Final Exam Requirements and Directions: Due Dec. 23 at 12:00am

We have been tested on everything that we have needed for the semester with the exception of Unit 11. We have also taken a two week break from the text book and have worked soley on our expressive exams. Therefore, I have decided that your final will be to complete the exercises from Unit 11 and email them to me on or before Dec. 23 at 12:00 am. I am allowing you to use your exam time to do this.


Directions:

For the final all students must complete exercies 11A, 11B, and 11C. This exam will not cover 11d.

11A, 1-10

For numbers 1-10 create a sentence in ASL using the vocabulary listed. Be sure to include either RUN-OUR or DEPLETE in each of your sentences. Remember that RUN-OUT and DEPLETE are not used interchangeably.

Example: POTATOES I EAT MANY. OFTEN POTATOES I RUN-OUT.

11B, 1-6

For numbers 1-6 create a sentence in ASL. Be sure to incorporate the concept of NONE.

Example: 2 WEEKS, MY MOM SEE-NONE.

11C, 1-10

For numbers 1-10 create a sentence in ASL using the vocabulary listed. Be sure to include what classifier is necessary for the vocabulary listed.

Example: YOU MAKE PIE, CL:G-THIN OR CL:G-THICK WHICH?


That's all folks! You made it! I cannot believe how quickly this semester has flown by, can you? I have had so much fun teaching this course. ASL is my passion and I am so honored to share it with you. All of you will make a difference in someone's life. I am so touced by your committment and desire to learn. Your development has been amazing. You should be so proud of how far you have come.

I look forward to continuing our ASL journey together next semester. I hope all of you have a wonderful break! Rest and have fun, you deserve it! Best to all of you during final exams.

Monica

Announcements and Story Help

How to start your story:

Example:

Fingerspelling directional verb y/n q
HELLO, MY NAME M-O-N-I-C-A, I TELL-YOU STORY. READY?

fingerspelling
MY STORY CALLED, “I-T H-A-P-P-E-N-S.


tense directional verb
TEN YEARS PAST, MY SISTER, I TWO-OF-US GRANDMA’S HOUSE GO-TO.



Schedule

Wednesday, Friday and Monday will be in class work days

Wednesday, Dec.15th stories are due

Final Exam will cover 1-11 only

PLEASE USE THE TIME WISELY AND ASK ME FOR ANY ASSISTANCE THAT I CAN GIVE YOU. I WANT TO HELP YOU DO THE BEST STORY POSSIBLE.

ASL 1102 (9:00) Blog #13: Share your story

Begin to put your final story in writing. I want you to share it here. Bring a copy of this to class on Wednesday so we may start the translation process.

You will want to look at what vocabulary you need to use, what classifiers should be added and where, and how to incorporate important grammar components. I would suggest creating a list. I have provided an example below. This will help you develop your story into ASL and be sure you complete all of the necessary requirements.

Example:

Fingerspelling:
MY NAME M-0-N-I-C-A

Vocab.:
sister
farm
horse


Classifiers:
CL: 1= sister walking
CL: a = barn next to house
CL: V = horse running

Grammar:

The horse was standing near the barn.

BARN CL:A , HORSE STANDING (CL:V)

• Vocabulary
o A wealth of vocabulary from units
o Correct parameters
o Correct concepts
o Clear, crisp, concise and smooth

• Grammar
Yes/no?
o Wh?
o Directional verb
o Classifiers (3 or more)
o Noun/verb pairs
o Descriptives
o Locative (setting your story up in space using people, places or things)
o Topic statement
o Correct order
 Object, subject, verb
 Topics
 Tenses
 Politeness

• Fingerspelling: 10 points
o Spell your name
o Spell your title of the story
o Clear, crisp, smooth and concise
o Correct letters (common errors: d,1,f,a,s)
o Do not use fingerspelling for signs already known

• Mime: 25 points
o Use appropriate mime
o Use appropriate facial expressions
o Use body language
o Use character shift
o Become characters

ASL 1102 (8:00) Blog #13: Share your story

Begin to put your final story in writing. I want you to share it here. Bring a copy of this to class on Wednesday so we may start the translation process.

You will want to look at what vocabulary you need to use, what classifiers should be added and where, and how to incorporate important grammar components. I would suggest creating a list. I have provided an example below. This will help you develop your story into ASL and be sure you complete all of the necessary requirements.

Example:

Fingerspelling:
MY NAME M-0-N-I-C-A

Vocab.:
sister
farm
horse


Classifiers:
CL: 1= sister walking
CL: a = barn next to house
CL: V = horse running

Grammar:

The horse was standing near the barn.

BARN CL:A , HORSE STANDING (CL:V)

• Vocabulary
o A wealth of vocabulary from units
o Correct parameters
o Correct concepts
o Clear, crisp, concise and smooth

• Grammar
Yes/no?
o Wh?
o Directional verb
o Classifiers (3 or more)
o Noun/verb pairs
o Descriptives
o Locative (setting your story up in space using people, places or things)
o Topic statement
o Correct order
 Object, subject, verb
 Topics
 Tenses
 Politeness

• Fingerspelling: 10 points
o Spell your name
o Spell your title of the story
o Clear, crisp, smooth and concise
o Correct letters (common errors: d,1,f,a,s)
o Do not use fingerspelling for signs already known

• Mime: 25 points
o Use appropriate mime
o Use appropriate facial expressions
o Use body language
o Use character shift
o Become characters

ASL 1102: Final Exam Study Guide and Schedule

8:00 a.m.
Tuesday, December 21
12:00 noon

9:15 a.m.
Wednesday, December 22
8:00 a.m.

The exam will cover units 1-12.



*The Receptive and Written Exam will cover units 1-12 and all information covered in class. This includes information that was not in your book (lectures, films, media clips). There will be specific sections on the exam. These sections are:

• Vocabulary section (mulitple choice)
• Grammar section (be able to identify specific grammar)(wh?, yes/no?, topics, modals, directional verbs, noun/verb pairs, verb pairs etc.) and answer specific questions
• Parameters section testing your vocab knowledge
• Structure, grammar, and culture (True & false, fill in, essay and multiple choice)
• Classifier section Be sure to be able to identify the concept of a classifier



Half of the exam will be live (instructor (s) will be signing. The other half will be written questions *For all units, be sure to read all grammar and culture notes in your book, review sentence structure and grammar, and review your vocabulary. I recommend studying with a group or a partner. You may want to give each other practice exams. What is listed below is important for the exam.

Film: Through Deaf Eyes

Unit 1
Yes/no? Facial grammar
Wh? Facial grammar
Nodding and head shaking
Difference between live and from (culture)
Introductions (names) (culture)
Who is important for bringing French Sign language to America
Who is an important American man that helped establish the first Deaf School in America? Where? What is it know as today?


Unit 2
Use of Oh-I-See for feedback
Repeating in your responses
Understanding parameters (rules of signs) (lecture)

Unit 3
Verbs change movement to show meanings (help, show, tell, etc.)
Topic statements – eyebrows raised for topic and appropriate for comment
Signing excuse me and walking between speakers (culture)
Signs are in present time unless you state otherwise
Noun/verb pairs

Unit 4
Colors can appear before or after the noun
Compound sign: look-like
It is always appropriate to describe a person as they look (culture)

Unit 5
Verb pairs
Noun verb pairs
Getting Deaf people’s attention (culture)
Polite ways to ask for help: don’t mind, for me, and don’t care (lecture)

Unit 6
The difference between some noun/verb pairs (nouns are smaller/repeated verbs are larger/one movement)
The concept of all with day, morning, afternoon, evening and all night
Showing emotions
Negatives of like, know and want
Modals showing how something is done

Unit 7
Classifiers (be sure to review handout as well)
Classifiers concepts need to be memorized not labels
Quantifiers
Number incorporation with min, week, month year

Unit 8
Tenses
classifiers
Use of finish
Bad joke
Just friends
All done
Stop it
Past tense

Pronoun and incorporation with numbers
2-of-us
2- of-you etc.

Unit 9
Use of numbers with age
Numbers
Contraction signs
Story telling techniques

Unit 10
Every with days of the week and time
Directional verbs
Classifiers
Lexicons
Playing with fingerspelling

Unit 11
Use of run out and deplete
Negatives of modals
Money
Concept of none

ASL 1102 (9:00): Blog #12: Story TIme!

It is time for you to begin creating your story in ASL to show to the class during Monday Wednesday or Friday of week 15. I would like you to think of a personal story (basic) that is funny and meaningful to you. I have demonstrated several stories in class and now it is your turn to sign a story for me. This story needs to be 3-5 minutes in length. We will spend time preparing in class and I will be able to help you if needed and check over your stories, but you will want to sign and practice your story with the tutors several times as well. The next few weeks of tutoring will be set aside for review and story practice. You will be required to write your story in English and then translate it into ASL grammar and structure following the guide the book gives you. This will be turned into me the day you are assigned to do your story.

