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3-WEEK OVERVIEW DAY 1 Begin Classifier Unit Semantic(Pronominal) Classifiers & Body Cl (act out upper body) Intro SCl or BCL (act out)- Bus Stop Riddle.

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Presentation on theme: "3-WEEK OVERVIEW DAY 1 Begin Classifier Unit Semantic(Pronominal) Classifiers & Body Cl (act out upper body) Intro SCl or BCL (act out)- Bus Stop Riddle."— Presentation transcript:

1 3-WEEK OVERVIEW DAY 1 Begin Classifier Unit Semantic(Pronominal) Classifiers & Body Cl (act out upper body) Intro SCl or BCL (act out)- Bus Stop Riddle DAY 2 Locative Classifiers (prep) CL story # 1 French Class Spatial agreement DAY 3 TEST (2014 done last week, no school Monday) DAY 4 Cl story # 2 Missed Bus (flute is instrumental) Cl story #3 Ride Home Prosody Spatial agreement DAY 5 CL Element (water/trees) Instrumental (frisbee) Frisbee story Bravo 11 DAY 6 Benard Bragg The Eagle and the Squirrel BPCL vs BCL Prosody (the voice) DAY 7 the Eagle and the Squirrel Writing in English Finding a ‘voice’ for each character. DAY 8 Trix Bruce “The Zoo” SASS BPCL Signer’s Perspective & Eyegaze to define course DAY 9 The Ball Semantic CL Signer’s Perspective & Eyegaze to define course DAY 10 The Tortoise and the Hare 2 examples Element cl for scene/course Semantic, Body, CL for racers BPCL, Instrument, cl for interaction during the race. DAY 11 Tortoise and Hare Choosing your characters; Drawing each character and label SASS you plan to use Signing to partner – draws DAY 12 Designing your ‘opening scene’ the setting SASS (Element) Sign to partner your ‘opening scene’ the setting partner draws DAY 13 Designing a course SASS -Element CL DAY 14 Picking your 2 Semantic cl to represent main characters, Choosing a face (voice) for main characters. DAY 15 Running the Race Instrument CL? Body CL? BPCL? LCL? Adding the ‘twist’ ending

2 Brenda Aaron mer%20Courses/ASL%20223/ASL223AS LClassifiers.htmhttp://seattlecentral.edu/faculty/baron/Sum mer%20Courses/ASL%20223/ASL223AS LClassifiers.htm

3 Cool overview of Classifiers classifiers/http://prezi.com/pkb9vr7th72x/asl- classifiers/ Munoz

4 Classifier animations

5 WEEK 8

6 ASL 2 Monday, March 24, 2014

7 AGENDA Begin Classifier Unit Semantic Classifiers Introduction Definition Practice Bus Stop Riddle –Semantic Classifier or Mime(BCL) L.T. Learn to identify and use semantic and body classifiers.

8 CLASSIFIERS Semantic Classifiers Body Classifiers

9 Today’s Objective: You will learn to define, recognize and use basic Semantic (pronoun) Classifiers and Body Classifiers in signed sentences and stories.

10 CLASSIFIERS CLASSIFIERS: WHAT ARE THEY? “Classifiers are hand shapes used in ASL to describe specific action, motion, shape, size, location, and additional information needed to convey concepts accurately and fully. They are not signs, but are used to describe and give signs life. Sandra Heflin MA

11 CLASSIFIERS CLASSIFIERS: WHAT ARE THEY? Whole sentences can be portrayed with just the movement of a classifier. One classifier can represent many similarly shaped objects, which makes it necessary to first sign what the object is, then use the classifier to describe where it is located, how it moves or where it moves, how thick or think big or little it is.” Sandra Heflin MA

12 Summary Classifiers are unique to ASL So classifiers are not specific signs (vocabulary). Some classifiers are used as pronouns. These are called “Semantic Classifiers” (old books Pronominal Classifiers) Others are used as adjectives. These are called S.A.S.S. classifiers (also referred to as Descriptive classifiers,DCL) Classifiers can show verb action. (with movement) Classifiers can function as prepositions (show relational location). Most important rule: Always identify a classifier when you use it.

13 Walk with CL: BB,1,and /\ CL:BB (to represent feet) Directions: use CL:BB to show the following: Place both feet together Put right foot in front of left foot Tap left foot several times Lift their toes (with heels on the ground) Signing Naturally Level 1 Last year we learned:

14 Walk with CL: BB,1,and /\ CL:BB (to represent feet and show action) Shuffle Stroll Walk pigeon toed Walk on tip toes Duck walk (like Charlie Chaplain) Hobble (with injury) Wobble (from high heels) Signing Naturally Level 1 Last year we learned:

15 Walk with CL: BB,1,and /\ CL:11 ( to represent legs with two hands) Limp Stagger Prowl Tiptoe Waddle Walk backwards Walk sideways Signing Naturally Level 1 Last year we learned:

16 Walk with CL: BB,1,and /\ CL:/\ to represent legs Jump up Leap Cartwheel Fall down on back side Trip and fall forward CL:1 to represent upright body Zoom Waddle Zigzag Pacing Go in circles Signing Naturally Level 1 Last year we learned:

17 Common Semantic Classifiers CL:1, an upright person, or cylindrical object such as a pencil or light pole CL:2, to show 2 people walking, also to show eyes looking around CL: 3, to show a vehicle CL: /\, to show legs walking CL: /\ scrunched, to show a small critter

18 Using the SemanticCL:1 show: 1.The boy came straight to me very fast. 2.I went off to the right. 3.The girl walked up to me and then turned away quickly. 4.I walked straight ahead slowly and then came back.

19 Using two hands with the CL:1 or CL:/\ show: 1.The girl and I went away in opposite directions. 2.I followed the man as he walked around the corner. 3.I walked around the woman who was standing still. 4.The dog followed the cat to the right and left 5.The man and woman walked past each other very slowly. 6.The cat came up to me and I pet it. Note: to show a small animal use CL:/\ but scrunch your fingers. (Some books will write this as a v with 2 dots above it)

20 Using the Semantic CL:1 or SCL:2 to show: 1.The two couples met and walked off together. 2.I walked up to the man and woman who were standing together. 3.Two women came up to me on my right. 4.The two men walked toward me and then quickly turned away. 5.The two girls followed the woman. Note: When using a 2,3, 4 (number) etc. to show how many people, this is also referred to as a Plural Classifier (PCL).

21 Using the Semantic CL: 3 and SCL:1 to show: The man walked up to the driver’s side of the car. The taxi pulled to the side of the road and the lady got in. The car stopped so that the girl could cross the street. The bus swerved to miss the boy in the road.

22 Bus Stop Riddle Working in groups of 3 Watch the bus stop riddle Write down the semantic classifiers he uses and what he uses them for. Link le.wmv le.wmv How did you know what they represented?

