At home review http://www.youtube.com/watch?v=k9cFqNYlV1A Bill Vicars Lesson 1
Deaf Community Connections Ten percent of your overall grade will involve Deaf Community Connection activities outside of class time. The purpose of this is that you take what you are learning in the classroom and expand your experience within our local Deaf community. You will need to earn at least 100 points for full credit. (per semester) Anything over 100 points will be added in as extra credit (not to exceed 50 points for the semester.) There will be multiple opportunities for you to “get involved.” Activities as they come up will be announced in class and posted in the student digital locker. Please read the list below to see the value of different activities. Please note: If you are concerned about after school transportation issues there are enough opportunities specifically designed for at home research or lunch time in the lab for you to get your complete points by the end of the semester.
Deaf Community Connections 10-100 pts. Starting and running an ASL Club and related activities. (points depend on degree of involvement) 20-50 pts. Attending “Silent Socials” and silent signing the whole time (1 hr min). points dependant on how many Deaf people you chat with. -write up req. 25-50 pts. Attending Silent games or ASL games -2hr minimum and one page write up 25-50 pts. Book report related to deafness or sign language (depends on length of book) prior approval required 25-50 pts. Attending a Sign related theatrical performance -2hr minimum and one page write up (prior approval) 25-50 pts. Participating in a fundraising event where money goes directly to activities for local Deaf children or Deaf senior citizens. 25 pts. “Deaf for a Day” and one page write up (limit one time per year) 25 pts. Interview of Deaf person and one page write up (prior approval of questions) 25 pts. Interview of Interpreter and one page write up (prior approval of questions) 15 pts./hr. Working with Deaf or people using sign language and write up-one paragraph per hour 10 pts./hr. Attending a college sign language class and one paragraph write up per hour (limit 50 pts) 10 pts./hr. Watching an interpreter at a public event and one paragraph write up per hour (limit 25 pts) 10 pts. Independently watching Bravo video with write up.( multiple videos available – must be viewed here in ASL lab) If you have an idea for a Community Connections activity that you want to do, please present it to me for prior approval.
Deaf Community Connections Handout: please place this handout as the first page or the Community section in your ASL binder. Community Log You will also need to create a Log to keep track of your activities. Your papers, write-ups or evidences should be in the same order as listed on your log. DATE ACTIVITY POINTS
Signing Social -Point Value 20 points to attend and have questionnaire completed by meeting ASL students from other schools. (I will have paper for you at the dinner.) You must show me the paper before you leave for me to sign off. Paper without my signature is worth zero pts. Additional points 10 points for each deaf person that you have a conversation with. With proof: tokens or a sign off on back of questionnaire. Sitting apart from group, voice conversations with friends/family, signing very little or not at all…= zero pts!
Plagiarism Plagiarism includes reproducing someone else's work, whether it be a published article, chapter of a book, a paper from a friend or some file, or whatever. Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone. Plagiarism: Definitions, Examples and Penalties The University of Kentucky http://712educators.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=712educators&cdn=education&tm=17&f=00&tt=14&bt=1&bts=0&zu=http%3A//www.chem.uky.edu/courses/common/plagiarism.html
Presentation Make-ups Absent? Did not dress up for presentation? Make up day will be this Friday at the very start of class. (if you miss this time the next time will be at the end of Unit 2) If you did not have your grade sheet, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together. If you lost your grade sheet then you may print a new one from the website.
Asl 1 Week 6 Oct 21-25
FIRST WORK Voice Off Please Backpacks completely under tables. (trip hazard) ½ sheet of scratch paper and pen/pencil for later. No Culture Assignment due tomorrow. THANK YOU FOR TOSSING OUT YOUR GUM Place ASL Binders on table marked for your class. Sign Along with MASL unit 1 vocab tape.
Good Morning Good Afternoon Monday Oct. 21 2013
Unit Two Getting Started Master ASL Unit Two Getting Started
Unit Two Overview Objectives: To ask for help and clarification in ASL To engage in basic conversation To understand the cultural views of deafness To improve familiarity ASL grammar / structure WH signs and facial expressions Iconic and non-iconic signs
Agenda FW audio tape sign along MASL 1 Begin MASL Unit 2 Numbers 1-20 Asking for help Clarifications WH-Face or Question Maker? Numbers 1-20 Asking about ages L.T. Using the WH face when unclear or not understanding.
Non-Manual Signals (facial grammar) REVIEW In English, vocal intonation helps to clarify if you are asking a question or saying a statement. In ASL, these grammatical clues are given on the face. We will be learning special “facial grammar’ for ASL. This facial grammar or special facial expressions is referred to as Non-Manual Signals (NMS) a.k.a NMM Non-Manual Markers
The ‘Question Maker’ face REVIEW 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. Question Maker face (yes/no?) Eyebrows up
NMS for Yes/No Questions REVIEW Eyebrows up Slight head tilt forward Hold last sign and eye-contact . a.k.a. NMM Non- Manual Marker
ASL Up Close REVIEW The Question-Maker I am going to the bathroom. MASL DVD The Question-Maker Raising our eyebrows forms the Question-Maker, an expression that shows you are asking a question. Keep the eyebrows raised until you’ve completed signing the question. In the example, notice the only difference between a question and a comment is the facial expression. The signs themselves remain the same. BATHROOM I am going to the bathroom. Am I going to the bathroom? MASL p 15
WH Face REVIEW WH-Face Eyebrows down The WH Face is used when asking a Wh-word question. Common Wh-words are: Who, What, Where, When & Why. WH-Face Eyebrows down
a.k.a. NMM Non-Manual Marker NMS for WH-Face REVIEW Eyebrows down Slight head tilt forward Hold last sign and eye-contact a.k.a. NMM Non-Manual Marker .
Master ASL Unit Two Lesson One
Lesson One MASL pp 40-44 Outcomes: Asking for help Can ask for help; Can ask for and give clarification of unknown terms; Uses the WH face non-manual signal to convey confusion or uncertainty Asking for help Making clarifications Directionality (we will do this part later) WH face
Vocabulary Helpful Signs What To explain To mean To be unclear Not, don’t, doesn’t Not understand Do you mind? (you) Help me Help her/him I help you
ASL Up Close DVD The WH – Face Knowing how to ask for help is important in any language. In ASL, two key phrases are mean what and explain again. Both phrases use a specific non-manual signal called the WH-Face. You have to use the WH-Face to ask What is your name? Use the WH-Face when you are uncertain, unclear, or asking a question using the signs who, what, where, when, why (see page 64). When you do not understand the teacher, use culturally appropriate techniques to interrupt or gain attention, or raise your hand in class. Make sure you have eye contact before asking for clarification. The examples below show how the WH-Face is used to ask for help. What does it mean? MEAN WHAT (WH-Face) Explain it again. EXPLAIN AGAIN (WH-Face) MASL p 42
Vocabulary Helpful Signs What To explain To mean To be unclear Not, don’t, doesn’t Not understand Do you mind? (you) Help me Help her/him I help you MASL p
B Classroom Exercise The WH-Face Practice the phrases with a partner. Sign them ASL word order. What does it mean? MEAN WHAT? (WH-Face) Explain it again. EXPLAIN AGAIN (WH-Face) What’s your name? YOU NAME WHAT YOU? (WH-Face) I don’t understand. NOT-UNDERSTAND I (WH-Face) Do you have eye contact? English word order ASL word order Slight adaptation from book exercise. Everyone should be participating. MASL p 42
Wh-Face Why do you think the Wh-face is used when signing the phrases below even though they do not have a Wh word in them? I DON’T-UNDERSTAND and EXPLAIN AGAIN Because, what you really are thinking is “What does that mean?” And What is a Wh question word.
If you do not understand something, this is what you sign: SIGN AGAIN PLEASE (Wh-Face) SLOW PLEASE (Wh-Face) (repeat sign) MEAN WHAT? (Wh-Face)
If you do not understand something, this is what you sign: EXPLAIN AGAIN (Wh-Face) I CONFUSED I (Wh-Face) I NOT-UNDERSTAND (repeat sign) (Wh-Face)
If you do not understand something, this is what you sign: SIGN AGAIN PLEASE (Wh-Face) SLOW PLEASE (Wh-Face) (repeat sign) MEAN WHAT? (Wh-Face) EXPLAIN AGAIN (Wh-Face) I CONFUSED I (Wh-Face) I NOT-UNDERSTAND (repeat sign) (Wh-Face) These phrases can help you tomorrow at the Silent Signing Social.
Quick Transition ½ sheet of paper and pencil
ASKING QUESTIONS IN ASL Self Assessment ½ sheet scratch paper # 1-6 Draw eyes like this: .. Etc
Quick Transition If you are scrambling for a pencil or paper, that means you did not follow the directions on the ‘First Work” slide.
ASKING QUESTIONS IN ASL Self Assessment Directions: Draw the proper facial expression (eyebrows) for each question AND label each as a WH face or a Question Maker face Is his name Todd? What’s your name? Do you understand? No, I don’t understand. Do you mind helping me? What does it mean? Can you explain it again?
ASKING QUESTIONS IN ASL Self Assessment . . . . . . . .
ASKING QUESTIONS IN ASL Self Assessment . . .\/. 1 Is his name Todd? QUESTION MAKER FACE 2 What’s your name? WH-FACE 3 Do you understand? ( ( ( (
ASKING QUESTIONS IN ASL Self Assessment .\/. . . 4 No, I don’t understand. WH-FACE 5 Do you mind helping me? QUESTION MAKER FACE 6 What does it mean? Can you explain it again? (
ASKING QUESTIONS IN ASL Directions: Now, translate each sentence into ASL word order. (same paper) Is his name Todd? What’s your name? Do you understand? No, I don’t understand. Do you mind helping me? What does it mean? Can you explain it again?
