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

ANNOUNCEMENT #2 IMPORTANT READ!!! MORE ADDED ON FRIDAY!

Be sure to read announcement #1 as well.


I am placing our weekly agenda and vocabulary that we have learned this week here. Due to the problems that I am experiencing with emailing my students, I have decided to place weekly announcents, angenda, and important information here each week. Be sure to check for announcements as well as my weekly topic postings.

IMPORTANT: DUE TO THE LARGE VOLUME OF ATHLETES I AM CHANGING OUR QUIZZES TO MONDAYS.

Review from Week One 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



September 15, 2010

ASL 1101-001 &002 Agenda

• Season signs
• 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
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


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)
Agent to make a person





Pronouns (index)
You
Me/I
We
You ++++
They++++ (higher)
He
She

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

My mom and dad are not here! I have to set them up in space to discuss them!


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


Greetings
Meet (directional)
Nice
Hello

Identification
Deaf (can mean an absent of hearing or a cultural identity depending on the person) (proud)
Hearing
Hard of Hearing
Hearing Impaired (do it and die)


Days of the week (palm back)
Sunday (praise the Lord) (palms forward)
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

ANNOUNCEMENT! PLEASE READ!

I have separated the classes by sections so that you do not have so many comments to read through. My apologies for not thinking of doing this originally. Please post your comment on your section only. You will need to click on older post to find this weeks post.

Thank you,

Monica

ASL 1101-002 (9:00) Blog #2: How Accessible is TV for Deaf Children?

Take a moment and think about all the programs you watched as a child. Weren't they great!? Ahh those were the days. Don't we have fond memories of the days of Cookie Monster shoving cookies into his mouth, counting with the Count, and of course who could forget Elmo's pet fish Dorthy and singing little jingles to the tune of "Jingle Bells"? Or wasn't it fun to figure out all the clues in our handy dandy notebooks? And Barney, who could every forget that lovable, yet somewhat annoying dinosaur that taught us to play nice and always share through great songs and dance! Okay, come back to the present! I want you to specifically, think about all the programs that were educational based (Sesame Street, Magic School Bus, Blue's Clues, Liberty Kids, Between the Lions, Arthur, Wishbone, Clifford, Barney, just to name a few!) How did they teach you? What did they teach you? Why did you enjoy them? Why did you (or still do!) want character pj's?

Now how many programs do you know about that were created specifically for Deaf children? Think of any? I have selected two shows that I would like you to watch. The first one is "Signing Time" that can be found on PBS in the mornings and is very popular program. The second one is called, "DeafPlanet" this can be found on the web at http://www.deafplanet.com/en/deafplanet/
Please blog about how beneficial you found these programs to be for Deaf children. What did you find beneficial, entertaining, fun, educational, and cultural? Which one do you think is best suited for Deaf children and why? What audience did these programs have in mind? I have included what I would like you to watch below but feel free to explore the DeafPlanet Website and view Signing Time on PBS for more information. Feel Free to share ANY thoughts, comments and questions with your fellow students other than what I asked you to discuss.

I would like you to watch "Caterpillar Dreams" on Signing Time at http://www.youtube.com/watch?v=gGF3iC0o_1s
I would like you to watch "What Goes Up" on DeafPlanet at
http://www.deafplanet.com/en/deafplanet/
To get to this show you must click Shows and then select "What Goes Up"

ASL 1101-001 (8:00) Blog #2: How Accessible is TV for Deaf Children?

Take a moment and think about all the programs you watched as a child. Weren't they great!? Ahh those were the days. Don't we have fond memories of the days of Cookie Monster shoving cookies into his mouth, counting with the Count, and of course who could forget Elmo's pet fish Dorthy and singing little jingles to the tune of "Jingle Bells"? Or wasn't it fun to figure out all the clues in our handy dandy notebooks? And Barney, who could every forget that lovable, yet somewhat annoying dinosaur that taught us to play nice and always share through great songs and dance! Okay, come back to the present! I want you to specifically, think about all the programs that were educational based (Sesame Street, Magic School Bus, Blue's Clues, Liberty Kids, Between the Lions, Arthur, Wishbone, Clifford, Barney, just to name a few!) How did they teach you? What did they teach you? Why did you enjoy them? Why did you (or still do!) want character pj's?

Now how many programs do you know about that were created specifically for Deaf children? Think of any? I have selected two shows that I would like you to watch. The first one is "Signing Time" that can be found on PBS in the mornings and is very popular program. The second one is called, "DeafPlanet" this can be found on the web at http://www.deafplanet.com/en/deafplanet/
Please blog about how beneficial you found these programs to be for Deaf children. What did you find beneficial, entertaining, fun, educational, and cultural? Which one do you think is best suited for Deaf children and why? What audience did these programs have in mind? I have included what I would like you to watch below but feel free to explore the DeafPlanet Website and view Signing Time on PBS for more information. Feel Free to share ANY thoughts, comments and questions with your fellow students other than what I asked you to discuss.

I would like you to watch "Caterpillar Dreams" on Signing Time at http://www.youtube.com/watch?v=gGF3iC0o_1s
I would like you to watch "What Goes Up" on DeafPlanet at
http://www.deafplanet.com/en/deafplanet/
To get to this show you must click Shows and then select "What Goes Up"

Helpful Websites:No comments

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/

Blog #1: Deaf Culture and ASL in Commercials

Deaf people and sign language are sometimes displayed by the media. For this blog posting, I want you to view how the media portrays Deaf people. I have selected five commercials for you to watch. These commercials all use sign language as their primary communication method. I want you to watch there commercials and think about what message they are sending about Deaf Culture and Deaf people. Do you feel these commercials show the strengths of Deaf people and their language? Who were these commercials for? Did they reach both the hearing world and deaf world? Which commercial(s) do you think portrayed the best image of Deaf people and their culture? Which do you think portrayed the worst? Support your responses.

For the Pepsi commercial "Bob's House" view:
http://www.youtube.com/watch?v=ffrq6cUoE5A

For the Kay Jeweler commercial view:
http://www.youtube.com/watch?v=EM5CJzoP5JE

For the Thailand commercial view: (this is not signed in ASL)
http://www.youtube.com/watch?v=yeAhnagJdcA

For the Chinese Pantene commercial view: (these is not signed in ASL)
http://www.youtube.com/watch?v=opOQlA0LVqo

For the iphone commercial view:
http://www.youtube.com/watch?v=yatSAEqNL7k

Which of these commercials do you feel are based on Deaf folklore. In Deaf folklore being deaf allows the person to triumph or succeed. As a result of their deafness they are able to overcome an obstacle. How does this commercial portray that being Deaf allows triumph rather than defeat?

Feel Free to add any comments and questions that you wish. This blog is designed to be used for a class discussion. All comments, opinions, thoughts, ideas, and questions are welcome. Be sure to read all students postings and to comment on those as well. You must respond to at least 2 students.

Monica