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Video practice for home Kauo&feature=relmfuhttp://www.youtube.com/watch?v=liz9iWV Kauo&feature=relmfu Rob Nielson.

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Presentation on theme: "Video practice for home Kauo&feature=relmfuhttp://www.youtube.com/watch?v=liz9iWV Kauo&feature=relmfu Rob Nielson."— Presentation transcript:

1 Video practice for home Kauo&feature=relmfuhttp://www.youtube.com/watch?v=liz9iWV Kauo&feature=relmfu Rob Nielson Greetings, name, nice to meet you,

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

3 Asl 1 Week 4 Sept

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

5 FIRST WORK 1.Backpacks completely under tables. 2.½ sheet of scratch paper and pen/pencil for later. THANK YOU FOR TOSSING OUT YOUR GUM Pick up syllabus This will go in your ASL binder as the first page. Voice Off Please

6 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)

7 Entry Rules 1.Voice off when entering room. 2.I-pod, cell on silent before enter room. 3.No Food, Gum or Drink (includes coffee and water) 4.Grab a sarong and cover up if clothes are revealing. 5.Be sure to use the restroom before coming to class.

8 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;

9 Review answer these to yourself 1.What is Deixis? 2.Can there be one-word answers in ASL? 3.When making introductions, why is it important to state Hearing or Deaf early on? 4.Why do Deaf meeting Deaf often ask about what school they are from? 5.Is it culturally appropriate to shake hands, give a hug, or no physical touching when meeting a Deaf person?

10 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?

11 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)

12 Non-Manual Signals (facial grammar) 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)

13 WH Face 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

14 Non-Manual Signals (facial grammar) 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)

15 NMS for Yes/No Questions 1.Eyebrows up 2.Slight head tilt forward 3.Hold last sign and eye-contact. NMS stands for Non-Manual Signal Non-Manual Signals (NMSs)

16 NMS for Yes/No Questions 1.Eyebrows up 2.Slight head tilt forward 3.Hold last sign and eye-contact. NMS stands for Non-Manual Signal Non-Manual Signals (NMSs)

17 Practice Questions 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 English ASL

18 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

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

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

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

22 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. Lets 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.

23 Classroom Exercise How is everybody. Sign each sentence in ASL following the example. example: I SO-SO I (Im not too bad.) They are busy. She is happy. I am confused We are happy. Shes good. Im sleepy. Its so-so Hes fine MASL p 6 B FYI Dont forget to point back to the person.

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

25 Classroom Exercise 1.Greetings Greet your classmate and ask how they are doing. 2.Dialogue Work with a partner to sign a dialogue using vocabulary you have already learned. MASL p 7 C Vocabulary: HELLO, HI, WHATS UP? HOW-ARE-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPYSO-SO, TIRED GOOD MORNING, AFTERNOON, EVENING/NIGHT

26 Classroom Exercise 1.Hello! Exchange greetings with a classmate and ask how he or she is doing. 2.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 partners question. MASL p 5 A Vocabulary: HELLO, HI, WHATS UP? HOW-ARE-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY, SO-SO, TIRED

27 Classroom Exercise Dialogue 2 Student A Whats up? How are you? Student B Im 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 Im fine. Nice to meet you. MASL p 11 G Introductions Sign the following dialogues in pairs or groups of three as needed.

28 Master ASL UNIT ONE LESSON 5

29 Lesson Five MASL pp15-18 Outcomes: 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

30 ASL Up Close 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 youve 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

31 VOCABULARY 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 Making Conversation

32 NMS for Yes/No Questions 1.Eyebrows up 2.Slight head tilt forward 3.Hold last sign and eye-contact. Question Maker Face NMS stands for Non-Manual Signal

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

34 Classroom Exercise 1.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 MASL p 15 I Vocabulary THEY MEET HEARING HARD OF HEARING Eyebrows UP

35 Classroom Exercise 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 MASL p 15 I Vocabulary THEY MEET HEARING HARD OF HEARING FYI Slowly shake your head during sentences beginning with no.

