Grade sheet for your records
American Sign Language 1111, sec. 001
Student Name________________________________________________________________________________
Quizzes _________%
Quiz #1_____/_____, Quiz #2______/_____Quiz #3_____/_____Quiz #4_____/_____
Quiz#5_____/_____,Quiz #6_____/_____, Quiz #7_____/_____, Quiz #8_____/_____
Quiz #9_____/_____,Quiz #10_____/_____
Exams________%
Exam#1_____/_____, Exam #2_____/_____, Exam #3_____/_____, Exam #4_____/_____
Blogs_________%
#1_____/10 #2_____/10 #3_____/10 #4_____/10 #5_____/10 #6_____/10 #7_____/10
#8_____/10 #9_____/10 #10_____/10 #11_____/10 #12_____/10 #13_____/10
#14_____/10 #15_____/10
Tutor Sessions___________%
1_____ 2_____ 3_____ 4_____ 5_____ 6_____ 7_____
Midterm_____/_____%
Storybook_____/____%
Paricipation/attendance_____%
A A- B+ B B- C+ C C- D+ D D- F
Final_____/____%
Final Receptive Exam_____%
Final Expressive Interview_____%
grade sheet ends
WEEK #2: UNIT 1
Unit 1 Introductions and Personal InformationCommunicative content of this unit includes:
Introductions
introducing yourself to someone and exchanging information __whq_
ASL example: MY NAME M-O-N-I-C-A, NAME YOU?
ASL example: MY NAME M-O-N-I-C-A, NAME YOU?
Personal information
Asking or responding to a query about status and identification as a Deaf or hearing person __whq_
ASL example: YOU DEAF, HEARING WHICH?
ASL example: YOU DEAF, HEARING WHICH?
More personal information
Where you are from and where you live ______whq_______
ASL example: I LIVE D-U-L-U-T-H. WHERE FROM YOU?
ASL example: I LIVE D-U-L-U-T-H. WHERE FROM YOU?
ABC’s and Numbers on the front and back cover or your book (however, these are hard to learn from these pictures, please use these web sites to help you)
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
http://www.youtube.com/watch?annotation_id=annotation_92585&feature=iv&src_vid=UfeDNoHYz90&v=teK9oqqOo6g
http://video.about.com/deafness/How-to-Sign-Numbers-in-ASL.htm
**Language Analysis of Unit 1
Yes/no questions require eyebrows raised and head tilted slightly forward
http://www.lifeprint.com/asl101/pages-layout/yesnofacial%20expression.htm
Wh questions require that eyebrows are lowed and the head tilted slightly forward
Affirmative and negative sentences require nodding or shaking of head while signing YES or NO
Pronoun are signed with an index fingers while possessives use a flat palm to indicate ownership
http://www.youtube.com/watch?v=N9ilanrNFe8&feature=relmfu
http://www.youtube.com/watch?v=N9ilanrNFe8&feature=relmfu
Pronouns are placed at the beginning, end or beginning and end of the sentence
ASL examples: I STUDENT I, I STUDENT, STUDENT I
http://www.lifeprint.com/asl101/pages-layout/indexing.htm
http://www.lifeprint.com/asl101/pages-layout/indexing.htm
ABC’s manual alphabet (see these sites to learn and practice)
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
Numbers 1-20 (these we are learning as part of the lecture)
**Culture notes of Unit 1
Introductions
It is customary to share first and last names among Deaf people. Some people believe that this is due largely to establish kinship like relationships and to see connections in a relatively small community
http://www.youtube.com/watch?v=liz9iWVKauo
http://www.youtube.com/watch?v=Q0wUqLPJ7tQ&feature=relmfu
http://www.lifeprint.com/asl101/pages-layout/culture1.htm
http://video.about.com/deafness/Introductions-in-ASL.htm (the script is located below, after you watch scroll down to the bottom for the translations)
**Exercises in Unit 1·
Video: http://www.youtube.com/watch?v=wDzQriKnCpM&feature=youtu.be
· Exercise 1A gives students the opportunity to practice spelling their names
· Exercise 1B allows students to respond
· Exercise 1C prompts students to have an open dialogue and respond
**Vocabulary in Unit 1
http://www.lifeprint.com/asl101/pages-layout/culture1.htm
http://video.about.com/deafness/Introductions-in-ASL.htm (the script is located below, after you watch scroll down to the bottom for the translations)
**Exercises in Unit 1·
Video: http://www.youtube.com/watch?v=wDzQriKnCpM&feature=youtu.be
· Exercise 1A gives students the opportunity to practice spelling their names
· Exercise 1B allows students to respond
· Exercise 1C prompts students to have an open dialogue and respond
**Vocabulary in Unit 1
Vocabulary pages 8-11
http://www.youtube.com/watch?v=hc0FMJ6nCd0&feature=youtu.be
· Video: http://www.youtube.com/watch?v=hc0FMJ6nCd0&feature=youtu.be
· Basic signs are introduced such as pronouns, possessives, people, places, Deaf/Hearing/ Hard of Hearing, and misc.