ASKING QUESTIONS IN ASL How did you do? HE NAME TODD HE? YOU NAME WHAT (YOU)? YOU UNDERSTAND YOU? NO, I DONT-UNDERTAND I DO-YOU-MIND HELP-ME? MEAN WHAT? EXPLAIN AGAIN?
B Classroom Exercise Faces. Is his name Todd? What’s your name? Decide whether the Question-Maker (yes/no) or the WH-Face bests match the sentence, and sign it to a partner. Is his name Todd? What’s your name? Do you understand? No, I don’t understand. Do you mind helping me? What does it mean? Can you explain it again? When finished, switch roles and repeat the exercise. MASL p 42
B Classroom Exercise Faces. Is his name Todd? What’s your name? Turn to your partner and sign the sentences. One should be signing and the other one listening. Really focus on using the correct NMS. Is his name Todd? What’s your name? Do you understand? No, I don’t understand. Do you mind helping me? What does it mean? Can you explain it again? When finished, switch roles and repeat the exercise. Do you have eye contact? Slight adaptations from book instructions. Everyone should be participating. MASL p 42
Which FACE did you choose? 1 Is his name Todd? QUESTION MAKER FACE 2 What’s your name? WH-FACE 3 Do you understand? 4 No, I don’t understand. 5 Do you mind helping me? 6 What does it mean? Can you explain it again?
B Classroom Exercise Asking Questions. Work with a partner and create four sentences using the WH-Face and Question-Maker face. Pick your best sentence to share with the class. MASL p 42
Deaf Culture Minute What is the ASL sign for Your Welcome? You can sign thank you back to the person who thanked you, or nod your head and smile. Nodding is more casual and should be used with friends and family. Seem strange? It’s different than English but not so strange. Many languages say you’re welcome this way. MASL p 43
Transition Pick up MASL books from under your seat.
C Classroom Exercise SIGN PICTURE DIALOGUE ON P 43 I don’t understand. Sign the dialogue between Marc and Kris. HINT: VOCAB ON NEXT PAGE IS HELPFUL MASL p 43
6 7 8 9 10 Numbers 1-10 1 2 3 4 5 Palm In Palm out (when counting or telling how-many) 1 2 3 4 5 Palm out 6 7 8 9 10
Numbers 11-20 Palm in 11 12 13 14 15 Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20
Numbers 11-20 - practice Palm in 11 12 13 14 15 Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20
Numbers 11-20 - practice Palm in 11 12 13 14 15 Palm in to out 16 (10 + 6) 17 (10 + 7) 18 (10 + 8) 19 (10 + 9) 20
Asking Ages Directions: Pay attention as I ask students their age. Be ready to answer if I ask you about the age of another student. Ask various students YOU AGE WHAT YOU? YOU AGE 15 YOU? HE AGE WHAT? HE AGE 17? Switch around with y/n and wh Qs
If you do not understand something, this is what you sign: SIGN AGAIN PLEASE (Wh-Face) SLOW PLEASE (Wh-Face) (repeat sign) MEAN WHAT? (Wh-Face) EXPLAIN AGAIN (Wh-Face) I CONFUSED I (Wh-Face) I NOT-UNDERSTAND (repeat sign) (Wh-Face) These phrases can help you tomorrow at the Silent Signing Social.
Review (answer these questions to yourself) What are the non-manual signals for the ‘question maker’ face? What are the non-manual signals for the ‘WH-word’ face? Why should you use the ‘wh-face’ when signing explain again? What do you do if you do not understand what your teacher is signing? What is the ASL sign for you’re welcome?
No homework due tomorrow We did not have a culture assignment last Wednesday because it was an assessment week.
Presentation Make-ups This FRIDAY, Oct 25 Presentation Make-ups Absent? Did not dress up for presentation? Make up day will be this Friday at the very start of class. (if you miss this time the next time will be at the end of Unit 2) If you did not have your grade sheet, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together. If you lost your grade sheet then you may print a new one from the website.
ASL CLUB 2nd & 4th Monday after school 5 community connection points each time you attend +1 point for each non-ASL student you bring with you (max 5) Next week Deaf visitor Dean Roberts!
REVIEW
Classroom Exercise F 2. Giving requests. Ask a partner to do three specific tasks using vocabulary you’ve learned so far. Some ideas are provided for you. When done, switch roles and repeat the exercise. Write your name on the board, then erase it Open or close the door Stand up or sit down Open, read, close the book Turn off and on the lights Slight modification to book directions. MASL p 49
Clean up Thank you! Please clean up around your seat. The floor and back tables are not a trash can or a place to leave your binders. Thank you!
Be Awesome!
Getting Ready 3rd per. Place MASL books under your seat.
Unit 2 -Day 2 Day 2 - L.3 (we will do L.2 later) “Classroom Communications” More work with questions, simple commands (nsn)
That shows that you did not follow these directions! FIRST WORK Voice Off Please Backpacks completely under tables. (trip hazard) MASL book tuck under seat. ½ sheet of scratch paper and pen/pencil for now. White board THANK YOU FOR TOSSING OUT YOUR GUM If I see you later scrambling to get a book, your ASL binder, paper and pencil…….. That shows that you did not follow these directions!
Learning to read fingerspelling can be fun! First Work quiet time 1.Write this on you scratch paper. Learning to read fingerspelling can be fun! 2.Next I want to see you fingerspelling this phrase several times until it is smooth on your fingers. NOTE: Practice does not mean one time! It is a continuous action.
Review (answer these questions to yourself) What are the non-manual markers for the ‘question maker’ face? What are the non-manual markers for the ‘WH-word’ face? Why should you use the ‘wh-face’ when signing ‘explain again’? What do you do it you do not understand what your teacher is signing? What is the ASL sign for you’re welcome?
Review What are the non-manual markers for the ‘question maker’ face? What are the non-manual markers for the ‘WH-word’ face? Why should you use the ‘wh-face’ when signing ‘explain again’? What do you do it you do not understand what your teacher is signing? What is the ASL sign for you’re welcome? Eyebrows up Slight head tilt forward Hold last sign and eye-contact Eyebrows down Slight head tilt forward Hold last sign and eye-contact …you really are thinking is“What does that mean?” MEAN WHAT (WH-Face) EXPLAIN AGAIN (WH-Face) sign thank you or nod your head and smile.
Deaf Culture Minute What is the ASL sign for You’re Welcome? You can sign thank you back to the person who thanked you, or nod your head and smile. Nodding is more casual and should be used with friends and family. Seem strange? It’s different than English but not so strange. Many languages say you’re welcome this way. MASL p 43
NMS for Question-Maker face REVIEW a.k.a. Yes/No Questions Eyebrows up Slight head tilt forward Hold last sign and eye-contact .
a.k.a. NMM Non- Manual Markers NMS for WH-Face REVIEW a.k.a. NMM Non- Manual Markers Eyebrows down Slight head tilt forward Hold last sign and eye-contact .
ASL Up Close DVD The WH – Face Knowing how to ask for help is important in any language. In ASL, two key phrases are mean what and explain again. Both phrases use a specific non-manual signal called the WH-Face. You have to use the WH-Face to ask What is your name? Use the WH-Face when you are uncertain, unclear, or asking a question using the signs who, what, where, when, why (see page 64). When you do not understand the teacher, use culturally appropriate techniques to interrupt or gain attention, or raise your hand in class. Make sure you have eye contact before asking for clarification. The examples below show how the WH-Face is used to ask for help. What does it mean? MEAN WHAT (WH-Face) Explain it again. EXPLAIN AGAIN (WH-Face) MASL p 42
Wh-Face Why do you think the Wh-face is used when signing the phrases below even though they do not have a Wh word in them? I DON’T-UNDERSTAND and EXPLAIN AGAIN Because, what you really are thinking is “What does that mean?” And What is a Wh question word.
If you do not understand something, this is what you sign: SIGN AGAIN PLEASE (Wh-Face) SLOW PLEASE (Wh-Face) (repeat sign) MEAN WHAT? (Wh-Face) EXPLAIN AGAIN (Wh-Face) I CONFUSED I (Wh-Face) I NOT-UNDERSTAND (repeat sign) (Wh-Face) These phrases can help you tomorrow at the Silent Signing Social.
Good Morning Good Afternoon Tuesday Oct. 22, 2013
Agenda FW reading Gallaudet font MASL Unit 2 L.3 Simple Commands “Classroom Communications” More work with questions Simple Commands L.T. Describe common classroom actions; give simple commands
Master ASL Unit Two Lesson 3 pp. 46-51
Lesson Three MASL pp 46-51 Outcomes: Talking about activities Can communicate about various activities and actions; Describes common classroom actions; Develops understanding of sign variations. Talking about activities Classroom communication
Vocabulary Activities Home I walk Party To read To sleep To walk to (CL:V) Enjoy Do you mind? Open door Study Tonight Sit down Get up MASL p 47
Vocabulary Activities Home I walk Party To read To sleep To walk to (CL:V) Enjoy Do you mind? Open door Study Tonight Sit down Get up MASL p 47
Vocabulary Review of previous words Like Understand Learn Learning Tired Want What Going (to-go) Tonight Tomorrow Homework You Do you?/Are you? (NMS eyebrows up) I/me Do I?/Am I? (NMS eyebrows up)
White boards
Rewrite these sentences in ASL word order. Are you learning ASL? Do you understand me? Do you mind opening the door? I’m tired. Are you? Do you want to study tomorrow? Are you sitting down? Are you going to the party tonight? What’s for homework? Eyebrows up is the sign for the red words.
How did you do? YOU LEARN ASL YOU? (YOU) UNDERSTAND ME? DO-YOU-MIND OPEN-DOOR? or OPEN-DOOR DO-YOU-MIND? I TIRED. YOU TIRED YOU? NOTE: words connected with a dash – mean there is one ASL sign used for that phrase.
