sign Language, the following principles will help prepare you to learn this challenging visual language. The most fundamental and essential point is to recognize and accept that American Sign Language is not English. ASL has its own grammar, structure, and nuances that are designed for the eye, not for the ear, unlike spoken languages. Remember that ASL makes visual sense and was developed to serve the language needs of a community of people who do not hear. Other considerations to keep in mind: MASL P22

A fundamental point is to recognize and accept what? ASL is a language that is designed for the _____ and not the ______.

Focus: Which Sign? One word in English can have many separate signs in ASL, depending on the concept. For example, the word “get” and “got” in the following sentences each uses a different sign. Please get the book… Please get him… I don’t get it…. I get tired… I got home.. I’ve got it… Look at MASL p23. There are pictures of six different signs. Can you figure out which sign matches each sentence? MASL P22

Why is it that one English word can have multiple ASL signs?

Focus: Visualize the Concept
Though it’s a challenge, try not to translate word for word or sign by sign. Try to visualize the concept instead. Likewise, don’t worry about not knowing specific signs for the particular English phrase you have in mind; try to communicate by concept by pointing, miming, and using other signs you know rather than fingerspelling the unknown term. Don’t fall into the habit of “talking silently” or whispering while you sign. You will learn how ASL uses the lips as part of its grammar. Some students rely on lipreading rather than signing skills, a sure way to become frustrated since most of the English language cannot be lipread! Using ASL sign while talking or “mouthing” English is not ASL. MASL P 23

It is important to try not to ____________. Instead you need to try to ________ the ______. Why is it considered a bad habit to mouth English words when you are signing ASL?

Focus on the Face As a beginner signer, you will want to keep your eyes on the hands of the person who is signing. With exposure and practice you will learn to watch the signer’s hands, face and eyes nearly simultaneously. ASL is not only comprised of signs but also includes specific mouth movements and head shakes and nods. Eye contact informs the signer that you are paying attention. Practice ASL and make Deaf friends and acquaintances in your community. Before long you’ll be given the compliment, “You sign like a Deaf person!” MASL P23

It important to watch what else in addition to the signer’s hands? Explain Why?

Incomplete or substandard work will not be accepted.
Culture Assignment DUE NEXT TUESDAY START OF CLASS Title “Differences with ASL” Name date and period on upper right corner of your paper. Questions and answers must be typed. Questions must be separate from answers. Questions 1-20 from the previous slides. Each student is expected to his/her own work. This is an individual assignment. Incomplete or substandard work will not be accepted. Estimated time = 30 min

What should my paper look like?
Your paper should look like this.

Name Date Per. “Differences with ASL” First question. First answer. Second question. Second answer. Third question. Third answer. Fourth question. Fourth answer.

Your Responsibility You have a whole week to do this assignment.
If your computer does not open power point, then you need to make the time to go to the school library or computer lab and copy/past the questions onto a word doc or into an to send to yourself. OR you can download the free PowerPoint reader from the link I have posted on the ASL class website. Don’t procrastinate. If you wait until the night before and then something goes wrong....it is your problem. If someone asks you for your work, tell them NO. You are not helping them learn if you give them your work.

Handouts you should have so far.
ABC’s and COLORS Vocabulary NUMBERS Vocabulary INTRODUCTION SIGNS 2 pages Vocabulary Rules For Fingerspelling/Hand Switching Grammar Course Syllabus as the first page You are expected to have these handouts in your binder in the correct sections.

Be Awesome!

Thursday Sept. 26, 2013

FIRST WORK Voice Off Please ABC/Colors Vocabulary section of binder
Backpacks completely under tables. ASL binder in your lap. ABC/Colors Vocabulary section of binder 2 pages of introductory vocabulary Vocabulary section of binder Rules for fingerspelling/hand switching Grammar section of binder. Course Syllabus as the first page. Binder Self Check Do you have an ASL binder? Do you have your dividers set up? (Listed in syllabus) Do you have the following handouts in the proper section? THANK YOU FOR TOSSING OUT YOUR GUM

Agenda Review Name Art for Binder Class time to organize binder
Class read together syllabus and discuss How to dress for presentations - discuss 120

Papers to hand back Lab 1:2 Lab 1:5 These go in the Video Lab section of your binder. You do not have to use protector sheets for this section. (there will be too many of these pages by the end of the year)

Syllabus Read and discuss together as a class. Weighted grade
Competencies How to dress for presentations Absences and make up work Test retakes Attendance policy Culture assignments – doing your own work.

HOMEWORK reminder “Differences with ASL” Culture assignment
Due Tuesday Must be typed Needs to have complete heading and Title on front page. Must have both questions and answers (separate). Be sure to check your spelling and punctuation. Sub-standard work will be rejected. This assignment will be included in your Portfolio. 125

Fingerspelling Names 1.3

NSN 1:3 Fingerspelling Fingerspelling Names
In the Deaf community you introduce yourself by fingerspelling your name. Fingerspelling is a skill that requires a lot of practice to become proficient. Here are a few insider tips – learn them well and you’ll be on your way. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Fingerspelling Flow
When you fingerspell a word, work on the continuous flow of one letter to the next, rather than spelling the word letter by letter. Avoid “bouncing” or “stamping” the letters as you spell. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Arm Position
Keep your elbow down and your arm relaxed. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Hand Position 1:
Fingerspelling to a Person in Front When You Fingerspell words to someone in front of you, be sure to keep your hand within what we call the “sightline” – the visual space between your face and your listener’s face. Your hand should be in front of your chin or slightly below. This way your listener can easily see both your face and your hand. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Hand Position 2: Fingerspellling to a Person Next to You When you fingerspell to a person on either side of you, orient your hand toward the person and within the sightline. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Hand Positions 3: Fingerspelling to Someone above You When you sit and fingerspell to a person who is standing, move your hand up to face the listener within the sightline. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Here are a few suggestions.
Work on recognizing the shape and movement of letters and letter combinations. Begin with names of your classmates. Pick out two or three students at a time and learn to recognize their name when the teacher does the roll call. Continue adding two or three more names, until you can recognize everyone’s name. Note: if absent, you will need to come in and make this up in the lab.