Here is an example:

English: A long time ago when I was nine years old, I went to the store with my mom.

ASL: LONG-AGO ME AGE NINE, MY MOM, ME TWO-OF-US STORE GO-TO.

Directions and Expecations for Story Exam:

For this exam you will need to incorporate key concepts and vocabulary that you have learned from ASL 1101-1102 and sign a personal story of short length. This story needs to be recorded and will be shown to the class. Students may burn it to a disc, or have it on a flashdrive. I will watch these in class, but will also need to access them later to ensure proper grading. Be sure to have everything that I will need so I may view your story again after class. I will not accept student’s cameras. Students will not receive credit for this exam if they do not do one of the two options above. I will not be responsible for your equipment so plan accordingly and be sure to do this properly and professionally.


Your story must be ready for viewing on your assigned day. Days will be assigned in class. There will be no exceptions.
Requirements:

• Vocabulary: 25 points
o A wealth of vocabulary from units 1-12
o Correct parameters
o Correct concepts
o Clear, crisp, concise and smooth

• Grammar (you must incorporate one or more of the following unless otherwise noted) 40 points
o Yes/no?
o Wh?
o Directional verb
o Classifiers (3 or more)
o Pronoun incorporation
o Noun/verb pairs
o Modal
o Descriptives
o Locative (setting your story up in space using people, places or things)
o Topic statement
o Correct order
 Object, subject, verb
 Topics
 Tenses
 Politeness

• Fingerspelling: 10 points
o Spell your name
o Spell your title of the story
o Clear, crisp, smooth and concise
o Correct letters (common errors: d,1,f,a,s)
o Do not use fingerspelling for signs already known

• Mime: 25 points
o Use appropriate mime (do not overuse or use in place of signs or classifiers)
o Use appropriate facial expressions
o Use body language
o Use character shift
o Become characters

Here is are two stories by ASL students. Please comment on what you think this student did well and what he needs to improve on. What will you do well and what do you see yourself struggling with? What story will you share (brief overview).

http://www.youtube.com/watch?v=CJ1X_759OX8&feature=related
http://www.youtube.com/watch?v=aMXK0jwg1kU&feature=related

ASL 1102-002 (8:00) Blog #12: Story Time!

It is time for you to begin creating your story in ASL to show to the class during Monday Wednesday or Friday of week 15. I would like you to think of a personal story (basic) that is funny and meaningful to you. I have demonstrated several stories in class and now it is your turn to sign a story for me. This story needs to be 3-5 minutes in length. We will spend time preparing in class and I will be able to help you if needed and check over your stories, but you will want to sign and practice your story with the tutors several times as well. The next few weeks of tutoring will be set aside for review and story practice. You will be required to write your story in English and then translate it into ASL grammar and structure following the guide the book gives you. This will be turned into me the day you are assigned to do your story.

Here is an example:

English: A long time ago when I was nine years old, I went to the store with my mom.

ASL: LONG-AGO ME AGE NINE, MY MOM, ME TWO-OF-US STORE GO-TO.

Directions and Expecations for Story Exam:

For this exam you will need to incorporate key concepts and vocabulary that you have learned from ASL 1101-1102 and sign a personal story of short length. This story needs to be recorded and will be shown to the class. Students may burn it to a disc, or have it on a flashdrive. I will watch these in class, but will also need to access them later to ensure proper grading. Be sure to have everything that I will need so I may view your story again after class. I will not accept student’s cameras. Students will not receive credit for this exam if they do not do one of the three options above. I will not be responsible for your equipment so plan accordingly and be sure to do this properly and professionally.


Your story must be ready for viewing on your assigned day. Days will be assigned in clas. There will be no exceptions.
Requirements:

• Vocabulary: 25 points
o A wealth of vocabulary from units 1-12
o Correct parameters
o Correct concepts
o Clear, crisp, concise and smooth

• Grammar (you must incorporate one or more of the following unless otherwise noted) 40 points
o Yes/no?
o Wh?
o Directional verb
o Classifiers (3 or more)
o Pronoun incorporation
o Noun/verb pairs
o Modal
o Descriptives
o Locative (setting your story up in space using people, places or things)
o Topic statement
o Correct order
 Object, subject, verb
 Topics
 Tenses
 Politeness

• Fingerspelling: 10 points
o Spell your name
o Spell your title of the story
o Clear, crisp, smooth and concise
o Correct letters (common errors: d,1,f,a,s)
o Do not use fingerspelling for signs already known

• Mime: 25 points
o Use appropriate mime (do not overuse or use in place of signs or classifiers)
o Use appropriate facial expressions
o Use body language
o Use character shift
o Become characters

Here is are two stories by ASL students. Please comment on what you think this student did well and what he needs to improve on. What will you do well and what do you see yourself struggling with? What story will you share (brief overview).

http://www.youtube.com/watch?v=CJ1X_759OX8&feature=related
http://www.youtube.com/watch?v=aMXK0jwg1kU&feature=related

Announcements and Take Home Quiz #3

*****NO BLOG THIS WEEK****
*****Take Home Quiz #3 Due: December 3rd (Friday)*****

Complete 10a, b, c, and d from your text.

10a, write the sentences in correct ASL structure. Be sure to list which direction the directional verb needs to be. (towards body. away from body)

10b, write the sentences in correct ASL structure and list the classifier(s) needed and for what.

10c, list the correct classifier needed.

10d, write the sentences in the correct ASL structure.

*****IMPORTANT REMINDER! Exam #1: Units 1-11, December 3rd (Friday)*****

****Important Review Information From Units 9 & 10

The signs OLD and AGE are signed slightly different
The signs DON'T KNOW and KNOW-THAT are slightly different
Cochlear Implant was added t vocabulary
ODD and be STRANGER if you add an agent or person marker
DIRTY and PIG are slightly different
The sign STUBBORN comes from Mule or Donkey
DEVIL is signed with only one movement and MISCHIEVOUS is repeated
Be sure to sign House with open palms
The sign GOOD-LOOKING is actually SEXY
The sign GO-AWAY is used for leaving or going to
PLAY and PARTY have differnt movements
OH-GEE is used humorously

Lexicons or loaner signs are borrowed from fingerspelling. See page 133.
The concept of EVERY with days of the weeks is a continous downwards motion (think of a calendar) when using it with time of day, it sweeps across the body
(think of a week on the calendar)
The sign FULL can also be used for FED-Up facial grammar allows us to know the difference.
You may sign Lunch, Dinner and breakfast with the first intial on your chin.
Classifiers in this unit are predicates that represent a catagory or size and shape
Directional verbs in this unit move in the opposite direction to convey meaning

ASL 1102-002 (8:00) Blog #11: Waiting for the World to Change

For this blog discussion, listen to the songs, "Waiting for the World to Change" by John Mayer and "Beautiful" by Christina Aguilera. Think about your feeling of the message being sent. Now watch and listen to the music videos, Beautiful and Waiting for the World to Change, by Deaf Performing Artist Network. ("Waiting for the World to Change" can be accessed directly on the right through the YouTube link. To access "Beautiful," you will need to click on the D-Pan weblink to view it through their homepage.) As you watch these videos look for the cultural message that the signers and the Deaf community are trying to portray. Why do you think that this song was selected to be sign language interpreted? After watching the interpretation, how has the song message changed for you? What other culture could use this song to send their message to the majority and why?

ASL 1102-002 (9:00) Blog #11: Waiting for the World to Change

For this blog discussion, listen to the songs, "Waiting for the World to Change" by John Mayer and "Beautiful" by Christina Aguilera. Think about your feeling of the message being sent. Now watch and listen to the music videos, Beautiful and Waiting for the World to Change, by Deaf Performing Artist Network. ("Waiting for the World to Change" can be accessed directly on the right through the YouTube link. To access "Beautiful," you will need to click on the D-Pan weblink to view it through their homepage.) As you watch these videos look for the cultural message that the signers and the Deaf community are trying to portray. Why do you think that this song was selected to be sign language interpreted? After watching the interpretation, how has the song message changed for you? What other culture could use this song to send their message to the majority and why?

Weej #10: Agenda and Class Anouncements

This Weeks Focus:


Tenses:
Past:
yesterday
before, later or last
long ago
recently/just

Future:
tomorrow
will (often placed at the end of the sentence more often than not)
later
after-awhile
far-in-future


TENSE PRACTICE

1. I will go to school tomorrow.
TOMORROW, SCHOOL I GO-TO WILL
2. Yesterday I went the bookstore.
YESTERDAY, BOOKSTORE FINISH GO-TO
3. I recently saw the movie called, “How to Train Your Dragon”.
RECENTLY, MOVIE CALLED, httyd, I FINISH SAW.
4. My sister has been married for 10 years!
MY SISTER MARRIED FINISH 10 YEARS
5. I will finish school someday!
SCHOOL, FINISH I WILL.
6. My class will finish in 6 weeks.
MY CLASS FINISH 6 WEEKS WILL.
7. I have class today not tomorrow.
TODAY CLASS HAVE TOMORROW NOT
8. I saw my cousin yesterday.
YESTERDAY MY COUSIN FINISH SEE I
9. I will see my family tomorrow.
TOMORROW MY FAMILY SEE WILL I
10. Later I will sign with friends.
LATER MY FRIENDS SIGN WILL I





Family Signs:

Added to your list:
partner
foster
1/2
step
relatives
2 moms (partners) (parents)
2 dads (partners) (parents)

Signs to be aware of:

-Birthday has several signs, I taught you a regional sign for birthday in class
-with and go-steady are differnt
-girlfriend and boyfriend are signed for intimitate relationships, not friendships
-to indicate the sex for the sign cousin, you move the sign to the female or male location. If you are signing in general, use the neutral space on your face.
-the sign long, is for time not hair etc.