23 Semantic Classifiers or Body Classifiers A skilled signer will mix in a lot of Miming (acting out) along with use of Semantic Classifiers when telling a story. This acting out or miming of the action is called Body Classifiers. What is the difference between using Semantic Classifiers and using Body Classifiers (miming the action)? Let’s think again of the “Bus Stop Riddle.” How does the signer show the action (BodyCL) the bus turning the corner? How could you use a semantic classifier to show the bus turning the corner? Do you see the difference? When the bus comes to a stop; does the signer Mime (BodyCL) this along with a sign or use a Semantic Classifier to show this? Yes, he uses mime (BCL) along with the sign STOP. How could you sign it with a semantic classifier and mime combined?

24 Semantic Classifiers or Body Classifiers A skilled signer will mix in a lot of Miming (acting out) along with use of Semantic Classifiers when telling a story. This acting out or miming of the action is called Body Classifiers. What is the difference between using Semantic Classifiers and using Body Classifiers (miming the action)? Let’s think again of the “Bus Stop Riddle.”

25 Semantic Classifiers or Body Classifiers Let’s think again of the “Bus Stop Riddle.” How does the signer mime the action (BodyCL) the bus turning the corner? How could you use a semantic classifier to show the bus turning the corner? Do you see the difference?

26 Semantic Classifiers or Body Classifiers Do you see the difference? When the bus comes to a stop; does the signer Mime (BodyCL) this along with a sign or use a Semantic Classifier to show this? Yes, he uses mime (BCL) along with the sign STOP. How could you sign it with a semantic classifier and mime combined?

27 Characteristics of Classifiers: Classifiers are integral part of American Sign Language. Classifiers represents a class of nouns and are used somewhat like pronouns. Two handed classifiers can be used to represent different referents showing location and action. Classifiers can be used as action verbs. Classifiers can show spatial relationships. Classifiers can show orientation of objects. Classifiers can give information about singularity or plurality. Classifiers called SASSes give size, shape, depth, shape and texture information about the object. The upper body can be used as a classifier. Classifiers can show how objects are used or handled. The whole body can be used as a classifier through pantomime. Locative Classifiers provides spatial and directional information. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

28 Characteristics of Classifiers: Classifiers are integral part of American Sign Language. Classifiers represents a class of nouns and are used somewhat like pronouns. Two handed classifiers can be used to represent different referents showing location and action. Classifiers can be used as action verbs. Classifiers can show spatial relationships. Classifiers can show orientation of objects. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

29 Characteristics of Classifiers: Classifiers can give information about singularity or plurality. Classifiers called SASSes give size, shape, depth, shape and texture information about the object. The upper body can be used as a classifier. Classifiers can show how objects are used or handled. The whole body can be used as a classifier through pantomime. Locative Classifiers provides spatial and directional information. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

30 Functions of Classifiers: Represents nouns and pronouns SASSes-represents descriptive adjectives and adverbs Number information-represents singularity or plurality. Outlining-represents shapes and details that cannot be handled by SASSes Locatives represents directional information and spatial relationships Movement- represents the direction of how a classifier moves. Instrument Classifier-represents how an object is handled Body Classifier can represent nouns and the action of those nouns. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

31 When do we use ASL Classifiers? We use ASL classifiers whenever we describe an object; an action or something that occurred; to give directions, to share information about the surroundings; and/or as part of a story i.e., to set the scene or to share characteristics etc. There are some basic rules: To designate the referent of a classifier, a signer must either fingerspell or sign the referent before the classifier can be used. i.e, BALL GREEN YELLOW STRIPES. To choose an appropriate classifier, there must be a relationship between the referent and the descriptive nature of that specific classifier. To use SASSes appropriately the signer must incorporate proper non- manual signals. To choose appropriate classifiers depends upon the referent and the signer’s intent of focus. To use classifiers appropriately there should be a relationship between the real world experience and how the classifiers are expressed. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

32 Classifiers: What we know so far, 1. Size and Shape Specifiers (SASSes) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space. CL: 1 represent something that is round and thin like a pencil, a tree sapling, etc. CL: B: can represent a paper, a book or a pie. Palm orientation is often important here, if the palm is down, it indicates the object is facing down. CL: V: is made with a bent V can represent a chair, or a person who is seated. Also: CL: G trim, CL: C cup or cookie, CL: F small & round object etc. 2. Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person. There are some that are not represented by their iconic characteristics but are abstract representations. Some examples of Semantic Classifiers: CL: 3: a moving conveyance CL: 1 represents a person and the action of the person, can also represent the haunches and movement of various animals. CL:V upside down indicates a person and the action of the person i.e., walking 3. Body Classifiers: Using the body to represent a look or action i.e., a bird flying, a man with a 6- pack muscular body, a person behaving drunkenly, etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

33 Classifiers: Still to learn… 4. Body Part Classifiers: Describe parts of the body (usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements. The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes. For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc. 5. Instrument Classifiers: Describes how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. 6. Locative Classifiers are classifiers that indicate the spatial relationship between two or more things. Locative classifiers serve a similar purpose as prepositions in English such as in, on, under, behind, above etc. however because ASL is a spatial language, it incorporates the information by using a classifier in spatial relationship with another classifier i.e., the English sentence: The car is parked by the tree would be signed thus: Use one hand, #CAR CL:3, TREE then the other hand will show: CL: 5 for TREE next to the car to show the spatial relationship between the car and the tree. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

34 Classifiers: sub categories There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a. Plural Classifiers: Indicates more than one object. Singular classifiers can be signed in repetition to show pluralization. If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places. There are two categories: specific number classifiers ie 3-of-us or non-specific number classifiers, books in a row. b.. Descriptive Classifiers (DCL) often acts like adjectives. ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for. The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something as well as give it a relative location in space. i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e., I saw a penny on the floor and I picked it up would be signed: ME NOTICE FLOOR PENNY, ME CL:F pick-up or The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth. Different sizes of columns may be indicated by using CL: F (2h), CL: L-C (2h), or CL: C-C (2h) c. Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

35 Classifier Video I had a strange dream last night, and you were in my dream…… 3-z1m1bs&feature=player_embeddedhttp://www.youtube.com/watch?v=_DK 3-z1m1bs&feature=player_embedded

36 Classifier WEB LINKS signs/classifiers/classifiers-00.htmhttp://www.lifeprint.com/asl101/pages- signs/classifiers/classifiers-00.htm php?byte=ASL301&ID=20http://www.handspeak.com/blog/asl/index. php?byte=ASL301&ID=20

37 ASL 2 Tuesday, March 25, 2014

38 FIRST WORK What Semantic Classifier would you use for: –chair/sitting, –stand, –table/desk top, –look around What Body Classifier would you use for: –Opening the door –Look around

39 AGENDA Locative Classifiers CL: Story “French Class” Spatial agreement L.T. Use locative classifiers with spatial agreement.