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37 Classroom Exercise 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 J

38 Classroom Exercise 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 J

39 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 dont mix the two. Sometimes a Deaf person will talk silently to help hearing people understand what is being signed, but dont 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, dont pronounce the English translation on our lips while signing! MASL p16

40 VOCABULARY 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 Making Conversation

41 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 _____

42 ½ sheet of paper & pencil Write down the following info to label your dividers. 1.Vocabulary 2.Grammar 3.Culture 4.Assessments 5.Video Labs 6.Community Connections 7.Misc Classwork

43 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.

44 Be Awesome!

45 Good Morning Good Afternoon (5 th ) Tuesday Sept. 24, 2013

46 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.White board & marker tucked under seat. 4.Sheet of scratch paper and pen/pencil 5.Turn in Movie Assignment to your class basket. THANK YOU FOR TOSSING OUT YOUR GUM Copy down these words on your scratch paper: Student, Teacher, Learn, Sign language, School, Boy, Girl, Yes, No HELLO, HI, WHATS 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 Voice Off Please

47 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, WHATS 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

48 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;

49 Review - answer these to yourself 1.Does ASL follow the same word order as English? 2.How does ASL show the difference between questions and statements? 3.How does English do this? 4.For the Question Maker face (yes/no?) you need to put your eye brows _____

50 Review 1.Does ASL follow the same word order as English? 2.How does ASL show the difference between questions and statements? 3.How does English do this? 4.For the Question Maker face (yes/no?) you need to put your eye brows _____

51 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 (NMS) Review

52 NMS for Yes/No Questions 1.Eyebrows up 2.Slight head tilt forward 3.Hold last sign and eye-contact. Question Maker Face NMS stands for Non-Manual Signal Review

53 ASL Word Order 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

54 Review

55 Numbers 1-10 Palm In (when counting or telling how-many) Palm out Review

56 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. Lets 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. Review

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

58 White boards Translate the following into ASL word order on your white board. We will use this for the next activity. 1.Are you learning sign language? 2.Are you hearing? 3.Do you want to learn ASL? 4.Do you want to meet my friend? 5.Good morning. How are you?

59 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)

60 Classroom Exercise 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, Im learning to sign. or Yes, Im learning sign language. 1.Are you learning sign language? 2.Are you hearing? 3.Do you want to learn ASL? 4.Do you want to meet my friend? 5.Good morning. How are you? MASL p 18 L FYI a widespread pet peeve in the Deaf community is someone who says death instead of Deaf, especially when they ask Are you Death?

61 Erase whiteboards

62 More translations 1.Is he/she paying attention? 2.Are you sick? 3.Do they want to learn ASL? 4.Are you sleepy? 5.Are you Deaf? 6.Yes, he/she is paying attention. 7.No, Im fine. 8.Yes, they want to learn sign language. 9.Yes, I am sleepy. 10.No, I am hearing. Use your translations for the next activity.

63 Classroom Exercise 2.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. 1.Is he/she paying attention? (Yes, he/she is paying attention.) 2.Are you sick? (No, Im fine.) 3.Do they want to learn ASL? (Yes, they want to learn sign language.) 4.Are you sleepy? (Yes, I am sleepy.) 5.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 L

64 Erase whiteboards

65 Master ASL UNIT ONE Lesson Six

66 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

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

68 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

69 Classroom Exercise 2.Dialogue Create a dialogue with a partner that includes greetings, introductions, and farewells. MASL p 20 M Goodbye Later Me too, same here To see, to see-you See-you later See-you tomorrow Take-care Tomorrow

70 Classroom Exercise 3.Conversation Complete each sentence with signs from the vocabulary section. 1.He want _______we ______ 2.___ I see-you_____ 3.I see-you _____. _____ MASL p 20 M Goodbye Later Me too, same here To see, to see-you See-you later See-you tomorrow Take-care Tomorrow

71 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

72 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.

73 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.

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75 Be Awesome!

76 5th per

77 Conversation 1 WH-WORD Questions 1.5

78 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.