Work on catching the first and last letters of the word and use context (what is being discussed) to help you guess the word spelled. Note: if absent, you will need to come in and make this up in the lab.

Don’t be timid. Ask the person to spell the word again and again – until you understand the word. Keep a list of words you have trouble with and ask a study buddy to spell the list to you. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling – Fist Letters
The manual alphabet is handshapes associated with the 26 letters in the English alphabet. You will learn more about how and when to use those handshapes throughout this workbook. We begin with practicing the “fist” letters – A E I O S T M N. For all these letters, the thumb is an important element in forming the letters correctly. Pay close attention to the thumb position. Note: if absent, you will need to come in and make this up in the lab.

View. Cinnie demonstrates the dos and don’ts of forming the “fist” letters. The letter “A” The thumb is straight up flush to the hand. Do not bend thumb over the fingers. The fingers are not tucked in. The letter “E” At least two fingers must sit on the thumb. Do not have the thumb overlap the fingers. The letter “I” The thumb curves over the index finger and stays tight to the fist. Note: if absent, you will need to come in and make this up in the lab.

The letter “O” Don’t make a perfectly round “O” shape, instead make a relaxed “oval shaped O.” The letter “S” This is the “true fist.” Fingers are tucked in and the thumb straps over the index and middle fingers. The letter “T” Relax the index finger that crosses over the thumb. The index finger does not have to curl down tightly. The other fingers are not tucked in. The letter “M” and “N” The fingers sit softly on the thumb. Note: if absent, you will need to come in and make this up in the lab.

Be Awesome!

Friday Sept. 26, 2013

FIRST WORK Pick up Fingerspelling 1:3 and READ the front page.
Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. White board (for hard surface to set paper when writing) THANK YOU FOR TOSSING OUT YOUR GUM Pick up Fingerspelling 1:3 and READ the front page. (lilac paper)

Agenda Review Name Art for Binder Video Labs
NSN 1:3 Fingerspelling– finish from yesterday NSN 1:8 Identifying a -Person begin L.T. Develop receptive skills reviewing signs previously learned but now signed by Deaf people (native signers) 142

Papers to hand back Name Art
Slide these into the view pocket on the outside of your binder. (fsp names serves as roll call too)

In English, vocal intonation helps to clarify if you are asking a question or saying a statement. In ASL, these grammatical clues are given on the face. This facial grammar or special facial expressions is referred to as Non-Manual Signals (NMSs)

The ‘Question Maker’ face
The Question Maker Face is used when asking a Yes/No question. Yes/No questions are asking a question that wants a Yes or No answer. Now you try it. Eyebrows up Review

NMS stands for Non-Manual Signal Eyebrows up Slight head tilt forward Hold last sign and eye-contact Review .

Review WH Face Now you try it. Eyebrows down
The WH Face is used when asking a Wh-word question. Common Wh-words are: Who, What, Where, When & Why. Now you try it. Eyebrows down Review

NMS stands for Non-Manual Signal
NMS for WH-Face NMS stands for Non-Manual Signal Eyebrows down Slight head tilt forward Hold last sign and eye-contact Review .

6 7 8 9 10 Numbers 1-10 1 2 3 4 5 Palm In Palm out

Numbers 11-15 Palm in 11 12 13 14 15

Numbers practice Palm in 11 12 13 14 15

Gender

Fingerspelling Names 1.3

NSN 1:3 Fingerspelling Fingerspelling Names
In the Deaf community you introduce yourself by fingerspelling your name. Fingerspelling is a skill that requires a lot of practice to become proficient. Here are a few insider tips – learn them well and you’ll be on your way. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Fingerspelling Flow
When you fingerspell a word, work on the continuous flow of one letter to the next, rather than spelling the word letter by letter. Avoid “bouncing” or “stamping” the letters as you spell. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Arm Position
Keep your elbow down and your arm relaxed. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Hand Position 1:
Fingerspelling to a Person in Front When You Fingerspell words to someone in front of you, be sure to keep your hand within what we call the “sightline” – the visual space between your face and your listener’s face. Your hand should be in front of your chin or slightly below. This way your listener can easily see both your face and your hand. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Hand Position 2: Fingerspellling to a Person Next to You When you fingerspell to a person on either side of you, orient your hand toward the person and within the sightline. Note: if absent, you will need to come in and make this up in the lab.

NSN 1:3 Fingerspelling Hand Positions 3: Fingerspelling to Someone above You When you sit and fingerspell to a person who is standing, move your hand up to face the listener within the sightline. Note: if absent, you will need to come in and make this up in the lab.

Work on recognizing the shape and movement of letters and letter combinations. Begin with names of your classmates. Pick out two or three students at a time and learn to recognize their name when the teacher does the roll call. Continue adding two or three more names, until you can recognize everyone’s name. Note: if absent, you will need to come in and make this up in the lab.

Work on catching the first and last letters of the word and use context (what is being discussed) to help you guess the word spelled. Note: if absent, you will need to come in and make this up in the lab.

Don’t be timid. Ask the person to spell the word again and again – until you understand the word. Keep a list of words you have trouble with and ask a study buddy to spell the list to you. Note: if absent, you will need to come in and make this up in the lab.

The manual alphabet is handshapes associated with the 26 letters in the English alphabet. You will learn more about how and when to use those handshapes throughout this workbook. We begin with practicing the “fist” letters – A E I O S T M N. For all these letters, the thumb is an important element in forming the letters correctly. Pay close attention to the thumb position. Note: if absent, you will need to come in and make this up in the lab.