How did you do? TOMORROW, YOU WANT STUDY YOU? YOU SIT-DOWN? TONIGHT, YOU GO-TO PARTY YOU? or YOU GO-TO PARTY TONIGHT HOMEWORK WHAT? NOTE: words connected with a dash – mean there is one ASL sign used for that phrase.
Practice signing these questions to yourself. YOU LEARN ASL YOU? (YOU) UNDERSTAND ME? DO-YOU-MIND OPEN-DOOR? or OPEN-DOOR DO-YOU-MIND? I TIRED. YOU TIRED YOU? TOMORROW, YOU WANT STUDY YOU? YOU SIT-DOWN? TONIGHT, YOU GO-TO PARTY YOU? or YOU GO-TO PARTY TONIGHT HOMEWORK WHAT? How would you sign a complete sentence answer to each one?
Put lid on marker and set it down. Do not ERASE the board yet. Put lid on marker and set it down. (no drawing)
D Classroom Exercise YES I ENJOY READ I Asking questions. Ask a partner the following questions in ASL (word order). Remember to answer questions in a complete sentence, following the example. Do you like to read? YOU LIKE READ YOU? YES I ENJOY READ I Are you learning ASL? Do you understand me? Do you mind opening the door? I’m tired. Are you? Do you want to study tomorrow? Are you sitting down? Are you going to the party tonight? What’s for homework? When done, switch roles and repeat the exercise SLIGHT MODIFICATIONS FROM BOOK Everyone should be participating. MASL p 46
Transition Pick up MASL books from under your seat. Open to page 46. Put erase white boards on center table.
D Classroom Exercise SHE SIT SHE See illustrations on p 46. What are they doing? Open your MASL book to pg 46 Explain in a complete ASL sentence what you see in the illustration. An example is provided. SHE SIT SHE See illustrations on p 46. Everyone should be participating. MASL p 46
E Classroom Exercise Yes or No? Turn to pg 47. Decide who will go first. Ask the questions for ex. E to your partner. Be sure to answer with a complete sentence. SEE ILLUSTRATONS ON P 47 When done, switch roles and repeat the exercise. Everyone should be participating. MASL p 47
Accent Steps Make sure your hair is not in the way! Non-manual signals (NMS) like the head shake and eyebrows must be clear and obvious for the meaning to be understood. Make sure your NMS are visible on your face. Make sure your hair is not in the way! MASL p 48
EYES UP FRONT
Vocabulary In the Classroom To correct, to grade To erase (a board) To erase (on paper) To hand out Paper To spot, to see To study Student Teacher Test, exam To write To be wrong, error Why do you think? … there are two different signs for erase? MASL p 50
Vocabulary In the Classroom To correct, to grade To erase (a board) To erase (on paper) To hand out Paper To spot, to see To study Student Teacher Test, exam To write To be wrong, error Why do you think? … there are two different signs for erase? MASL p 50 94
F Classroom Exercise What are they doing? Based on the illustrations, explain what each person is doing in a complete ASL sentence. An example is provided. SEE ILLUSTRATONS ON P 49 Everyone should be participating. MASL p 49
Accent Steps Have you noticed differences between signs in Master ASL! and those your teacher uses? Maybe a Deaf person has taught you some signs that closely resemble the signs you’ve learned in this book but aren’t the same. As you meet Deaf people you will encounter slight differences between signs, called variations. There are certain signs that vary from region to region, with some differences more well-known than others. In many ways, these signs resemble regional differences in spoken languages: Do you say soda, pop, or cola? The answer depends on where you live and your own preferences. The same variation between signs is seen in ASL. Be sure to use the sign variation preferred by your local Deaf community unless you want to sign with an accent! MASL p50 See Picture bottom of page 50: two variants on the sign “test”
G Classroom Exercise The highs and lows of eyebrows. See picture top of page 51 Work with a partner…. Practice each facial expression, paying attention to the eyebrows and mouth. Let your partner know if he/she is doing a great job! Everyone should be participating. MASL p 51
Review (answer these questions to yourself) What is the ASL sign for you’re welcome? What is meant by sign variation? Why are some of your teacher’s signs different from other signs you have learned before? Why should your hair be out of your face when you are signing?
Presentation Make-ups Absent? Did not dress up for presentation? Make up day will be this Friday at the very start of class. (if you miss this time the next time will be at the end of Unit 2) If you did not have your grade sheet, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together. If you lost your grade sheet then you may print a new one from the website.
REMINDER Silent Sign Social tomorrow with SKHS Community Connection points (20+) REMINDER Silent Sign Social tomorrow with SKHS Port Orchard God Father’s Pizza Details posted on ASL website Filter by Community Connections for Invite slide from SKHS Or see Events to see posted on calendar. 1 hr min of silent signing participation required. 20 pts attending and participating. 10 pts each deaf person you converse with. (signature or token required)
Be Awesome!
Good Morning Good Afternoon Wednesday Oct. 23, 2013
Master ASL Unit Two Lesson 4 p 48
Agenda Culture Lesson Cultural Reading MASL Unit 2 Cultural Assignment L.4 Deaf Culture Note Cultural Assignment “Labels and Identity” L.T. Common labels given to Deaf, the difference between Deaf and deaf.
Lesson Four MASL pp 48 Outcomes: Deaf Culture Note Labels and Identity Gains awareness of common labels affixed to the Deaf by hearing individuals throughout history; Understands that the capitalized form of Deaf is preferred by the Deaf community; Explores the concepts of community and culture. Deaf Culture Note Labels and Identity
NOTE Deaf Culture Labels and Identity Minority groups are often labeled by the larger, surrounding community who are uninterested in how the group identifies itself. This is especially true with individuals considered disabled or handicapped. The Deaf community has been labeled “deaf and dumb” and “deaf-mute” in addition to handicapped, disabled, or abnormal. Over the years the Deaf community has worked to educate hearing people about the negative connotations of many labels, preferring that a positive view of deafness and Deaf culture be respected. MASL p 48 Lesson 4
Comprehension Questions Who often label minority groups? What are some of the labels the Deaf community has received? (5 labels) How has the Deaf community responded. YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.
NOTE Deaf Culture You may have seen the term hearing impaired on TV or other media referring to deafness. Many people prefer to sign Deaf instead of hearing-impaired due to the negative connotations of “impaired” and “broken.” For example; how would you like to be called “Deaf impaired?” Strangely hearing people consider this term more polite than saying “Deaf.” Deaf people are proud to be Deaf, and prefer to be called Deaf! MASL p 48 Lesson 4
Comprehension Questions - 2 What is one more label often used by the media to refer to deafness? Why do many who cannot hear prefer “Deaf” to other labels? Many hearing people consider the term __________ to be more _______ than Deaf. Deaf people are _______ to be Deaf. YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.
NOTE Deaf Culture Hard of Hearing refers to those individuals who have some degree of deafness and can use a spoken language, though hearing and speech skills vary from person to person. Many hard of hearing people consider themselves to be culturally Deaf, meaning that they fully participate in the Deaf community. MASL p 48 Lesson 4
Comprehension Questions - 3 To whom does the term Hard-of Hearing refer? How is it that many Hard-of-Hearing people consider themselves to be “Culturally Deaf”? YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.
NOTE Deaf Culture Deaf people form a cultural and linguistic minority whose language and experiences are unique. When a group of people who share a language and come together to offer mutual support in pursuit of common goals and interest, a community is formed. Over time, a culture develops from this community. MASL p 48 Lesson 4
Comprehension Questions - 4 Deaf people form a ________ and ______ minority. How is a community formed? Over time a _______ develops from this community. YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.
NOTE Deaf Culture Deaf Culture is the shared experience of Deaf people that has its own values, social norms (ways of doing things), a unique history, and a rich tradition of storytelling and poetry passed from generations to generation. The common bond in Deaf culture is the experience of being Deaf and the use of American Sign Language. MASL p48 Lesson 4
Comprehension Questions - 5 Deaf Culture has its own ______, ____________ (ways of doing things), a unique _______, and a rich _________ of storytelling and poetry passed from generations to generation. What two things are a common bond for Deaf Culture? YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.
Deaf Culture Look up at teacher to see sign PICTURE ON P 48 NOTE Deaf Culture Look up at teacher to see sign PICTURE ON P 48 The sign on the left is an older sign for Deaf, still seen occasionally by older signers or in formal situations. Analyze the sign closely. Do you understand why it means Deaf? MASL p 48 Lesson 4
Comprehension Questions - 5 Why does this sign mean deaf? If viewing from home…go to this site and look up the sign Deaf-2. http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.
Incomplete or substandard work will not be accepted. Culture Assignment DUE NEXT TUESDAY START OF CLASS Title “Labels & Identity” Name date and period on upper right corner of your paper. Questions and answers must be typed. Questions must be separate from answers. Questions 1-15 from the previous slides. Each student is expected to his/her own work. This is an individual assignment. Incomplete or substandard work will not be accepted. Estimated time = 25 min
Name Date Per. “TITLE” 1 Question Answer 2 Question
Clean up Thank you! Please clean up around your seat The floor and back tables are not a trash can or a place to leave your binders. 3rd & 4th per: Please set the MASL books under your chair. 5th per: Please return the MASL books to the cart. Thank you!
Be Awesome!
Unit 2 -Day 3 Day 3 – L.4 Deaf Culture Note Labels and Identities
Unit 2 -Day 4 Day 4 – NSN vocab 2.6 lesson/vocab, LAB 2.2 #11-20, Time ran out LAB 2.5 up letters,
FIRST WORK Voice Off Please Backpacks completely under tables. (trip hazard) Pencil and white board for later. Be ready to read the next slide. THANK YOU FOR TOSSING OUT YOUR GUM At this point in the year, no one should need a reminder to spit out gum!