Grammar:

TENSE INDICATORS


THESE SIGNS ARE USED TO INDICATE THE TIME IN WHICH SOMETHING HAS OR WILL HAPPEN. ASL IS ALWAYS SET UP IN PRESENT TIME UNLESS YOU USE THESE. TENSES ARE PLACED AT THE BEGINNING OR THE END OF THE SENTENCES. THE PREFERENCE IS OFTEN THE BEGINNING TO ESTABLISH TIME RIGHT AWAY IN A CONVERSATION. HOWEVER, THE SIGN WILL IS OFTEN USED ONLY AT THE END.

PRESENT PAST FUTURE
NOW YESTERDAY TOMORROW
BEFORE LAST WILL
TODAY RECENT
JUST LATER
LONG-AGO AFTER-AWHILE
FINISH FAR-IN-FUTURE

***DAYS OF THE WEEK, MONTHS AND YEARS (WITH AND WITHOUT NUMBER INCORPORATION UP TO 9) CAN ALSO BE USED TO ESTABLISH TENSES ( WILL LEARN LATER)


Uses of Finish:
Stop it!
already
bad joke
that's all
all done
past tense

Pronoun incorporation:

Some personal pronouns can incorporate numbers. You may go up to 9.

2-0f-Us
2-Of-You

Joke of the day: King Kong is Deaf!


Story: Thanksgiving Gathering

Feedback of the day: YOU ARE THINKING IN ENGLISH YOU NEED TO THINK IN SIGN!

ASL 1102-002 (9:00) Blog #10: Discussion: How to Succeed in ASL

"Learning is doing. It is an active process in which you must be involved. You do not learn effectively by sitting on the sidelines; you must be involved and participating in what you are trying to learn."

Your high school learning experience took place in a "teaching environment." How much you learned depended largely on the knowledge and skills of your teacher. Now you are in college – in a "learning environment." The responsibility for what you learn is yours, NOT the instructor’s. You are expected to be an independent learner.

You know you need to study. You know it is important. But, maybe it has been a while since they were in classes in high school or college. And very few people have studied a visual language before. So, while you are committed to doing whatever it takes to be successful in learning sign language, you wish you had a better idea of exactly what it does take.

Want to be successful? Here are some study tips.


Study Hints for Sign Language Students

Interact with the Deaf community or even just your instructor and tutors!! You may also wish to join the ASL club on campus! There is nothing that can substitute for seeing the language in use by fluent signers. Immersion in the language setting is acknowledged by all as the best way to learn a language. Take advantage of every opportunity you can.

Review your videotape and workbook.
The purpose of your videotape is to provide experience with the language in natural settings. Follow the directions in the workbook to complete the exercises. Remember, your purpose it to exercise your eyes and mind, not to understand every sign and nuance the first time. Recognize the familiar and use context to fill in the blanks.

After completing the workbook, review the videotape several more times. Sign along with the tape or stop the tape at the end of a sentence and sign what you have just seen. Practice not only the hand shapes, but the posture, facial expressions, and phrasing. Or, after seeing a sentence or dialogue, stop the tape and invent one of your own following the same format just observed. These are good partner activities, where you can get feedback on your accuracy.

Practice fingerspelling and numbers.
Do not go straight through the alphabet, or say the letters as you spell. Practice spelling letter or word combinations: bat, cat, sat, mat, hat, attic. Many games can be played with fingerspelling rather than spoken or written words: Boggle, Password, Scattegories, etc.

Make sure that you work with a partner to practice reading fingerspelling, which is much more challenging than producing the letters yourself. As you improve, begin fingerspelling within phrases and sentences.

To practice numbers, play bingo or math drill games. Look up phone numbers in the yellow pages. List birthdates. Fingerspelling and number comprehension are among the most difficult skills for the sign language learner. To become proficient you must practice with others routinely.

(Hint: If it is impossible to get together with a partner on a regular enough basis, consider making videotapes for each other. For example, fingerspell the names of restaurants, movies, streets in Atlanta, the 50 state capitals, the names of people at the Oscar broadcast, etc. These categories make it easier to think of items to add to the list, and give the reader context in which to comprehend the word that is fingerspelled. A study group could easily make enough tapes to rotate and practice with all semester. Then, the tapes could be donated to the department for use by future students.)

View sign language videotapes. The Clarkston campus library has a large collection of sign language and interpreting videotapes for viewing and checkout. Public libraries may be another source.
Watch the videotapes and note new vocabulary items.

Notice the natural "accent" of ASL. What is the signing space? What expressions and body movements are used? Try to copy what you see on the screen. First the expressions and movements, then the signs, then the two in combination.

Notice the sentence structure. You may want to take notes and see how the word order in ASL differs and resembles English.

Watch a selection, signing along with it, until you feel familiar and comfortable with it. Then, videotape yourself signing the material, and compare your production to that of the original tape.

Look for one specific feature of ASL while viewing a selection. For example, you might want to find instances where the verb is modified to show who is acting and what is being acted upon (directionality). Or, find instances where a classifier is used to describe a thing or an activity. Note use of a specific classifier (for example, the vehicle classifier) and list how it is used. Watch the signer's mouth movements and note what movements accompany what signs, and for what purpose. Select features you have discussed in class.

Retell the story you have watched. Videotape it for completeness and accuracy.

Remember: you are training your brain to new ways of thinking and your body to new ways of communicating. It takes time, repetition and concentration. But, you can do it! And the rewards are tremendous, when you find yourself communicating with a new friend in a new language.

Okay, now lets talk. I mean really talk. This is all easier said then done right? Here we are in our second term already and things are picking up and may feel like they are moving really quickly. I am using ASL as our targeted language for the majority of the class meeting now since we have completed our first half of the semester. Is this easy for you? Of course not! I know that. I know this is very challenging for you. I know it takes a lot of concentration and dedication to stay focused for an hour regardless what class you are in. I know that I often express what I am seeing from you during class. I want you to know that I am not the only ASL teacher that notices your every move and has something to say about it!

I want you to watch this clip. It was made by an ASL teacher. She too wants you to be aware of what you are doing and how it can hinder your learning process.

http://www.youtube.com/watch?v=EB060N1SvkM&p=94A0B899751BDC09&playnext=1&index=23

After watching this, I want you to think about what yourself in class. What will you change? How will you help yourself learn? What is working for you? What have you done to memorize vocabulary and grammar? What helps you during class? What hinders you? What do you struggle with?

For your second post I want you to give advice to each other.

Learn from each other you are all in the same boat!

Monica

ASL 1102-001 (8:00) Blog #10: Discussion: How to Succeed in ASL

"Learning is doing. It is an active process in which you must be involved. You do not learn effectively by sitting on the sidelines; you must be involved and participating in what you are trying to learn."

Your high school learning experience took place in a "teaching environment." How much you learned depended largely on the knowledge and skills of your teacher. Now you are in college – in a "learning environment." The responsibility for what you learn is yours, NOT the instructor’s. You are expected to be an independent learner.

You know you need to study. You know it is important. But, maybe it has been a while since they were in classes in high school or college. And very few people have studied a visual language before. So, while you are committed to doing whatever it takes to be successful in learning sign language, you wish you had a better idea of exactly what it does take.

Want to be successful? Here are some study tips.


Study Hints for Sign Language Students

Interact with the Deaf community or even just your instructor and tutors!! You may also wish to join the ASL club on campus! There is nothing that can substitute for seeing the language in use by fluent signers. Immersion in the language setting is acknowledged by all as the best way to learn a language. Take advantage of every opportunity you can.

Review your videotape and workbook.
The purpose of your videotape is to provide experience with the language in natural settings. Follow the directions in the workbook to complete the exercises. Remember, your purpose it to exercise your eyes and mind, not to understand every sign and nuance the first time. Recognize the familiar and use context to fill in the blanks.

After completing the workbook, review the videotape several more times. Sign along with the tape or stop the tape at the end of a sentence and sign what you have just seen. Practice not only the hand shapes, but the posture, facial expressions, and phrasing. Or, after seeing a sentence or dialogue, stop the tape and invent one of your own following the same format just observed. These are good partner activities, where you can get feedback on your accuracy.