View. Cinnie demonstrates the dos and don’ts of forming the “fist” letters. The letter “A” The thumb is straight up flush to the hand. Do not bend thumb over the fingers. The fingers are not tucked in. The letter “E” At least two fingers must sit on the thumb. Do not have the thumb overlap the fingers. The letter “I” The thumb curves over the index finger and stays tight to the fist. Note: if absent, you will need to come in and make this up in the lab.

The letter “O” Don’t make a perfectly round “O” shape, instead make a relaxed “oval shaped O.” The letter “S” This is the “true fist.” Fingers are tucked in and the thumb straps over the index and middle fingers. The letter “T” Relax the index finger that crosses over the thumb. The index finger does not have to curl down tightly. The other fingers are not tucked in. The letter “M” and “N” The fingers sit softly on the thumb. Note: if absent, you will need to come in and make this up in the lab.

Practice On the DVD, Tyrone demonstrates these letter combinations. Practice copying until you feel comfortable. am an at ea en es ma mo mi na ne no oe on is sa se st ta te to en es ie im mo me ne no ni Note: if absent, you will need to come in and make this up in the lab.

Circle the Letter Watch Tyrone and circle the letter combination given. ae ao as sa so se sn st sm mi ni ti mi ei si ei ie ai en on sn ta sa na oe os oa ea oa os Note: if absent, you will need to come in and make this up in the lab.

Circle the Letter 2 Watch Tyrone and circle the letter combination given. ae ao as sa so se sn st sm mi ni ti mi ei si ei ie ai en on sn ta sa na oe os oa ea oa os Note: if absent, you will need to come in and make this up in the lab.

Heading in upper rt corner of paper Pass papers in
Name date per Heading in upper rt corner of paper Pass papers in

NSN 1.8 Identify a Person Note: if absent, you will need to come in and make this up in the lab.

Be Awesome!

Asl 1 Week 5 Sept 30 – Oct 4

New Signing Naturally Unit 1 Vocab list
Same Different Shapes Names Numbers Letters Remember Forget Repeat Correct Incorrect Copy; copy me Draw Write Put down on paper Homework

Shirt Pants Jacket Dress Skirt Shoes Hat Glasses Clothes Hair Moustache Beard Black Grey White Pink Red Orange Yellow Green Blue Purple Brown Colors

Stand Jump Dance Twirl Door; open door, close door, Window; open window, close window Light; turn on, turn off Book; open, close, read, Paper; fold, turn over, read, pass, toss out Chair; sit down

New Seating Chart Come check my list to see your new seat number.

FIRST WORK Think of your favorite teacher – current or in the past.
Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. ½ sheet scratch paper and white board for later. NOTE: Practice does not mean one time! It is a continuous action. THANK YOU FOR TOSSING OUT YOUR GUM Think of your favorite teacher – current or in the past. Practice fingerspelling first and last name. If you don’t know their first name then just use mr. or mrs. or ms. (these titles are fingerspelled)

QUIET TIME Watch every name that is fingerspelled. Keep watching even after your name has been called. (This is how you will learn to read fingerspelling)

Monday Sept. 30, 2013

Agenda FW vocab review Review MASL L.8
Role of facial expressions to modify sign meaning NMS Negating (showing NOT) Affirming L.T. practice using facial expressions to modify the meaning of a sign; NMS for positive and negative statements; 190

6 7 8 9 10 Numbers 1-10 1 2 3 4 5 REVIEW Palm In Palm out

Numbers practice REVIEW Palm in 11 12 13 14 15

REVIEW

Gender REVIEW

NSN 1.8 Identify a Person REVIEW
Note: if absent, you will need to come in and make this up in the lab.

Master ASL Lesson Eight MASL pp 25-32 198

Lesson Eight MASL pp25-32 Outcomes:
Can apply a variety of facial expressions to signs to modify meaning; integrates appropriate non-manual signals when responding to yes/no questions; pairs the headshake and head nod non-manual signal with specific vocabulary items. Non-manual signals Eyes on ASL 4 Headshake & head nod 199

ASL Up Close Facial Expressions & Non-Manual Signals See example p 25
One noticeable difference between ASL and English is the use of facial expressions and Non Manual Signals. Non-manual signals (abbreviated NMS) are the various parts to a sign that are not signed on the hands. For example, ASL adverbs are made by the eyes and eyebrows, and ASL adjectives use the mouth, tongue, and lips. One important group of NMS are facial expressions, which convey your tone of “voice” while signing. Your facial expressions should match the meaning and content of what you’re signing so if you’re signing I am happy, then look happy! See example p 25 Why doesn’t the example make sense? How can you make the sentence clearer? MASL p 25 200

ASL Up Close Changing a facial expression modifies the meaning of the sign, even if the sign itself doesn’t change. Think of facial expressions as occupying positions on a scale, like the one shown below (p 25). Unlike English which uses separate words to describe related meanings, ASL uses related facial expressions with the base meaning of a sign. _____________________________________________________ no meaning not scared at all scared very scared terrified

Afraid English uses separate words to describe related meanings,
ASL uses related facial expressions with the base meaning of a sign. Let’s practice making the facial expressions together. ___________________________________________________________ no meaning not scared at all scared very scared terrified

Classroom Exercise Q Eyebrows and more! Practice making each of these faces. Accent Steps It is normal to feel awkward or uncomfortable making facial expression at first, but with practice you will become more confident and skilled. Without them you can’t sign questions, show interest, or carry on a satisfying conversation. Think of learning facial expressions as a fun challenge! MASL p 26 203

Vocabulary Signing with Facial Expressions Blank face Sick Bored
SIGNS YOU NEED TO KNOW Blank face Bored Excited Facial expressions Mad/angry Sad Sick Scared Busy Stressed Tired Happy MASL p 26

Classroom Exercise P Partners; take turns and be sure to watch your partner when it is their turn. Comparisons Use the same sign with various facial expressions to show the difference between each meaning. I’m not afraid….afraid….terrified I’m not busy….busy….overwhelmed I’m not bored.…bored….incredibly bored I’m not sick….sick….deathly ill I’m not stressed….stressed…stressed out I’m not sad….sad….terribly sad I’m not tired….tired….exhausted I’m not excited….excited….enthusiastic I’m not angry….angry….furious I’m not happy….happy…joyous MASL p 25 206

R Classroom Exercise GROUPS OF 3
1 Using non-manuals. What can you say about each illustration? An example is provided. SHE SICK SHE SHE very SICK SHE SHE not SICK SHE. 1st person 2nd person 3rd person MASL p 26 207

Quick Transition Pencil ½ sheets of scratch paper.
whiteboard as the hard surface to write on.