40 FSP quizzing S-S Objective: quick review of vocabulary needed for today’s lesson Directions: work with assigned partner, choosing from the words on this list, fingerspell words and partner respond with appropriate sign. Mix up the order of words – please do not follow the list in the order written. FSP to Sign these words –ELEMENTARY –SCHOOL –FRENCH –CLASS –BOY –GIRL –PRINCIPAL –LOOK

41 CLASSIFIERS Locative Classifiers

42 Today’s Objective: You will learn to define, recognize and use basic Locative Classifiers in signed sentences and stories.

43 Locative Classifiers Locative Classifiers are classifiers that indicate the spatial relationship between two or more things. Locative classifiers serve a similar purpose as prepositions in English such as in, on, under, behind, above etc. However, because ASL is a spatial language, it incorporates the information by using a classifier in a spatial relationship with another classifier.

44 Using Locative Classifiers What is the semantic classifier for a car? SCL:3 What is the semantic classifier for a small animal? SCL scrunch /\ Alone these are semantic classifiers, but when used together to show location they can be referred to as Locative Classifiers. Here is how you use a classifier to show relational locations (preposition).

45 Using Locative Classifiers Fido beside the car. Fido behind the car. Fido around the car Fido on top of the car. Fido in front of the car. Fido under the car. These blue words are called prepositions in English. Your turn. Use CL:3 and CL: scrunch v to show the following locational relationships.

46 Locative Classifiers Lesson 2

47 CL: STORY ACTIVITY Goal: Creates a signed version of story with maximum use of CL and minimal use of signs. You will be working in assigned groups. Keep in mind the goal of this activity. There are multiple ways to sign this story. We will be presenting to class. Grab a white board and marker if needed.

48 CL: STORY #1 – FRENCH CLASS At the elementary school, there are four students taking French class. Three students are sitting close to each other. An overweight boy is sitting between two girls. Another boy is sitting far behind those students. Their teacher is not standing, but sitting behind his desk while teaching. The principal comes into the class to look around and then leaves. Story from SCCC

49 SPATIAL AGREEMENT Objective: students realize the concept of “spatial agreement” used in signing (3D use of space). Draw floor plan on white board of your class room including where students sat, teacher/desk and door for principal to enter. Re-sign story paying attention to spatial agreement with floor plan. (can change how story was signed and can borrow ideas seen from other groups) Once story is complete – each student takes a different “signer’s perspective” of same class room. Is it possible to sign from each perspective? Why or Why Not?

50 Characteristics of Classifiers: Classifiers are integral part of American Sign Language. Classifiers represents a class of nouns and are used somewhat like pronouns. Two handed classifiers can be used to represent different referents showing location and action. Classifiers can be used as action verbs. Classifiers can show spatial relationships. Classifiers can show orientation of objects. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

51 Characteristics of Classifiers: Classifiers can give information about singularity or plurality. Classifiers called SASSes give size, shape, depth, shape and texture information about the object. The upper body can be used as a classifier. Classifiers can show how objects are used or handled. The whole body can be used as a classifier through pantomime. Locative Classifiers provides spatial and directional information. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

52 Classifiers: What we know so far: 1.Size and Shape Specifiers (SASSes) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space. CL: 1 represent something that is round and thin like a pencil, a tree sapling, etc. CL: B: can represent a paper, a book or a pie. Palm orientation is often important here, if the palm is down, it indicates the object is facing down. CL: V: is made with a bent V can represent a chair, or a person who is seated. Also: CL: G trim, CL: C cup or cookie, CL: F small & round object etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

53 Classifiers: What we know so far: 2. Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person. There are some that are not represented by their iconic characteristics but are abstract representations. Some examples of Semantic Classifiers: CL: 3: a moving conveyance CL: 1 represents a person and the action of the person, can also represent the haunches and movement of various animals. CL:V upside down indicates a person and the action of the person i.e., walking Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

54 Classifiers: What we know so far, 3. Body Classifiers: Using the body to represent a look or action i.e., a bird flying, a man with a 6- pack muscular body, a person behaving drunkenly, etc. 6. Locative Classifiers are classifiers that indicate the spatial relationship between two or more things. Locative classifiers serve a similar purpose as prepositions in English such as in, on, under, behind, above etc. however because ASL is a spatial language, it incorporates the information by using a classifier in spatial relationship with another classifier, i.e. the English sentence: The car is parked by the tree. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

55 Classifiers: Still to learn… 4. Body Part Classifiers: Describe parts of the body (usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements. The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes. For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc. 5. Instrument Classifiers: Describes how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. Use one hand, #CAR CL:3, TREE then the other hand will show: CL: 5 for TREE next to the car to show the spatial relationship between the car and the tree. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

56 Classifiers: sub categories There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a. Plural Classifiers: Indicates more than one object. Singular classifiers can be signed in repetition to show pluralization. If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places. There are two categories: specific number classifiers ie 3-of-us or non-specific number classifiers, books in a row. b.. Descriptive Classifiers (DCL) often acts like adjectives. ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for. The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something as well as give it a relative location in space. i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e., I saw a penny on the floor and I picked it up would be signed: ME NOTICE FLOOR PENNY, ME CL:F pick-up or The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth. Different sizes of columns may be indicated by using CL: F (2h), CL: L-C (2h), or CL: C-C (2h) c. Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

57 Classifier WEB LINKS signs/classifiers/classifiers-00.htmhttp://www.lifeprint.com/asl101/pages- signs/classifiers/classifiers-00.htm php?byte=ASL301&ID=20http://www.handspeak.com/blog/asl/index. php?byte=ASL301&ID=20

58 ASL 2 Wednesday, March. 26, 2014

59 test

60 ASL 2 Thursday, March 27, 2014

61 FIRST WORK What semantic classifiers for: little dog person sitting windshield wipers What locative classifiers for: person approach car – on driver’s side, –on passenger side, person sit in car – on driver’s side, –on passenger side, What body classifiers for: it is hard to see looking left & right

62 AGENDA Prosody CL: story # 2 “Ride Home” CL: story # 3 “Missed the bus” L.T. Use prosody with classifiers

63 Classifiers: What we know so far: 2. Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person. There are some that are not represented by their iconic characteristics but are abstract representations. Some examples of Semantic Classifiers: CL: 3: a moving conveyance CL: 1 represents a person and the action of the person, can also represent the haunches and movement of various animals. CL:V upside down indicates a person and the action of the person i.e., walking Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

64 Classifiers: What we know so far, 3. Body Classifiers: Using the body to represent a look or action i.e., a bird flying, a man with a 6- pack muscular body, a person behaving drunkenly, etc. 6. Locative Classifiers are classifiers that indicate the spatial relationship between two or more things. Locative classifiers serve a similar purpose as prepositions in English such as in, on, under, behind, above etc. however because ASL is a spatial language, it incorporates the information by using a classifier in spatial relationship with another classifier, i.e. the English sentence: The car is parked by the tree. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

65 CLASSIFIERS Prosody

66 Today’s Objective: You will learn to define, recognize and use Prosody along with classifiers in signed sentences and stories. You will be introduced to Instrument Classifiers.