79 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.

80 NSN 1.5 Conversation 1 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.

81 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.

82 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.

83 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.

84 NSN 1.5 Maintaining Eye-Contact Be sure to look at the signers 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 signers face when using ASL. Note: if absent, you will need to come in and make this up in the lab.

85 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.

86 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.

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

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

89 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder in your lap. 3.5 th per only: white board and pencil THANK YOU FOR TOSSING OUT YOUR GUM Voice Off Please Binder Self Check 1.Do you have an ASL binder? 2.Do you have your dividers set up? 3.Do you have the following handouts in the proper section?

90 Binder Self Check 1.Do you have an ASL binder? 2.Do you have your dividers set up? 3.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.

91 Culture Assignment 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. DUE NEXT TUESDAY START OF CLASS Estimated time = 30 min

92 How do I find the assignment? Go to the Peninsula HS website, –Find the tab Students Select Classroom Websites –Find teachers 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.

93 Name Date Per. Differences with ASL 1.First question. First answer. 2.Second question. Second answer. 3.Third question. Third answer. 4.Fourth question. Fourth answer. Your paper should look like this.

94 Your Responsibility You have a whole week to do this assignment. 1.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. 2.OR you can download the free PowerPoint reader from the link I have posted on the ASL class website. 3.Dont procrastinate. If you wait until the night before and then something goes wrong....it is your problem. 4.If someone asks you for your work, tell them NO. You are not helping them learn if you give them your work.

95 Agenda Cultural Lesson 5 th per catch up – Lab 1:5 Wh Questions Cultural Assignment Differences with ASL Cultural Reading MASL Lesson 7 Focus DAY 12 L.T. Understands ASL was forbidden at school for the Deaf and gradually gained acceptance in the 1960s and 1970s

96 Master ASL Lesson Seven MASL pp22-24

97 Lesson Seven MASL pp22-24 Outcomes: Understands ASL was forbidden at school for the Deaf and gradually gained acceptance in the 1960s and 1970s 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

98 Focus: 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

99 Differences with ASL 1.What percent of deaf people have deaf parents? 2.So these deaf children have the advantage of growing up in a family with what? 3.Where do the majority of deaf kids learn sign language? From whom? 4.In times past sign language was often _____ from the deaf school. 5.In the past hearing people who knew how to sign usually learned it where?

100 Focus: Focus: D P N In the 1960s, ASL gained recognition as a unique language different from English, In the 1970s 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 1980s 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 worlds 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 1990s American Sign Language became the fastest growing language offered as a foreign language, a trend that continues today. MASL P22

101 Differences with ASL 6.What change began in the 60s? 7.What change began in the 70s? 8.Then what happened in the 80s? 9.What is unique about Gallaudet University? 10.What happened in the 90s?

102 Focus: 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

103 Differences with ASL 11.What is the best way to learn a language? 12.In addition to learning the language, you need to learn the ________ of the Deaf Community.

104 Focus: 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

105 Differences with ASL 13.A fundamental point is to recognize and accept what? 14.ASL is a language that is designed for the _____ and not the ______.

106 Focus: 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. 1.Please get the book… 2.Please get him… 3.I dont get it…. 4.I get tired… 5.I got home.. 6.Ive got it… Look at MASL p23. There are pictures of six different signs. –Can you figure out which sign matches each sentence? MASL P22

107 Differences with ASL 15.Why is it that one English word can have multiple ASL signs?

108 Focus: Focus: Visualize the Concept Though its a challenge, try not to translate word for word or sign by sign. Try to visualize the concept instead. Likewise, dont 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. Dont 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

109 Differences with ASL 16.It is important to try not to ____________. 17.Instead you need to try to ________ the ______. 18.Why is it considered a bad habit to mouth English words when you are signing ASL?

