Thank you for spitting out your gum.

Thank you for spitting out your gum.
REMINDER Thank you for spitting out your gum.

THIS INCLUDES WATER BOTTLES
NO FOOD OR DRINK IN THIS CLASS THIS INCLUDES WATER BOTTLES WHY? Too many students leave their trash behind for me to pick up. IT SPILLLS IT GETS IN THE WAY FOR SIGNING IT IS DISTRACTING REMINDER

Dress Code Reminder Tummy, back and shoulders need to be covered.
The weather is getting warmer….but dress code still applies until June 19. Tummy, back and shoulders need to be covered. No see through tops. Short skirt? Grab a sarong to cover up. Remember that when you sign, others have to focus on you. Please be sure that you are not exposed!

Hat ok at PHS

Dress Code Back/shoulders/tummy covered. No exposed underwear.
REMINDER Back/shoulders/tummy covered. No exposed underwear. No breast/cleavage showing Short skirts/short shorts – put on sarong w/out being asked. Boys w/super loose shorts – don’t sit with legs wide open. Remember, we are in class, not at the beach, not at a club….. THANK-YOU

ASL Club after school 2:00 – 2:30 MONDAY

Receptive Assessment SN 3 Conversations (old book talked about school in Unit 3)

ASL 1 Around School Part 2

Around School Week three

Topic- Comment Structure
REVIEW Ex: Where is the Bathroom? (English) Bathroom, Where? (ASL Topic-comment) Notice that I typed all the topics in BLUE

Work where? Principal, he work where? (WH face)
Use Real World Orientation along with the appropriate NMS for distance to answer the following questions. Principal, he work where? (WH face) Principal, he work there (far) office. Nurse, he/she work where? Nurse, she work there (far) health room. Coach, he work where? Coach, he work over-there (near) football-field. Topic Comment Topic Comment

Dress Code Reminder Tummy, back and shoulders need to be covered.
The weather is getting warmer….but dress code still applies until June 19. Tummy, back and shoulders need to be covered. No see through tops. Short skirt? Grab a sarong to cover up. Remember that when you sign, others have to focus on you. Please be sure that you are not exposed!

Asl 1 Monday May 5, 2014

Incomplete or substandard work will not be accepted.
Culture Assignment DUE TOMORROW START OF CLASS Title “Focus: Deaf Education – Decisions & Controversies” Name date and period on upper right corner of your paper. Questions and answers must be typed. Questions must be separate from answers. Questions 1-20 from the previous slides. Each student is expected to do his/her own work. This is an individual assignment. Incomplete or substandard work will not be accepted. Reminder! Estimated time = 20 min

FIRST WORK 1. Be ready for Vocab sign along MASL Unit 4. Voice Off
Please Backpacks completely under tables. (trip hazard) Bravo notes handout THANK YOU FOR TOSSING OUT YOUR GUM 1. Be ready for Vocab sign along MASL Unit 4.

Vocab Sign Along MASL Unit 4

Bravo Family # 7 “A School Daze” part 1
ASL Sign Enhancers Beginning American Sign Language VideoCourse Billy Seago - teacher

Pre-test TRUE or FALSE All deaf children attend schools for the Deaf. In order for a Deaf child to attend a school for the Deaf, s/he must live away from home. The self-esteem and self-identity of a Deaf child is an important factor when making educational choices. In ASL, the movement of a sign often gives vital information. In ASL, the meaning of a sign can be changed by simply changing the movement of the sign.

Show video

Name Date Period ? ? Bravo # 7

Pre-test TRUE or FALSE All deaf children attend schools for the Deaf. FALSE In order for a Deaf child to attend a school for the Deaf, s/he must live away from home. The self-esteem and self-identity of a Deaf child is an important factor when making educational choices. TRUE In ASL, the movement of a sign often gives vital information. In ASL, the meaning of a sign can be changed by simply changing the movement of the sign.

Cultural Note: Deaf Education 1. The potential success of Deaf students (academic and personal) is dependent on teaching methods, the school the child attends, and the way the child learns. 2. School-age children learn many things. A. Education is not limited to reading, writing, and arithmetic. B. It is important for children to have the opportunity for self-discovery. 3. How can self-esteem and positive self-identity be addressed? A. Historically, discussions regarding Deaf education often overlooked critical issues regarding self-esteem. B. These issues impact how children relate to the work, set goals, and make decisions about their futures. 4. Schools must be accessible! A. focus on what the child can do. B. Encourage capabilities. C. Provide exciting possibilities for each child.