Practice fingerspelling and numbers.
Do not go straight through the alphabet, or say the letters as you spell. Practice spelling letter or word combinations: bat, cat, sat, mat, hat, attic. Many games can be played with fingerspelling rather than spoken or written words: Boggle, Password, Scattegories, etc.

Make sure that you work with a partner to practice reading fingerspelling, which is much more challenging than producing the letters yourself. As you improve, begin fingerspelling within phrases and sentences.

To practice numbers, play bingo or math drill games. Look up phone numbers in the yellow pages. List birthdates. Fingerspelling and number comprehension are among the most difficult skills for the sign language learner. To become proficient you must practice with others routinely.

(Hint: If it is impossible to get together with a partner on a regular enough basis, consider making videotapes for each other. For example, fingerspell the names of restaurants, movies, streets in Atlanta, the 50 state capitals, the names of people at the Oscar broadcast, etc. These categories make it easier to think of items to add to the list, and give the reader context in which to comprehend the word that is fingerspelled. A study group could easily make enough tapes to rotate and practice with all semester. Then, the tapes could be donated to the department for use by future students.)

View sign language videotapes. The Clarkston campus library has a large collection of sign language and interpreting videotapes for viewing and checkout. Public libraries may be another source.
Watch the videotapes and note new vocabulary items.

Notice the natural "accent" of ASL. What is the signing space? What expressions and body movements are used? Try to copy what you see on the screen. First the expressions and movements, then the signs, then the two in combination.

Notice the sentence structure. You may want to take notes and see how the word order in ASL differs and resembles English.

Watch a selection, signing along with it, until you feel familiar and comfortable with it. Then, videotape yourself signing the material, and compare your production to that of the original tape.

Look for one specific feature of ASL while viewing a selection. For example, you might want to find instances where the verb is modified to show who is acting and what is being acted upon (directionality). Or, find instances where a classifier is used to describe a thing or an activity. Note use of a specific classifier (for example, the vehicle classifier) and list how it is used. Watch the signer's mouth movements and note what movements accompany what signs, and for what purpose. Select features you have discussed in class.

Retell the story you have watched. Videotape it for completeness and accuracy.

Remember: you are training your brain to new ways of thinking and your body to new ways of communicating. It takes time, repetition and concentration. But, you can do it! And the rewards are tremendous, when you find yourself communicating with a new friend in a new language.

Okay, now lets talk. I mean really talk. This is all easier said then done right? Here we are in our second term already and things are picking up and may feel like they are moving really quickly. I am using ASL as our targeted language for the majority of the class meeting now since we have completed our first half of the semester. Is this easy for you? Of course not! I know that. I know this is very challenging for you. I know it takes a lot of concentration and dedication to stay focused for an hour regardless what class you are in. I know that I often express what I am seeing from you during class. I want you to know that I am not the only ASL teacher that notices your every move and has something to say about it!

I want you to watch this clip. It was made by an ASL teacher. She too wants you to be aware of what you are doing and how it can hinder your learning process.

http://www.youtube.com/watch?v=EB060N1SvkM&p=94A0B899751BDC09&playnext=1&index=23

After watching this, I want you to think about what yourself in class. What will you change? How will you help yourself learn? What is working for you? What have you done to memorize vocabulary and grammar? What helps you during class? What hinders you? What do you struggle with?

For your second post I want you to give advice to each other.

Learn from each other you are all in the same boat!

Monica

ASL 1101-002(9:00) Blog #7: Cochlear Implants From a Deaf Perspective

Can you imagine having a baby that was born deaf and have no knowledge of what to do or even how to deal with their deafness. When a child is born deaf, most hearing parents have no knowledge of sign language or that there is even a culture that exists. Parents are often devastated beyond belief and consumed with grief. They want their child to hear as they do, they want to sing them lullabies, they want read books to them, they want them to know their name, and they want them to talk. They fear they will never be able to bond properly with their child because a huge barrier is standing in their way, communication. They research for something to give their child the ability to hear.

We are seeing more and more deaf children being implanted with cochlear implants and oral methods being focused on rather than sign language and exposure to Deaf Culture. Often times, these parents are persuaded not to use sign with their children, as it will hinder their auditory and speech training. The Deaf community sees this as a tragedy and not allowing the child to know their true identity as a Deaf person.

When a baby is born deaf to Deaf parents, there is celebration and often relief. Learning your child is hearing, can be as devastating for deaf parents as it is when hearing parents learn that their child is deaf.

Cochlear implants are controversial for obvious reasons. The Deaf community does not like to see members of their community not to be given their right to be who they believe they truly are, Deaf.

Please watch this clip and post your comments. Be warned this video clip may cause very strong emotions. Please feel that your comments, whatever they may be are safe here and I wish you to discuss your feelings, thoughts, and opinions freely.

My Son Is Deaf, Finally! (Subtitled)comments.
http://www.youtube.com/watch?v=-YN5Fdz1En0&NR=1&feature=fvwp

ASL 1101-001 (8:00) Blog #7: Cochlear Implants From a Deaf Perspective

Can you imagine having a baby that was born deaf and have no knowledge of what to do or even how to deal with their deafness. When a child is born deaf, most hearing parents have no knowledge of sign language or that there is even a culture that exists. Parents are often devastated beyond belief and consumed with grief. They want their child to hear as they do, they want to sing them lullabies, they want read books to them, they want them to know their name, and they want them to talk. They fear they will never be able to bond properly with their child because a huge barrier is standing in their way, communication. They research for something to give their child the ability to hear.

We are seeing more and more deaf children being implanted with cochlear implants and oral methods being focused on rather than sign language and exposure to Deaf Culture. Often times, these parents are persuaded not to use sign with their children, as it will hinder their auditory and speech training. The Deaf community sees this as a tragedy and not allowing the child to know their true identity as a Deaf person.

When a baby is born deaf to Deaf parents, there is celebration and often relief. Learning your child is hearing, can be as devastating for deaf parents as it is when hearing parents learn that their child is deaf.

Cochlear implants are controversial for obvious reasons. The Deaf community does not like to see members of their community not to be given their right to be who they believe they truly are, Deaf.

Please watch this clip and post your comments. Be warned this video clip may cause very strong emotions. Please feel that your comments, whatever they may be are safe here and I wish you to discuss your feelings, thoughts, and opinions freely.

My Son Is Deaf, Finally! (Subtitled)comments.
http://www.youtube.com/watch?v=-YN5Fdz1En0&NR=1&feature=fvwp

How are you doing? Total Points in ASL 1101-001 or 002 ( revised)

I have made some changes. Please be advised.

We have completed our weekly quizzes and practice exam (60 points) for this term. Our blog will be finished at the end of this week (70 points). Finally tutoring for this term will wrap up October 29th (60 points).

Please be sure to plan accordingly for your exams. There are two. The receptive and written midterm will take place on Monday, October 25th. The exam will take the entire class period. Students may sign up for additional tutoring this week if necessary. We will watch our ABC storybooks on Wednesday, October 27th or Friday, October 29th. All students will need to complete their assignment by October 25th.


****Grades and Responsibilities****
Attendance: Unexcused absences will result in a lower grade

# Unexcused absences = 0 1 2 3 4 5 6 7 8 9 10 11
Attendance Score = 100 95 90 86 82 77 73 68 64 60 55 50


Tutor Session: 60 points (15%)
• Attend tutoring weekly and complete assignment= ?/60 pts

Assignments: 70 points (16%)
• Weekly Blog= ?/70 pts


Quizzes/Practice Exam = 60 points (15%)
• MONDAY QUIZZES 1-3: quizzes on information covered in class. =(20 points each)= ?/60 points
• Practice EXAM #1:Comprehensive Receptive and Written (Units 1-6) = ?/60 pts

STUDENT SELECTED EITHER THEIR TOTAL QUIZ SCORE OR THEIR PRACTICE EXAM SCORE=?/60

Exams = 200 points (54%)
• EXAM #2: Comprehensive Receptive and Written exam (Units 1-7) = 100 pts (27%)
• EXAM #3: Expressive Final/ABC Story Book (Units 1-7) = 100 pts (27%)

Total points: ?/390 (100%)

A+ 97-100 A 93-96 A- 90-92
B+ 87-89 B 83-86 B- 80-82
C+ 77-79 C 73-76 C- 70-72
D+ 67-69 D 63-66 D- 60-62
F Below

Midterm Study Guide Units 1-7 and Storybook Assignment

This is for your Midterm not practice exam.










Study Guide for Receptive and Written Midterm
Units 1-7


*The Receptive and Written Exam will cover units 1-7 and all information covered in class. This includes information that was not in your book (lectures, films, media clips). There will be specific sections on the exam. These sections are:

•Vocabulary section
•Grammar section (be able to identify specific grammar)(wh?, yes/no?, topics, modals, directional verbs, noun/verb pairs, verb pairs etc.) answer specific questions
•Parameters section testing your vocab knowledge
• Structure, grammar, and culture (True & false, fill in, essay and multiple choice)
• Classifier section: Be sure to be able to identify the concept of a classifier



Half of the exam will be live (instructor will be signing). The other half will be written questions.