110 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 signers 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 youll be given the compliment, You sign like a Deaf person! MASL P23

111 Differences with ASL 19.It important to watch what else in addition to the signers hands? 20.Explain Why?

112 Culture Assignment 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. DUE NEXT TUESDAY START OF CLASS Estimated time = 30 min

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

114 Name Date Per. Differences with ASL 1.First question. First answer. 2.Second question. Second answer. 3.Third question. Third answer. 4.Fourth question. Fourth answer.

115 Your Responsibility You have a whole week to do this assignment. 1.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. 2.OR you can download the free PowerPoint reader from the link I have posted on the ASL class website. 3.Dont procrastinate. If you wait until the night before and then something goes wrong....it is your problem. 4.If someone asks you for your work, tell them NO. You are not helping them learn if you give them your work.

116 you should have so far. Handouts you should have so far. 1.ABCs and COLORS Vocabulary 2.NUMBERS Vocabulary 3.INTRODUCTION SIGNS 2 pages Vocabulary 4.Rules For Fingerspelling/Hand Switching Grammar 5.Course Syllabus as the first page You are expected to have these handouts in your binder in the correct sections.

117 Be Awesome!

118 Good Morning Good Afternoon (5 th ) Thursday Sept. 26, 2013

119 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder in your lap. THANK YOU FOR TOSSING OUT YOUR GUM Voice Off Please 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? ABC/Colors Vocabulary section of binder 2 pages of introductory vocabulary Vocabulary section of binder Rules for fingerspelling/han d switching Grammar section of binder. Course Syllabus as the first page.

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

121 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.

122 Binder Self Check 1.Do you have an ASL binder? 2.Do you have your dividers set up? 3.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.

123 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)

124 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.

125 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.

126 Fingerspelling Names 1.3

127 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 youll be on your way. Note: if absent, you will need to come in and make this up in the lab.

128 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.

129 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.

130 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 listeners 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.

131 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.

132 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.

133 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 everyones name. Note: if absent, you will need to come in and make this up in the lab.

134 NSN 1:3 Fingerspelling Here are a few suggestions. 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.

135 NSN 1:3 Fingerspelling Here are a few suggestions. Dont 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.

136 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.

137 NSN 1:3 Fingerspelling – Fist Letters View. Cinnie demonstrates the dos and donts 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.

138 NSN 1:3 Fingerspelling – Fist Letters The letter O Dont 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.

139 Be Awesome!

140 Good Morning Good Afternoon (5th) Friday Sept. 26, 2013

141 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.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) Voice Off Please

142 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)

143 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)

144 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.

145 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.

146 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. This facial grammar or special facial expressions is referred to as Non-Manual Signals (NMSs)

147 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

148 NMS for Yes/No Questions 1.Eyebrows up 2.Slight head tilt forward 3.Hold last sign and eye-contact. NMS stands for Non-Manual Signal Review

149 WH Face 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

150 NMS for WH-Face 1.Eyebrows down 2.Slight head tilt forward 3.Hold last sign and eye-contact. NMS stands for Non-Manual Signal Review

151

152 Numbers 1-10 Palm In (when counting or telling how-many) Palm out

153 Numbers Palm in

154 Numbers practice Palm in

155 Numbers practice Palm in

156

157 Gender

158 Binder Self Check 1.Do you have an ASL binder? 2.Do you have your dividers set up? 3.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.

159 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.

160 Fingerspelling Names 1.3

161 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 youll be on your way. Note: if absent, you will need to come in and make this up in the lab.

162 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.

163 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.

164 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 listeners 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.

165 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.

166 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.

167 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 everyones name. Note: if absent, you will need to come in and make this up in the lab.

168 NSN 1:3 Fingerspelling Here are a few suggestions. 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.

169 NSN 1:3 Fingerspelling Here are a few suggestions. Dont 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.

170 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.

171 NSN 1:3 Fingerspelling – Fist Letters View. Cinnie demonstrates the dos and donts 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.

172 NSN 1:3 Fingerspelling – Fist Letters The letter O Dont 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.

173 NSN 1:3 Fingerspelling – Fist Letters Practice On the DVD, Tyrone demonstrates these letter combinations. Practice copying until you feel comfortable. 1. amanat 2. eaenes 3. mamomi 4. naneno 5. oeonis 6. sasest 7. tateto 8. enesie 9. immome 10. nenoni Note: if absent, you will need to come in and make this up in the lab.