Classroom Exercise R 2 Matching. Pair the vocabulary word with the NMS or facial expression that best matches. 1. Blank face 3. Sick Happy 7. Tired 9. Good 2. Sad 4. Afraid Bored 8. Confused 10. Busy _____________________________________________________________ A B C D E F G H I J MASL p 190 209

How did you do? 2 1 4 5 6 7/3 10 9 8 3/7

Be Awesome!

FIRST WORK Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. Practice signing these sentences, changing the word by modifying your facial expressions. I’m not afraid….afraid….terrified I’m not busy….busy….overwhelmed I’m not bored.…bored….incredibly bored I’m not sick….sick….deathly ill I’m not stressed….stressed…stressed out THANK YOU FOR TOSSING OUT YOUR GUM

Tuesday Oct. 1, 2013

Review (answer these questions to yourself)
____-______ ________ are the various parts to a sign that are not signed on the hands. _________ uses separate words to describe related meanings. ASL will use the same sign but change the ______ _______ to show related meanings. How does ASL show the difference between not scared at all, afraid, and terrified?

Review Non-manual signals are the various parts to a sign that are not signed on the hands. English uses separate words to describe related meanings. ASL will use the same sign but change the facial expressions to show related meanings. How does ASL show the difference between not scared at all, afraid, and terrified?

Numbers practice Palm in 11 12 13 14 15 Review

Vocabulary Signing with Facial Expressions Review Blank face Bored
Excited Facial expressions Mad/angry Sad Sick Scared Busy Stressed Tired Happy Review MASL p 26

Vocabulary Signing with Facial Expressions Review Blank face Sick
Bored Excited Facial expressions Mad/angry Sad Sick Scared Busy Stressed Tired Happy Review MASL p 26

Common Conversational Signs
WAVE-NO WOW OH-I-SEE

Wave-no (uh-uh) A common way to say “no, that’s wrong” is WAVE-NO.
WAVE-NO is often followed with the correct information. Think of it as saying “uh-uh” when someone is wrong about something. Example: YOU NAME K-A-T-E-L-Y-N WAVE-NO, I NAME K-A-I-T-L-Y-N

WOW WOW is a common sign used in conversations. Its use is very similar to our expression “Cool!” or “Neat!” or “Awesome!”

OH-I-SEE Oh-I-See is an ASL expression that conveys comprehension, sympathy, and concern, similar to sounds like huh, hmm, oh, aha, and I see. It is often used in conversation.

Lesson Eight – Cont. MASL pp 25-32
Master ASL Lesson Eight – Cont. MASL pp 25-32 227

Lesson Eight MASL pp25-32 Outcomes:
Finish up from yesterday. Outcomes: Can apply a variety of facial expressions to signs to modify meaning; integrates appropriate non-manual signals when responding to yes/no questions; pairs the headshake and head nod non-manual signal with specific vocabulary items. Non-manual signals Eyes on ASL 4 Headshake & head nod 228

Using Non-Manual Signals
You have already begun using two important non-manual signals when you sign yes or no. These signs must be paired with two NMS called the head nod and the head shake. Use these non-manual signals when using yes or no or when you affirm or negate sentences. Gently nod or shake your head when signing your sentence instead of wildly exaggerating your head movements. You don’t need a separate sign for don’t or not. Just use the head shake while signing the sentence ACCENT STEPS MASL p 28

S Classroom Exercise 1. I’m not Deaf. I’m hearing.
Deaf, hearing, yes, learning, sign, go-to, bathroom, they, sick, we, busy NMS Use the correct NMS (nod or head shake) while signing each sentence. 1. I’m not Deaf. I’m hearing. 2. Yes, I’m learning how to sign. 3. I didn’t go to the bathroom. 4. They aren’t sick. 5. We’re not busy. You don’t need a separate sign for don’t or not. Just use the head shake while signing the sentence ACCENT STEPS MASL p 28 230

Vocabulary Using NMS Can, may Can’t, may not Don’t know Don’t like
Don’t understand I’m not, not me Know Like Understand Homework MASL p 29 231

Vocabulary Using NMS Can, may Can’t, may not Don’t know Don’t like
Don’t understand I’m not, not me Know Like Understand Homework MASL p 29 232

Do you remember these? Please Again Tomorrow Meet Me-too Morning

Classroom Exercise T Q & A. Sign each sentence to a partner, who will respond using the information in bold. Can I go to the bathroom? (No, you can’t.) 2. Do you understand the homework? (Yes, I understand the homework.) 3. I’m not Marie. I’m Pat. (I didn’t understand. Please sign it again.) 4. I don’t understand. Do you? (No, I don’t understand.) 5. We don’t know his/her name. (I know his/her name. He/she is _____.) MASL p 29 234

Classroom Exercise T Dialogue. Work with a partner to sign the dialogue in ASL. Alan: Hi! My name is Alan. What’s your name? Holly: My name is Holly. Nice to meet you! Alan: Are you Deaf? Holly: No, I’m hearing. I’m learning ASL. Do you know how to sign? Alan: Yes, I can sign. Holly: Are you Deaf? Alan: No, I’m not Deaf. I’m hearing. I sign okay. I want to sign well. Holly: Me too! I want to understand ASL. Alan: Do you want to meet me tomorrow morning? Holly: Yeah! I’ll see you tomorrow! Alan: good-bye! FYI Use so-so for okay, and good for well. MASL p 29 235

Vocabulary Conversation Absent I don’t mind Due, owe Favorite Movie
Practice School Today, now Homework FYI Practice also means exercise as in “Exercise U” MASL p 30

Be Awesome!