Grammatical Note: Some verbs in ASL are called Directional Verbs. The movement of directional verbs gives important information about who is doing or receiving an action. HELP-ME, HELP-YOU; GIVE-ME,GIVE-YOU WRITE (ON PAPER) WRITE (ON BOARD) WRITE BACK+FORTH JOIN; WATCH

Vocabulary School Teacher Book Read Sit Tired Sorry Flower Pick flower Here There Grow-up Teach Learn Student Study Give Play What’s wrong Not Who Pencil Paper Good Need Please Have Want Late Finish

ASL Club after school 2:00 – 2:30 MONDAY

Be Awesome!

Asl 1 Tuesday, May 6, 2014

FIRST WORK Backpacks completely under tables. (trip hazard)
Voice Off Please Backpacks completely under tables. (trip hazard) ½ sheet of paper for new Gally read. THANK YOU FOR TOSSING OUT YOUR GUM 1. Be ready for Gally Read #11 on next slide

Gally Read #11 An initialized sign is one that incorporates a fingerspelled letter as part of the sign. An initialized sign is one that incorporates a fingerspelled letter as part of the sign.

Did You Know? ? Federal law requires equal access to information and services for all people, regardless of disability. For both hearing and Deaf people, sign language interpreters are a popular way to obtain equal access to each other. Have you seen interpreters at public events, on television, or at your school or workplace? Interpreters are required to sign what is heard, and to voice what is signed so everybody has access to the information and services provided. While the majority of interpreters are hearing, don’t be surprised if you encounter a Deaf interpreter! When using an interpreter, remember these tips: * Talk directly to the Deaf person instead of saying “ Ask him” or “ Tell her” * Make eye contact with the Deaf person, not the interpreter. To learn more about interpreters, visit p 177

ASL Up Close REVIEW Initialization
Initialization refers to meanings related to a particular root sign, such as the sign for math. The signs for algebra, calculus, geometry, and trigonometry are all related to the basic math sign, except for the initials added to each. An initialized sign is one that incorporates a fingerspelled letter as part of the sign. What other initialized signs do you know? Consider science and compare that to the signs biology and chemistry. Are the related? MASL p 188

Initialized signs REVIEW
Math (base sign) Algebra Geometry Calculus Trigonometry Science (base sign) Biology Chemistry Store (base sign) Marketing Body (base sign) Health Physiology/ Physical A&P Money (base sign) Economics Finance Teach (base sign) Education

More Initialized signs
REVIEW Draw (base sign) Arts Design Music (base sign) Band Choir Poetry College (base sign) University School (base sign) Institute Group of people (base sign) Family Class ……… (base sign) Culture Environment

Agenda Gally Read 11 Did you know? MASL L3 cont. NSN 3:6
Course work, majors, grades GOOD-AT / BAD-AT NSN 3:6 Ordinal numbers Giving simple directions

Lesson 3 Cont. Education, Coursework, Initialization, Signing Grades Outcomes: Can communicate about elementary, secondary and post secondary education Discusses coursework and majors, Understands the concept of initialization as applied to mathematical terms Can communicate about grades MASL pp

Vocabulary Coursework Art Auto body Economics Biology Education
Business Chemistry Computers (on head) Tech Drama Economics Education Engineering English Geography Government Gym MASL p 183

Vocabulary Coursework Physical Education Health History Journalism
Math Photography Physics Physiology Science Sociology Speech Teacher’s Assistant Woodshop Yearbook MASL p 183

Vocabulary Computer Variations Computer (2) Computer (3) reels
advance on arm MASL p 184

Vocabulary Education Elementary school To forget Junior high school
To major in Middle school To remember To take (a class) [also the sign for adopt] To think University MANAGER MASL p 181

Classroom Exercise K 2. Taking a survey. Your campus newspaper is analyzing the results of a survey broken down by class. For each brief biography, state the student’s year in school and at least two other details in a complete sentence. (see pictures on pg.180) Angela 20 years old, junior, majoring in Deaf studies Claro 15 years old, sophomore, plays baseball, has 2 brothers Sheri, 23 years old, senior, majoring in ASL, wants to teach ASL Brent, 17 years old, junior, works at a restaurant, wants to go to college Kelly 22 years old, freshman, works as a manager, studying nursing Brian sophomore, has twin brother, doesn’t have a major, enjoys acting MASL p 180

