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Based on Master ASL, J. Zinza
Unit 7 Lessons Based on Master ASL, J. Zinza © 2011 Natasha Escalada-Westland Unit 7
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Unit 7 Objectives To sign about daily routines and activities
To identify and understand noun-verb pairs in ASL To describe clothing To learn and use spatial organization To apply turn-taking strategies in conversation To understand the sign language continuum Unit 7 Based on Master ASL Level One by Jason Zinza
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What’s your routine?, p. 255 Narrative. Watch Kelly explain her daily routine. Analysis. Identify the signs you already know in the video. Daily Routine. Ask a partner what he or she does daily. Unit 7
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For example, p. 255 Unit 7
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Schedule, p. 255 Unit 7
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To vary, p. 255 Unit 7
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What’s your routine?, p. 255 Hi, what’s up? What do you do every day? My schedule varies each week. For example, after school on Mondays and Wednesdays, I work, but on Tuesdays and Thursdays I have gymnastics from 3 until 5. When practice is over I take off and go home. I eat dinner, study, then go to bed at 11:00. I’m always running around! Unit 7
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Every day daily, p. 257 Unit 7
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Every afternoon, p. 257 Unit 7
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Every morning, p. 257 Unit 7
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Every evening/night nightly, p. 257
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Every week weekly, p. 257 Unit 7
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Every year yearly, p. 257 Unit 7
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Every days Sundays, Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays Every signs are part of the when group of signs, so they come first in sentences. See Eyes on ASL #5 to review when signs. Every signs can be interpreted as “every” or as “on” interchangeably, but don’t use the sign during with them. Every signs are made using the handshape for the day of the week, moving it down as if through each week on a calendar. Unit 7
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Every weekend p. 258 Unit 7
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Exercise B, p. 257 Schedules. What can you say about Kelly’s weekly schedule? When does Kelly study? When does she go to school? What does she do on the weekends? Unit 7
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To take a bath p. 259 Unit 7
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To eat breakfast p. 259 Unit 7
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To brush one’s hair p. 259 Unit 7
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To brush one’s teeth p. 259 Unit 7
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To blow dry one’s hair p. 259 Unit 7
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To comb one’s hair, p.259 Unit 7
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To get dressed, (put on) clothes
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To put on makeup, p. 259 Unit 7
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To get ready, prepare, or plan (3 variations)
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To get up p. 259 Unit 7
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To oversleep, sleep in p. 259 Unit 7
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To shave (2 variations) p. 259 Unit 7
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To shower p. 259 Unit 7
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To wake up p. 259 Unit 7
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Between (times), p. 260 Around (time)
Ranging from this to that (between) Use a shoulder shift and the sign around to show the concept of between this time and that time. Unit 7
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Exercise B, p. 258 Ask a partner what time he/she does the following activities. Answer the question. When done, switch roles and repeat. What time do you wake up every day? What time do you eat breakfast? When do you go to ASL class? When do you work? What time do you get ready every morning? What time do you want to get up every day? Remember: time/when signs should be signed first, so concepts like every day & every morning should be moved to the beginning of the sentence. “What time do you (do…) everyday?” Unit 7
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How is your morning routine alike or different?
6:00 a.m. 6:15 a.m. 6:45 a.m. 6:30 a.m. Unit 7
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Sign complete sentences using the prompts below:
I wake up… I get up… On Saturdays I get up… My alarm rings… On the weekends I get up… Every day people should… Every morning, I… Every day I’m late because I… I _____ in the mornings… People _____ every morning….. Unit 7
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To change (clothes) p. 261 Unit 7
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To do chores, duties p. 261 Unit 7
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To eat dinner/supper p. 261 Unit 7
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Early p. 261 Unit 7
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To fall asleep p. 261 Unit 7
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To go to bed p. 261 Unit 7
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To eat lunch p. 261 Unit 7
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To rest, relax p. 261 Unit 7
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To set a clock/alarm p. 261 Unit 7
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Ask a partner what time he/she does the following activities
Ask a partner what time he/she does the following activities. Sign answers in complete sentences using the prompts below. Switch roles and repeat. Go to bed? Fall asleep? Go to bed on Saturdays? Eat lunch? During the week, set your alarm clock? Do you do chores every day? What time? Do you cook dinner? What time? “What time do you (do…) everyday?” Unit 7
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Another daily routine What time does he…? …go to bed? …eat lunch?
…wake up? …eat dinner? …fall asleep? …use the computer/internet? 10pm 11pm 6pm 6am 3pm 7am 12pm 8am Unit 7
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What does he do every morning
What does he do every morning? Use complete sentences to describe his morning routine.
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What does she do every day
What does she do every day? Use complete sentence to describe her daily routine.
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Spatial Organization: Eyes on ASL #14, p.262
Shoulder shift is shown in SignWriting by writing the signs in left, middle and right columns. The shoulder represents the ideas of then & and in English. Every morning I get up, then in the afternoons, I work, and in the evening I relax.