*For all units, be sure to read all grammar and culture notes in your book, review sentence structure and grammar, and review your vocabulary. I recommend studying with a group or a partner. You may want to give each other practice exams. What is listed below is important for the exam.

Film: Through Deaf Eyes

Unit 1
Yes/no? Facial grammar
Wh? Facial grammar
Nodding and head shaking
Difference between live and from (culture)
Introductions (names) (culture)
Who is important for bringing French Sign language to America
Who is an important American man that helped establish the first Deaf School in America? Where? What is it know as today?


Unit 2
Use of Oh-I-See for feedback
Repeating in your responses
Understanding parameters (rules of signs) (lecture)

Unit 3
Verbs change movement to show meanings (help, show, tell, etc.)
Topic statements – eyebrows raised for topic and appropriate for comment
Signing excuse me and walking between speakers (culture)
Signs are in present time unless you state otherwise
Noun/verb pairs

Unit 4
Colors can appear before or after the noun
Compound sign: look-like
It is always appropriate to describe a person as they look (culture)

Unit 5
Verb pairs
Noun verb pairs
Getting Deaf people’s attention (culture)
Polite ways to ask for help: don’t mind, for me, and don’t care (lecture)

Unit 6
The difference between some noun/verb pairs (nouns are smaller/repeated verbs are larger/one movement)
The concept of all with day, morning, afternoon, evening and all night
Showing emotions
Negatives of like, know and want
Modals showing how something is done

Unit 7
Classifiers
Classifiers concepts need to be memorized not labels
Quantifiers
Number incorporation with min, week, month year


***ABC Storybook/Expressive Midterm****
Students will work in groups of 2 to 6 students and create an ABC story. Youtube has an abundance of ABC stories that you can watch. The midterm is part of the development process of learning ASL. It works on clarity of handshapes, facial expression, body language, spacial location, and creating comfort in signing a visual language.

-Each student needs to equally participate and sign (you may take turns or sign it together)
-Each letter needs to be clearly defined
-Facial Expression, body language and use of space must be displayed
-Stories must display creativity and imagination
-The story must make sense, letters must work together to form a story and story must flow smoothly
-The story must be recorded
-Feel free to be as creative as you would like! You may use props, dress up, and include special effects. Just be sure these additions do not hinder our viewing.
-The story needs to be at least 3 minutes in length

Example of how to put a story together:

Witches Brew

Each student is dressed as a witch, a large pot is in front of all of you. Each students takes turn adding to the pot using different ABC's. As the potion brews things rise out of the pot. Each student takes a turn showing what rises out of the pot using the ABC's.

Best of luck! Enjoy and have fun!

Weekly Announcements October 13, 2010..Extra Credit Opportunites listed!

October 11, 2010
ASL 1101
Agenda Week #6

Facial Grammar

• Topic placement
o Look for what the sentence is about and place that first
• Tactfulness
o If the sentence contains something with tact such as please, sorry, don’t mind, for-me excuse me place this even before the topic





Tutor’s Comments:

The tutors informed me that students need to review and study more at home.



Vocabulary:

• Unit 5&6

Some Vocabulary Helpful Hints
• WARM looks like your breath on a cold day outside
• OWE-ME is repeated and not directional
• GARBAGE and BAG are the same sign
• SHOULD (repeat) and MUST (one) have different movements
• SLEEP (1) AND SLEEPY (X2)
• WOW can be for positives or negatives
• TEST means questions on paper
• HUNGRY is only one movement
• SICK can be signed one or two handed
• LATE is only one movement NOT-YET is repeated
• HOW (from text) and HOW (wiggle)???? are signed differently


Grammar Concepts:

Concept of All
• Exaggerate and slower movement
a. Day
b. Morning
c. Afternoon
d. Night
e. Evening

Modals (this has not be discussed in class yet. Be sure to read your text)

• The concept of modal verbs (helping verbs) is essentially the same in ASL and English. In ASL the modal always comes before, after, or before and after the other verbs in the sentence. However, in English it is the very first verb.

a. English: I can go to the store for you.
b. ASL: FOR YOU, STORE I GO CAN



Negatives of Like, Want, and Know
• Twist sign away from body

Expressing Negative Feelings
• Use of NOT
a. NOT can be placed before or after the adjective
b. Placing NOT at the end of the sentence creates emphasis

Topic Placement:

• Be sure to place topics first when creating sentences without subject, objects and verbs

ASL is Set up in Present Time

• ASL is always set up in present time unless you use a tense indicator (this will come later)



All Class Activity

• Complete dialogues from the unit 5


• Watch your DVD at home or with the tutor (It is very important that you see other signers besides me)




Feedback from All Class Activity

• You still need to make better eye contact. Do not sign to the book! Sign with your group mates!
• Watch your parameters (location, movement, handshape, and palm orientation)
• Do not sign weak or too hard.
• There is still a lot of discussion about what we are doing. Try to stop this and focus on the signing instead.
• Continue to think in ASL, see the signs do not say them either vocally or in your head!
• Facial grammar for WHQ, Yes and NoQ, and affirmative or negative is lacking, you must have your eyebrows downward.
• Look at their face not their hand (this takes practice).
• Do not mouth everything or talk everything through.
• Be sure NOT to lean forward when signing topics.
• Be patient it takes time! Sentence translation is very hard in the beginning it will come with time and practice



Remember!!!!!
• Practice Test on Friday, October 15, 2010. You may use this score in replace of your quizzes.
• Blog Assignment #6
o Second Comment needs to comment on my post by Thursday at 12:00am
o Be sure to comment in your section ASL 1101-001 or 002
• Tutoring
o Abby has had interviews in the Twin Cities this week but she will be back for tutoring on Thursday
o SIGN UP WEEKLY!
o Attend tutoring and complete the weekly assignment #6

Extra Credit (10 extra credit points)attend an event and write a one page reflection)

-UMD Drag Show

October 16th @ 7:00 in the Kirby Ballroom. Tickets are on sale at the door for $3.00.

-UMD Theatre: South Pacific

October 24, 2010 @ 2 pm
Mainstage Theater,
Contact University of Minnesota Duluth, Department of Theatre Marshall Performing Arts Center 141
1215 Ordean Court Duluth, MN 55812-3008 726-8562 or 726-8778

-CSS American Sign Language and Deaf Culture Club
contact: Becky Lund rlund2@css.edu
Nov 3rd @ 7pm in Tower 3410

ASL 1101-002 (9:00) Blog #6: ABC stories

CULTURAL INFORMATION: ABC AND NUMBER STORIES

A treasured part of the heritage of the Deaf Community is their language, ASL. It is, as with any culture, an important part of their identity. One of the fun and special traditions enjoyed and shared by the Deaf Community is signing stories using Number or Alphabet hand shapes. In these stories, various hand shapes do not stand for the numbers and letters themselves, but are used as signs or gestures to convey concepts. They are signed in alphabetical or numerical order, and used in amazing ways to sign or act out a story.


I want you to watch these ABC stories that I have chosen for you. The first story that I have selected shows how each letter is used to develop the story and you can see on the screen the letter as the signer uses it. Keep in mind these handshapes represent things, not the letters! The other two clips you must follow on your own. On Monday I am going to ask you to create your own ABC story! Story telling is a huge part of the culture and I wish to expose you to the many ways story telling is used. This will also allow you to learn how to better incorporate body langauge, mime, and facial expressions into your signing which are all important in your development of learning ASL. Not only that, you will be able to participate in a special fun tradition shared by Deaf people.

After you have viewed the videoclips, I want you to discuss these amazing stories with your ASL sisters and brothers (classmates). What did you think of them? What was easy for you to understand? Difficult? What fascinated you? What was inspiring? What can you compare this to in English?

Now think about traditions in your own families (think about your hertiage, culture, religon etc.)that are important to you and why. Also, what traditions are important to the American Culture? Compare and Contrast this to ABC stories in Deaf Culture.
Enjoy!


http://www.youtube.com/watch?v=qj1MQhXfVJg&feature=related


http://www.youtube.com/watch?v=-Iv8a299bQE&feature=PlayList&p=91196F2C6E7FD521&playnext=1&playnext_from=PL&index=1

http://www.youtube.com/watch?v=DZl9k3h0Glo&feature=related

Week 6: Announcements

Announcements:

* Units 5 and 6 will be completed this week

*Storybook directions and study guide will be given on Wednesday

*Friday practice Exam covering Units 1-6

*Midterm will happen the 25th-29th. Monday will be the receptive portion, Wednesday and Friday will be the expressive portion (story book)


Student Request:

Today a student asked if I would consider allowing students the option of using the practice test grade in replace of the quizzes. This is something that I will do. You may either choose to use your three quiz scores that total 60 points or you may use the score you get on the practice exam, whichever is highest. This exam will be set up as our quizzes have been with multiple choice and fill in.