67 “PROSODY” Prosody means variations in the manner a language is presented. In spoken languages this would be the –Tone, Pitch, Intensity, Length of words In signed languages this would be –Size, Speed, Length, and Location of sign –Facial Expressions and Body Language –http://www.youtube.com/watch?v=jD5at2NQ_6Ahttp://www.youtube.com/watch?v=jD5at2NQ_6A

68 “PROSODY” Could you see the difference when Clyde signed with prosody and without it? If you were deaf which would you prefer to see? Do you think it was difficult for Clyde to sign without prosody? Why do you think it is more difficult for hearing people to use prosody? Do you think it is the same for all hearing people or are there some cultures that are more or less “prosodic”?

69 PROSODY PRACTICE A major aspect of prosody is use of facial expressions. Sometimes this can be one of the most challenging aspects of learning ASL. It takes practice to get your facial muscles to work on command. (Remember learning to make the WH? and Y/N? face?) Directions: sit on your hands, face and head movement only. Surprised Confused Happy Bored Disgusted Irritated Sentimental “oh how cute!” Look up at the tall man Look down at the dog Shake someone’s hand Look around – there’s no one there. Try practicing these at home in the mirror.

70 CL STORY # 2 – Ride Home Goal: Continue developing skills to translate English story into ASL classifier story. Paying attention to spatial agreement with your classifiers and adding prosody to give life. You will be working in assigned groups. Collaborate with your group to design an ASL interpretation of this story. Use white boards to decide set up. Keep in mind the goal to this activity. Each of you need to practice signing the whole story.

71 CL STORY # 2 – Ride Home My mom picked me up after school to give me a ride home because it was pouring down rain. I got in the car and buckled up. It was hard to see the road and the windshield wipers were on high. A little dog ran out into the street in front of our car. I thought that we hit it, but when I turned and looked out the back window, I saw it running away across the street.

72 What Classifiers did you use? Semantic Classifiers Car Little dog Me standing Me sitting Windshield wipers Body Classifiers It was hard to see I turned and looked back Locative Classifiers Me walking up to the car Little dog running into path of car Dog running away Prosody Rushing in the rain Hard to see I thought we hit the dog Relieved dog was ok

73 CL STORY # 3 – MISSED BUS After school, three students from band class boarded the bus. Two boys sat in the back. A girl sat in the front behind the driver. A 4 th student forgot her flute and had to go back to get it. She then made a mad dash to catch the bus. The driver looked left and right before pulling off, but he didn’t see the girl coming from behind. She missed the bus and had to walk home.

74

75 CL STORY # 3 Goal: S. create signed version of story with focus on CL use Spatial Agreement and Prosody. You will be working with a partner. Use white board to decide set up. Keep in mind the goal to this activity. Both of you need to practice signing the whole story.

76 CL STORY # 3 – MISSED BUS After school, three students from band class boarded the bus. Two boys sat in the back. A girl sat in the front behind the driver. A 4 th student forgot her flute and had to go back to get it. She then made a mad dash to catch the bus. The driver looked left and right before pulling off, but he didn’t see the girl coming from behind. She missed the bus and had to walk home. Spatial Agreement What direction is your bus facing? What direction does the road go? What direction is the school? Semantic Classifiers? Body Classifiers? Locative Classifiers? Prosody?

77

78 Instrument Classifiers 5. Instrument Classifiers: Describe how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

79 Instrument Classifiers We actually have been using some Instrument Classifiers already. Bus Stop Riddle: turning the steering wheel French Class story: turning the knob (to open the door) Ride Home story: buckling up seatbelt Missed Bus story: the flute Other possibilities: Pulling the lever to open the bus doors Turning the key to start the car Turning the wipers from low to high (twisting the knob) Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

80 Classifier WEB LINKS signs/classifiers/classifiers-00.htmhttp://www.lifeprint.com/asl101/pages- signs/classifiers/classifiers-00.htm php?byte=ASL301&ID=20http://www.handspeak.com/blog/asl/index. php?byte=ASL301&ID=20

81 Classifiers: Still to learn… 4. Body Part Classifiers: Describe parts of the body (usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements. The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes. For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc. 5. Instrument Classifiers: Describes how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

82 Classifiers: sub categories There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a. Plural Classifiers: Indicates more than one object. Singular classifiers can be signed in repetition to show pluralization. If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places. There are two categories: specific number classifiers ie 3-of-us or non-specific number classifiers, books in a row. b.. Descriptive Classifiers (DCL) often acts like adjectives. ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for. The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something as well as give it a relative location in space. i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e., I saw a penny on the floor and I picked it up would be signed: ME NOTICE FLOOR PENNY, ME CL:F pick-up or The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth. Different sizes of columns may be indicated by using CL: F (2h), CL: L-C (2h), or CL: C-C (2h) c. Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

83 ASL 2 Friday, March 28, 2014

84 First work read this story The Frisbee was on the ground. Two girls came walking by, found the Frisbee, and ran to pick it up, and tossed it back and forth. Their mom came so the girls had to toss the Frisbee away. Now, there was a woman walking by and the Frisbee accidentally landed in her bag. The woman took the Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river. A man who was fishing thought he’d caught a fish. But it wasn’t a fish, it was the Frisbee. He looked at it and tossed it in the air and the Frisbee landed in the same place it had started. Scott and the dog thought the Frisbee had stayed in the same place but it hadn’t Ha, ha, ha.

85 AGENDA Frisbee story Instrument Classifiers Element Classifiers L.T. To observe and replicate Deaf signer’s classifier story; see ‘acting out’ of story to help develop spatial agreement.

86 CLASSIFIERS Instrument Classifiers Element Classifiers

87 Today’s Objective: You will continue to develop your Prosody, Spatial Agreement and use of Semantic, Body, and Instrumental Classifiers. You will be introduced to Element Classifiers.

88 Instrument Classifiers 5. Instrument Classifiers: Describe how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

89 Instrument Classifiers We actually have been using some Instrument Classifiers already. Bus Stop Riddle: turning the steering wheel French Class story: turning the knob (to open the door) Ride Home story: buckling up seatbelt Missed Bus story: the flute Other possibilities: Pulling the lever to open the bus doors Turning the key to start the car Turning the wipers from low to high (twisting the knob) Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

90 “The Frisbee Story” 1.The Frisbee was on the ground. Two girls came walking by, found the Frisbee, and ran to pick it up, and tossed it back and forth. Their mom came so the girls had to toss the Frisbee away. 2.Now, there was a woman walking by and the Frisbee accidentally landed in her bag. The woman took the Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river. 3.A man who was fishing thought he’d caught a fish. But it wasn’t a fish, it was the Frisbee. He looked at it and tossed it in the air and the Frisbee landed in the same place it had started. 4.Scott and the dog thought the Frisbee had stayed in the same place but it hadn’t Ha, ha, ha. DIRECTIONS: divide class into groups of 3, each student has one paragraph

91 The Frisbee Story Bravo Video #11 Watch the acting out of the story we just practiced. Bravo # (17:00) feature=youtu.be After seeing acted out, how would you modify or clarify your story? ff tape to (18:00)

92 “The Frisbee Story” 1.The Frisbee was on the ground. Two girls came walking by, found the Frisbee, and ran to pick it up, and tossed it back and forth. Their mom came so the girls had to toss the Frisbee away. 2.Now, there was a woman walking by and the Frisbee accidentally landed in her bag. The woman took the Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river. 3.A man who was fishing thought he’d caught a fish. But it wasn’t a fish, it was the Frisbee. He looked at it and tossed it in the air and the Frisbee landed in the same place it had started. 4.Scott and the dog thought the Frisbee had stayed in the same place but it hadn’t Ha, ha, ha. After seeing acted out, how would you modify or clarify your story?