K Classroom Exercise A A A B B B
2. Who’s that? Talking about a 3rd person. Tell your partner about another student you know. Be sure to sign HE/SHE with the 1 handshape. B: WHO S/HE WHO? A: S/HE NAME…….. B B B WHO S/HE WHO? WHO S/HE WHO? WHO S/HE WHO? A A A S/HE NAME…….. S/HE NAME…….. S/HE NAME…….. MODIFIED SLIDE Sheri, 23 years old, senior, majoring in ASL, wants to teach ASL Angela 20 years old, junior, majoring in Deaf studies Claro 15 years old, sophomore, likes baseball, has 2 brothers MASL p 180

K Classroom Exercise A A A B B B
2. Who’s that? Talking about a 3rd person. Tell your partner about another student you know. Be sure to sign HE/SHE with the 1 handshape. S/HE NAME…….. A A A WHO S/HE WHO? WHO S/HE WHO? WHO S/HE WHO? B B B Brent, 17 years old, junior, works at a restaurant, wants to go to college MODIFIED SLIDE Kelly 22 years old, freshman, works as a manager, studying nursing Brian sophomore, has twin brother, doesn’t have a major, enjoys acting Doesn’t have = NONE MASL p 180

Voice OFF REMINDER

Signs you need for the next slide
Math Geometry Algebra Trigonometry Calculus Economics History Studying Major in Take up (a class)

P Classroom Exercise YOU TAKE-UP MATH??
4th, 5th per 1. Math? Ask a partner whether he or she is taking a math class. Your partner will respond using the information below. Take turns. An example is provided. (see pic p188) 1.Yes, I’m taking algebra 2. No, I’m not taking math. I’m taking economics. 3. No, I don’t need to take math. 4. Yes, I’m taking geometry and Algebra 2. 5. Yes, I’m studying calculus. 6. No, I’m majoring in history. 7. Yes, we’re taking trigonometry. 8. No, I’m not taking math. 9. Yes, I’m taking……(create your own answer) No, I’m not…..(create your own answer) YOU TAKE-UP MATH?? BE SURE TO ASK THE QUESTION EACH TIME. MASL p 188

To be Good or Bad at (something)
EXPRESSION To be Good or Bad at (something) The expressions to be good at something and to be bad at something are often used in ASL conversation. They refer to one’s skill in a given area. CORNER MODIFIED SLIDE p 189

Signs you need for the next slide
Sports Cooking Writing papers Facial expressions Science Art Musician (Taking) a test Math

Q Classroom Exercise A B YOU GOOD-AT SPORTS YOU ?
Skills. Ask a partner whether he or she is good at doing the following things. 1. Are you good at math? (?) 2. Are you good at cooking? (?) 3. Are you good at writing papers? (?) 4. Are you good at facial expressions? (?) 5. Are you good at science? (?) A YOU GOOD-AT SPORTS YOU ? YES, I GOOD-AT SPORTS I or NO, I BAD-AT SPORTS I B Modified slide MASL p 189

Q Classroom Exercise A B YOU GOOD-AT SPORTS YOU?
Skills. Ask a partner whether he or she is good at doing the following things. 6. Are you good at taking tests? (?) 7. Are you good at signing? (?) 8. Are you good at algebra? (?) 9. Are you good at art? (?) 10. Are you a good singer/ musician? (?) B YOU GOOD-AT SPORTS YOU? YES, I GOOD-AT SPORTS I or NO, I BAD-AT SPORTS I A Modified slide MASL p 189

Voice OFF REMINDER

Classroom Exercise Q Skills. Now change each of the questions to Topic-comment structure. Take turns. SPORTS, YOU GOOD-AT YOU? YES, SPORTS, I GOOD-AT I NO, SPORTS, I BAD-AT I 1. Math, Are you good at? (?) 2. Cooking, Are you good at? (?) 3. Writing papers, Are you good at? (?) 4. Facial expressions, Are you good at? (?) 5. Science, Are you good at? (?) 6. Taking tests, Are you good at? (?) 7. Signing, Are you good at? (?) 8. Algebra, Are you good at? (?) 9. Art, Are you good at? (?) 10. Singer/ musician, Are you a good? (?) MASL p 189