Instructor's Comments:

I know that many of you struggled with the quiz today but please keep in mind that I informed you what to study and only covered that unit. Additionally, I told you to focus on pg. 44 of your book (this is what I used on the quiz) to help you with topic statements. I also told you that the quizzes would start multiple choice but get harder as we go on.

I have asked the tutors to cover topics this week for your weekly assignment to help you with this concept. Tutors can also be visited for any questions you may have.

I will do all in my power to help you be successful in this course. Do keep in mind this course is challenging and I cannot make it easier. Please continue to study at home. This language requires at least 3 hours outside of class time. Quickly looking over units before quizzes will only result in lower scores. Languages are hard to learn and take time, motivation and dedication to master.

ASL 1101-001 (8:00) Blog #6: ABC stories

CULTURAL INFORMATION: ABC AND NUMBER STORIES

A treasured part of the heritage of the Deaf Community is their language, ASL. It is, as with any culture, an important part of their identity. One of the fun and special traditions enjoyed and shared by the Deaf Community is signing stories using Number or Alphabet hand shapes. In these stories, various hand shapes do not stand for the numbers and letters themselves, but are used as signs or gestures to convey concepts. They are signed in alphabetical or numerical order, and used in amazing ways to sign or act out a story.


I want you to watch these ABC stories that I have chosen for you. The first story that I have selected shows how each letter is used to develop the story and you can see on the screen the letter as the signer uses it. Keep in mind these handshapes represent things, not the letters! The other two clips you must follow on your own. On Monday I am going to ask you to create your own ABC story! Story telling is a huge part of the culture and I wish to expose you to the many ways story telling is used. This will also allow you to learn how to better incorporate body langauge, mime, and facial expressions into your signing which are all important in your development of learning ASL. Not only that, you will be able to participate in a special fun tradition shared by Deaf people.

After you have viewed the videoclips, I want you to discuss these amazing stories with your ASL sisters and brothers (classmates). What did you think of them? What was easy for you to understand? Difficult? What fascinated you? What was inspiring? What can you compare this to in English?

Now think about traditions in your own families (think about your hertiage, culture, religon etc.)that are important to you and why. Also, what traditions are important to the American Culture? Compare and Contrast this to ABC stories in Deaf Culture.
Enjoy!


http://www.youtube.com/watch?v=qj1MQhXfVJg&feature=related


http://www.youtube.com/watch?v=-Iv8a299bQE&feature=PlayList&p=91196F2C6E7FD521&playnext=1&playnext_from=PL&index=1

http://www.youtube.com/watch?v=DZl9k3h0Glo&feature=related

Week #5 Announcements and Agenda

Hello! I am back!

I am so sorry that I did not have access to the internet at home this week. Thank you for your patience and understanding.

Here are some announcements:

We will be back on track at the end of next week and you will be able to follow the syllabus again. I have posted nexts week schedule for you here. It is very similar to your syllabus with the exception we will have two units next week.

Quiz
-Monday Oct. 11

Week 6: Oct. 11-15
-Complete Units 5 &6

Week 6: Oct 11-15

Unit 5-Requests

Grammar
--verb pairs
-noun/verb pairs


Unit 6-Expressing yourself

Numbers 1-100

Lecture
-Cochlear Implants
Grammar
-negative incorporation
-negative forms
-modals

Blog Assignment #6
-Comment #1 Due: 12:00 am Tuesday
-Comment #2 Due: 12:00 am Thursday



Be sure to attend weekly tutoring and complete assignment

Week #4 Agenda

September 27, 2010
ASL 1101-1102 Agenda Week #4

Facial Grammar

• WHQ
o WHQ require eyebrows to be pulled downward and to tilt the body slightly forward when asking a question
 What
 Where
 Why
 Which (this takes the place of or)
 When
 Who
• Yes and NoQ
o Yes and NoQ require that your eyebrows are pulled upward and to tilt your body slightly forward to ask a question
• Affirmative and negative responses
o Require that you MUST either nod or shake your head during the sentence that you are signing
• OH-I-SEE
o Feedback tool, nodding head is needed
• Topic placement
o Look for what the sentence is about and place that first
• Tactfulness
o If the sentence contains something with tact such as please, sorry or excuse me place this even before the topic




Tutor’s Comments:

The tutors informed me that they jumped the gun a bit and went into further details about sentence structure. We are not there yet. Please only look for topics and tactful vocabulary at this time. This is a process we need to work towards.

• Do NOT look further (subject, verb and objects order), we will work to that point. We are not there yet.




Vocabulary:

• Unit 3&4
• 4 will be completed next week

Grammar Concepts:
Parameters:
• Location
• Movement
• Palm Orientation
• Handshape
• Facial Expressions or Grammar

Directional Verbs

• Some verbs can move directions to convey meaning
o Ask
o Tell
o Show
o Pay
o Help
o Give
o Send
o Look-at

Topic Placement:

• Be sure to place topics first when creating sentences with out subject, objects and verbs

ASL is Set up in Present Time

• ASL is always set up in present time unless you use a tense indicator (this will come later)



All Class Activity

• Complete dialogues from the unit 3 and look at English translations in the back and change into ASL

• Complete 3abc


• Watch your DVD at home or with the tutor (It is very important that you see other signers besides me)


Feedback from All Class Activity

• Do not sign to the book! Sign with your group mates!
• Watch your parameters (location, movement, handshape, and palm orientation)
• Do not sign weak or too hard
• Begin to think in ASL, see the signs do not say them either vocally or in your head!
• Facial grammar for WHQ, Yes and NoQ, and affirmative or negative is lacking, you must have your eyebrows downward
• Look at their face not their hand (this takes practice)
• Do not mouth everything or talk everything through
• Be patient it takes time! Sentence translation is very hard in the beginning it will come with time and practice

Remember!!!!!
• Quiz on MONDAY
o Will cover all information covered in class and Units 3& colors from unit 4!
• Blog Assignment #4
o Second Comment needs to comment on my post by Thursday at 12:00am
o Be sure to comment in your section ASL 1101-001 or 002
• Tutoring
o SIGN UP WEEKLY!
o Attend tutoring and complete the weekly assignment #3


Story: WEEK #4

HALLOWEEN: TRICK OR TREATING WITH THE TWINS


VOCAB.

COUSIN (GIRL)
TWIN
BLACK
GREEN
LIKE
CANDY
HELP
SCREAMING
THREE OF US WALKING (CLASSIFIER)
HALLOWEEN
DICE
RUBIC CUBE (MIME)
BOX
EXCITED
EAGER
HALLOWEEN BUCKET (CLASSIFER)
TEN
DOOR

ASL 1101-001 (8:00) Blog #4: Directional Verbs

Taken from: ASL University: http://www.lifeprint.com/asl101/pages-layout/directionality.htm

Directionality (Directional Verbs):


(Also called: "verb agreement")
Certain signs can show "who did what to whom" through their movement. The movement of the sign indicates the subject and the object of the verb. For example, if I sign "money" and then I sign "give" starting near my body and moving the sign "give" in your direction, then I'm signing "I will give you some money," or "I gave you money." Suppose I start the sign by holding the sign away from my body (in whatever direction you are) and then move the sign "give" toward me and end near my body...that would mean, "You give me some money."
If I look at you and move the sign "give" out to my right or left, I am signing "Give it to him."
This "directionality" can be applied to many but not all signs. How do you know which ones? You associate with skilled users of the language and pick up on it, or you watch many videos of skilled signers, or you attend many classes, pay attention, and ask questions about signs.

You can directionalize many different verbs. Hand-to is the best example, but "MEET" is also useful. [To sign MEET, you hold both index fingers out in front of you about a foot apart, pointed up, palms facing each other. Then you bring them together--it looks like two people meeting. Note: The index fingers do not touch, just the lower parts of the hands.] For example ME-MEET-YOU can be done in one motion. I don't need to sign "I" "MEET" "YOU" as three separate words. But rather I hold my right Index finger near me, palm facing you, and my left index finger near you, palm facing me. Then I bring my right to my left. One motion is all it took.
A student asks: How do we know which verbs to use?
Response: That takes interactive practice and study.

Some verbs just aren't directional in nature. For example: "WANT." You sign "WANT" and separately indicate who wants what. For example, to sign "SHE WANT CANDY" you'd point at the little girl, sign "WANT" then sign "CANDY."



I have included a clip on directional verbs. Please watch and notice how many additional verbs are shown that can be used as directional besides the ones we learned in class this week.

http://www.youtube.com/watch?v=pyEhaTykI6k&feature=related


Watch this clip and see what directional verbs are used. Help each other understand this story by first explaining which verbs were used and where. Then explain your favorite part of the story. Finally, ask a question about something in the story that you do not understand. In your second post, I want you to help each other understand what the story is about. Be patient you will need to watch this several times. Be sure to watch this again before your second posting as well.