Wednesday Oct. 2, 2013

NO HOMEWORK THERE IS NO HOMEWORK due next Tuesday, Oct 9.
Today’s work will be completed in class and turned in today.

10 min to complete FIRST WORK
Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. White board and pencil. Pick up “When Do I Fingerspell” worksheet. Put full name, date, per. On the upper rt corner of question side. Answer the questions. (Reading is on the back) 10 min to complete THANK YOU FOR TOSSING OUT YOUR GUM

When Do I Fingerspell? Reading and Worksheet (from SN4)
Heading upper rt corner of question side of paper. Name Date Per. Read in class and fill in the answers on the back. Due in 10 min.

Agenda FW -When Do I Fingerspell? Worksheet 10 min (due today)
NSN 1:12 Getting Other’s Attention Reading Worksheet (due today) NSN 1:7 Ways of Communicating With Others L.T. to know when to use fingerspelling; to know proper ways to get a Deaf person’s attention; to learn other ways to communicate if not know the signs; 243

Getting Other’s Attention
1.12

Heading in upper rt. Corner of question side of paper.
Name Date Per Heading in upper rt. Corner of question side of paper.

NSN 1:12 Getting Others Attention
There are several ways a Deaf person gets the attention of others. Waving with one hand is one way to get the attention of other signers. The size of the wave corresponds to the distance between the waver and the other person. A person across the room merits an overhead wave; people sitting across a small table get a slight wave that falls into their field of vision. Showy, theatrical waves might capture the attention of the entire room instead of the person whose attention you want. Opting for a natural and casual hand wave is usually a safe bet. View. See how Iva waves and how far her hand goes toward Ben.

There are several ways a Deaf person gets the attention of others. Tapping is an effective option to get the attention of a person close by if that person faces away from you, or is involved in an activity such as writing, reading, or watching TV. Tap their shoulder or upper arm gently but firmly two or three times. One tap isn’t sufficient, and too many taps can convey a sense of urgency or an attitude that you don’t intend. View. See how Michelle touches David.

There are several ways a Deaf person gets the attention of others. Using an intermediary is done when a signer is not close enough to the intended person to get his or her attention. In these situations, the signer asks the help of an intermediary. The intermediary will either tap or wave to get the person’s attention and direct them to look at the signer. View. Joey uses Cinnie as an intermediary to Tyrone’s attention.

Heading in upper rt. Corner of question side of paper. Hand in
Name Date Per Heading in upper rt. Corner of question side of paper. Hand in

Ways of Communicating with Others
1.7

Heading in upper rt. Corner of question side of paper.
Name Date Per Heading in upper rt. Corner of question side of paper.

NSN 1:7 Ways of Communicating with Others
As you learn sign, you might bump into Deaf person at work, school or on the street. Let them know that you sign. If the setting is appropriate and the Deaf person has time, they will be happy to chat with you. If they are in a hurry, the person might excuse himself or herself. In any case, it is important to let the Deaf person be in the lead in setting the communication mode.

Here are strategies Deaf people might use to communicate with you. Signing. Deaf people are very encouraging of new signers and will be patient with your signing skills. If the conversation is stalling the deaf person may switch to another strategy to help along the communication.

Here are strategies Deaf people might use to communicate with you. Gestures. If signing in ASL doesn’t work, the Deaf person may use easily understood gestures to get their message across, pointing, or acting things out.

Here are strategies Deaf people might use to communicate with you. Writing or typing. This strategy is a sure and clear way to convey a message. When communicating with someone they know, a Deaf person can use or instant messaging. For “face-to-face” communication messages can be typed out on a pager and shown to the hearing person, or if needed, notes can be written back and forth on a piece of paper.

Here are strategies Deaf people might use to communicate with you. Third person. In casual settings, a Deaf person may ask a hearing person who signs to relay information for them.

Here are strategies Deaf people might use to communicate with you. Lipreading and speech. A very small percentage of Deaf people use this strategy, and use it for predictable, limited exchanges of information. For most Deaf people, however, this strategy is not preferred, since it often leads easily to misunderstandings.

Regardless of the strategy, the goal is to communicate. These are the things that you need to remember to do as new signers: Let the Deaf person know you sign. Avoid spoken English or using voice without relaying information in ASL. Let the Deaf person set the communication mode.

Heading in upper rt. Corner of question side of paper. Hand in
Name Date Per Heading in upper rt. Corner of question side of paper. Hand in

Wednesday Cartoon

Today’s work will be completed in class and turned in today.

Be Awesome!

nms stands for non manual signals
FIRST WORK Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. 1/2 sheet paper, whiteboard, pencil. nms stands for non manual signals Write down the following words THANK YOU FOR TOSSING OUT YOUR GUM

Thursday Oct. 3, 2013

Agenda FW Gally font read (fingerspelling reading) Review
Numbers 15-20 Video Labs NSN 1:8 Identifying a Person Organize Binder – papers handed back L.T. Develop receptive skills reviewing signs previously learned but now signed by Deaf people (native signers) 266

Review (answer these questions to yourself)
________________ are the various parts to a sign that are not signed on the hands. The signs YES and NO must be paired with two NMS called the ________ and the __________ . Three common conversational signs deaf people use are ________, ______, __________ . What is the difference between the signs HI and WAVE-NO?