Use the GOOD-AT or BAD-AT sign.
Classroom Exercise Q Opposites…. You and a friend have opposite opinions on several issues. Sign each sentence to your partner, who will respond with the information in parentheses. Take turns. A B I think s/he’s a terrible actor. (No, s/he’s a very good actor) I think he’s a lousy teacher. (No, he’s a great teacher!) I’m not a good singer. (No, you’re a very good singer.) I’m no good at math! (No, you’re a math genius!) I think s/he’s a great singer. (No, s/he’s a terrible singer!) Use the GOOD-AT or BAD-AT sign. MASL p 189

Voice OFF REMINDER

I Want to Know… How do I sign grades?
To sign a grade in ASL, place a letter onto the palm of your hand, as shown in the examples. The concept behind these signs is a letter grade on a piece of paper. When signing about letter grades in general, fingerspell grade or grades. Note: younger Deaf often use the initialized sign for GRADE, older Deaf tend to fsp G-R-A-D-E. Note: Younger Deaf often use the initialized sign for GRADE, older Deaf tend to fsp G-R-A-D-E. MASL p 191

Sign Clarification Street Hallway
Hall

Sign Clarification Vote Tea
The sign for "vote" looks like you are sticking a small piece of paper into a slot. Think of casting a ballot into a box. Form your right hand into an "F" handshape. Form your left hand into an "O" handshape. Stick the tip of the thumb and the index finger into the "O." Use a quick downward movement Tea To sign "tea," use an "F" handshape on your dominant hand and a "C" (or an "O") handshape on your non-dominant hand. Circle it around. Note: Many Deaf use the movement of VOTE when they sign tea because it is faster.

Ordinal Numbers 1st – 9th 3:6

NSN 3:6 Ordinal Numbers 1st – 9th
When objects are placed in an order, ordinal numbers are used, for example, “the first floor,” “the second door,” “the third drawer” or “the fourth shelf.” Watch Iva signs numbers 1st – 9th. As you sign the numbers 1st – 9th keep in mind the following: The number begins with the palm facing the side followed by a twist. Note: if absent, you will need to come in and make this up in the lab. P 122

NSN 3:6 Ordinal Numbers 1st – 9th
Sign Tip These ordinal numbers are not used in ASL to say such things as “the first (time)” or “First, you need..” Instead we use: Listing on non-dominate hand. P 122 Note: if absent, you will need to come in and make this up in the lab.

NSN 3:6 Giving Basic Directions
Key Grammar To give basic directions to a place, do the following: Determine where the place is in relationship to where you are at the moment. Establish a starting point (i.e., classroom door, or the main door). P 122 Note: if absent, you will need to come in and make this up in the lab.

DVD & worksheet Ben demonstrates how to give directions to three different locations. Observe how Ben raises his brows in the beginning of each demonstration when he names the location he will give directions to. P 123 Note: if absent, you will need to come in and make this up in the lab.

DVD On the same floor (telling where the lab is) Ben begins by establishing the hallway. Next, he gives the route to the lab along with non-manual markers to convey distance . He tells which door is the lab with an ordinal number and raising his brows when indicating “that door.” Note: if absent, you will need to come in and make this up in the lab. P 123

DVD On a different floor (telling where the men’s restroom is) Ben begins by telling it is upstairs, then giving the ordinal number for the floor (4th) Then, he tells that the restroom is near the instructor’s office. P 123 Note: if absent, you will need to come in and make this up in the lab.

DVD In a different building (asking where the library is) Ben begins by telling the person that the library is in a different building. Next, he tells the person to exit the building. He indicates where the library is located using real world reference. P 123 Note: if absent, you will need to come in and make this up in the lab.

Be Awesome!

Asl 1 Wednesday, May 6, 2014

Master ASL Unit Five Lesson Five 71

Lesson 5 Deaf Culture Note: Gallaudet University Outcomes: Understands the unique place Gallaudet University holds in Deaf culture Gains awareness of how Gallaudet differs from other universities MASL p 190 72

Deaf Culture NOTE Gallaudet University
Founded in 1864 and chartered by President Abraham Lincoln, Gallaudet University is the world’s only liberal arts university specifically designed for Deaf and hard of hearing students. Located in Washington, D.C., Gallaudet teaches all courses in American Sign Language and hosts international students from around the world. A limited number of hearing undergraduates are accepted each year if they can demonstrate fluency in ASL, though students can study for a semester as visiting students and many hearing graduate students pursue advanced degrees at Gallaudet. MASL p 190 73

Questions When was Gallaudet University founded?
Who signed the charter for the school? What is special about this school? Where is the school located? Find the school on Google maps and give the GPS coordinates. What language is used for all courses? What is required for hearing students to attend?