· Basic signs are introduced such as pronouns, possessives, people, places, Deaf/Hearing/ Hard of Hearing, and misc.
**More Helpful Information:
Here you will find useful information in addition to unit work.
Fingerspelling help:
My suggestions tend to follow a lot of the same rules that apply to teaching a child to read:
1. Practice, practice, practice...the more you work on reading other people's fingerspelling, the better you will get. Everyone's fingers are different so it is important to practice with many different partners in order to experience all the styles of hands. (Unfortunately not everyone has long easily read fingers!)
2. Don't get stuck on reading each letter as an individual letter. Instead think of it and the "shape" of the word. Watch for double letters and the beginning and ending letters. You should be able to fill in the rest with the contextual clues (much like you do with reading an unknown word in a sentence in a written passage).
3. Instead of saying each letter as you are seeing it, say each SOUND. (You are basically sounding it out.) This will help as you are trying to figure out the word. That way when you miss a letter here and there, by sounding it out you will be able to fill in the blanks.
Finger spelling, hands-down is one of the trickiest parts of the language. Don't get too frustrated. Take it slow at first. Don't be afraid to ask a deaf person to "spell it again please", they more than likely will be happy to repeat themselves.
Some of the abc’s are easier to see than others.
• Easier to identify so look for them…..B, C,D,F,H,I,J,K,L,R,U,V,W, X,Y, Z
• A bit more tricky…..a,e,g,m,n,o,p,q,s,t,
Book Usage and Syllabus
• How do you use this book?o This book is meant to be used as a guide. You cannot learn ASL from using only the text book. You must show up to class everyday!
o Vocabulary is at the end of each unit. Start there. Several signs will have more than one English words that matches their concept. Be sure to memorize them both.
o Each unit has grammar. Be sure to read this over carefully before each class meeting.
o Each unit has dialogues. These are included in your DVD. Watch your unit at home several times and sign with it. These dialogues are written in ASL. ASL is not meant to be a written language so keep in mind that this is to help you understand the grammar and structure. English translations are in the back of your book to help you understand.
______q________ means eyebrows are raised
______whq______means eyebrows are lowered
If you see a hyphen between words it means that it is only one sign
o Read all of the culture notes.
o Activities will be utilized during class time as well as others that I will add that are not in your book.
o I encourage you to write in your book.
Chapter 1 Vocabulary (Textbook signs)
Pronouns(index)I, me
You
He/She/It (index left or right)
We
They (higher)
You (plural) (lower)
Possessive (Ownership)(flat palm)My
Your
His/Hers/Its (left or right)
Our, ours
Their, theirs
Your, yours (plural)
Wh Question Signs(eyebrows need to be lowered)Who
Where
People
Student (learn er)(agent marker)
Teacher, professor (all knowledge in my brain goes to you!)(agent marker)
Man (gender placement higher)
Woman (gender placement lower)
Girl (originated from: bonnets girls wore with ribbon on cheek)
Boy (originated from: caps boys wore)
Mother (gender placement lower)
Father (gender placement higher)
Sister (originated from: girl same family)
Brother (originated from: boy same family)
PlacesCalifornia, gold (like earrings. originated from: found gold in California)
New York (New York is dirty clean it up!)
Other Vocab
Yes (must nod)
No (must shake head back and forth)
Don’t-know
Not
Deaf (originated from cannot speak or hear)
Hard-of-hearing (h handshape, start in center of body and move away)
Hearing (person), say, speaking (hearing people speak)
Hello, hi
Name (repeat movement)
Live, life (2 signs)
From
Nice, clean, pure
Meet-you (keep sign upward but may move directionally)
REMEMBERI not the same as MY remember MY is a flat palm and I is index
Eyebrows down for Whq
If you don’t have facial grammar, you are not signing!