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Use spatial organization to show morning, afternoon and evening activities. Sign one or two activities for each time of day. Sign at least four sentences using spatial organization to discuss routines for all three times of day. Morning Afternoon Evening Wake up Get up Eat breakfast Go to ASL class Brush teeth Shower Alarm rings Wake up early Exercise Work Go to school Go to work Relax Exercise Do chores Do homework Eat lunch Watch TV Shower Change clothes Go to class Eat dinner Brush teeth Get in bed Study Set clock Fall asleep Read Cook dinner Go to bed early Visit friends
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Personal Hygiene & Care, p. 267
Toothpaste Mouthwash Shampoo Lotion / sunscreen Hairspray Floss Soap Nail clipper Toothbrush Perfume Deodorant Nail polish
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Personal Hygiene & Care, p. 267
Many signs for common hygiene products use classifiers to depict their action or purpose. Match the item to the SignWriting that shows how it would be used. Shampoo Hairspray Perfume Toothbrush Nail clipper Nail polish Deodorant Soap Sunscreen Mouthwash Lotion
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Frequency p. 267 Always Sometimes Never For-for? What for? To use
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What’s wrong? Sign about how to correct the problem shown in the picture.
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What for? Look at the picture and ask a partner why certain things are being done. Be imaginative with your answers. Switch roles and repeat.
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Captioning, p. 269 Closed captioning means that the captions are programmed into the original material and must be turned on to work. Open captions are always present on the screen and cannot be turned off. The National Association of the Deaf (NAD) has lobbied Congress to have captioning offered on television, movie screens, and other locations accessible to the public (including on the internet). Since the Americans with Disabilities Act (ADA) passed in 1990, captioning is now common on most TV shows & commercials. This benefits Deaf, hard of hearing and hearing people. Did you know it is relatively easy to caption your own video using widely available computer video editing programs?
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To clean p. 271
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To do the dishes p. 271
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To feed p. 271
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To do laundry, wash clothes
p. 271
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To make the bed p. 271
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To mow (a lawn) p. 271
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To rake leaves p. 271
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To set the table p. 271
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To sweep p. 271
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To take out the trash p. 271
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To wash the car p. 271
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To do yard work p. 271
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Ask a partner the following questions
Ask a partner the following questions. When done, switch roles and repeat. Don’t forget, time/when signs come first and WH questions come last. Do you make the bed every day? When do you clean your house? Do you do the dishes after eating? When do you take out the garbage? Do you wash the car monthly? Do you set the table in the evening? Do you do laundry every week? Do you clean the house every weekend?
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Complete the following phrases using household activities vocabulary.
Write an English translation of your sentence:
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Household Activity in SignWriting
Unit 7
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Sign each sentence in ASL
Sign each sentence in ASL. Remember to place when signs in their correct location. I don’t like raking leaves. I wash the car every Saturday. I never make my bed in the morning. I don’t mind mowing the lawn. Every night I help cook, and then I do the dishes. I do laundry on Wednesdays. I feed my cat and dog every night. Once in a while I clean my room. I take out the garbage after dinner. I always set the table.
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Noun-Verb Pairs, p. 273 Nouns typically have a double back and forth movement Verbs typically have on solid movement, or a wider back and forth movement than nouns The movement parameter changes nouns to verbs.
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Sign Language Continuum, p. 276, 277
PSE ASL Visual modality MCE (Coded English) Contact Languages or Pidgins Spanish “Spanglish” English Verbal modality
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Topic / Comment Sentence Structure
Time Topic Comment Question Close (not present unless signer is done) Yes/No? Wh?
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Turn-Taking & Exchanging Information, p. 281
Spoken language strategies: Wait for a pause Opening mouth Cough or “ahem” Raising voice “Talking over” someone Signed language strategies: Closing signals Questions Using the hold on sign Raising your hands up a little Signing go on if signing at same time
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Multiple ASL Meanings, p.282
Use concept and context to clarify meanings. Shares a concept: clothing, dress and to wear There is no single English word for the concept of male cousin. Depends on context: can mean shirt or volunteer
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Clothes, To get dressed, p. 275
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Clothing p. 279
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Clothing SignWriting p. 278
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To use (wear non-clothing item), p. 275
Sign use when signing about non-clothing items such as glasses and shoes. Unit 7
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To fit, p. 275
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To match, p. 275
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Describing fit p. 283 tight baggy
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p. 283 Describing design
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What to wear & what to use…
Match the items to the sign you would use with them. Unit 7
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1. Describe what at least 5 other people in the room are wearing.
2. Translate the following sentences: I’m wearing sandals. He has a sweatshirt on. She’s wearing boots with jeans. I like wearing flip-flops 5. She’s wearing a blue blouse and jacket. 6. He’s wearing brown shoes. 7. People wear shoes every day. 8. I’m wearing tennis shoes / sneakers today.
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Classifiers (vocabulary)
p. 286
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Classifiers: cylindrical, hand held objects CL:C, CL: B
p. 286 Classifiers: cylindrical, hand held objects CL:C, CL: B Don’t forget NMS!
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