Deaf Culture NOTE Gallaudet University
Gallaudet University and the Deaf community became well-known to the hearing world in 1988 when Deaf people around the world campaigned for a Deaf president at Gallaudet University. They were protesting the philosophy that Deaf people were not capable of governing themselves. After worldwide attention, Gallaudet installed Dr. I. King Jordan as its first Deaf president. His comment that “ Deaf people can do anything….but hear” has been an inspiration to many. Gallaudet is the pride of the Deaf community and a beacon for Deaf individuals around the world denied educational opportunities in their home countries. MASL p 190 75

Questions What happened to make Gallaudet U. known to all America?
What month and year did this happen? What philosophy were they protesting? Who became the first Deaf president? What is the first Deaf president’s famous quote? How long did that person serve the school? Who is the current president of the university? Why is Gallaudet so important in the Deaf community?

Incomplete or substandard work will not be accepted.
Culture Assignment DUE NEXT TUESDAY START OF CLASS Title “Gallaudet University” 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. Some answers will require additional research. Each student is expected to do his/her own work. This is an individual assignment. Incomplete or substandard work will not be accepted. Estimated time = 20 min

Name Date Per. “TITLE” 1 Question Answer 2 Question

Be Awesome!

Asl 1 Thursday May 9, 2013

Voice OFF REMINDER

FIRST WORK Backpacks center of room in the blue rectangle.
Voice Off Please Backpacks center of room in the blue rectangle. ASL Binder and a Pencil for later. THANK YOU FOR TOSSING OUT YOUR GUM Open your binder to the MASL Unit 3 vocab list. Practice signing these words.

Vocab sign along MASL 3 How to practice at home? Why?

Agenda Vocab Sign Along COURSE WORK LAB NSN 3:10 Expressing Needs
Degree of preference Degree of frequency Degree of difficulty LAB NSN 3:10 Expressing Needs

To be Good or Bad at (something)
EXPRESSION To be Good or Bad at (something) The expressions to be good at something and to be bad at something are often used in ASL conversation. They refer to one’s skill in a given area. CORNER MODIFIED SLIDE p 189

Vocabulary Coursework Art Auto body Economics Biology Education
Business Chemistry Computers (on head) Tech Drama Economics Education Engineering English Geography Government Gym MASL p 183

Vocabulary Coursework Physical Education Health History Journalism
Math Photography Physics Physiology Science Sociology Speech Teacher’s Assistant Woodshop Yearbook MASL p 183

Vocabulary Education Elementary school Middle school
Junior high school High school University To major in To take (a class) [also the sign for adopt] To forget To remember To think TO MANAGE MASL p 181

Degree of Preference Like so-so Detest Love it! Don’t-Like

M Classroom Exercise 1. I’m taking….
partners 1. I’m taking…. What classes are you taking right now? 1. Use the Listing & Ordering Technique to list the courses. 2. Refer back to your list to Tell how much you like or dislike each class. Modified slide MASL p 182 91

Degree of Frequency Once in a while Never Sometimes Every day
Note: Once-in-a-while is the same sign as sometimes, but modified movement.

partners 1. I’m taking…. What classes are you taking right now? Use the Listing & Ordering Technique to list the courses. 3. Refer back to your list to: Tell how often you have homework for that class. Modified slide MASL p 182 93

Difficult ----Easy Hard Easy So-so hard So-so easy

partners 1. I’m taking…. What classes are you taking right now? Use the Listing & Ordering Technique to list the courses. 4. Refer back to your list to: Tell how difficult or easy you think the class is. Modified slide MASL p 182 95

Possessives use open B hand.
Classroom Exercise M 2. Favorites. Dialogue with partner. Possessives use open B hand. A YOUR FAVORITE CLASS WHAT? MY FAVORITE CLASS, ______. (repeat subject) YOUR FAVORITE CLASS WHY? (repeat subject) MY FAVORITE CLASS WHY (rHq), ____________. HOMEWORK HAVE, HOW-MUCH? HOMEWORK , TEACHER S/HE GIVE _______. B A B Modified slide Possible answers I think fun. I good-at. It easy. Raise eyebrows A B MASL p 182 96