Review Non-manual signals are the various parts to a sign that are not signed on the hands. The signs YES and NO must be paired with two NMS called the head nod and the head shake. Three common conversational signs deaf people use are WAVE-NO, WOW, OH-I-SEE. What is the difference between the signs HI and WAVE-NO? NMS for WAVE-NO squint eyes, lean back slightly, shake head. NMS for Hi open eyes, lean a bit forward and smile.

Using Non-Manual Signals
You have already begun using two important non-manual signals when you sign yes or no. These signs must be paired with two NMS called the head nod and the head shake. Use these non-manual signals when using yes or no or when you affirm or negate sentences. Gently nod or shake your head when signing your sentence instead of wildly exaggerating your head movements. You don’t need a separate sign for don’t or not. Just use the head shake while signing the sentence ACCENT STEPS MASL p 28

Common Conversational Signs
WAVE-NO WOW OH-I-SEE REVIEW

Wave-no (uh-uh) REVIEW
A common way to say “no, that’s wrong” is WAVE-NO. WAVE-NO is often followed with the correct information. Think of it as saying “uh-uh” when someone is wrong about something. Example: YOU NAME K-A-T-E-L-Y-N WAVE-NO, I NAME K-A-I-T-L-Y-N

WOW REVIEW WOW is a common sign used in conversations. Its use is very similar to our expression “Cool!” or “Neat!” or “Awesome!”

OH-I-SEE REVIEW Oh-I-See
is an ASL expression that conveys comprehension, sympathy, and concern, similar to sounds like huh, hmm, oh, aha, and I see. It is often used in conversation. REVIEW

Vocabulary Using NMS REVIEW Can, may Can’t, may not Don’t know
Don’t like Don’t understand I’m not, not me Know Like Understand Homework MASL p 29 274

Vocabulary Using NMS REVIEW Can, may Can’t, may not Don’t know
Don’t like Don’t understand I’m not, not me Know Like Understand Homework MASL p 29 275

Vocabulary Signing with Facial Expressions Review Blank face Bored
Excited Facial expressions Mad/angry Sad Sick Scared Busy Stressed Tired Happy Review MASL p 26

Vocabulary Signing with Facial Expressions Review Blank face Sick
Bored Excited Facial expressions Mad/angry Sad Sick Scared Busy Stressed Tired Happy Review MASL p 26

Classroom Exercise R 1 Using non-manuals Sign three sentences for each picture. An example is provided. SHE SICK SHE SHE very SICK SHE SHE not SICK SHE. MASL p 26 278

Vocabulary Conversation Absent I don’t mind Due, owe Favorite Movie
Practice School Today, now Homework FYI Practice also means exercise as in “Exercise U” MASL p 30

U Classroom Exercise 1. I’m not absent. 2. Not today.
Using NMS. Sign the phrase or sentence using the correct NMS. 1. I’m not absent. 2. Not today. 3. The homework isn’t due. 4. I don’t mind. 5. We don’t understand. 6. They don’t like the movie. Eyes on ASL # 4 When signing yes, nod your head; when signing no, shake your head. Combining a sign and head shake negates the meaning from positive to negative. Shake head for negative statements MASL p 30 282

U Classroom Exercise Let’s sign these together as a class.
More Q & A. Sign each sentence to a partner, who will respond using the information in bold. When done, switch roles and repeat the exercise. Do you want to go to a movie? (Yes, tomorrow night.) Do you like scary movies? (So-so.) My friend is absent today. Do you know what’s for homework? (Yes, practice ASL.) Is the homework due tomorrow? (Yes, the homework is due tomorrow.) MASL p 30 283

V Classroom Exercise Asking & Answering Questions.
Your partner will ask you a question. Respond in a complete ASL sentence. Picture conversation is on p30 1 I’m bored. Are you tired? 2 May I go to the bathroom? 3 We can’t miss school today. 4 I’m busy. Do you mind I see you later? 5 He’s angry. Does that scare you? Let’s sign these together as a class. MASL p 31 284

NUMBERS 11-20 11 12 13 14 15 16 (10,6) 17 (10,7) 18 (10,8) 19 (10,9) 20 285

NUMBERS 11-20 11 12 13 14 15 16 (10,6) 17( 10,7) 18 (10,8) 19 (10,9) 20 286

Identifying a Person 1.8

NSN 1.8 Identify a Person Note: if absent, you will need to come in and make this up in the lab.

NSN 1.8 Identify a Person How to Identify a Person Gender
As you state the person’s gender, raise your brows and keep them raised while you finish identifying the person. Brief description In the description, mention things that will easily distinguish the person from others surrounding him./her. In your description, mention items easily visible such as hair color, shirt color, facial features, eyeglasses, or headwear. Point out the person and glance at the person at the same time After giving the description, point out the person and glance at him/her. Point with your index finger and with the arm slightly bent. Affirm After listener confirms s/he knows who you are referring to, you can nod to affirm “that’s him/her.” Note: if absent, you will need to come in and make this up in the lab.

Heading in upper rt. corner
Name Date Per Heading in upper rt. corner First we will see the example – just watch. Then we will begin the worksheet.

NSN 1.8 Conversation 2 Conversation 2
First we will see the example – just watch. Conversation 2 Iva (A) and David (B) demonstrate this conversation where someone else in their immediate environment is identified. Signer A: Spell a name, ask whose name it is Signer B: Identify who (raise brows) Gender Brief description Point out and glance A: Glance and nod B: Affirm (nod) Note: if absent, you will need to come in and make this up in the lab.

NSN 1.8 Mini Dialogues Mini-Dialogues
Then we will begin the worksheet. Mini-Dialogues View the six video conversations. Answer questions about each conversation. Circle M or F for gender. Write the name spelled. Select the letter of the item and the number of the color and fill in the blanks. (Handout from teacher) Note: if absent, you will need to come in and make this up in the lab.