93 “The Frisbee Story” 1.The Frisbee was on the ground. Two girls came walking by, found the Frisbee, and ran to pick it up, and tossed it back and forth. Their mom came so the girls had to toss the Frisbee away. 2.Now, there was a woman walking by and the Frisbee accidentally landed in her bag. The woman took the Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river. 3.A man who was fishing thought he’d caught a fish. But it wasn’t a fish, it was the Frisbee. He looked at it and tossed it in the air and the Frisbee landed in the same place it had started. 4.Scott and the dog thought the Frisbee had stayed in the same place but it hadn’t Ha, ha, ha. 3 groups of 3 into big group of 9. Each group of 3 tell story to group of 9

94 The Frisbee Story Bravo Video # Watch carefully as Billy signs the Frisbee Story See how the movement of the classifiers mimics what actually happened to the Frisbee. How did Billy sign: The Frisbee was on the ground. Two girls came walking by, found the Frisbee, picked it up, and tossed it back and forth. Their mom came, so the girls had to toss the Frisbee away. There was a woman walking by and the Frisbee landed right in her bag. The woman took the Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river. A man who was fishing thought he’d caught a fish, but it wasn’t a fish, it was the Frisbee. He tossed it away and it landed where Scott had left it. Scott thought it had been there the whole time.

95 The Frisbee Story Bravo Video # Watch carefully as Billy signs the Frisbee Story See how the movement of the classifiers mimics what actually happened to the Frisbee. How did Billy sign: The Frisbee was on the ground. Two girls came walking by, found the Frisbee, picked it up, and tossed it back and forth. Their mom came, so the girls had to toss the Frisbee away. What classifiers were used for? frisbee frisbee on ground. two girls walking, picked up frisbee tossed it back and forth. girls waked up to mom frisbee tossed away

96 The Frisbee Story Bravo Video # Watch carefully as Billy signs the Frisbee Story See how the movement of the classifiers mimics what actually happened to the Frisbee. How did Billy sign: There was a woman walking by and the Frisbee landed right in her bag. The woman took the Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river. What classifiers were used for? woman walking frisbee land in bag woman open bag toss frisbee away frisbee fly through air frisbee land on water

97 The Frisbee Story Bravo Video # Watch carefully as Billy signs the Frisbee Story See how the movement of the classifiers mimics what actually happened to the Frisbee. How did Billy sign: A man who was fishing thought he’d caught a fish, but it wasn’t a fish, it was the Frisbee. He tossed it away and it landed where Scott had left it. What classifiers were used for? fan fishing thought fish caught man tossed frisbee away frisbee landed on ground

98 Instrument Classifiers 5. Instrument Classifiers: Describe how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

99 Instrument Classifiers We actually have been using some Instrument Classifiers already. Bus Stop Riddle: turning the steering wheel French Class story: turning the knob (to open the door) Ride Home story: buckling up seatbelt Missed Bus story: the flute Other possibilities: Pulling the lever to open the bus doors Turning the key to start the car Turning the wipers from low to high (twisting the knob) REVIEW

100 Instrument Classifiers What instrument classifiers were there in today’s story? Tossing the frisbee Carrying a purse Catching a fish

101 Element Classifiers Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. So far we have used: Raining really hard (yesterday) River water (that the frisbee was floating on) Can you think of anything else? Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm Sub category of SASS

102 Classifier WEB LINKS signs/classifiers/classifiers-00.htmhttp://www.lifeprint.com/asl101/pages- signs/classifiers/classifiers-00.htm php?byte=ASL301&ID=20http://www.handspeak.com/blog/asl/index. php?byte=ASL301&ID=20

103 Classifiers: Still to learn… 4. Body Part Classifiers: Describe parts of the body (usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements. The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes. For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

104 Classifiers: sub categories There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a. Plural Classifiers: Indicates more than one object. Singular classifiers can be signed in repetition to show pluralization. If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places. There are two categories: specific number classifiers ie 3-of-us or non-specific number classifiers, books in a row. b.. Descriptive Classifiers (DCL) often acts like adjectives. ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for. The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something as well as give it a relative location in space. i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e., I saw a penny on the floor and I picked it up would be signed: ME NOTICE FLOOR PENNY, ME CL:F pick-up or The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth. Different sizes of columns may be indicated by using CL: F (2h), CL: L-C (2h), or CL: C-C (2h) c. Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

105 ASL 2 WEEK 9

106 ASL 2 Monday, March 31, 2014

107 AGENDA The Eagle and the Squirrel –Watch –Analyze –Draw –Label Body CL and BodyPart CL L.T. Distinguising the difference between body part and body classifiers.

108 Characteristics of Classifiers: Classifiers are integral part of American Sign Language. Classifiers represents a class of nouns and are used somewhat like pronouns. Two handed classifiers can be used to represent different referents showing location and action. Classifiers can be used as action verbs. Classifiers can show spatial relationships. Classifiers can show orientation of objects. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

109 Characteristics of Classifiers: Classifiers can give information about singularity or plurality. Classifiers called SASSes give size, shape, depth, shape and texture information about the object. The upper body can be used as a classifier. Classifiers can show how objects are used or handled. The whole body can be used as a classifier through pantomime. Locative Classifiers provides spatial and directional information. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

110 Classifiers: What we know so far: 1.Size and Shape Specifiers (SASSes) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space. CL: 1 represent something that is round and thin like a pencil, a tree sapling, etc. CL: B: can represent a paper, a book or a pie. Palm orientation is often important here, if the palm is down, it indicates the object is facing down. CL: V: is made with a bent V can represent a chair, or a person who is seated. Also: CL: G trim, CL: C cup or cookie, CL: F small & round object etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

111 Classifiers: What we know so far: 2. Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person. There are some that are not represented by their iconic characteristics but are abstract representations. Some examples of Semantic Classifiers: CL: 3: a moving conveyance CL: 1 represents a person and the action of the person, can also represent the haunches and movement of various animals. CL:V upside down indicates a person and the action of the person i.e., walking Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

112 Classifiers: What we know so far, 6. Locative Classifiers are classifiers that indicate the spatial relationship between two or more things. Locative classifiers serve a similar purpose as prepositions in English such as in, on, under, behind, above etc. however because ASL is a spatial language, it incorporates the information by using a classifier in spatial relationship with another classifier, i.e. the English sentence: The car is parked by the tree. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