NOTE Deaf Culture Deaf people form a cultural and linguistic minority whose language and experiences are unique. When a group of people who share a language and come together to offer mutual support in pursuit of common goals and interest, a community is formed. Over time, a culture develops from this community. Deaf Culture is the shared experience of Deaf people that has its own values, social norms (ways of doing things), a unique history, and a rich tradition of storytelling and poetry passed from generations to generation. The common bond in Deaf culture is the experience of being Deaf and the use of American Sign Language. MASL p 48 Lesson 4 127
Deaf Culture Look up at teacher to see sign (PICTURE ON P 48) NOTE Deaf Culture Look up at teacher to see sign (PICTURE ON P 48) The sign on the left is an older sign for Deaf, still seen occasionally by older signers or in formal situations. Analyze the sign closely. Do you understand why it means Deaf? MASL p 48 Lesson 4 128
Incomplete or substandard work will not be accepted. Culture Assignment DUE NEXT TUESDAY START OF CLASS Title “Labels & Identity” Name date and period on upper right corner of your paper. Questions and answers must be typed. Questions must be separate from answers. Questions 1-15 from the previous slides. Each student is expected to his/her own work. This is an individual assignment. Incomplete or substandard work will not be accepted. Estimated time = 25 min
Good Morning Good Afternoon Thursday Oct. 24, 2013
Agenda Read over last slides from Wed lesson Review from Tuesday Numbers 21-29 quick practice Leisure Activities (NSN 2.6) LAB 2.2 Numbers 16-19 L.T. signs for leisure activities; sign variations exposure to Topic-Comment structure; 131
Presentation Make-ups Absent? Did not dress up for presentation? Make up day will be this Friday at the very start of class. (if you miss this time the next time will be at the end of Unit 2) If you did not have your grade sheet, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together. If you lost your grade sheet then you may print a new one from the website.
Review (answer these questions to yourself) What is the ASL sign for you’re welcome? What is meant by sign variation? Why are some of your teacher’s signs different from other signs you have learned before? Why should your hair be out of your face when you are signing?
Review What is the ASL sign for you’re welcome? What is meant by sign variation? Why are some of your teacher’s signs different from other signs you have learned before? Why should your hair be out of your face when you are signing? Sign thank you or nod your head and smile. Sometimes there are slight differences between signs. There are certain signs that vary from region to region, and your teacher is from a different region. So your NMS are visible on your face.
Deaf Culture Minute What is the ASL sign for You’re Welcome? You can sign thank you back to the person who thanked you, or nod your head and smile. Nodding is more casual and should be used with friends and family. Seem strange? It’s different than English but not so strange. Many languages say you’re welcome this way. MASL p 43 135
Accent Steps Have you noticed differences between signs in Master ASL! and those your teacher uses? Maybe a Deaf person has taught you some signs that closely resemble the signs you’ve learned in this book but aren’t the same. As you meet Deaf people you will encounter slight differences between signs, called variations. There are certain signs that vary from region to region, with some differences more well-known than others. In many ways, these signs resemble regional differences in spoken languages: Do you say soda, pop, or cola? The answer depends on where you live and your own preferences. The same variation between signs is seen in ASL. Be sure to use the sign variation preferred by your local Deaf community unless you want to sign with an accent! MASL p50 See Picture bottom of page 50: two variants on the sign “test” 136
Accent Steps Make sure your hair is not in the way! Non-manual signals (NMS) like the head shake and eyebrows must be clear and obvious for the meaning to be understood. Make sure your NMS are visible on your face. Make sure your hair is not in the way! MASL p 48 137
NUMBERS 21-29 QUIET TIME Let’s practice 21 23 24 25 26 27 Special rule For the numbers 21-29 (except 22) We use the French “2” This is made with the “L” handshape. The only exception is the number 22. For that number we use the American “V” handshape 22 “V” handshape Let’s practice 21 23 24 25 26 27 28 29
Leisure Activities 2:6
Objective: Pictorally teach vocabulary needed for NSN LAB 2:6 Begin modeling Topic-Comment sentence structure.
NSN 2:6 Who Enjoys What? Vocab to teach Cooking Dancing Taking pictures Exercising Watching TV Painting Riding bike Running Walking Bowling Playing with dog Phone chatting Sewing Note: if absent, you will need to come in and make this up in the lab. P 69
Leisure Activities Workout Biking Running Walking Dancing Bowling Play with dog Pg. 98 Cooking Chatting on phone Sewing Knitting Watching TV Taking photos Picture + photo Painting Picture + paint Pg 99
Fun Q: You fun, enjoy, what-do? (you) topic wh question Q: You fun, enjoy, what-do? (you) What do you think the English translation of this sentence would be? Note: to show a topic: you raise your eyebrows, direct eye-contact, slight pause before continuing A: I fun, enjoy (pause), dancing (nod) eyebrows up eyebrows relaxed
Fun Q: You fun, enjoy, what-do? (you) topic wh question Q: You fun, enjoy, what-do? (you) What do you think the English translation of this sentence would be? Note: to show a topic: you raise your eyebrows, direct eye-contact, slight pause before continuing A: I fun, enjoy (pause), dancing (nod) eyebrows up eyebrows relaxed
Let’s practice Partners: take turns Workout Biking topic wh question Choose your answers from the list in the yellow box. topic wh question Q: You fun, enjoy, what-do? (you) A: I fun, enjoy (pause), dancing (nod) Keep practicing until every word has been used. Workout Biking Running Walking Dancing Bowling Play with dog
Let’s practice NEW Partners: take turns Cooking Chatting on phone Choose your answers from the list in the yellow box. topic wh question Q: You fun, enjoy, what-do? (you) A: I fun, enjoy (pause), dancing (nod) Keep practicing until every word has been used. Cooking Chatting on phone Sewing Knitting Watching tv Taking photos Picture + photo Painting Picture + paint
Cardinal Numbers 16-19 2:2
NSN 2:2 Cardinal Numbers 16-19 DVD & worksheet Cardinal Numbers 16-19 As you watch Iva demonstrate the numbers, keep in mind the following: Begin with the A handshape, palm facing you Twist your hand so the palm faces out to make the second number 6, 7, 8, or 9. (Remember the thumb does not overlap the finger used to make the second number) Sign the Numbers Now you count from 16 – 19. Try to sign the number before Joey, then check to see if you’ve signed it correctly! Note: if absent, you will need to come in and make this up in the lab. P 58
NSN 2:2 Cardinal Numbers 16-19 Variations 1 and 2 Signs may vary in different parts of the united States and Canada. On video, Joey demonstrates examples of two variations used for the numbers 16-19 Note: if absent, you will need to come in and make this up in the lab. P 58
NSN 2:2 Cardinal Numbers 16-19 Circle the Number 16 17 18 19 6 16 9 19 Note: if absent, you will need to come in and make this up in the lab.
NSN 2:2 Cardinal Numbers 16-19 Circle the Number cont. 7 17 8 18 Note: if absent, you will need to come in and make this up in the lab. P 58
NSN 2:2 Cardinal Numbers 16-19 Write the Number 1.____ 2.____ 3.____ 4.____ 5.____ 6.____ 7.____ 8.____ 9.____ 10.____ 11.____ 12.____ 13.____ 14.____ 15.____ 16.____ 17.____ 18.____ Note: if absent, you will need to come in and make this up in the lab. P 58
NSN 2:2 Cardinal Numbers 16 - 19 How did you do? Project answers w/ ELMO Place paper in binder -Video Labs Note: if absent, you will need to come in and make this up in the lab.
Clean up Thank you! Please clean up around your seat The floor and back tables are not a trash can or a place to leave your binders. Thank you!
Presentation Make-ups Absent? Did not dress up for presentation? Make up day will be this Friday at the very start of class. (if you miss this time the next time will be at the end of Unit 2) If you did not have your grade sheet, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together. If you lost your grade sheet then you may print a new one from the website.
Be Awesome!
Unit 2 -Day 5 Day 5 –make up day for presentation LAB 2.1 y/n Q conv, LAB 2.3 tic tac toe
Check for new seat number. FIRST WORK Voice Off Please Backpacks completely under tables. (trip hazard) Check for new seat number. Pencil, ½ sheet paper and white board for first activity. THANK YOU FOR TOSSING OUT YOUR GUM At this point in the year, no one should need a reminder to spit out gum! Check for new seat number.
Copy down these numbers. 1 6 9 2 5 8 3 7 4 9 3 6 2 4 1 7 5 8
Good Morning Good Afternoon Friday Oct. 25, 2013
ASL CLUB Dean Roberts! 2nd & 4th Monday after school 10 Community Connection points each time you attend +1 point for each non-ASL student you bring with you (max 5) Next Monday Deaf visitor: Dean Roberts! 165
Presentation Make-ups For those who are making up a presentation, Please have your grade sheet ready. Reminder: If you did not have your grade sheet last week, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together. If you lost your grade sheet then you may print a new one from the website.
