Unit 52 Unit 5 Objectives To improve conversational skills To sign about school and school life To identify and use the Agent Marker appropriately To understand contemporary Deaf education options To tell time and sign about time-related issues To use basic classifiers for simple stories Based on Master ASL Level One by Jason Zinza
Unit 517 “Places Around Campus” MASL DVD Pointing to people is a basic feature of American Sign Language. Just as a signer points to a person who may or may not be present, signers can point to a location whether it is seen or not. If the location is visible, simply point directly towards the area. Modify the point to reflect the actual path someone would take to arrive at the location. Depending on how the point is made, you can sign directions like over there, around the corner, or that way. Look at the way pointing is used in the “Places Around Campus” dialogue.
Show the meaning of the following using the pointing finger. 1.Straight ahead 2.Around the corner 3.Far away 4.Right over there 5.Towards the left 6.Very close Unit 518
Work with a partner to ask where each destination is located at your school. Your partner will point towards the location and describe what it is near. When done, switch roles and repeat the exercise. 1.Theater 2.Cafeteria 3.Gymnasium 4.Library 5.Office 6.North gym 7.Lab 8.Auditorium 9.Women’s restroom 10.Men’s restroom 11.Pool 12.Aero Building Unit 519
You need help finding a location in the school. Use complete sentences to ask and respond using the prompts below. Include “around there” when you answer. 1.Bathroom 2.Office 3.Computer lab 4.Art class 5.Women’s locker room 6.Water fountain 7.Little Theater 8.ASL class 9.Cafeteria 10.English class 11.Football stadium 12.Pool Unit 525
Unit 526 ““Where do you go to school?” ” MASL DVD 1.Watch. 2.Discuss with group what you understand. 3.Watch until you can give an accurate translation. 4.Write translation and hand in (individually).
Unit 539 The Agent Marker What is the connection between the signs to learn and student? The Agent Marker indicates a person who works as, or does, the meaning of the sign. In this example, one who learns is a student. There are some exceptions to the Agent Marker you need to know, such as the signs for nurse, principal, and coach.
Being Polite - Titles Unit 545 There are no signs for Mr., Mrs., or Miss in ASL.* Within the Deaf community, and individual is known by his or her name sign and children are permitted to address their elders by name. Titles like Mr. and Mrs. Are used to show respect, so signing someone’s name with a respectful facial expression achieves the same purpose. p. 174 MASL *If it is important to communicate someone’s title, fingerspell the abbreviation
Pair Signs with the agent marker (person sign) to make the following words. Think carefully about vocabulary you have learned and their meanings before deciding. 1.Voter 2.Trainer 3.Driver 4.Troublemaker 5.Visitor 6.Skier 7.Employee 8.American 9.Canadian 10.Waiter 11.Actor 12.Manager 13.Chef 14.Writer 15.Bully Unit 546
Unit 556 Dialogue about Places - Practice “More Places Around Campus”, MASL text p. 176 – Be able to sign in front of group and instructors correctly and fluently. A. We’re hungry. Know where we can get something to eat? B. Yeah, there’s a vending machine down the hall.
Create a new dialogue that includes the following: 1.Agent marker (person sign) 2.Two locations around school 3.Three school personnel Unit 557
Ask a partner to explain where items 1-6 are located. When done, switch roles and locate items 7-12. Ask and answer questions in complete ASL sentences. Use map illustration on previous slide. 1.Where is the soda machine? 2.Where is the ASL classroom? 3.Where is the nurse’s office? 4.Where is the flag? 5.Is there a counselor or psychologist? 6.Where are the locker rooms? 7.Does this school have an activity center? 8.Where is the cafeteria? 9.Where is the field? 10.Where is the men’s restroom? 11.Does the school have a pool? 12.Where’s the snack machine? Unit 559
Unit 560 Interpreting Federal law requires equal access to information and services for all people, regardless of disability. For both hearing and Deaf people, sign language interpreters are a popular way to obtain equal access to each other. Have you seen interpreters at public events, on television, or at your school or workplace? Interpreters are required to sign what is heard, and to voice what is signed so everybody has access to the information and services provided. While the majority of interpreters are hearing, don’t be surprised if you encounter a Deaf interpreter! When using an interpreter, remember these tips: Talk directly to the Deaf person instead of saying “Ask him” or “Tell her.” Make eye contact with the Deaf person, not the interpreter. To learn more about interpreters, visit http://www.rid.orgMASL p. 177
Use the list below and ask a partner a person’s name and their year in school. Partner should use a pronoun (pointing/diexis) and answer correctly. 1.Carolyn (freshman) 2.Kevin Miles (senior) 3.Shane (junior) 4.Tisha Leung (sophomore) 5.Jon (freshman) 6.Blanche (senior) 7.Abby Fiore (don’t know) 8.Darrel Jamison (junior) 9.Brigitte Cowley (sophomore) 10.Aaron (junior) 11.Van Nguyen (senior) 12.You (?) Unit 564
Unit 565 What Year are You? - Practice DVD: What are You Studying? Write a translation of the dialogue and hand in. Discuss with classmates to make sure you understand.