113 Classifiers: What we know so far, 3. Body Classifiers: Using the body to represent a look or action i.e., a bird flying, a man with a 6- pack muscular body, a person behaving drunkenly, etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

114 Instrument Classifiers 5. Instrument Classifiers: Describe how objects are handled or manipulated. The classifier adds specific information to the predicate meaning. There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

115 Element Classifiers Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. So far we have used: Raining really hard (yesterday) River water (that the frisbee was floating on) Can you think of anything else? Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm Sub category of SASS REVIEW

116 CLASSIFIERS Body Part Classifiers

117 4. Body Part Classifiers: Describe parts of the body (usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements. The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes. For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

118 Walk with CL: BB,1,and /\ CL:BB (to represent feet) Directions: use CL:BB to show the following: Place both feet together Put right foot in front of left foot Tap left foot several times Lift their toes (with heels on the ground) Signing Naturally Level 1 Last year we learned: BODY PART CLASSIFIERS

119 Walk with CL: BB,1,and /\ CL:BB (to represent feet and show action) Shuffle Stroll Walk pigeon toed Walk on tip toes Duck walk (like Charlie Chaplain) Hobble (with injury) Wobble (from high heels) Signing Naturally Level 1 Last year we learned: BODY PART CLASSIFIERS

120 Walk with CL: BB,1,and /\ CL:1,1 ( to represent legs with two hands) Limp Stagger Prowl Tiptoe Waddle Walk backwards Walk sideways Signing Naturally Level 1 Last year we learned: BODY PART CLASSIFIERS

121 Walk with CL: BB,1,and /\ CL:/\ to represent legs Jump up Leap Cartwheel Fall down on back side Trip and fall forward Signing Naturally Level 1 Last year we learned: BODY PART CLASSIFIERS

122 Walk with CL: BB,1,and /\ CL:1 to represent upright body Zoom Waddle Zigzag Pacing Go in circles Signing Naturally Level 1 Last year we learned: SEMANTIC CLASSIFIERS

123 Body Part Classifiers Body Part Classifiers can also be used when giving details about an animal. For example: A dog perking up his ears An elephant waving around his trunk A cat washing his face with his paw An animal’s tongue Today we will watch a story that uses BPCL:BB for the eagle’s wings.

124 Today’s Objective: You will learn to define, recognize and use Body Part Classifiers in stories. You will be able to distinguish the difference between BPCL and BodyCL in signed stories. You will see the role Prosody plays in giving a voice to the character.

125 CLASSIFIERS Classifier Storytelling “The Eagle and the Squirrel”

126 Classifier: Story telling The Eagle and the Squirrel

127 The Eagle and the Squirrel Watch Analyze Draw Label Body CL and BodyPart CL

128 The Eagle and the Squirrel Let’s watch the story of the Eagle and the Squirrel performed by Bernard Bragg. Pay attention for the Classifiers used. YouTube - Eagle & Squirrel

129 The Eagle and the Squirrel The target audience is a group of 4-5 year olds. The purpose is “story time.” There are almost no signs used in this story. This kind of story can be understood internationally by Deaf.

130 The Eagle and the Squirrel What Classifiers did you see? Which ones were Body Part? What did they represent? What Body CL did you see? How can you tell the difference? Were there any Semantic CL? Instrument CL? Did you see SASS classifiers?

131 The Eagle and the Squirrel Drawing the story. YouTube - Eagle & Squirrel Full sheet of white paper. We are going to convert the story back to a comic strip version. Simple sketch only - detailed drawing not necessary.

132 The Eagle and the Squirrel Drawing the story. YouTube - Eagle & Squirrel Full sheet of white paper. We are going to convert the story back to a comic strip version. Simple sketch only - detailed drawing not necessary.

133 ASL 2 Tuesday, April1, 2014

134 E&S Role Shift Can you tell when he is the eagle? Can you tell when he is the squirrel? How about when he is the narrator? (hint: this is when he is using Semantic classifiers) Imagine you are in kindergarten class. What voice would the teacher use for the eagle? What voice would the teacher use for the squirrel? The narrator? How did the signer show the different voices?

135 E&S converting to English Next step, Take the comic strip story and turn it into a story for a kindergarten class. Once upon a time, there was an eagle……

136 E&S converting to English Next step, Take the comic strip story and turn it into a story for a kindergarten class. Once upon a time, there was an eagle……

137 E&S converting to English Next step, Take the comic strip story and turn it into a story for a kindergarten class. Once upon a time, there was an eagle…… Tortoise and the Hare w/ character voice

138 Classifiers: sub categories There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a. Plural Classifiers: Indicates more than one object. Singular classifiers can be signed in repetition to show pluralization. If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places. There are two categories: specific number classifiers ie 3-of-us or non-specific number classifiers, books in a row. b.. Descriptive Classifiers (DCL) often acts like adjectives. ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for. The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something as well as give it a relative location in space. i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e., I saw a penny on the floor and I picked it up would be signed: ME NOTICE FLOOR PENNY, ME CL:F pick-up or The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth. Different sizes of columns may be indicated by using CL: F (2h), CL: L-C (2h), or CL: C-C (2h) c. Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

139 ASL 2 Wednesday, April 2, 2014

140 AGENDA The Zoo CL story by Trix Bruce L.T. Contrast the use of semantic classifiers with descriptive classifiers, and bodypart classifiers

141 Body Part Classifiers 4. Body Part Classifiers: Describe parts of the body (usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements. The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes. For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

142 Body Part Classifiers Body Part Classifiers can also be used when giving details about an animal. For example: A dog perking up his ears An elephant waving around his trunk A cat washing his face with his paw An animal’s tongue REVIEW

143 Classifiers: What we know so far: 1.Size and Shape Specifiers (SASSes) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space. CL: 1 represent something that is round and thin like a pencil, a tree sapling, etc. CL: B: can represent a paper, a book or a pie. Palm orientation is often important here, if the palm is down, it indicates the object is facing down. CL: V: is made with a bent V can represent a chair, or a person who is seated. Also: CL: G trim, CL: C cup or cookie, CL: F small & round object etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

144 Today’s Objective: You will recognize and understand the role SASS and Body Part Classifiers in an ASL animal story. You will observe how signer’s perspective and eye-gaze are used to set a defined course/path through the story.

145 FIRST WORK Trix Bruce is a local Deaf artist.

146 Classifier: Story telling The Zoo (Trix Bruce) Lesson 8

147 Trix Bruce Today we will watch her Classifier story about the zoo. (Video tape) Want to learn more about Trix?

148 The Zoo 1 st time Just watch through and enjoy. 2 nd time Draw the layout of the zoo and label the cages. 3 rd time Note what classifiers are used and what for.