174 NSN 1:3 Fingerspelling – Fist Letters Circle the Letter Watch Tyrone and circle the letter combination given. 1. aeaoas 2. sasose 3. snstsm 4. miniti 5. mieisi 6. eiieai 7. enonsn 8. tasana 9. oeosoa 10. eaoaos Note: if absent, you will need to come in and make this up in the lab.

175 NSN 1:3 Fingerspelling – Fist Letters Circle the Letter 2 Watch Tyrone and circle the letter combination given. 1. aeaoas 2. sasose 3. snstsm 4. miniti 5. mieisi 6. eiieai 7. enonsn 8. tasana 9. oeosoa 10. eaoaos Note: if absent, you will need to come in and make this up in the lab.

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

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

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

179 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.

180 Be Awesome!

181 Asl 1 Week 5 Sept 30 – Oct 4

182 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

183 New Signing Naturally Unit 1 Vocab list Shirt Pants Jacket Dress Skirt Shoes Hat Glasses Clothes Hair Moustache Beard Black Grey White Pink Red Orange Yellow Green Blue Purple Brown Colors

184 New Signing Naturally Unit 1 Vocab list 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

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

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

187 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.½ sheet scratch paper and white board for later. 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 dont know their first name then just use mr. or mrs. or ms. (these titles are fingerspelled) Voice Off Please NOTE: Practice does not mean one time! It is a continuous action.

188 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)

189 Good Morning Good Afternoon (5 th ) Monday Sept. 30, 2013

190 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;

191 Numbers 1-10 Palm In (when counting or telling how-many) Palm out REVIEW

192 Numbers practice Palm in REVIEW

193 Numbers practice Palm in REVIEW

194

195 Gender REVIEW

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

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

198 Master ASL Lesson Eight MASL pp 25-32

199 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

200 ASL Up Close Facial Expressions & Non-Manual Signals 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 youre signing so if youre signing I am happy, then look happy! See example p 25 Why doesnt the example make sense? How can you make the sentence clearer? MASL p 25

201 ASL Up Close Changing a facial expression modifies the meaning of the sign, even if the sign itself doesnt 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

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

203 Classroom Exercise MASL p 26 Q Eyebrows and more! Practice making each of these faces. 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 cant sign questions, show interest, or carry on a satisfying conversation. Think of learning facial expressions as a fun challenge! Accent Steps

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

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

206 Classroom Exercise Comparisons Use the same sign with various facial expressions to show the difference between each meaning. 1.Im not afraid….afraid….terrified 2.Im not busy….busy….overwhelmed 3.Im not bored.…bored….incredibly bored 4.Im not sick….sick….deathly ill 5.Im not stressed….stressed…stressed out 6.Im not sad….sad….terribly sad 7.Im not tired….tired….exhausted 8.Im not excited….excited….enthusiastic 9.Im not angry….angry….furious 10.Im not happy….happy…joyous MASL p 25 P Partners; take turns and be sure to watch your partner when it is their turn.

207 Classroom Exercise 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. 1 st person2 nd person3 rd person MASL p 26 R GROUPS OF 3

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

209 Classroom Exercise 2 Matching. Pair the vocabulary word with the NMS or facial expression that best matches. 1. Blank face 3. Sick 5. Happy 7. Tired 9. Good 2. Sad 4. Afraid 6. Bored8. Confused10. Busy _____________________________________________________________ ABCDE _____________________________________________________________ FGHIJ MASL p 190 R

210 How did you do? A.2 B.1 C.4 D.5 E.6 F.7/3 G.10 H.9 I.8 J.3/7

211

212 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.