When Creating signs it is important to know that all signs have rules or also called parameters. Changing these slightly may create an entirely different sign.
• Signs have 5 rules that you must pay special attention to as you develop signs
o Handshape
o Location
o Movement
o Palm Orientation
o Facial Grammar
Example: MOM and DAD have all the same mechanicals expect location
This was discovered by William Stoeke, Professor at Gallaudet University. He studied ASL and proved it to be a true language with structure, grammar, syntax, etc.
He took criticism from both hearing people (ASL is not a language) and from Deaf people (why is a hearing person interfering with our way of life). However, both hearing and Deaf communities are grateful that he continued his research.
Interesting....ASL became a nationally recognized language in the 1960s - not that long ago....
**GRAMMAR
Page 2
Facial Grammar
WHQ - eyebrows down, lean slightly forward
-------whq?---------
NAME-YOU?
Y/N Q - eyebrows up. (when responding, eyebrows are not up)
------y/nq?---------
YOU DEAF YOU?
Page 6
It is important to remember that ASL is different from English - where there are choices in English, there are also choices in ASL for sentence structure.
Pronoun use - THESE ARE ALL THE SAME.
I STUDENT I. (most common among Deaf people)
I STUDENT.
STUDENT I.
**TIP
Placing people in during a conversation
Once you place someone in a location, you must refer back to them when describing them or signing about them. They must stay in the same place throughout the duration of the conversation/story. This is called locative space.
**CULTURAL NOTE
In the same way that there are English accents and regional variations, there are variations in ASL. Signs can change based on where you live, or even your age or ethnicity.
Similarly, just how there is slang in English, there is a more conversational ASL used with people you know. It is less formal than what you would see in the book. Sign may be shortened or modified for time and efficiency. Conversational sign is used in informal situations, but when addressing adults or Deaf people you do not know you may want to use more formal language.
Remember, eyebrows down for WHQ, eyebrows up for a Y/NQ. You must also lean forward when asking questions.
Summary
Students need to be sure that they:
o Know how sign ABC’s
o Fingerspell their name
o Use pronoun and pronoun copy
o Whq facial grammar and yes/no facial grammar
o Eye contact
o Use affirmative and negative facial grammar
o Know how sign ABC’s
o Fingerspell their name
o Use pronoun and pronoun copy
o Whq facial grammar and yes/no facial grammar
o Eye contact
o Use affirmative and negative facial grammar
Week 3: UNIT 2
Unit 2 Learning ASL
Unit 2 Learning ASL
**Communicative content of this unit includes:
The dialogues in this unit encompass three subtopics
Going to class
Going to class
Discussing the present situation and setting-taking an ASL class at the college
ASL example: I TAKE-UP ASL THERE COLLEGE.
Objects in the classroom
Asking and telling about classroom materials
ASL example: WHERE PAPER WHERE?
Showing you understand and asking for help
ASL example: NOT UNDERSTAND I. AGAIN PLEASE.
**Language Analysis of Unit 1
Often simple yes/no questions are answered by repeating the verb in a short response: YES, I TAKE-UP or YES, I HAVE I
Often simple yes/no questions are answered by repeating the verb in a short response: YES, I TAKE-UP or YES, I HAVE I
There are two variations of the sign THERE
One is used when the object is not in sight and the signer signs and looks to the general direction MY COLLEGE THERE
The second is used when the object is in sight and the signer signs and looks directly at the object
MY PAPER THERE
MY PAPER THERE
Variations to asking questions forming the wh question form
All of these variations are correct
WHERE PAPER WHERE?
WHERE PAPER
PAPER WHERE?
All of these variations are correct
WHERE PAPER WHERE?
WHERE PAPER
PAPER WHERE?
**Several structures are used to asking for help
Asking for help: http://www.youtube.com/watch?v=KcEwBl2ntHo&feature=relmfu
_______q______
UNDERSTAND YOU?
Asking for help: http://www.youtube.com/watch?v=KcEwBl2ntHo&feature=relmfu
_______q______
UNDERSTAND YOU?
AGAIN PLEASE.
__whq__
MEAN IT?