NUMBERS 21-29 REVIEW Let’s practice 21 23 24 25 26 27 22 “V” handshape Special rule For the numbers 21-29 (except 22) We use the French “2” This is made with the “L” handshape. The only exception is the number 22. For that number we use the American “V” handshape 22 “V” handshape Let’s practice 21 23 24 25 26 27 28 29
REVIEW
REVIEW
REVIEW
F Classroom Exercise 2. Giving requests. Ask a partner to do three specific tasks using vocabulary you’ve learned so far. Partner – get up and actually do what is requested. Some ideas are provided for you. When done, switch roles and repeat the exercise. Write your name on the board, then erase it Open or close the door Stand up or sit down Open, read, close the book Turn off and on the lights Slight modification to book directions. MASL p 49 173
Sign Tip: Active Listening 2:1
NSN 2:1 Sign Tip Fluent ASL communication flows smoothly, and active listening – also called feedback – is expected. Respond to the signer with gentle nods, brief signs, and facial expressions that show your understanding and interest in what is being said. P 50
NSN 2:1 Sign Tip The listener has an active role in the rhythm of the conversation. In the absence of feedback, signers may assume you do not understand and may repeat information. Make your active listening visual by acknowledging information as you process it. P 50
Oh-I-See NSN 2:1 Sign Tip Acknowledge Information One way to make your listening active is to use this sign with nodding: Oh-I-See There are 2 common facial expressions used with this sign. Another common sign is wow. Slight modification Note: if absent, you will need to come in and make this up in the lab. P 51
Oh-I-See NSN 2:1 Sign Tip Acknowledge Information One way to make your listening active is to use this sign with nodding: Oh-I-See Examples of this sign are found in Conversation 1 & 2 when Cinnie and Ben acknowledge the information that Tyrone gives. Note: if absent, you will need to come in and make this up in the lab. P 51
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. http://lifeprint.com/asl101/pages-signs/o/oh-i-see.htm
WOW WOW is a common sign used in conversations. Its use is very similar to our expression “Cool!” or “Neat!” or “Awesome!” http://lifeprint.com/asl101/pages-signs/w/wow.htm
NSN 2:1 Sign Tip Do not confuse active listening with responding affirmatively to a question. YES -this sign is used to answer a question affirmatively CORRECT -this sign is used to confirm something or to state something is correct. Note: YES and CORRECT signs are not used as active listening. P 51
CORRECT (right) CORRECT (right) is used to confirm information. http://lifeprint.com/asl101/pages-signs/r/right.htm
YES YES is used to answer a Yes/No question. http://lifeprint.com/asl101/pages-signs/y/yes.htm
Wave-no (uh-uh) WAVE-NO is used to show that there is wrong information. It is often followed with the correct information. http://lifeprint.com/asl101/pages-signs/n/nowaveno.htm
NO NO is only used to answer a Yes/No question. Note: The sign NONE is used if you are saying I have no homework. http://lifeprint.com/asl101/pages-signs/n/no.htm
Up Letters Up Letters Names 2:5
NSN 2:5 Up Letters, Up Letter Names Here you practice letters with “up” handshapes, which include the following – B C D F K L R U V W X. All of these letters, except “C” and “X” have fingers fully extended upward. The letters “C” and “X” have bent fingers. View. Cinnie demonstrates the dos and don’ts of forming “up” letters. Note: if absent, you will need to come in and make this up in the lab. P 65
NSN 2:5 Up Letters View. Cinnie demonstrates the dos and don’ts of forming “up” letters. The letter “B” fingers extend upward and are closed thumb crosses loosely in front of the palm The letter “C” thumb and palm face forward, not sideways The letter “D” middle finger and thumb make flat “O” shape index finger extends upward ring and pinkie fingers softly curl downward toward the palm Note: if absent, you will need to come in and make this up in the lab. P 65
NSN 2:5 Up Letters The letter “F” index finger and thumb make a flat “O” shape thumb and index finger do not overlap rest of the fingers extend upward and are spread out slightly The letter “K” thumb contacts middle finer at the knuckle middle finger extends forward and slightly upward index finger extends straight upward. The letter “L” thumb extends to the side and index finger extends upward the rest of the fingers sit in a relaxed manner over the heel of the palm Note: if absent, you will need to come in and make this up in the lab. P 66
NSN 2:5 Up Letters The letter “R” middle finer crosses over the index finger The letter “U” index and middle finger extend upward and are closed thumb overlaps the ring finger The letter “V” index and middle finger extend upward and are spread apart NOTE: The letter that precedes or follows the letter ‘R” will determine exactly how the thumb is positioned, i.e. the thumb is touching or not touching the ring finger. Note: if absent, you will need to come in and make this up in the lab. P 66
NSN 2:5 Up Letters The letter “W” three main fingers extend upward and are spread apart pinkie finger and thumb do not overlap The letter “X” (at the beginning of a name or word) index finger is bent thumb is tucked in, resting on the middle finger palm faces out The letter “X” (in the middle or end of a name or word) palm faces to the side hand tilts forward Note: if absent, you will need to come in and make this up in the lab. P 67
NSN 2:5 Up Letters Sign the Letters Copy Melinda as she demonstrates how to form these letter combinations. NSN 2:5 Up Letters al ax ba be br bu ca ck da de di dr el ed er fr ka ke kr ku la le li lo lu ol ra ro ri rt sa sl su va wa Note: if absent, you will need to come in and make this up in the lab. P 67
NSN 2:5 Up Letters Challenge Yourself Get a blank sheet of paper and view “Sign the Letters” again. Write the combinations down and compare with the list above. (previous slide) Practice spelling these letter combination on your own. Take care to articulate the letters clearly and precisely. Do not “bounce” or “stamp” each letter. Note: if absent, you will need to come in and make this up in the lab. P 67
NSN 2:5 Up Letters Names Carl Earl Dawn Dean Dana Dan Cara Cole Circle the Name Tyrone fingerspells one name from each question below. Circle the name spelled. Carl Earl Dawn Dean Dana Dan Cara Cole Kurt Burt Fran Fred Dale Kali Ted Ned Rima Rita Bea Bert Ben Ken Mike Mel Lilli Lon Ed Di Van Val Max Alex Note: if absent, you will need to come in and make this up in the lab. P 68
NSN 2:5 Up Letters Names ____ Olin ____ Eli ____ Carol ____ Carl Number the Names For each question, order the names that Tyrone fingerspells 1,2,or 3. ____ Olin ____ Eli ____ Carol ____ Carl ____ Edna ____ Rick ____ Cara ____ Kris ____ Karl ____ Cole ____ Burt ____ Rima Note: if absent, you will need to come in and make this up in the lab. P 68
Review (answer these questions to yourself) What is meant by active listening? Active listening shows that you ________ and are _________ in what is being said. If you stare with a blank face the deaf signer may think you ___________ and may _________ the information. Two active listening signs are _____ and ______. The signs _____ and ____ are used to answer a Yes/No question. The signs _______ and ________ are used to confirm or negate information.
Enjoy your weekend!
Unit 2 -Day 6 L.7a Calendar & activities; when signs, LANGUAGES, LAB 2.1 making connections
Fingerspell the names of your classmates. Everyone should be signing! FIRST WORK Voice Off Please Backpacks completely under tables. (trip hazard) MASL book tuck under seat. White board and pen/pencil for later. Reminder: Culture Assignment due tomorrow. THANK YOU FOR TOSSING OUT YOUR GUM Look around the room, Fingerspell the names of your classmates. Everyone should be signing! At this point in the year, no one should need a reminder to spit out gum!
Good Morning Good Afternoon Monday Oct. 28, 2013
Review (answer these questions to yourself) What is meant by active listening? Active listening shows that you ___________ and are _________ in what is being said. If you stare with a blank face the deaf signer may think you ___________ and may _________ the information. Two active listening signs are _______ and ______. The signs _____ and ____ are used to answer a Yes/No question. The signs _______ and ________ are used to confirm or negate information.
Review What is meant by active listening? Active listening shows that you ___________ and are _________ in what is being said. If you stare with a blank face the deaf signer may think you ___________ and may _________ the information. Two active listening signs are _______ and ______. The signs _____ and ____ are used to answer a Yes/No question. The signs _______ and ________ are used to confirm or negate information. Responding to the signer with gentle nods, brief signs, and facial expressions… UNDERSTANDING INTERESTED DO NOT UNDERSTAND REPEAT OH-I-SEE WOW YES NO CORRECT WAVE-NO
NSN 2:1 Sign Tip Fluent ASL communication flows smoothly, and active listening – also called feedback – is expected. Respond to the signer with gentle nods, brief signs, and facial expressions that show your understanding and interest in what is being said. The listener has an active role in the rhythm of the conversation. In the absence of feedback, signers may assume you do not understand and may repeat information. Make your active listening visual by acknowledging information as you process it. P 50
NSN 2:1 Sign Tip Acknowledge Information One way to make your listening active is to use this sign with nodding: Oh-I-See There are 2 common facial expressions used with this sign. Another common sign is WOW. Do not confuse active listening with responding affirmatively to a question. YES -this sign is used to answer a question affirmatively CORRECT -this sign is used to confirm something or to state something is correct. Slight modification Note: if absent, you will need to come in and make this up in the lab. P 51
If you do not understand something, this is what you sign: SIGN AGAIN PLEASE (Wh-Face) SLOW PLEASE (Wh-Face) (repeat sign) MEAN WHAT? (Wh-Face) EXPLAIN AGAIN (Wh-Face) I CONFUSED I (Wh-Face) I NOT-UNDERSTAND (repeat sign) (Wh-Face) These phrases can help you today at ASL club.
NUMBERS 21-29 REVIEW Let’s practice 21 23 24 25 26 27 22 “V” handshape Special rule For the numbers 21-29 (except 22) We use the French “2” This is made with the “L” handshape. The only exception is the number 22. For that number we use the American “V” handshape 22 “V” handshape Let’s practice 21 23 24 25 26 27 28 29
Numbers 16-19 Variations Formal 16 17 18 19 Variant 16 17 18 19 (10 + 2nd number) 16 17 18 19 Variant (double flick the second number) 16 17 18 19 Formal signs are used for formal situations such as: on stage signing, presentations, evaluations or any situation where the goal is to impress your audience. Variants are acceptable for conversations with friends.
NUMBERS 21-29 Variations The numbers 21, 23, and 25 have a very common variation. The traditional way is considered to be very formal. The variation is frequently used in conversations. 21 23 25 (2 ways) Formal signs are used for formal situations such as: on stage signing, presentations, evaluations or any situation where the goal is to impress your audience. Variants are acceptable for conversations with friends.