213 Be Awesome!

214 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. THANK YOU FOR TOSSING OUT YOUR GUM Practice signing these sentences, changing the word by modifying your facial expressions. 1.Im not afraid….afraid….terrified 2.Im not busy….busy….overwhelmed 3.Im not bored.…bored….incredibly bored 4.Im not sick….sick….deathly ill 5.Im not stressed….stressed…stressed out Voice Off Please

215 Good Morning Good Afternoon (5 th ) Tuesday Oct. 1, 2013

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

217 Review 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?

218 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?

219 Numbers practice Palm in Review

220 Numbers practice Palm in Review

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

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

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

224 Wave-no (uh-uh) A common way to say no, thats 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

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

226 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.

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

228 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 Finish up from yesterday.

229 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. MASL p 28 You dont need a separate sign for dont or not. Just use the head shake while signing the sentence ACCENT STEPS

230 Classroom Exercise 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. Im not Deaf. Im hearing. 2. Yes, Im learning how to sign. 3. I didnt go to the bathroom. 4. They arent sick. 5. Were not busy. MASL p 28 S You dont need a separate sign for dont or not. Just use the head shake while signing the sentence ACCENT STEPS

231 Vocabulary Can, may Cant, may not Dont know Dont like Dont understand Im not, not me Know Like Understand Homework MASL p 29 Using NMS

232 Vocabulary Can, may Cant, may not Dont know Dont like Dont understand Im not, not me Know Like Understand Homework MASL p 29 Using NMS

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

234 Classroom Exercise Q & A. Sign each sentence to a partner, who will respond using the information in bold. 1.Can I go to the bathroom? (No, you cant.) 2. Do you understand the homework? (Yes, I understand the homework.) 3. Im not Marie. Im Pat. (I didnt understand. Please sign it again.) 4. I dont understand. Do you? (No, I dont understand.) 5. We dont know his/her name. (I know his/her name. He/she is _____.) MASL p 29 T

235 Classroom Exercise Dialogue. Work with a partner to sign the dialogue in ASL. Alan: Hi! My name is Alan. Whats your name? Holly: My name is Holly. Nice to meet you! Alan: Are you Deaf? Holly: No, Im hearing. Im learning ASL. Do you know how to sign? Alan: Yes, I can sign. Holly: Are you Deaf? Alan: No, Im not Deaf. Im 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! Ill see you tomorrow! Alan: good-bye! MASL p 29 T FYI Use so-so for okay, and good for well.

236 Vocabulary Absent I dont mind Due, owe Favorite Movie Practice School Today, now Homework FYI Practice also means exercise as in Exercise U MASL p 30 Conversation

237 Vocabulary Absent I dont mind Due, owe Favorite Movie Practice School Today, now Homework FYI Practice also means exercise as in Exercise U MASL p 30 Conversation

238 Be Awesome!

239 Good Morning Good Afternoon (5 th ) Wednesday Oct. 2, 2013

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

241 FIRST WORK Backpacks completely under tables. ASL binder tucked under seat. White board and pencil. THANK YOU FOR TOSSING OUT YOUR GUM 1.Pick up When Do I Fingerspell worksheet. 2.Put full name, date, per. On the upper rt corner of question side. 3.Answer the questions. (Reading is on the back) 10 min to complete Voice Off Please

242 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.

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

244 Getting Others Attention 1.12

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

246 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.

247 NSN 1:12 Getting Others Attention 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 isnt sufficient, and too many taps can convey a sense of urgency or an attitude that you dont intend. View. See how Michelle touches David.

248 NSN 1:12 Getting Others Attention 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 persons attention and direct them to look at the signer. View. Joey uses Cinnie as an intermediary to Tyrones attention.

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

250 Ways of Communicating with Others 1.7

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

252 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.

253 NSN 1:7 Ways of Communicating with Others 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.

254 NSN 1:7 Ways of Communicating with Others Here are strategies Deaf people might use to communicate with you. Gestures. If signing in ASL doesnt work, the Deaf person may use easily understood gestures to get their message across, pointing, or acting things out.