Unit 566 DVD: What are You Studying? MASL text p. 179 – Signwriting and translation. Did you understand the video? A. What year are you? B. I’m a junior, taking ASL and economics. A. Oh, I’m a senior. I’m taking English, math and government because I want to graduate.
Tell the student’s year in school and at least two other details about them in a complete sentence. 1.Angela – age 20, junior, majoring in Deaf studies 2.Brent – 17 years old, junior, works at a restaurant, wants to go to college 3.Claro – age 15, sophomore, plays baseball, has 2 brothers 4.Kelly – 22 years old, freshman, works as a manager, studying nursing 5.Sheri – age 23, senior, majoring in ASL, wants to teach ASL 6.Brian – sophomore, has twin brother, doesn’t have a major, enjoys acting Unit 575
Exchange the following information with a partner 1.Name of your favorite teacher 2.Names of all schools attended (use Listing and Ordering Technique) 3.Two things you remember from elementary school 4.Why you’re taking ASL 5.Going to high school/college/university. Where? Unit 576
What do people tend to do during each level of education? Include age range and likely activities. Education Level Elementary school Middle school High school College / University Suggested Topics Take art Learn ASL Ride a bike to school Play sports Have a locker Learning to read Moving away from home Have 1 teacher all day Have a major Learn to write Unit 577
Unit 578 Signing Years MASL Unit 4 blue book, p. 86
Unit 579 Signing the Number for a Year This year is 2011. Typically, sign the year the way you would say it in English. There is a variation on the 2000s. Generally, we do NOT use the sign for thousand. This year is 2011.I was born in 1967. Variation 1:Variation 2:Years 2000 – 2009:
Unit 597 p. 183, 188 Math Algebra Calculus Geometry Trigonometry Math Initialized Signs
Unit 598 Initialization p. 188 Initialization refers to meanings related to a particular root sign, such as the sign for math. The signs for algebra, calculus, geometry and trigonometry are all related to the basic math sign, except for the initials added to each. An initialized sign is one that incorporates a fingerspelled letter as part of the sign. What other signs do you know? Consider science and compare that to the signs biology and chemistry. Are they related?
Unit 5107 In complete sentences, sign the following to a partner: 1.What classes are you taking right now? Use the Listing & Ordering Technique to list the courses. Include a comment about each course. 2.Compare your course load with a partner’s. Who is taking the more difficult classes? The easiest? 3.Ask your partner to list his or her top 3 favorite classes. Find out why they like these classes. Switch roles.