NSN 1.8 Mini Dialogues Minidialogue 1 Gender: M F name: _____________
Description: color ________ item_______ Minidialogue 2 Note: if absent, you will need to come in and make this up in the lab.

Heading in upper rt. corner Hand in
Name Date Per Heading in upper rt. corner Hand in

Binder Organization Papers hand back
Put Culture assignments in Culture section Put the video lab in the Video Lab section Question Types goes in Grammar section

Wednesday’s work was completed in class and turned in that day.

Be Awesome!

FIRST WORK Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. Pencil and whiteboard for later. THANK YOU FOR TOSSING OUT YOUR GUM Sign along with vocab practice link. NSN 1

Friday Oct. 4, 2013

Shirt Pants Jacket Dress Skirt Shoes Hat Glasses Clothes Hair Moustache Beard Black Grey White Pink Red Orange Yellow Green Blue Purple Brown Colors

Same Different Shapes Names Numbers Letters Remember Forget Repeat Correct Incorrect Copy; copy me Draw Write Put down on paper Homework

Stand Jump Dance Twirl Door; open door, close door, Window; open window, close window Light; turn on, turn off Book; open, close, read, Paper; fold, turn over, read, pass, toss out Chair; sit down

6 7 8 9 10 Numbers 1-10 1 2 3 4 5 Palm In Palm out

Numbers 11-20 Palm in 11 12 13 14 15 Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20

Numbers practice Palm in 11 12 13 14 15 Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20

NSN 1:6 Numbers 11-16 Open binder and find your labsheet for numbers that we did the other day. Now we are going to do the back.

Cardinal Numbers 11-15 1.6

NSN 1:6 Cardinal Numbers 11-15
As you watch Iva demonstrate these numbers, keep in mind the following: Palm faces in Finger(s) “flick” out from underneath thumb twice For number 12 keep extended fingers separated Cardinal Numbers 13 – 15 As you watch Iva demonstrate these numbers, notice the following: Keep extended fingers closed For number 14 keep thumb tucked in Move extended fingers toward you twice Sign the Numbers Now count up to 15. Try to sign the numbers before Joey, then check if you signed it correctly! Note: if absent, you will need to come in and make this up in the lab.

Circle the Number (Joey) Note: if absent, you will need to come in and make this up in the lab.

Write the Number Now you will see phrases with numbers 1 – 15. Write down ONLY THE NUMBER given. Note: if absent, you will need to come in and make this up in the lab.

HOW TO DRESS FOR EXPRESSIVE SIGN PRESENTATION
Students are expected to dress up as a sign interpreter for their presentations. The goal of an interpreter is to convey the message. The interpreter dress standard is designed to maximize visibility of signs and face and to minimize attention drawn to the interpreter him/herself. Students are encouraged to dress as if they were going to a sign language interpreter interview or board certification. (A grade) At minimum they are expected to dress appropriately for a high school sign presentation. (B grade)

Appropriate dress for an interpreter job interview or board certification:
Formal dress Solid contrasting color to skin tone. Hands and face clearly seen. High neckline, Long sleeves. Men -plain tie close to shirt color tone. Dress shoes. Remove jewelry (simple earring studs, wedding band and simple watch is all that is allowed) Hair neat and away from face. Nothing distracting. (wrinkled dress clothes that were wadded up in backpack is not dressed up.)

Dressed up for a H.S. sign language presentation:
Semi formal. Solid contrasting color to skin tone. Hands and face clearly seen. Med-high neckline, ¾ length sleeve or longer. Dark dress jeans or nice Khakis okay. Dress shirt w/out tie okay. Clean shoes. Minimal jewelry. Nothing distracting.

What to NEVER wear: NO tee shirts, sweat shirts, hoodies, backward or inside out shirts. NO low cut tops, exposed cleavage/midriff/underwear. NO shorts, pajamas, short skirts, tears in pants, etc. NO flip flops, combat boots, muddy, dirty or torn shoes. NO multi colored tops, words or logos, sharp contrasting stripes/plaids/etc.

Dressed Professional

Dressed for High School

Dressed up but what is wrong?

Ouch! Never!

Wednesday’s work was completed in class and turned in that day.

Be Awesome!

Asl 1 Week 6 Oct 7 -11

Quick overview Mon – guest speaker FIDM “How to Dress for Interview” Tues Wed – Lab rm 512 culture assignment catch up opportunity Thurs Fri – SUB Bravo 1 video

Monday Oct. 7, 2013

Guest Speaker Valerie McGough from FIDM
The Fashion Institute of Design and Merchandising Presentation title “How to Dress for a Job Interview”

FIRST WORK Pick up vocabulary sheet.
Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. Pencil, whiteboard and Vocabulary handout for First Work Pick up vocabulary sheet. Look at the words on list and sign them, Put a small check by the words you know. (This means you can sign them immediately without asking anyone for help.) Do BOTH sides. THANK YOU FOR TOSSING OUT YOUR GUM

NO HOMEWORK THERE IS NO HOMEWORK due today Tuesday, Oct 9.
Wednesday’s work was completed in class and turned in that day. However: if you failed to follow the simple directions of “name, date per in upper rt corner of question side of paper” then you need to: Look for your paper on the white board Fix it Turn it in

Tomorrow Tomorrow we will meet in the computer lab. Rm 512
Go straight to that classroom.