ASL CLUB – Today! 2nd & 4th Monday after school 10 Community Connection points each time you attend +1 point for each non-ASL student you bring with you (max 5) Deaf visitor: Dean Roberts! 209
Agenda FW fingerspell classmates names practice Numbers review (20’s) variations MASL Unit 2 – Lesson 7 begin Days of the Week & Activities NSN 2:1 Yes/No questions -Grammar review LAB Affirmative and negative responses LAB Making connections L.T. Calendar signs – days of the week; Time sign go first in an ASL sentence; recognizing slight changes in sign parameters (same/diff). 210
Master ASL Unit 2 Lesson 7 pp 57-63 211
Lesson Seven MASL pp 57-63 Outcomes: Communicates about the days of the week and simple activities done on those days; Can use DO-DO to make inquiries; Demonstrates understanding of the sentence structure necessary when communicating about the days of the week; Comprehends the information in My Routine narrative Days of the week Eyes on ASL 5 When signs My routine narrative 212
October 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Vocabulary Days of the Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday Sign Variation Alert: In Washington state, Sign the days of the week with your PALM IN. MASL p 57 214
Asleep, Test, Sick, Absent, Go to school, Go to party, Sleepy, Have homework, Study, Test Go to class, Go to movie, Sleep
Vocabulary Review Words Asleep Test Sick Absent Go to school Go to party Sleepy Have homework Study Test Met Practiced ASL Go to class Go to movie Sleep 216
Vocabulary Review Words Asleep Test Sick Absent Go to school Go to party Sleepy Have homework Study Test Met Practiced ASL Go to class Go to movie Sleep 217
Grammar Rule Eyes on ASL #5 GRAMMAR NOTE: In proper ASL sentence structure, signs that show when something happened, such as the day of the week, come first in a sentence. Grammar Rule 218
Pick up MASL books from under your seat. Open to pg 58
K Classroom Exercise Grammar Rule Marc & Kelly’s week. Signs that show when something happened, such as the day of the week, come first in a sentence. Partners, books, Marc & Kelly’s week. Based on the illustrations below, explain what Marc and Kelly did each day in complete sentences. An example is provided. (See pic p. 58) Ex. Saturday, he asleep he. BE SURE TO FOLLOW THE TIME FIRST Grammar Rule FYI Don’t sign or fingerspell the English word “on” in ASL sentences involving dates. MASL p 58 220
Finished? Look at the sign variations for the days of the week on pg 57. Sign Variation Alert: In Washington state, Sign the days of the week with your PALM IN. Sign Variation Alert: On the east coast, Sign the days of the week with your PALM OUT.
Transition Please close books tuck back under seat for next class. Next you will need a pencil and whiteboard. I will pass out a lab sheet for you in a minute.
Me name mary me Languages My name is Mary. Je m’appel Marie. NSN Unit 1 Languages My name is Mary. Je m’appel Marie. Me llamo Maria. Ich heisse Marie. Me name mary me English Spanish French German ASL/sign 223
Conversations 1 & 2 Yes/No Questions 2:1
Review Key Grammar
NSN 2:1 YES-NO QUESTIONS Key Grammar A yes-no question requires a “yes” or “no” answer. Examples of yes-no questions are “Do you have any children?,” “Do you like coffee?,” or “Are you a student?” To ask a yes-no question in ASL, use these non-manual markers; Raise brows throughout the question Lean head forward with the last sign Hold the last sign until your listener starts to answer. Cinnie demonstrates “ask if hearing” from Conversation 1. Note: if absent, you will need to come in and make this up in the lab. P 49
NSN 2:1 YES-NO QUESTIONS Responses to Yes-No Questions It is important that you nod when affirming information and shake you head when negating information. Additionally, after a negative response, you should give the correct information. To answer without non-manual markers is like speaking in a monotone voice – boring! Note: if absent, you will need to come in and make this up in the lab. P 49
Observe Key Grammar Next we will observe (no writing yet) Yes/No question NMS (question maker face) Giving affirmative responses Giving negative responses
NSN 2:1 Conversations 1&2 Conversation 1 DVD Conversation 1 Cinnie (A) and Tyrone (B) demonstrate this dialogue where they discuss personal information other than their names. Here they ask yes-no questions and give affirmative responses. Signer A: Ask if student Signer B: Affirm A: Ask if hearing B: Affirm A: Ask if learning ASL A: Ask if leaning at (name of school) A: Respond Note: if absent, you will need to come in and make this up in the lab. P 48
NSN 2:1 Conversations 1&2 Conversation 2 DVD Conversation 2 Palm Ben (a) and Tyrone (B) demonstrate this dialogue where negative responses are given to yes-no questions. Signer A: Ask if deaf Signer B: Negate, correct information A: Ask if teacher B: Negate, correct information A: Ask if learning (name another language) A: Ask if learning at (name another college) A: Respond Note: if absent, you will need to come in and make this up in the lab. P 48
NSN 2:1 YES-NO QUESTIONS See Tyrone and Ben demonstrate affirmative and negative responses to Cinnie’s question above. Affirm. Observe how Tyrone: Begins nodding just before responding Continues nodding until the end of the sentence. Negate and Correct. Observe how Ben Begins shaking his head just before responding Nods when fiving the correct information Note: if absent, you will need to come in and make this up in the lab. P 50
Insight: Making Connections 2:1
NSN 2:1 Insight: Making Connections Minidialogues Watch the two video minidialogues and answer the questions below. Observe the signers respond by either affirming, or negating and correcting information. Minidialogue 1 (1:45) Do Norman and Priscilla attend the same college? What language(s) are they learning? Who are their teacher(s)? Note: if absent, you will need to come in and make this up in the lab. P 53
NSN 2:1 Insight: Making Connections Minidialogues cont. Minidialogue 2 . Who are Stefanie and Iva talking about? What do the people they are discussing have in common? In what ways are they different? Note: if absent, you will need to come in and make this up in the lab. P 53
Me name mary me Languages My name is Mary. Je m’appel Marie. NSN Unit 1 Languages My name is Mary. Je m’appel Marie. Me llamo Maria. Ich heisse Marie. Me name mary me English Spanish French German ASL/sign 235
Review (answer these questions to yourself) Which 3 numbers in the 20’s have a common variation? Where in an ASL sentence does the ‘time’ sign go? Which variation of the days of the week is used in Washington state? The signs _____ and ____ are used to answer a Yes/No question. The signs _______ and ________ are used to confirm or negate information.
Clean up 3rd and 4th per. Please leave MASL books tucked under your chair. 5th per: Please put the books back on the cart. Please check around your seat for trash. Thank you!
Be Awesome!
Unit 2 -Day 7 Day 7 – L.7 cont. complete sentence, time first, nsn1.11b picture it
FIRST WORK Voice Off Please Backpacks completely under tables. (trip hazard) ASL binder tucked under seat. Sheet of scratch paper and pen/pencil for next activity. Turn in Culture Assignment. THANK YOU FOR TOSSING OUT YOUR GUM Warm-up fingers by fingerspelling the names of people in your family. Everyone should be signing! At this point in the year, no one should need a reminder to spit out gum!
Write this down on your scratch paper. Signs that tell ‘when’ go at the start of a sentence.
Good Morning Good Afternoon Tuesday Oct. 29, 2013
Agenda FW reading Gallaudet font Review from yesterday MASL Unit 2 L.7 cont. NSN 1:11 “Picture It” L.T. Practice answering with time sign first in sentence; develop visual discrimination for slight variances with shapes and signs including NMS’s. 243
Review (answer these questions to yourself) Which 3 numbers in the 20’s have a common variation? Where in an ASL sentence does the ‘time’ sign go? Which variation of the days of the week is used in Washington state? The signs _____ and ____ are used to answer a Yes/No question. The signs _______ and ________ are used to confirm or negate information.