Deaf Ninja
http://www.youtube.com/watch?v=L91KVUXRBq8&feature=channel

ASL 1101-002 (9:00) Blog #4: Directional Verbs

Taken from: ASL University: http://www.lifeprint.com/asl101/pages-layout/directionality.htm

Directionality (Directional Verbs):


(Also called: "verb agreement")
Certain signs can show "who did what to whom" through their movement. The movement of the sign indicates the subject and the object of the verb. For example, if I sign "money" and then I sign "give" starting near my body and moving the sign "give" in your direction, then I'm signing "I will give you some money," or "I gave you money." Suppose I start the sign by holding the sign away from my body (in whatever direction you are) and then move the sign "give" toward me and end near my body...that would mean, "You give me some money."
If I look at you and move the sign "give" out to my right or left, I am signing "Give it to him."
This "directionality" can be applied to many but not all signs. How do you know which ones? You associate with skilled users of the language and pick up on it, or you watch many videos of skilled signers, or you attend many classes, pay attention, and ask questions about signs.

You can directionalize many different verbs. Hand-to is the best example, but "MEET" is also useful. [To sign MEET, you hold both index fingers out in front of you about a foot apart, pointed up, palms facing each other. Then you bring them together--it looks like two people meeting. Note: The index fingers do not touch, just the lower parts of the hands.] For example ME-MEET-YOU can be done in one motion. I don't need to sign "I" "MEET" "YOU" as three separate words. But rather I hold my right Index finger near me, palm facing you, and my left index finger near you, palm facing me. Then I bring my right to my left. One motion is all it took.
A student asks: How do we know which verbs to use?
Response: That takes interactive practice and study.

Some verbs just aren't directional in nature. For example: "WANT." You sign "WANT" and separately indicate who wants what. For example, to sign "SHE WANT CANDY" you'd point at the little girl, sign "WANT" then sign "CANDY."



I have included a clip on directional verbs. Please watch and notice how many additional verbs are shown that can be used as directional besides the ones we learned in class this week.

http://www.youtube.com/watch?v=pyEhaTykI6k&feature=related


Watch this clip and see what directional verbs are used. Help each other understand this story by first explaining which verbs were used and where. Then explain your favorite part of the story. Finally, ask a question about something in the story tha that you do not understand. In your second post, I want you to help each other understand what the story is about. Be patient you will need to watch this several times. Be sure to watch this again before your second posting as well.

Deaf Ninja
http://www.youtube.com/watch?v=L91KVUXRBq8&feature=channel

Week #3 Agenda

Week #3
ASL 1101-001 & 002 Agenda


Facial Grammar

• WHQ
o WHQ require eyebrows to be pulled downward and to tilt the body slightly forward when asking a question
 What
 Where
 Why
 Which (this takes the place of or)
 When
 Who
• Yes and NoQ
o Yes and NoQ require that your eyebrows are pulled upward and to tilt your body slightly forward to ask a question
• Affirmative and negative responses
o Require that you MUST either nod or shake your head during thesentence that you are signing
• OH-I-SEE
o Feedback tool, nodding head is needed



Vocabulary:

• Unit 1& 2

Grammar Concepts:
Parameters:
1. Location
2. Movement
3. Palm Orientation
4. Handshape
5. Facial Expressions or Grammar

Unit One:
• Pronoun placement
• WHQ placement
• Using WHICH for the concept of OR

Unit Two:
• OH-I-SEE vs. YES *(OH-I-SEE is for feedback only)
• THERE-1 & THERE-2 HERE-1 & HERE-2 (general and specific)
• Use of the sign MEAN (is not a reference to personality)


Cultural:

• The meaning of LIVE and FROM to Deaf people
• The sign DEAF is often used as a cultural and social identity

All Class Activity

o Sign these sentences that are focusing on your vocabulary. Be sure to use the proper facial grammar! Sentences are written in ASL!

Pronoun placement can be at the beginning, end or both!

1. I FROM CALIFORNIA I.
2. WHERE FROM YOU?
3. I STUDENT I.
4. YOU TEACHER YOU?
5. NAME YOU?
6. YOU LIVE WHERE?
7. YOU DEAF, HOH WHICH?
8. NEW YORK, I NOT LIVE.
9. I HEARING.
10. YOUR NAME, I DON’T KNOW.
11. CALIFORNIA NICE?
12. OUR CLASS NICE.
13. TEACHER NAME M-O-N-I-C-A COOL!
14. THEY NOT STUDENT(S) THEY.

• Complete 1C, pg. 7
o The sentences are written in English, ASL translation is required
• Complete all dialogues pgs.1,3,5
o Watch your DVD at home or with the tutor (It is very important that you see other signers besides me)


Feedback from All Class Activity

• Do not sign to the book! Sign with your group mates!
• Watch your parameters (location, movement, handshape, and palm orientation)
• Do not sign weak or too hard
• The sign MEET requires that you palms touch
• Facial grammar for WHQ, Yes and NoQ, and affirmative or negative is lacking, you must have your eyebrows downward
• Look at their face not their hand (this takes practice)
• Do not mouth everything or talk everything through
• Be patient it takes time!

STORY: Liam's Crab
*focus on vocab used in the story from units one and two

DAY AND A LIFE OF MONICA!
*this is to help you pick up signs naturally and see ASL usage without the use of a text.

Remember!!!!!
• Quiz on MONDAY
o Will cover all information covered in class and Units 1 &2!
• Blog Assignment #3
o Second Comment needs to comment on my post by Thursday at 12:00am
o Be sure to comment in your section ASL 1101-001 or 002
• Tutoring
o SIGN UP WEEKLY!
o Attend tutoring and complete the weekly assignment #2

ASL 1101-002 (9:00) Blog #3: All Deaf Band? Huh?

Him? Nope! Although Beethoven became deaf at age 35, this is not who I am referring to.

An all Deaf band! HUH? YES! Read more!









4 Hearing Loss Reviews: Beethoven's Nightmare


November 13, 2006
Hawaii-based deaf band called Beethoven’s Nightmare

After more than 30 years, Beethoven’s Nightmare comes out with a debut CD.
In the 1970s, three deaf college students gathered habitually in a Gallaudet University dorm room to make rock music and nurse dreams of becoming stars. More than 30 years -- and many broken barriers -- later, the trio that's billed as the only all-deaf rock band in the world has come out with a debut album. The CD, which is the first known in the world to feature an all-deaf rock band, is another milestone for Hawaii-based Beethoven's Nightmare, which has played venues around the United States and wowed audiences and record executives alike. "After 30 years, it's finally paid off," said Ed Chevy, the band's bassist and an American Sign Language teacher, at a CD release party yesterday in Hawaii Public Radio's Atherton Studio. "We want to say music is a universal language. ... This kind of music helps us express ourselves." Ron Tish, owner of Koke-Kula Records & Publishing, agreed to produce the band's CD after hearing about them through Susan Miller, the director of the University of Hawaii's Center of Disabilities Studies and a longtime fan of the band. Tish said he worked with the band extensively to tune their music for "hearing" ears. The deaf musicians had excellent rhythm, Tish said, but were off-key -- usually playing too high or too low. He also brought in hearing-abled backup singers -- Hawaii residents and siblings Troy and Cheesa Laureta, both of whom have life-threatening asthma -- and guitar, percussion and keyboard players. Tish said that in his promotion of the band's CD, he wants to downplay "the sympathy aspect" of the band and "up-play the phenomenon." "These guys had the courage to stick it out for 30 years," he said, while sitting at a piano at the Atherton Studio before yesterday's event. Chevy, whose real last name is Corey, said the band wanted their CD to be a "crossover album -- the hearing culture working with the deaf culture." And the title track on the band's CD, called "Turn It Up Louder," speaks to the band's aim of bridging deaf and hearing people through music. "Turning up the volume so 'hearing' people can hear what 'deaf' say and feel," the song starts out, with a 1950s' style sound, which the band calls "retro rock-and-roll." The chorus of the song, which comes in a stanza later, continues with the theme: "If you're wondering what we're all about, we're the only deaf band in the world. And if you can't understand all the words all we need to do is turn it up louder!" Chevy wrote most of the songs on "Turn It Up Louder" and almost all of them reference his and his band members' deafness.
One is called, "It's Just a Deaf Thing." In "Crash It Out," the CD's seventh song, Chevy sings, "Attempting to break the deaf sound barrier with a heavy steady beat. Talking about crash it out." Chevy says a second CD is already in the works, and fellow band members -- Steve Longo, of Oakland, Calif., and Bob Hiltermann, of Hollywood, Calif., -- are already mulling over new songs.
I cannot wait for you to see these guys! Here is a clip. Please reflect on what you see and post a meaningful discussion question or comment for your class.
http://www.youtube.com/watch?v=kV0x95n3BvA

ASL 1101-001 (8:00) Blog #3: All Deaf Band? Huh?

Him? Nope! Although Beethoven became deaf at age 35, this is not who I am referring to.