Sign Clarification Make Coffee Algebra Necking (old sign)
video Coffee video Algebra video Necking (old sign) video

http://www.lifeprint.com/index.htm MAKE
Sign Clarification Make video MAKE

http://www.lifeprint.com/index.htm COFFEE
Sign Clarification Coffee video COFFEE

http://www.lifeprint.com/index.htm MATH (scroll down)
Sign Clarification Algebra video MATH (scroll down)

http://www.lifeprint.com/index.htm MAKE-OUT
Sign Clarification Necking (old sign) video MAKE-OUT

Expressing Needs 3:10

NSN 3:10 Expressing Needs CULTURE NOTE
In deaf culture it is customary to explain what you want or need first: this becomes the TOPIC. Then a request is made: this is the comment. Let’s see some examples: DVD 3:10 Note: if absent, you will need to come in and make this up in the lab.

NSN 3:10 Expressing Needs What need is expressed?
In these minidialogues, the signers express their personal needs and ask where something is. View them and answer the question below. Minidialogue 1 What need is expressed? What information is given? P 134 Note: if absent, you will need to come in and make this up in the lab.

In these minidialogues, the signers express their personal needs and ask where something is. View them and answer the question below. Minidialogue 2 What need is expressed? What information is given? P 134 Note: if absent, you will need to come in and make this up in the lab.

In these minidialogues, the signers express their personal needs and ask where something is. View them and answer the question below. Minidialogue 3 What need is expressed? What information is given? What does Joey ask Melinda to do? P 134 Note: if absent, you will need to come in and make this up in the lab.

NSN 3:10 Sign Tip Responding to “Thank you”
As you may notice with example from these minidialogues, the responses to “Thank you” are more similar to the Spanish “de nada” (it’s nothing”) than to the English “You’re welcome.” See picture on handout. P 135 Note: if absent, you will need to come in and make this up in the lab.

Where ASL lab is so that she can practice ASL.
NSN 3:10 Expressing Needs In these minidialogues, the signers express their personal needs and ask where something is. vies them and answer the question below. Minidialogue 1 What need is expressed? What information is given? Where ASL lab is so that she can practice ASL. The lab is close. Out of the room, down the hall, go left; at the second door, the lab is right there. P 134 Note: if absent, you will need to come in and make this up in the lab.

He needed to see his teacher and wanted to know where his office was.
NSN 3:10 Expressing Needs In these minidialogues, the signers express their personal needs and ask where something is. vies them and answer the question below. Minidialogue 2 What need is expressed? What information is given? He needed to see his teacher and wanted to know where his office was. It’s in a different building, Go over to the other building and go up to the 4th floor. It’s in Room #25. It’s also close to the book store. P 134 Note: if absent, you will need to come in and make this up in the lab.

Where the soda machine is. (She wants O.J.)
NSN 3:10 Expressing Needs In these minidialogues, the signers express their personal needs and ask where something is. vies them and answer the question below. Minidialogue 3 What need is expressed? What information is given? What does Joey ask Melinda to do? Where the soda machine is. (She wants O.J.) Go out of here into the hallway. Turn right. At the door is the dining room. To buy him a green apple. P 134 Note: if absent, you will need to come in and make this up in the lab.

Wrap Up Please check around your area for any trash.

Be Awesome!

Asl 1 Friday May 9, 2014

Gally Read #12 on next slide
FIRST WORK Voice Off Please Backpacks center of room in the blue rectangle. ASL Binder and a Pencil for later. Gally Read sheet from Tuesday. THANK YOU FOR TOSSING OUT YOUR GUM Gally Read #12 on next slide

Gally Read #12 Classifiers are hand shapes That are used to represent objects and people. Classifiers are not signs -vocabulary. Classifiers are hand shapes That are used to represent objects and people. Classifiers are not signs (vocabulary) .

History, I ____________. Science, I ____________.
Degree of Preference REVIEW Like so-so Detest Love it! Don’t-Like Math, I ____________. History, I ____________. Science, I ____________.

Difficult ----Easy REVIEW Easy Hard So-so hard So-so easy
Art, I think ____________. English, I think ____________. Biology, I think ____________.