EXPLAIN MORE PLEASE
OH-I-SEE is introduced as a way to give visual feedback. OH-I-SEE allows the receiver to let the signer know that they are paying attention. OH-I-SEE can be compared with the sounds mmmmhmmm, ohhhhh, ahhh the hearing people use for the same reason. Note that OH-I-SEE is not a substitute for YES.
o http://www.lifeprint.com/asl101/pages-signs/o/oh-i-see.htm
**Culture notes of Unit 2·
What is ASL? (not in book)
o http://www.nad.org/issues/american-sign-language/what-is-asl
· History of ASL (not in book)
o http://vq.vassar.edu/issue/spring_2003/article/american_sign_language_spring2003
o http://www.lifeprint.com/asl101/pages-signs/o/oh-i-see.htm
**Culture notes of Unit 2·
What is ASL? (not in book)
o http://www.nad.org/issues/american-sign-language/what-is-asl
· History of ASL (not in book)
o http://vq.vassar.edu/issue/spring_2003/article/american_sign_language_spring2003
**Exercises in Unit 2·
Exercise 2A focuses on responses (remember to respond with the question in your response)
· Exercise 2B allows students to practice fingerspelling and practice introductions
· Exercise 2C and 2D allows students to complete open dialogues
Exercise 2A focuses on responses (remember to respond with the question in your response)
· Exercise 2B allows students to practice fingerspelling and practice introductions
· Exercise 2C and 2D allows students to complete open dialogues
Vocabulary in Unit 2·
Additional whq are added and classroom and school related signs.
Additional whq are added and classroom and school related signs.
In the classroom:
In Class Vocabulary:
Story Time – Crab
· Dead
· Prayer
· Crab
· Washing-clothes
· Later
· Heaven (mime)
· Cry
· Pocket
· Nap/Sleep
· Story
· Search
· Outside (Minnesota sign)
· Day
· Kiss
· TV
· Long ago
· Detergent (mime)
· Open door (mime)
· Blanket
****Vocabulary Reminder****
Parameters: Signs have 5 rules
o Location
o Handshape
o Movement
o Palm Orientation
o Facial Grammar
· All signs follow all 5 rules. If one is incorrect, you may sign something completely different.
***This was found by: William Stoeke****
o 1960s
o ASL was not seen as a true language and he wanted to change that
o College Professor, hearing
o Both Deaf and hearing people questioned what he was doing
o He was able to show that ASL is a true language
o ASL has only been recognized as a true language for about 50 years
****Let's practice: Phone Game! (Deaf Phone Game)****
· Copy what the person signs to you
o Important to copy EXACTLY what you see
o Game demonstrates how much can be lost in a translation if you miss a parameter, especially in facial expression
·New Vocabulary, chapter 2
Vocab. http://www.youtube.com/watch?v=pkNz0bvJmLA&feature=youtu.be
o Teach, educate
o Learn, acquire
o Class
o Course
o College, university
o School
o Residential School, school for the Deaf, STATESCHOOL
o Mainstream
o **Mainstream with one means one Deaf student in a mainstream school
o Sign, sign language
o Fingerspell
o **Can mean spell and ABCs
o Pencil, pen
o Paper
o **Page
o Book
o Which
o Why
o Take-up, adopt
o One
o Understand
o Called, named
o Oh-I-See (feedback)
o Mean, meaning
o Explain, describe
o Again, repeat
o Please
o Have, ownership
o More
o There (approximation)
o There (specific)
o Here (2 signs)
o Same-as-me/you
· Watch your parameters!
· Look at each other, not your book – books shut
· Create a sentence for each vocab word
Sign Practice on Your Own:
PAY ATTENTION TO FACIAL GRAMMAR!
WRITE SENTENCES DOWN AND WRITE WHAT YOU NEED TO DO FOR FACIAL GRAMMAR.
______n___________
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
a. I do not understand could you explain again please.
________________whq_____________
2. YOUR COLLEGE WHERE?
a. Where is your college?
______________ n_
3. BOOK I HAVE NOT.
a. I do not have the book.