An all Deaf band! HUH? YES! Read more!




4 Hearing Loss Reviews: Beethoven's Nightmare


November 13, 2006
Hawaii-based deaf band called Beethoven’s Nightmare

After more than 30 years, Beethoven’s Nightmare comes out with a debut CD.
In the 1970s, three deaf college students gathered habitually in a Gallaudet University dorm room to make rock music and nurse dreams of becoming stars. More than 30 years -- and many broken barriers -- later, the trio that's billed as the only all-deaf rock band in the world has come out with a debut album. The CD, which is the first known in the world to feature an all-deaf rock band, is another milestone for Hawaii-based Beethoven's Nightmare, which has played venues around the United States and wowed audiences and record executives alike. "After 30 years, it's finally paid off," said Ed Chevy, the band's bassist and an American Sign Language teacher, at a CD release party yesterday in Hawaii Public Radio's Atherton Studio. "We want to say music is a universal language. ... This kind of music helps us express ourselves." Ron Tish, owner of Koke-Kula Records & Publishing, agreed to produce the band's CD after hearing about them through Susan Miller, the director of the University of Hawaii's Center of Disabilities Studies and a longtime fan of the band. Tish said he worked with the band extensively to tune their music for "hearing" ears. The deaf musicians had excellent rhythm, Tish said, but were off-key -- usually playing too high or too low. He also brought in hearing-abled backup singers -- Hawaii residents and siblings Troy and Cheesa Laureta, both of whom have life-threatening asthma -- and guitar, percussion and keyboard players. Tish said that in his promotion of the band's CD, he wants to downplay "the sympathy aspect" of the band and "up-play the phenomenon." "These guys had the courage to stick it out for 30 years," he said, while sitting at a piano at the Atherton Studio before yesterday's event. Chevy, whose real last name is Corey, said the band wanted their CD to be a "crossover album -- the hearing culture working with the deaf culture." And the title track on the band's CD, called "Turn It Up Louder," speaks to the band's aim of bridging deaf and hearing people through music. "Turning up the volume so 'hearing' people can hear what 'deaf' say and feel," the song starts out, with a 1950s' style sound, which the band calls "retro rock-and-roll." The chorus of the song, which comes in a stanza later, continues with the theme: "If you're wondering what we're all about, we're the only deaf band in the world. And if you can't understand all the words all we need to do is turn it up louder!" Chevy wrote most of the songs on "Turn It Up Louder" and almost all of them reference his and his band members' deafness.
One is called, "It's Just a Deaf Thing." In "Crash It Out," the CD's seventh song, Chevy sings, "Attempting to break the deaf sound barrier with a heavy steady beat. Talking about crash it out." Chevy says a second CD is already in the works, and fellow band members -- Steve Longo, of Oakland, Calif., and Bob Hiltermann, of Hollywood, Calif., -- are already mulling over new songs.
I cannot wait for you to see these guys! Here is a clip. Please reflect on what you see and post a meaningful discussion question or comment for your class.
http://www.youtube.com/watch?v=kV0x95n3BvA

REVIEW FOR QUIZ!

Here is a majority of information that we have covered in class so far. You may use it to study for your quiz that will be on Monday. Do not let this overwhelm you, I have included everything I have already had in class or posted here for you once again. Please access the websites I posted if you need help remembering the vocabulary.

Helpful Websites

ABC’s
http://asl.ms/()/images2/abcslideshow.htm

ASL pro
http://www.aslpro.com/

ASL Browser
http://aslbrowser.commtechlab.msu.edu/browser.htm

ASL University

http://www.lifeprint.com/


The Quiz will include:

Receptive:
Vocabulary (mulitple choice)
Comprehension of facial grammar (multiple choice)

Written questions:
Grammar Questions (muliple choice)


REVIEW
WEEK 1
September 8-10

**ASL 1101-001 &002 Agenda**


Vocabulary

Meet Monica's Family!

Family Signs
*Family
*Mom
*Daughter
*Son
*Friend

Identification
*Deaf
*Hearing

Gender
*girl
*boy
*man
*woman



WEEK 2
September 15, 2010

ASL 1101-001 &002 Agenda


* ABC's
• Season signs (winter, fall, summer, spring)
• Meeting our classmates (fingerspelling receptively and expressively)
• Understanding ASL does not use articles (is, was, were, are, etc)
• WHQ questions require our eyebrows to be downward and we lean slightly forward

All Class Activity

• What is your name?

o NAME YOU? (Eyebrows down)

• My name is Monica

o MY NAME M-O-N-I-C-A

• It is nice to meet you.

o NICE MEET-YOU

Feedback from All Class Activity

• Be aware of bouncing when fingerspelling, hold hand still
• Do not hold hand high
• The sign MEET requires that you palms touch
• Facial grammar for WHQ is lacking, you must have your eyebrows downward
• Look at their face not their hand (this takes practice)
• Do not mouth everything
• See your name as a unit not individual letters this will help you not to bounce
• If you cannot read their fingerspelling do it with them
• Relax your hand

Remember!!!!!
• Quiz on Monday (changed to Friday)
o Will cover all information covered in class!
• Blog Assignment #2
o Need to comment on another students comment by September 16th by 12:00am
o Be sure to comment in your section ASL 1101-001 (8:00) or ASL 1101-002 (9:00)
• Tutoring
o SIGN UP WEEKLY!
o Attend tutoring and complete the weekly assignment



STORY #1: PARENTS NOT HOME, ON MY!


VOCABULARY LIST

· MOM
· DAD
· SISTER (GIRL SAME)
· ME (INDEX)
· MY (FLAT PALM)
· GRANDMA
· FRIEND
· SLEEPING (ONE MOVEMENT)
· SHOE
· STORY
· JUMPING
· TRUE
· CRYING
· HOUSE
· CHAIR (X2)
· SIT (1)
· WALKING (CLASSIFIER)
· PLAY
· BED
· MONEY
· WATCH
· BROKEN
· PEEKING THROUGH DOOR (CLASSIFIER)
· READING
· BOOK (X2)
· BOX


WEEK 2 (part 2)
September 17th

ASL 1101-001 & 002 Agenda (part 2)


Facial Grammar

• WHQ
o WHQ require eyebrows to be pulled downward and to tilt the body slightly forward when asking a question
 What
 Where
 Why
 Which (this takes the place of or)
 When
• Yes and NoQ
o Yes and NoQ require that your eyebrows are pulled upward and to tilt your body slightly forward to ask a question
• Affirmative and negative responses
o Require that you MUST either nod or shake your head during the sentence that you are signing



Vocabulary:

School Signs
School (teachers would clap back in the day to get attention)
College
Class (groups of people are placed in front of you and circular. Ex: family)

Student (learn er)
Teacher (teach er)
(ER)Agent to make a person



Pronouns (index)
You
Me/I
We
You ++++
They++++ (higher)
He (set up in space if they are not present)
She (set up in space if they are not present)

Using space and location with pronouns
(space and location are very important for setting up who you are taking about)

Example from Class: My mom and dad are not here. So, how do I refer to them? Do I need to continue to sign my mom and my dad again and again? No, I have to set them up in space to discuss them and use a permanent placement for them for the duration of the conversation.

Hint...If you are right handed, index to the space on your right and then index left. If you are left handed, index to the space on your left and then index to your right.


Possessives (flat palm)
My
Your
Your ++++
Our
Her
His


Greetings
Meet (directional)
Nice
Hello

Identification
Deaf (orginated from don't hear don't speak) (can mean an absent of hearing or a cultural identity depending on the person) (proud)
Hearing (orginated from seeing hearing people speak)
Hard of Hearing
Hearing Impaired (not appropriate and will only use this sign to express that)


Days of the week (palm back)
Sunday (praise the Lord) (palms forward)
Use the first intitial of each
Monday (m)
Tuesday (t)
Wednesday (w)
Thursday (h)
Friday (f)
Saturday (s)

Creating Sentences
• Place topic first

All Class Activity

• Are you a student or a teacher?

o YOU STUDENT TEACHER WHICH? (Eyebrows down)

• I am a student

o STUDENT ME. (Affirmative head nod)

• Where do you go to college?

o COLLEGE GO-TO WHERE?
• Where is your college?

o YOUR COLLEGE WHERE?

Feedback from All Class Activity

• Watch your parameters (location, movement, handshape, and palm orientation)
• Do not sign weak or too hard
• The sign MEET requires that you palms touch
• Facial grammar for WHQ, Yes and NoQ, and affirmative or negative is lacking, you must have your eyebrows downward
• Look at their face not their hand (this takes practice)
• Do not mouth everything or talk everything through
• Be patient it takes time!

Remember!!!!!
• Quiz on MONDAY
o Will cover all information covered in class!
• Blog Assignment #3
o Need to comment on my post by Tuesday at 12:00am
o Be sure to comment in your section ASL 1101-001 or 002
• Tutoring
o SIGN UP WEEKLY!
o Attend tutoring and complete the weekly assignment