Tuesday Oct. 8, 2013

NUMBERS 11-20 11 12 13 14 15 16 (10,6) 17 (10,7) 18 (10,8) 19 (10,9) 20 OLD/AGE 337

NUMBERS 11-20 11 12 13 14 15 16 (10,6) 17( 10,7) 18 (10,8) 19 (10,9) 20 OLD/AGE 338

Telling Age I AGE # I Practice signing your age 3 times YOU AGE WHAT?
Practice signing this question 3 times Be sure to make the “what” face (eyebrows furrowed) Partners Turn your partner and ask them their age. Remember to answer with a complete sentence. Now turn to the person on your other side and ask them their age. GOOD JOB  339

Telling Age I AGE # I Practice signing your age 3 times YOU AGE WHAT?
Practice signing this question 3 times Be sure to make the “what” face (eyebrows furrowed) Now turn your partner from the last activity and ask them their age. Now turn to the person on your other side and ask them their age. Remember to answer with a complete sentence. GOOD JOB  340

Inside Above and Below 1.9

NSN 1:9 Inside, Above and Below
7 7 7 7 Note: if absent, you will need to come in and make this up in the lab.

To describe the placement of a shape, name, or letter inside, above or below a shape, follow this sequence: Trace the shape with both index fingers. Use your index finger to indicate where to place or locate the secondary item. Your head, eye gaze and index fingers should work together to indicate where the second and third items are to be placed. Inside, Above and Below: David describes the drawing below (on next slide). Observe how he uses his head, face, eyes, and hands to describe the placement of the number 7. Note: if absent, you will need to come in and make this up in the lab.

Eye contact at start, trace shape with both index fingers. Eye contact at start, trace shape with dominant index finger while non-dominate hold the starting point.

Notice how David:7 Looks at the diamond shape as he traces it Holds the reference point of the diamond with his non-dominate hand Raises his head and glance above the diamond With raised brows, taps to indicate where to place the “7” Notice how David: 7 Glances and leans head towards the inside of the diamond With raised brows, taps, then signs “7” inside the diamond 7 7 Note: if absent, you will need to come in and make this up in the lab.

Notice how David:7 Lowers his head down and glances below the diamond With raised brows, taps, then signs “7” below the diamond Uses the same technique for locating the circle and the “7” inside the diamond. 7 7 Note: if absent, you will need to come in and make this up in the lab.

Heading in upper rt. Corner of the drawing side of paper
Name Date Per Heading in upper rt. Corner of the drawing side of paper

See and Draw Draw in the boxes what David and Michelle describe on the video. Do not stop the video until David or Michelle completes each description and draw from memory. View the descriptions again to fill in what you missed. Note: if absent, you will need to come in and make this up in the lab.

See and Draw Draw in the boxes what David and Michelle describe on the video. Do not stop the video until David or Michelle completes each description and draw from memory. View the descriptions again to fill in what you missed. 1. 2. 3. 4. 5. 6. 7. 8. 9. Note: if absent, you will need to come in and make this up in the lab.

Heading in upper rt. Corner of the drawing side of paper Hand in
Name Date Per Heading in upper rt. Corner of the drawing side of paper Hand in

Handouts for your binder
1. Classroom Expectations/How to Dress for a Presentation Put this as the second page of binder (behind the syllabus) 2. Question Types grammar 3. Put today’s pink vocabulary sheet in vocabulary Remember: you will only get 1 copy. If you fail to place it in your binder and you lose it, you will have to find a friend and make of copy of their paper.

Be Awesome!

Wednesday Oct. 9, 2013

Computer Lab 512 Computer access opportunity for all students to get caught up on homework assignment. For those who have everything done – may view videos of current vocabulary. may use interactive fingerspelling site.

Rules All regular classroom rules apply No Food/Gum/drink in lab
Computers may only be used for ASL related work. Computers may not be used for games, , social media, etc

What if I have everything in?
Go to ASL website Go to links View current vocabulary (you can listen if you have earphones) Play interactive fingerspelling

Be Awesome!

FIRST WORK Open your binder to your vocabulary sheet.
Voice Off Please Backpacks completely under tables. ASL binder tucked under seat. Pencil, whiteboard for later. ASL binder for First Work Open your binder to your vocabulary sheet. Look at the words on list and practice signing them. If you do not know a word, come write it on the white board. We will go over these in class. Do BOTH sides. THANK YOU FOR TOSSING OUT YOUR GUM

Thursday Oct. 10, 2013

Words to review in class
Words from white board…..

Test your Eye-Q Same or Different
1.11

NSN 1:11 Test Your Eye-Q S D shape name sign number
David, Ben or Michelle sign two phrases that may be the same or different. Circle either “S” for same or “D” for different. If different, indicate what part of the signs or phrases is different by circling “shape,” “name,” “sign,” or “number.” S D shape name sign number Note: if absent, you will need to come in and make this up in the lab.

First Formal Video Project
Filming in class next Thursday, Oct 17 Posted on-line under documents, ASL1 additional, “Meeting My Classmate”

Assessment Week Mon: Test Review Tues: Presentation practice day
Wed: extra time for review and practice Thurs: presentations Fri: test in the lab

Deaf Community Connections
Semester long project. posted on-line under documents, community connections, “Deaf Community Connections” Handout for your binder on Monday

SKHS Pizza Night Posted on white board
Also on ASL website under Events.

Computer Lab Review yesterday in the lab What worked What did not work
Problems? Solutions…

Sub expectations Regular classroom rules apply
No Food, Gum, Drink No Cell phone, No I-pod Sit in your assigned seat Take notes during video Turn in at end of class

Friday Oct. 11, 2013

Sub expectations Regular classroom rules apply
No Food, Gum, Drink No Cell phone, No I-pod Sit in your assigned seat Take notes during video (work sheet) Turn in at end of class

Bravo Family # 1 Beginning American Sign Language VideoCourse
ASL Sign Enhancers Beginning American Sign Language VideoCourse Billy Seago - teacher 376

Vocabualry Grammar Notes Culture Notes

Bravo Family # 1 Grammar Notes: Yes/no questions and WH questions
Culture notes: proper ways to get Deaf Attention 378

Be Awesome!

Assessment Week 7 Mon: Test Review Tues: Presentation practice day
Wed: extra time for review and practice Thurs: Formal Presentations Fri: written & receptive test in the lab View y-day presentations

Video practice for home

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