255 NSN 1:7 Ways of Communicating with Others 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.

256 NSN 1:7 Ways of Communicating with Others 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.

257 NSN 1:7 Ways of Communicating with Others 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.

258 NSN 1:7 Ways of Communicating with Others 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.

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

260 Wednesday Cartoon

261

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

263 Be Awesome!

264 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.1/2 sheet paper, whiteboard, pencil. THANK YOU FOR TOSSING OUT YOUR GUM nms stands for non manual signals Voice Off Please Write down the following words

265 Good Morning Good Afternoon (5 th ) Thursday Oct. 3, 2013

266 Agenda FW Gally font read (fingerspelling reading) Review Numbers 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)

267 Review 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?

268 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.

269 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. MASL p 28 You dont need a separate sign for dont or not. Just use the head shake while signing the sentence ACCENT STEPS

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

271 Wave-no (uh-uh) A common way to say no, thats 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 REVIEW

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

273 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. REVIEW

274 Vocabulary Can, may Cant, may not Dont know Dont like Dont understand Im not, not me Know Like Understand Homework MASL p 29 Using NMS REVIEW

275 Vocabulary Can, may Cant, may not Dont know Dont like Dont understand Im not, not me Know Like Understand Homework MASL p 29 Using NMS REVIEW

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

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

278 Classroom Exercise 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 R

279

280 Vocabulary Absent I dont mind Due, owe Favorite Movie Practice School Today, now Homework FYI Practice also means exercise as in Exercise U MASL p 30 Conversation

281 Vocabulary Absent I dont mind Due, owe Favorite Movie Practice School Today, now Homework FYI Practice also means exercise as in Exercise U MASL p 30 Conversation

282 Classroom Exercise Using NMS. Sign the phrase or sentence using the correct NMS. 1. Im not absent. 2. Not today. 3. The homework isnt due. 4. I dont mind. 5. We dont understand. 6. They dont like the movie. MASL p 30 U 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

283 Classroom Exercise 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 whats for homework? (Yes, practice ASL.) Is the homework due tomorrow? (Yes, the homework is due tomorrow.) MASL p 30 U Lets sign these together as a class.

284 Classroom Exercise Asking & Answering Questions. Your partner will ask you a question. Respond in a complete ASL sentence. Picture conversation is on p30 1 Im bored. Are you tired? 2 May I go to the bathroom? 3 We cant miss school today. 4 Im busy. Do you mind I see you later? 5 Hes angry. Does that scare you? MASL p 31 V Lets sign these together as a class.

285 NUMBERS (10,6) 17 (10,7) 18 (10,8) 19 (10,9) 20

286 NUMBERS (10,6) 17( 10,7) 18 (10,8) 19 (10,9) 20

287 Identifying a Person 1.8

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

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

290 NSN 1.8 Identify a Person How to Identify a Person Gender As you state the persons 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 thats him/her. Note: if absent, you will need to come in and make this up in the lab.

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

292 NSN 1.8 Conversation 2 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. First we will see the example – just watch.

293 NSN 1.8 Mini Dialogues 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. Then we will begin the worksheet.

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

295 NSN 1.8 Mini Dialogues Minidialogue 3 Gender: M F name: _____________ Description: color ________ item_______ Minidialogue 4 Gender: M F name: _____________ Description: color ________ item_______ Note: if absent, you will need to come in and make this up in the lab.

296 NSN 1.8 Mini Dialogues Minidialogue 5 Gender: M F name: _____________ Description: color ________ item_______ Minidialogue 6 Gender: M F name: _____________ Description: color ________ item_______ Note: if absent, you will need to come in and make this up in the lab.

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

298 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

299 NO HOMEWORK THERE IS NO HOMEWORK due next Tuesday, Oct 9. Wednesdays work was completed in class and turned in that day.