Based on the picture, explain what the class is, if it is a high school or college class, and whether you would want to take it. Unit 5108
What do you do in each class? Explain in a full sentence. Unit 5109
Unit 5110 Skilled/Unskilled & Grades MASL Unit 5
Unit 5111 p.189 To be good at/skilled To be bad at/unskilled
Skilled/Unskilled – Work with a partner to develop a list of English words and phrases that mean to be good at… and to be bad at… To be good at (something)To be bad at (something) Unit 5113
Take turns asking a partner if they are good or bad at the following things. Answer in a full sentence, using a letter grade to explain. Math Cooking Writing papers Facial expressions Science Taking tests Sign language Algebra Art Singing or music Unit 5114
You and a friend have opposite opinions on several issues. Take turns signing and responding to each sentence with your partner, using the information in provided. I think s/he’s a terrible actor. (No, s/he’s a very good actor) I think college is boring. (No, college is exciting and fun!) I think he’s a lousy teacher. (No, he’s a great teacher!) I’m not a good signer. (No, you’re a very good signer!) I’m no good at math. (No, you’re a math genius!) I think s/he’s a great musician. (No s/he’s a terrible musician!) Unit 5115
Unit 5116 Deaf Education Controversies & Gallaudet University MASL Unit 5
Unit 5117 Controversies in Deaf Education School for the Deaf (institute) Mainstreamed One in a crowd Oralism Speech Sign MASL p. 186, 187
Unit 5127 Dialogue: Signing Time – Practice Ex. Y MASL text p. 199 – Be able to sign in front of group and instructor correctly and fluently. A. What time is basketball practice over? B. It’s done at 11:30 A. Oh okay. What time is it now? B. It’s 10:00
Ask a partner what time it is. Use the clocks to give the approximate or exact time. Unit 5128
Provide the correct sign for each item below in a complete sentence. Remember, sign time first in a sentence. 1)2:00 2)Midnight 3)6:30 4)1:00 5)Around 10:00 6)3:15 7)7:20 8)Noon 9)11:45 10)2:21 11)4:00 12)5:00 13)6:45 14)9:15 15)15 minutes 16)Around 8:30 17)12:05 18)9:10 19)6:00 20)7:00 Unit 5129
Unit 5137 To be late p. 201 The next time you’re running late to class or meeting a Deaf friend, be prepared to explain why you were running behind. In formal situations like school, a Deaf teacher will likely ask why you are late – and expect you to respond with a thorough explanation! Doing so is polite and a part of Deaf culture. MASL p. 202
Ask a partner the following questions. Partners respond using the information in parenthesis. When done, switch roles and repeat. 1.What time do you start work? (8:00 Monday) 2.What time is it now? (tell the actual time) 3.What time is class over? (tell the actual time) 4.What time do you go home? (2:30) 5.What time is your ASL class? (tell the actual time) 6.What time do you go to sleep? (tell an actual time) Unit 5140
ASL has many ways to show arrival and departure based on who or what is arriving or leaving. Provide the correct sign for the phrases in bold. Sign the time first! 1.I need to take off. 2.The plane lands at 6:00. 3.We got there at 9:00. 4.She needs to get going. 5.The train leaves at 2:45. 6.They need to go. 7.The bell rings at 7:15. 8.The bus departs in 10 minutes. 9.They’ll be here at noon. 10.I’m going to hit the road. Unit 5141
Ask a partner why he or she is late, following the example. Respond with the information provided. Don’t worry about past tense, it is implied in the context of the conversation. 1.I walk slowly. 2.The bus was late. 3.I had to see the nurse. 4.I finished work late. 5.My _______ class finished late. 6.I had to go to the bathroom. 7.I was chatting with a friend. 8.I was looking for my book. 9.The train was late. 10.I wanted to finish eating. 11.I left home late. 12.There was a line in the cafeteria. Unit 5142 Why did you get here late?
Describe each picture in complete ASL sentences Unit 5143 Horror Movie starts at 7:30 Train station or airport? When do we land?
Unit 5145 Multiple meanings or conceptually- accurate signing p. 203 To take something (literal) To take a class (abstract) To take an opportunity (abstract) To take off (abstract) To take care of (abstract) To take turns (abstract)
Unit 5146 Multiple meanings or conceptually- accurate signing p. 203 To break (literal) To break up (abstract) To take a break (abstract) To break down, analyze (abstract) To break down, cry (abstract)
Unit 5147 Sign each sentence in conceptually accurate ASL. 1.I have breaks at 10:00 and 1:00. 2.Are you taking chemistry and drama? 3.Did you break your phone? 4.I work at a restaurant on the weekends. I get two half hour breaks. 5.My mother said I can take her car.
Work with a partner to make a list of 10 English words or phrases that have multiple meanings, and show the sign that best matches the concept. Examples are given. 1.I’m running behind 2.Broken heart 3._______________ 4._______________ 5._______________ 6._______________ 7._______________ 8._______________ 9._______________ 10._______________ Unit 5148
Unit 5149 Sentence Creation - Practice Sentence Creation. Create a complete ASL sentence based on the prompts below. Example: 1 2 3 4 5 Our flight leaves at 10:00. 8:15 11:00 2:00 12:00 11:30