Degree of Frequency REVIEW Once in a while Never Sometimes Every day
Swim, I have homework, ____________. ASL, I have homework, ____________. Math, I have homework, ____________. Note: Once-in-a-while is the same sign as sometimes, but modified movement.

Agenda Gally Read Review More classifier practice (from MASL book)
CL:/\ & CL:1 Language background When learned? How much retained? LAB 2:4

Master ASL Unit Five Lesson Six 124

Lesson 6 Incorporates simple classifiers into communication
Classifiers (CL:I, CL:/\, CL:3) Eyes on ASL #11 – Identifying Classifiers, The Accident Narrative Outcomes: Incorporates simple classifiers into communication Understands the concepts of CL:I, CL:/\, CL:3 Can modify classifier meanings by altering sign execution Comprehends the material in the Accident narrative MASL p 125

Deaf Culture Minute Classifiers play an important role in ASL literature, especially in classifier stories. A classifier story is one in which the signer only uses a specified classifier to tell and entire story, something that cannot be done in English. “ No written or spoken sentence can reach the mind as swiftly… ... as the thing seen… …The language of images.”---Douglas Tilden, sculptor MASL p 195

Simple Stories with Classifiers
My story: “I saw a Spider” Your turn. Take a couple of minutes to create a short story about walking along. Use Classifiers: B,B, 1, /\, and 1-1(upside-down) You may work alone or with the partner of your choice. Remember this?

ASL Up Close Classifiers
One of the more challenging aspects of ASL is the concept of the classifier (CL); a handshape that reflects particular characteristics. This concept is perhaps the most visual element that is both iconic and abstract in nature, which often confuses ASL students. In its most basic form, a classifier is a handshape that conveys details contributing to the overall concept of a sign, in addition to the sign’s meaning. For those fluent in ASL, using and understanding classifiers is nearly instinctual. As an ASL student, begin developing your classifier skills by closely observing why specific handshapes are used for signs and the meanings those handshapes suggest. MASL p 193

CL:1 an individual FYI: Use eye gaze to show the beginning and end points of the moving person. CL: 1 generally represents and individual and its location, action, and manner. Manipulate the sign to reflect details such as walking slowly, hunched over, moving quickly, falling down, or other characteristics. CL: 1 depicts up to five individuals engaged in the same action simultaneously; (use number-incorporation) CL: 1 also refers to cylindrical objects as well, including logs or poles. CL: means Classifier p 194

Eyes on ASL #11 MASL DVD Because classifiers have different meanings, it is important to identify the object being represented by a classifier. Classifiers are noted with the abbreviation CL: followed by the handshape, as in CL:1

U Classroom Exercise CL:1. 1. He’s hunched over. 2. They ran that way!
Using only CL:1, how would you sign each meaning below? Keep in mind that facial expressions are an important component as well. 1. He’s hunched over. 2. They ran that way! 3. She’s moving at a snail’s pace. 4. He turned around. 5. They went that way, then went in another direction. 6. He’s in a rush! 7. She fell down. 8. He’s walking very slowly. 9. The three of them are moving towards me. 10. The two people bowed to each other. MASL p 194

CL:/\ A person’s legs or eyes
CL: /\ represents the actions of one individual’s legs or eyes. Non-manual signals are especially important when using the classifier to depict the eyes, because facial expressions distinguish between a dirty look; curiosity, and other meanings. CL: /\ should be used when describing the body as a whole, as in laying down. (sic) p 195

Classroom Exercise V CL:/\ Using only CL: /\ for the words underlined, how would you sign each sentence below? Keep in mind that facial expressions are an important component as well. 1. He gave me a dirty look. 2. She’s walking home. 3. He was walking and fell on the ground. 4. I like to look around. 5. They’re standing across from each other. 6. I’m watching you like a hawk! 7. I want to lay down. [sic] 8. Children like to play hopscotch. 9. He keeps looking at me and looking away. 10. They’re staring at each other. MASL p 195

Classroom Exercise V 3.Using CL: /\ & CL: 1. Sign each sentence below using both CL: 1 and CL: /\ for the words in bold. 1. Can you walk on a balance beam? 2. The mother examined the boy from head to toe. 3. He walked over to the man laying on the floor. 4. Don’t trip on that thing. 5. I’m learning how to logroll. MASL p 195