Review (answer these questions to yourself) Which 3 numbers in the 20’s have a common variation? Where in an ASL sentence does the ‘time’ sign go? Which variation of the days of the week is used in Washington state? The signs _____ and ____ are used to answer a Yes/No question. The signs _______ and ________ are used to confirm or negate information. 21 23 25 (2 ways) come first in a sentence In Washington state, Sign the days of the week with your PALM IN. YES NO CORRECT WAVE-NO
Vocabulary Days of the Week Review Monday Tuesday Wednesday Thursday Friday Saturday Sunday Sign Variation Alert: In Washington state, Sign the days of the week with your PALM IN. MASL p 57 246
Quick Vocab Review Monday Tuesday Wednesday Thursday Friday Saturday Sunday Morning Afternoon Evening/Night Tomorrow Later Today Yesterday Everyday (tmw,tmw,tmw)
Accent Steps Do-do? is a sign that has many meanings. (also called What-do?) Use the WH-Face each time you sign do-do to ask: What are you doing? What did you do? What do you do? MASL p 48 248
Take it easy (kick back), go to movies, hangout, shat, study, homework, 249
Sports, work, 250
Church, temple, M-O-S-Q-U-E 251
Vocabulary Activities Do-do? (What-Do?) To chat To hang out To play sports To enjoy, have fun To kick back, take it easy To work Church Mosque Temple Accent Steps Do-do? is a sign that has many meanings. Use the WH-Face each time you sign do-do to ask: What are you doing? What did you do? What do you do? P 59 252
Vocabulary Activities Do-do? (What-Do?) To chat To hang out To play sports To enjoy, have fun To kick back, take it easy To work Church Mosque Temple Accent Steps Do-do? is a sign that has many meanings. Use the WH-Face each time you sign do-do to ask: What are you doing? What did you do? What do you do? P 59 253
Accent Steps Do-do? is a sign that has many meanings. (also called What-do?) Use the WH-Face each time you sign do-do to ask: What are you doing? What did you do? What do you do? MASL p 48 254
L Classroom Exercise What does Kris do? Complete the following sentences in ASL word order. Choose a day of the week or an activity (as needed) to finish the sentence. Kris does homework on…Thursday EX: THURSDAY, K-R-I-S SHE HOMEWORK SHE She works on… Every day, Kris… Kris hangs out with… On Friday, she… Kris chats on… On Sunday, Kris… She doesn’t work on… Kris goes to school… TIME sign first in the sentence. Remember to place your MASL p 60 255
L Classroom Exercise What does Kris do? Complete the following sentences in ASL word order. Choose a day of the week or an activity (as needed) to finish the sentence. Kris does homework on…Thursday EX: THURSDAY, K-R-I-S SHE HOMEWORK SHE She works on… Every day, Kris… Kris hangs out with… On Friday, she… Kris chats on… On Sunday, Kris… She doesn’t work on… Kris goes to school… TIME sign first in the sentence. Remember to place your MASL p 60 256
K Classroom Exercise Activities. A FRIDAY YOU WHAT-DO YOU? Monday Partners, decide who will ask the odd (red) and who will ask the even (blue). Activities. Do-do? Use new vocabulary to ask your partner what he or she does on a particular day. Follow the example as shown. A FRIDAY YOU WHAT-DO YOU? (What do you do on Friday?) B FRIDAY NIGHT I GO PARTY I. (On Friday night I’m going to a party.) Monday Tuesday Wednesday Thursday Friday Saturday Sunday Morning Afternoon Evening Tomorrow Later Today Yesterday Remember to use when signs in their proper position: At the front of the line! MASL p 58 257
Did You Know? ? Deaf people use visual signals for doorbells, the telephone, fire, or smoke alarms. There are even visual signals activated by crying babies! The Deaf community has adapted many listening devices to serve visual purposes, and manufacturers now include visual options in a range of products. If you have a silent vibrate option on your cell phone or pager, thank the Deaf community who advocated for the alert! Nowadays, visual alerts for public smoke and fire alarms are required by federal law. Can you find any examples of visual signal devices in your school, office, or home? p 60 258
Transition Something to write with, Complete heading on upper right corner of handout.
Picture It 1:11
Hand paper back to students, Put complete heading in the upper rt. corner with today’s date Oct. 29, 2013 on the “Picture It” side of paper.
NSN 1:11 Picture It Do as instructed by Joey, Cinnie, or Tyrone. 1. 2. 3. 4. 5. 6. Note: if absent, you will need to come in and make this up in the lab.
Review (answer these questions to yourself) How do Deaf people know if the doorbell is ringing or if the fire alarm is going off? Where in ASL sentence structure do ‘time’ signs go? (a.k.a. ‘when’ signs) What is the sign ‘Do-Do’ also called? What NMS goes with the sign ‘Do-Do’?
Review (answer these questions to yourself) Where in an ASL sentence does the ‘time’ sign go? Which variation of the days of the week is used in Washington state? If you do not understand your teacher or how do you ask in sign language. If you want to know the sign for something how do you ask in sign language.
Clean up Please set up chairs neatly in the circle and clean up around your seat. Thank you!
Good Morning Good Afternoon Wednesday Oct. 30, 2013
Unit 2 -Day 3 REVIEW HOW TO DRESS FRO PRESENTATION Which hand? NSN 2.1 insight Sign Parameters MASL xix, Underhill worksheet NSN 1.4 Deaf Profile Andrew Foster
FIRST WORK Backpacks completely under tables. (trip hazard) ASL binder. Pencil or pen to write with. THANK YOU FOR TOSSING OUT YOUR GUM At this point in the year, no one should need a reminder to spit out gum!
Deaf Profile Andrew Foster (1925-1987) 1.4
Handout Name Date Per Answer the questions as we read the information in class. Due in 15 min.
Deaf Profile: Andrew Foster (1925-1987) Andrew J. Foster spent his life dedicated to improving education for Deaf people. A teacher, pioneer, and missionary, his legacy lives on in the many schools he opened in West Africa. Foster was born in a steel-mill town near Birmingham, Alabama and attended the Alabama School for the Colored Deaf in Talladega after losing his hearing at the age of 11. At the Alabama school, he learned ASL and became a life-long proponent of the language. At 17, Foster moved to Michigan taking night classes and working odd jobs. He was accepted at Gallaudet University in 1951 as one of the first three Black Deaf students to be enrolled at the school. While attending Gallaudet, Foster saw an address book of world Deaf schools which listed only 12 in Africa. Foster felt called to service, writing that he was “moved by this vast educational and spiritual void among my people.” He received his Bachelor’s Degree in 1954, and in the next two years received a Masters degree from Easter(n) Michigan University, and a second Masters from Seattle Pacific Christian College.
Deaf Profile: Andrew Foster He was deeply determined to help Deaf people in Africa, but struggling to find help for his mission, he founded the Christian Mission for the Deaf (CMD) in 1956. He went to Africa in 1957. Within a year he had established the first school for the Deaf in Accra, Ghana in a small room borrowed from a church. Twelve students attended the first year. The school quickly grew to 53 Deaf students. Children met from 4 to 5 in the afternoon, and adults met from 6-7 in the evening. By 1959 the waiting list was over 300. In the following years, Foster continued his life’s work, opening schools for the Deaf all over West Africa. He went to Nigeria and opened three more schools before 1962. In all, he established 31 schools for the Deaf in thirteen countries including Ghana, Benin, Congo, Chad, Ivory Coast, Kenya, Nigeria, Sierra Leone, and Cameroon. He also founded the African Bible College for the Deaf and became the President of the Council for the Education and Welfare of the Deaf in Africa. The schools used sign language, becoming oases of communication for Deaf people. In recognition of his amazing achievements, Gallaudet University awarded him the Honorary Doctorate in 1970.
Deaf Profile: Andrew Foster A staunch supporter of educating Deaf children through sign language, Foster said in his 1975 keynote speech at the World Federation of the Deaf conference in Washington DC, “Employing restrictive and suppressive means of communication to achieve normalcy seems as illogical as it is impractical.” Foster believed that freedom of communication was the key to education, and that freedom was achieved through sign language. He spent years training teachers in Africa, offering intensive teaching courses (so that) new teachers could go on to set up schools of their own. By 1974, there were 70 Deaf schools in Africa. Continuing his training through the 80s, Foster also continued traveling the world speaking and fundraising for his cause, touching 47 of the 50 U.S. states, speaking throughout Europe and traveling to 25 African countries. In 1987 Foster died at the age of 62 in a plane crash in Rwanda and was buried there.
Deaf Profile: Andrew Foster His inspiring life is evident in the many ways his memory is honored. The National Association of the Deaf’s Andrew J. Foster Award recognizes excellence in teaching at their biennial conference. Gallaudet University and the National Black Deaf Association (NBDA) established the Andrew Foster Endowment that offers scholarships to college-bound African-American students. There is the Andrew Foster Auditorium at Gallaudet University, with a bronze bust of Foster installed in front of the auditorium in 2004, a gift from the NBDA. The most lasting tributes to Foster’s legacy are the schools and their students. Today there are over 300 schools in Africa. Where there once was no education for Deaf people, these schools offer elementary and in some cases high school education to their students. Some have managed to send students to Gallaudet University.
WEDNESDAY CARTOON
Presentations How to Dress Open your binder to page 2 “How To Dress For a Presentation”
Clean up Please clean up around your seat Thank you!
Be Awesome!
Unit 2 -Day 9 Day 9 –nsn 2.6 vocab, LANGUAGES, L2 Iconic Signs, LAB 1.7b names Lots of work still needed
FIRST WORK Count 1-29 using all the formal numbers. Voice Off Please Backpacks completely under tables. (trip hazard) ASL binder in your lap and ½ sheet of paper for next activity. THANK YOU FOR TOSSING OUT YOUR GUM Count 1-29 using all the formal numbers. Count 1-29 using all the variants. Do you have your binder?
ASKING QUESTIONS IN ASL Self Assessment ½ sheet scratch paper # 1-12 Draw eyes like this: .. Etc
Grammatical Note Review Self Assessment 1. Deaf people tend to ask yes/no questions in a special manner. a. Raise the eyebrows. b. Bring the head slightly forward. c. Make eye-to-eye contact & hold last sign. 2. Deaf people tend to ask wh-questions in a special way. a. Furrow the eyebrows. b. Tilt the head slightly to the side.
ASKING QUESTIONS IN ASL Self Assessment Directions: Draw the proper facial expression for each question. 1. Do you like peas and carrots? 2. How do you spell your last name? 3. What time will you leave for work tomorrow morning? 4. Did you enjoy your vacation in Hawaii? 5. Did I scare you? 6. Where is Mom? 7. Can you come over to my house tonight? 8. Who is in charge of the banquet? 9. Why did Judy go home so early? 10.Will you please pass me the potatoes? 11.How many children do you have? 12.Do you need a ride to school tomorrow?
ASKING QUESTIONS IN ASL Self Assessment
Review (answer these questions to yourself) How do Deaf people know if the doorbell is ringing or if the fire alarm is going off? Where in ASL sentence structure to ‘time’ signs go? (a.k.a. ‘when’ signs) What is the sign ‘Do-Do’ also called? What NMS goes with the sign ‘do-do’?