300 Be Awesome!

301 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.Pencil and whiteboard for later. THANK YOU FOR TOSSING OUT YOUR GUM Sign along with vocab practice link. NSN 1 eature=mfu_in_order&list=UL eature=mfu_in_order&list=UL Voice Off Please

302 Good Morning Good Afternoon (5th) Friday Oct. 4, 2013

303 New Signing Naturally Unit 1 Vocab list Shirt Pants Jacket Dress Skirt Shoes Hat Glasses Clothes Hair Moustache Beard Black Grey White Pink Red Orange Yellow Green Blue Purple Brown Colors

304 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

305 New Signing Naturally Unit 1 Vocab list 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

306

307 Numbers 1-10 Palm In (when counting or telling how-many) Palm out

308 Numbers Palm in Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20

309 Numbers practice Palm in Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20

310 Numbers practice Palm in Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20

311

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

313 Cardinal Numbers

314 NSN 1:6 Cardinal Numbers Cardinal Numbers 11, 12 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: Palm faces in 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.

315 NSN 1:6 Cardinal Numbers Note: if absent, you will need to come in and make this up in the lab. Circle the Number (Joey)

316 NSN 1:6 Cardinal Numbers 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.

317

318 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)

319 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.)

320 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.

321 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.

322 Dressed Professional

323 Dressed for High School

324 Dressed up but what is wrong?

325 Ouch! Never!

326 NO HOMEWORK THERE IS NO HOMEWORK due next Tuesday, Oct 9. Wednesdays work was completed in class and turned in that day.

327 Be Awesome!

328 Asl 1 Week 6 Oct 7 -11

329 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

330 Good Morning Good Afternoon (5 th ) Monday Oct. 7, 2013

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

332 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.Pencil, whiteboard and Vocabulary handout for First Work THANK YOU FOR TOSSING OUT YOUR GUM 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. Voice Off Please

333 NO HOMEWORK THERE IS NO HOMEWORK due today Tuesday, Oct 9. Wednesdays 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

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

335 Good Morning Good Afternoon (5 th ) Tuesday Oct. 8, 2013

336

337 NUMBERS (10,6) 17 (10,7) 18 (10,8) 19 (10,9) 20 OLD/AGE

338 NUMBERS (10,6) 17( 10,7) 18 (10,8) 19 (10,9) 20 OLD/AGE

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) Partners Turn your partner and ask them their age. Remember to answer with a complete sentence. I AGE # I Now turn to the person on your other side and ask them their age. GOOD JOB

340 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

341

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

343 Inside Above and Below 1.9

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

345 NSN 1:9 Inside, Above and Below 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.

346 NSN 1:9 Inside, Above and Below 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.

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

348 NSN 1:9 Inside, Above and Below Notice how David:7 Lowers his head down and glances below the diamond With raised brows, taps, then signs 7 below the diamond Notice how David:7 Uses the same technique for locating the circle and the 7 inside the diamond. Note: if absent, you will need to come in and make this up in the lab. 7 7

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

350 NSN 1:9 Inside, Above and Below 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.

351 NSN 1:9 Inside, Above and Below 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

352

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

354 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 todays 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.

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

356 Be Awesome!

357 Good Morning Good Afternoon (5 th ) Wednesday Oct. 9, 2013

358 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.

359 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

360 What if I have everything in? Go to ASL website Go to links 1.View current vocabulary (you can listen if you have earphones) 2.Play interactive fingerspelling

361

362 Be Awesome!

363 FIRST WORK 1.Backpacks completely under tables. 2.ASL binder tucked under seat. 3.Pencil, whiteboard for later. 4.ASL binder for First Work THANK YOU FOR TOSSING OUT YOUR GUM 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. Voice Off Please

364 Good Morning Good Afternoon (5 th ) Thursday Oct. 10, 2013

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

366 Test your Eye-Q Same or Different 1.11

367 NSN 1:11 Test Your Eye-Q 1.S Dshapenamesign number 2.S Dshapenamesign number 3.S Dshapenamesign number 4.S Dshapenamesign number 5.S Dshapenamesign number 6.S Dshapenamesign number Note: if absent, you will need to come in and make this up in the lab. 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.

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

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

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

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

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

373 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

374 Good Morning Good Afternoon (5th) Friday Oct. 11, 2013

375 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

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

377 Culture Notes VocabualryGrammar Notes

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

379 Be Awesome!

380 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


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