149 The Zoo 2 nd viewing Layout Printer paper Draw the layout of her story. Put the animals in the right cages

150 The Zoo 3 rd viewing: Label the classifiers used What were they used for?

151 Pick an animal Pick one animal that she described. Using your notes and what you remembered, Try to sign a description of that animal in its cage. What did it look like? (SASS) How did it behave? (Semantic CL, Body CL, Body Part CL,)

152 ASL 2 Thursday, April 3, 2013

153 AGENDA The Ball L.T. Cont. with classifier use; learn from example story of skilled signer.

154 Classifiers: What we know so far: 2. Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person. There are some that are not represented by their iconic characteristics but are abstract representations. Some examples of Semantic Classifiers: CL: 3: a moving conveyance CL: 1 represents a person and the action of the person, can also represent the haunches and movement of various animals. CL:V upside down indicates a person and the action of the person i.e., walking Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

155 Today’s Objective: You will observe how signer’s perspective and eye-gaze are used to set a defined course/path through the story. You will work with using multiple Semantic Classifiers in one story.

156 CLASSIFIERS Classifier Story “The Ball”

157 The Ball Who are the characters? 1.The ball 2.Boy bike 3.Dog 4.Girl skates 5.Old man 6.Bird 7.Fat lady What classifiers are used to represent each one? 1.SCL: 5 claw 2.SCL: 3 3.SCL: v scrunch down 4.SCL: 1 5.SCL: 1 scrunch down 6.SCL: 1 palm down 7.SCL: Y palm down

158 The Ball cont. What is the route? 1.To signer’s left 2.Shifted route forward 3. Turns corner 4. Up hill (forward) 5. Down hill (forward) 6. Shifted hill and replay 7. Slam into door 8. Spill into room, land on floor What role did EYE-GAZE play in setting the course?

159 The Ball - activity Divide into groups of 6 Each person create a new character and pick a semantic classifier to represent it. (no duplicates) Now you need to create a route with 6 sections. Be creative….over a bridge...tunnel….off a cliff…(SASS- Element CL) A climatic ending Finally: your story needs a title. PRESENT TO CLASS

160 Classifier WEB LINKS signs/classifiers/classifiers-00.htmhttp://www.lifeprint.com/asl101/pages- signs/classifiers/classifiers-00.htm php?byte=ASL301&ID=20http://www.handspeak.com/blog/asl/index. php?byte=ASL301&ID=20

161 ASL 2 Friday, April 4, 2014

162 AGENDA The Tortoise and the Hare Watch Analyze L.T. Review different key elements that make up a classifier story;

163 Classifiers: What we know so far: 1.Size and Shape Specifiers (SASSes) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space. CL: 1 represent something that is round and thin like a pencil, a tree sapling, etc. CL: B: can represent a paper, a book or a pie. Palm orientation is often important here, if the palm is down, it indicates the object is facing down. CL: V: is made with a bent V can represent a chair, or a person who is seated. Also: CL: G trim, CL: C cup or cookie, CL: F small & round object etc. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm REVIEW

164 Element Classifiers Element Classifiers: Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc. So far we have used: Raining really hard (Ride Home story) River water (that the frisbee was floating on) Can you think of anything else? Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm Sub category of SASS REVIEW

165 Classifiers: sub categories There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a.Plural Classifiers: Indicates more than one object. Singular classifiers can be signed in repetition to show pluralization. If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places. There are two categories: specific number classifiers ie 3- of-us or non-specific number classifiers, books in a row. Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

166 Classifiers: sub categories b.. Descriptive Classifiers (DCL) often acts like adjectives. ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for. The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something (SASS) as well as give it a relative location in space. (preposition) i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e., I saw a penny on the floor and I picked it up would be signed: ME NOTICE FLOOR PENNY, ME CL:F pick-up or The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth. Different sizes of columns may be indicated by using CL: F (2h), CL: L- C (2h), or CL: C-C (2h) Brenda Aaron ses/ASL%20223/ASL223ASLClassifiers.htm

167 Classifier Story The Tortoise and the Hare

168 i_dy5Uhttp://www.youtube.com/watch?v=axjJ- i_dy5U

169 T & H – Setting the Scene What was the set up? – the landscape? What classifiers did he use and for what? What kind of classifiers are these?

170 T & H Establishing the Characters Who are the 2 main characters he establishes. How does he describe their appearance? What kind of classifiers are used to describe their appearance? How does he establish the ‘voice’ of each character? What voice would you use for each in English?

171 Starting the Race 2:45 How does the signer set the stage for the start of the race. Does he use more SASS (descriptive) classifiers or semantic (replacing people/objects) classifiers. Hint: is he describing details in the scenery or showing how all the animals were gathered?

172 compare Here is another person’s version of the same story. Watch to see what techniques are the same. What does he do differently? OtKJcU&NR=1http://www.youtube.com/watch?v=bwbHc OtKJcU&NR=1

173 ASL 2 WEEK 10

174 ASL 2 Monday, April 7, 2014

175 AGENDA Keith Wann storyteller Begin your classifier animal race story –Picking your 2 animals –Describing them with SASS classifiers L.T. putting it all together: creating individual stories incorporating key elements

176 Keith Wann storyteller This is a different kind of story because the signer is reading a children’s book. But he still adds in the important ASL storytelling features of: Using SASS -Element classifiers to paint a picture of the scene. Using Body Classifiers and Prosody to show the ‘voice’ of the character. Using Semantic classifiers to represent the main character.

177 Keith Wann storyteller How does he set up the scene with SASS CL? What Semantic (pronominal) CL does he use to represent the caterpillar? How does he show the ‘voice’ of the caterpillar with Prosody and Body Classifiers? Did you see any other type of classifiers?

178 Your Race Our next Video Project will be…. The Tortoise and the Hare….. –Without a tortoise or a hare.

179 Picking Animals You need to pick 2 animals to be the main characters for your race. They need to be somewhat ‘opposite’ in their nature or abilities. examples One slow and one fast One dumb and one clever One small and one big

180 Add in review of SASS for describing scene…element cl?

181 Describing your two Characters Focus: Using S.A.S.S. (adjective) classifiers. Sheet of white paper 1.Draw your animals focusing on the details that you will be describing with SASS classifiers. 2.Label the SASS Classifiers on the pictures that you will be using to describe certain features. (think of how Trix Bruce described her animals in her Zoo story. Imagine how she would have labeled her pictures with the classifiers.)

182

183 ASL 2 Tuesday, April 8, 2014

184 AGENDA Signing your characters to a partner. Describing the Scene Adding a ‘twist’ to your story. L.T. use pronominal classifiers with spatial agreement

185 Practice – sign time Partners Scratch paper Take out your pictures from yesterday Describe your characters using SASS classifiers ONLY. Do not tell them what kind of animal it is. Partner: draw what you think the animal looks like. Each of you do this for both animals. When finished look at or partners drawing. This will help you to see what details you are giving and what details you may be omitting.

186 Describing the Scene Focus: Using S.A.S.S. –element classifiers. Clean sheet of white paper Draw What is the setting of your story? (the picture on page 1) Label the SASS classifiers that you will use to describe this picture.