Did You Know? ? Deaf people use visual signals for doorbells, the telephone, fire, or smoke alarms. There are even visual signals activated by crying babies! The Deaf community has adapted many listening devices to serve visual purposes, and manufacturers now include visual options in a range of products. If you have a silent vibrate option on your cell phone or pager, thank the Deaf community who advocated for the alert! Nowadays, visual alerts for public smoke and fire alarms are required by federal law. Can you find any examples of visual signal devices in your school, office, or home? p 60 286
Accent Steps Do-do? is a sign that has many meanings. (also called What-do?) Use the WH-Face each time you sign do-do to ask: What are you doing? What did you do? What do you do? MASL p 48 287
Good Morning Good Afternoon Thursday Oct. 31, 2013
L.T. What is Iconicity in ASL? Agenda FW practice numbers 1-29, formal and variants Sign Review, activities, languages, Iconicity in ASL Sign analysis – which signs are Iconic LAB NSN 1:7b Fist Letter Names L.T. What is Iconicity in ASL? 289
Me name mary me Languages My name is Mary. Je m’appel Marie. NSN Unit 1 Languages My name is Mary. Je m’appel Marie. Me llamo Maria. Ich heisse Marie. Me name mary me English Spanish French German ASL/sign 290
REVIEW
REVIEW
Take it easy (kick back), go to movies, hangout, shat, study, homework, 293
Sports, work, 294
Church, temple, M-O-S-Q-U-E 295
Master ASL Unit Two Lesson 2 p 45 296
Lesson Two MASL pp 45 Outcomes: Iconicity Numbers 11 - 20 Recognizes that both ASL and English use gestures as a natural part of communication; Understands the concept of iconicity in ASL and identifies iconic and arbitrary signs; Demonstrates receptive and expressive understanding of numbers 11-20 Iconicity Numbers 11 - 20 297
I Want to Know… Isn’t ASL just gesturing or making “pictures” in the air? Some people believe ASL is a simple language of gestures like don’t do that. Using some gestures does not make ASL any less of a language than English, which also uses gestures. Can you think of gestures or signs that ASL and English have in common? Some signs resemble the meaning behind the sign (like book). These are called iconic signs, but most signs are not iconic. How many iconic signs do you know compared to non-iconic signs? Ex: Don’t do that MASL p 45 298
Iconic Signs DOOR, LIGHTS How are the signs door and lights iconic? Can you think of the sign for window using the same handshape as door? To close (door) To open (door) To open (window) To close (window) To turn on (lights) To turn off (lights) The signs below are related to each other. Are they iconic? Why or why not? Person (standing) To get up, stand up To jump To sit down MASL p 45 299
Me name mary me Languages My name is Mary. Je m’appel Marie. NSN Unit 1 Which signs are ICONIC? Languages My name is Mary. Je m’appel Marie. Me llamo Maria. Ich heisse Marie. Me name mary me English Spanish French German ASL/sign 300
Which signs are ICONIC?
Which signs are ICONIC?
Which signs are ICONIC? Take it easy (kick back), go to movies, hangout, shat, study, homework, 303
Sports, work, Which signs are ICONIC? 304
Which signs are ICONIC? Church, temple, M-O-S-Q-U-E 305
transition Binder in lap and pencil to write with
NSN 1:7b Fist Letter Names Name, date, period on top rt corner of 1.7 side of page.
Review (answer these questions to yourself) Where in ASL sentence structure to ‘time’ signs go? (a.k.a. ‘when’ signs) What is the sign ‘Do-Do’ also called? What NMS goes with the sign ‘do-do’? What is Iconicity in ASL?
Lonely Little Monster http://www.metacafe.com/watch/1802291/lonely_little_monster_american_sign_language_music_video/ 4:25 In the spirit of Halloween, a music video that combines music, dance and the beauty of American Sign Language. Featuring members of the Deaf Dance group, "The Wild Zappers." Produced by Hear My Hands, a non profit dedicated to producing film and video in American Sign Language. www.hearmyhands.org
Thriller Michigan School for the Deaf Deaf students’ project http://www.youtube.com/watch?v=h9i0YPOY1Ac 5:15 Flint Zombie Walk 2011 is sponsored by Vic Canever Chevrolet of Fenton. Flint Zombie Walk presents a shortened version of Michael Jackson's classic 1983 hit "Thriller". Zombie Walk 2011 will benefit Michigan School for the Deaf Student Fund - with that in mind, we have made this video accessible to both hearing and deaf individuals. No copyright infringement is intended. For more information on the October 8th event please visit us at www.flintcitytheatre.com or find the Flint Zombie Walk page on Facebook. If you are interested in sponsoring the Zombie Walk please email Flintcitytheatre@gmail.com Four Zombie dancers were left out be accident: Kay Fanson & Heather Lynch Brenda Schulmeister Rutkowski & Travis Rutkowsk And the interpreter was Carie Sarver (vincent price part) "I helped film and I did all the editing on this project."
Classic Haunted House ABC story http://www.youtube.com/watch?v=7y2KOpmAsxU MASL 6 -Haunted House http://www.youtube.com/watch?v=s1WXItAEWQw&feature=youtu.be
Did You Know? ? Deaf people use visual signals for doorbells, the telephone, fire, or smoke alarms. There are even visual signals activated by crying babies! The Deaf community has adapted many listening devices to serve visual purposes, and manufacturers now include visual options in a range of products. If you have a silent vibrate option on your cell phone or pager, thank the Deaf community who advocated for the alert! Nowadays, visual alerts for public smoke and fire alarms are required by federal law. Can you find any examples of visual signal devices in your school, office, or home? p 60 312
Be Awesome!
Unit 2 -Day 10 Day 10 –LAB 2.6 who enjoys what, NSN 2.11 Negotiate sign environment, 2.12 asking What is the sign?
FIRST WORK Count 1-29 using all the formal numbers. Voice Off Please Backpacks completely under tables. (trip hazard) ASL binder in your lap Pencil for later. THANK YOU FOR TOSSING OUT YOUR GUM Count 1-29 using all the formal numbers. Count 1-29 using all the variants. Do you have your binder?
Review Where in ASL sentence structure to ‘time’ signs go? (a.k.a. ‘when’ signs) What is the sign ‘Do-Do’ also called? What NMS goes with the sign ‘do-do’? What is Iconicity in ASL?
Review Where in ASL sentence structure to ‘time’ signs go? (a.k.a. ‘when’ signs) What is the sign ‘Do-Do’ also called? What NMS goes with the sign ‘do-do’? What is Iconicity in ASL? Time (when)signs go at the start of an ASL sentence. Some people call it “What-Do?” The Wh-Face Iconic signs are signs that look like what they represent.
Good Morning Good Afternoon Friday Nov. 1, 2013
Insight: Which Hand Do I Use? 2:1
NSN 2:1 Insight: Which Hand? WHICH HAND DO I USE? All signers have a dominate and a non-dominate hand. If you are right-handed, you right hand is dominant; if left-handed, your left hand is dominant. If you are ambidextrous, choose one hand as your dominant hand and be consistent with its use. P 54
NSN 2:1 Insight: Which Hand? WHICH HAND DO I USE? All of the signers on you DVD are right-handed. If you are left-handed, you can mirror the movements of the signers. Right-handed students will need to copy from the perspective of the signer. If you are unsure, stand next to you TV monitor so that you and the signer on the DVD are facing in the same direction, then check to see if you are signing correctly. P 54
NSN 2:1 Insight: Which Hand? One-handed signs. Always use your dominant hand for words signed with one hand. For example: Goodbye, Deaf, Speak P 55
NSN 2:1 Insight: Which Hand? Two-handed symmetrical signs. Both your dominant and non-dominant hands are used for two-handed signs in symmetrical movements. For example: Here, Teacher, Language P 55
NSN 2:1 Insight: Which Hand? Two-handed non-symmetrical signs. The dominant hand moves while the non-dominant hand remains stationary for these signs. For example: Name, College, Again P 55
Worksheet Name date period, upper rt corner on the worksheet side of the page. Due in 15 min. Do only half sheet Pick from words from your Unit 1 vocab list.
Papers to hand back
Binder Organization Take a moment to check through your binder. Make sure all papers are in the correct section. Loose/falling out papers are not okay. All papers stuffed into pockets not okay.
Who Enjoys What? 2:6
NSN 2:6 Who Enjoys What? Vocab to teach Cooking Dancing Taking pictures Exercising Watching TV Painting Add’l vocab Riding bike Running Walking Bowling Playing with dog Phone chatting Sewing Note: if absent, you will need to come in and make this up in the lab. P 69
NSN 2:6 Who Enjoys What? Michelle identifies a person and tells what activity that person enjoys doing. Draw a line from the picture of the person to the picture of the activity that matches the information given. Note: if absent, you will need to come in and make this up in the lab. P 69
Negotiating a Sign Environment 2:11
NSN 2.11 Negotiating a Sign Environment Walk Through Whenever possible, opt to go around, rather than through, a conversation. If there is no choice but to pass through a conversation, pass quickly so the signers won’t be interrupted. Don’t hunch down or wait to be acknowledged by the signers. This disrupts their exchange, since it is much more visually distracting. While not expected, you may sign “excuse me” as you pass through. View. Watch how Isias walks through Stefanie and Priscilla’s conversation. Note: if absent, you will need to come in and make this up in the lab. P 83
NSN 2.11 Negotiating a Sign Environment Use Touch When your path is too narrow to pass between several groups of signers, it is customary to press someone’s shoulder or upper back, and they will move aside while remaining engaged in their conversation. Avoid tapping, unless you need a person to move more than a few steps aside. Tapping prompts the person to turn toward you, breaking their conversation. View. Watch how Linda touches Priscilla to move her aside and see how Priscilla stays engaged in her conversation with Norman. Note: if absent, you will need to come in and make this up in the lab. P 83
NSN 2.11 Negotiating a Sign Environment Ask Person to Move People can sometimes unknowingly block your view. If it isn’t possible to adjust your position so you can see, you should ask people to move by pressing their shoulder in the direction that would clear your view. View. Priscilla lets Norman know she needs him to sit back by pressing the front of his shoulder so she can see Isias. Note: if absent, you will need to come in and make this up in the lab. P 83
Clean up Please clean up around your seat Thank you!
Be Awesome!
Enjoy your weekend!