Classifiers Classifiers are handshapes used in ASL that are not actual signs (vocabulary words) These handshapes can be used to represent objects or people. They can show specific movements of these objects or people. For example, when watching the bus stop riddle we saw the Classifier: B,B to represent the bus doors. The hands had to be held in the upright position of the doors and in the location of the doors. By moving the classifiers the signer showed the doors opening and closing. The other day we practiced using Classifier: B,B to represent feet. Remember, I moved my hands and you moved your feet to match my hands. Let’s look at that again……

Sign Clarification Live 2 A hands pull up on front of body, waist to almost shoulders Variant (initialized) Address a version of Live but movement is double and shorter on upper body. Note: in some parts of the country the sign LIVE is used for both concepts. More detailed explanation

Sign Clarification Summer Black

When learned? How much retained?
Language Background When learned? How much retained?

Languages PHS Courses English Spanish French Chinese German?

When learned? Languages Grow up with Elementary school Middle school
High school College

How much still know? Languages Still speak Forgot ALL Remember most
Remember some Remember little

Language Backgrounds 2:4

Hand out paper AFTER Carol narrative.

NSN 2:4 Language Background: Transitions
When telling about our language background, organize the information chronologically beginning with your native language(s) and then telling about languages learned during different periods in your life. To transition from one time period to the next, raise your brows while mentioning the period (high school, college, etc.) Carol’s Language Background Cinnie narrates “Carol’s Language background” using these transitions: Transition 1 -Name of subject/topic Transition 2 -High school time Transition 3 -College time Transition 4 -Present time Practice signing the narrative raising your brows to signal each transition. Note: if absent, you will need to come in and make this up in the lab. P 60

Signs you will need to know
English Spanish French Grow up Learning (studying) Year Now (currently) Hard Easy Remember Forgot ALL Gallaudet College High school

Carol’s Language Background Cinnie narrates “Carol’s Language background” using these transitions: Transition 1 -Name of subject/topic Transition 2 -High school time Transition 3 -College time Transition 4 -Present time Just watch the first narrative about Carol. Note: if absent, you will need to come in and make this up in the lab. P 60

LANGUAGE BACKGROUND 1 AND 2 Watch the two narratives and fill in the blanks below. Language Background 1 1. name: languages she grew up with: 2. high school time -other language(s) learned: -number of years: -how much language remembered 100% % % % % 3. college time 4. present time -level of difficulty very difficult I I I I very easy Note: if absent, you will need to come in and make this up in the lab. P 60

LANGUAGE BACKGROUND 1 AND 2 Watch the two narratives and fill in the blanks below. Language Background 2 1. name: languages she grew up with: 2. high school time -other language(s) learned: -number of years: -how much language remembered 100% % % % % 3. college time 4. present time -level of difficulty very difficult I I I I very easy Note: if absent, you will need to come in and make this up in the lab. P 60

LANGUAGE BACKGROUND 1 AND 2 Watch the two narratives and fill in the blanks below. Language Background 1 1. name: languages she grew up with: 2. high school time -other language(s) learned: -number of years: -how much language remembered 100% % % % % 3. college time 4. present time -level of difficulty very difficult I I I I very easy Bev English French, Spanish 1, 3 Some Spanish, no French No language ASL Note: if absent, you will need to come in and make this up in the lab. P 60

LANGUAGE BACKGROUND 1 AND 2 Watch the two narratives and fill in the blanks below. Language Background 2 1. name: languages she grew up with: 2. high school time -other language(s) learned: -number of years: -how much language remembered 100% % % % % 3. college time 4. present time -level of difficulty very difficult I I I I very easy Raul French English 2 English 4 ASL Note: if absent, you will need to come in and make this up in the lab. P 60

View both narratives again and practice signing along. Be sure to raise your brows to signal a transition for each of these listed below: Name of subject/topic High school time College time Present time Note: if absent, you will need to come in and make this up in the lab. P 60

Wrap Up Please check around your area for any trash.

Be Awesome!

Next Week Mon New VP info Tuesday test review/work day
Wed A day filming Thurs B day filming Fri in Library to take on line receptive “SN 3 Conversations”

Thank you for spitting out your gum.

Similar presentations

Presentation on theme: "Thank you for spitting out your gum."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Thank you for spitting out your gum.

Similar presentations

Presentation on theme: "Thank you for spitting out your gum."— Presentation transcript:

Similar presentations

About project

Feedback