187 ASL 2 Wednesday, April 9, 2014

188 Practice – sign time Partners Scratch paper Describe your opening scene using SASS classifiers ONLY. Partner: draw what you think the scene looks like. Each of you do this. When finished look at or partners drawing. This will help you to see what details you are giving and what details you may be omitting.

189 Design your Race Course Clean sheet of white paper Design your race course Spatial agreement S.A.S.S.- Element CL Label classifiers you will use to sign the course

190 ASL 2 Thursday, April 10, 2014

191 Picking your Semantic CL You need to pick the Semantic (Pronoun) Classifiers that you will use for your 2 main characters. You need semantic classifiers for each and they cannot be the same. You are encouraged to also select BCL and BPCL for each character.

192 ASL 2 Friday, April 11, 2014

193 Adding a ‘Twist’ A good Tortoise & Hare story has a surprise ending, an unexpected trick that the underdog has to give him the win. Start planning now what your ‘twist’ will be.

194

195 SASS CLassifiers

196 SASS CLASSIFIERS SASS = Size And Shape Specifiers Also known as descriptive classifiers. These identify and describe an object by representing its size and shape and can be used as an adjective in ASL. These classifiers can change to show the relative size of an object

197 SASS Classifiers CL: F Small, flat, round objects –coin, button, watch CL:LL Flat, round objects – pancake, plate, hamburger patty CL:L L Larger flat, round objects – large plate, big steak. Puddle CL:C small container – glass, bottle, cup, can CL:CC container – bowl, large can, thick cable CL: C C large containers – pail, hat box CL:B flat surface objects table top, shelf, book CL:BB long flat objects- board, long shelf, long table, plot of land

198 Which classifiers should you use for the objects listed below? 1.Long sheet of paper 2.Hamburger patty 3.Button 4.Unfolded map 5.Fabric on floor 6.Serving platter 7.Pop can 8.Large puddle 9.Bucket 10.Soap dish 11.Cereal bowl 12.A quarter Work with a partner of your choice

199 Answers 1.CL: BB 2.CL: LL 3.CL: F 4.CL: BB 5.CL: BB 6.CL: C C 7.CL: C 8.CL: LL 9.CL: CC 10.CL: LL (or UU) 11.CL: CC 12.CL: F

200 TOPIC - COMMENT First find the “TOPIC” of the sentence. Then you make a COMMENT about it. EX “hamburger” (that’s the topic) the boy took a big bite (that’s your comment) Adding classifiers to a Topic –Comment sentence First state your “TOPIC” -then show CL to represent it. Then state your COMMENT – CL can be reused in this part

201 Translate the following English sentences in ASL. Use the TOPIC – COMMENT structure and SASS classifiers. 1.The man put up the long sheet of paper on the table 2.The boy took a huge bite of the hamburger. 3.I lost two buttons 4.That map on the wall is huge! 5.Mom laid the fabric on the floor. 6.The serving platter was piled high with meat 7.Where did I put my pop can? 8.Be careful, there’s a big puddle. 9.What is in that red bucket? 10.Did you break the soap dish? 11.This is my favorite soup bowl. 12.That kid found a quarter on the floor. Be prepared to share with the class.

202 Sharing with the Class 1.The man put up the long sheet of paper on the table 2.The boy took a huge bite of the hamburger. 3.I lost two buttons 4.That map on the wall is huge! 5.Mom laid the fabric on the floor. 6.The serving platter was piled high with meat 7.Where did I put my pop can? 8.Be careful, there’s a big puddle. 9.What is in that red bucket? 10.Did you break the soap dish? 11.This is my favorite soup bowl. 12.That kid found a quarter on the floor.

203 FIRST WORK Classifier story #4 "One morning, a woman got into her new car, fastened her seat belt, and took off to work. As she was speeding down the street, she suddenly noticed a man casually crossing the street to her left and a squirrel further down on the right side of the road. Swerving recklessly, she missed the man, but hit the squirrel. The woman stopped abruptly and backed up to squirrel. The man came running down to see it too. The woman got out of her car and she and the man hurried to the squirrel lying on its side. Suddenly, the squirrel hopped-up and ran away!"

204 SASS CLassifiers

205 SASS CLASSIFIERS FROM TUES. QT SASS = Size And Shape Specifiers Also known as descriptive classifiers. These identify and describe an object by representing its size and shape and can be used as an adjective in ASL. These classifiers can change to show the relative size of an object

206 TOPIC - COMMENT Review First find the “TOPIC” of the sentence. Then you make a COMMENT about it. EX “hamburger” (that’s the topic) the boy took a big bite (that’s your comment) Adding classifiers to a Topic –Comment sentence First state your “TOPIC” -then show CL to represent it. Then state your COMMENT – CL can be reused in this part

207 Classifier Recap TEXT “American Sign Language for Families” – C OLOR OF L ANGUAGE Lesson Ten: CLASSIFIERS pp82-87 NOTE: if you are absent you will need to come in during your lunch to read over these pages. I do not have them available electronically.

208 Classifier Analysis Objective: to recognize various classifiers in use. Directions: write down the English phrase Situation: beginning ASL student has an assignment to translate phrases into ASL with maximum use of classifiers. Note: This is a new ASL student so we can notice errors in signing but we need to be careful not to criticize the student. How do we know she is a new student? Fragsn Group discussion - What cool things did you see with classifiers? Can you duplicate it?

209 Classifier Analysis Directions: Write down the English phrase. Situation: beginning ASL student has an assignment to translate phrases into ASL with maximum use of classifiers. Partners. Sign each of the English phrases you have written down.

210 Lexicalized Classifiers We have learned the term Lexicalized before. What was it in reference to? Lexicalized Fingerspelling What does that mean? A fingerspelled word that became an accepted sign. Can you give me an example of a Lexicalized Fingerspelled sign? Do you remember what symbol is used to note that? # Now we are going to learn about Lexicalized Classifiers.

211 Lexicalized Classifiers HIPPOPOTAMUS: The sign for hippopotamus is a lexicalized classifier. It is a regular sign that obviously got its start by people using "Y" hands to show the opening of a very big mouth. hippopotamuslexicalized classifier But suppose you wanted to show a hippo "yawning?" You could use a yawning facial expression and "Y" hands and to show the mouth movement of the hippo:

212 Lexicalized Classifiers CL:1 CATERPILLAR WORM MEET BORED VLOG CL:3 car-ACCIDENT GARAGE HIKE PARKING-LOT PARKED

213 Lexicalized Classifiers CL:4 RAINBOW, CURTAINS IMMIGRATION PLAID / Scotland BLOOD "LINE-of-people" SCHEDULE CL:5 bent WEBCAM VIDEO PHONE MICROWAVE TELEPHONE

214 Lexicalized Classifiers CL: 10 COMMUTE DROWN CHALLENGE BASEMENT CL:5 B DOOR WINDOW ROOM PAPER


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