__whq_
4. YOU MAINSTREAM, STATESCHOOL WHICH?
a. Are you mainstreamed or go to a stateschool
Or becomes which
5. SIGN LANGUAGE I LOVE!
____whq________
6. WHY YOU HERE?
___nodd_____
7. ASL I LEARN.
______q_______
8. YOU STUDENT?
q_______
9. ASL YOU TEACH?
_____________whq______
10. YOUR SCHOOL WHERE?
_________whq_____
11. MY CLASS WHERE?
____________whq_______
12. COURSE CALLED WHAT?
13. PLEASE AGAIN, EXPLAIN MORE.
______nod______
14. MY CLASS THERE.
____whq___
15. WHO YOU?
**Students need to be sure that they:
**Know ABC’s Receptively and Expressively is in development
**Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
Week #3
Unit Objectives & Checklist .Unit Overview
The unit discusses politeness. It focuses on how to ask politely, interrupt, thank others, and apologize. Additionally, you will learn directional verbs and how movement is used to show subject and object.
Unit Objectives
After you have completed this unit, you should be able to:
Vocabulary
Expressively produce sign vocabulary from Unit 3
Receptively recognize sign vocabulary from Unit 3 Grammar
Grammar targets both your Receptive (comprehension) and Expressive (production) Skills
Use polite signs
Use directional verbs to show subject and object
Fingerspell and recognize ABC’s, your name, and 3 letter words with more comfort and ease (this skill will take time and great effort on you part, work on this daily)
Numbers 1-20 are recognized and signed with my comfort and ease (this skill will take time and great effort on you part, work on this daily)
Culture
Understand the custom on what to do when you need to walk between two signers
Unit Checklist:
In this unit, you are expected to:
Read Unit 3 pages 23-33
Read Unit 3 Lesson
Watch Unit 3 Videos: Vocab and Dialogue
Watch Instructor signing vocabulary from Unit 3
Watch American Sign Language DVD Unit 3 dialogues, signed examples from exercises 3A, 3B, 3C
Sign Record: Tutor Assignment (if it is your week)
WEEK #4: UNIT 3
Learning Modules
Unit 3 Politeness
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
Asking politely
Signing EXCUSE-ME, asking a polite question, and asking someone to wait ______whq________
ASL example: EXCUSE-ME, BATHROOM WHERE?
Thanks
Asking someone for help and thanking them
ASL example: THANK YOU
Interrupting with apologies
_______whq_____
ASL example: EXCUSE-ME , SORRY, MY BOOK WHERE?
Language Analysis of Unit 3
• Directional verbs are demonstrated
o The direction of the sign changes to convey meaning
http://www.youtube.com/watch?v=CE4FAta-pX4
http://www.youtube.com/watch?v=WyUNysz7HZM&list=UUA7yuvsX0I5xX_SSXUJQJ1w&index=4&feature=plcp
http://www.youtube.com/watch?v=7-mrdx8Pgr4&feature=BFa&list=UUA7yuvsX0I5xX_SSXUJQJ1w
Culture notes of Unit 3
• What do you do when you need to walk between two signers? If you cannot go around you would simply sign, EXCUSE-ME without interrupting the conversation and walk through the signers (this is demonstrated on your instructional video). This is a common practice that is not considered rude. In fact, trying to find a way to go around may draw unwanted attention to yourself. You do not need to duck, run, or tap the signers. Simply sign EXCUSE-ME and walk through.
Exercises in Unit 3
• Exercise 3A practices location from here to there
• Exercise 3B focuses on simple commands that vary in subject and object such as YOU-SEND-ME-BOX and GIVE-HIM/HER BOOK.
• Exercise 3C allows practice with interrupting and asking politely
Vocabulary in Unit 3
• Additional signs related to school are demonstrated and signs used for basic politeness.
TUTOR TIP
My advice is to fingerspell random words you see walking, see in class, or words you hear while listening to music. Spell them and spell them and spell them if you want to get it down. Just a small tidbit! - Storm
Signing Tip
http://www.lifeprint.com/asl101/pages-layout/rightorlefthand.htm
Regarding right or left handed signing: I tell my students to choose a dominant hand and stick with it.
Here are some "rules" for you regarding right/left hand usage:
a. Signs that use one hand: For these signs you should use your dominant hand
b. Signs that use two hands but only one hand moves: Use your dominant hand as the hand that moves.
c. Signs that use two hands and both hands move: Use both hands unless you are holding a drink in one of them. Heh.
www.aslpro.com/lesson_plans/lessonplans/40_ASL_Handshapes.doc
This link will give examples of signs that use each of the different handshapes. This is good to refer back to.
http://www.lifeprint.com/asl101/pages-layout/history1.htm
This link gives a descriptive history of the origins of ASL and Deaf Culture.
VOCABULARY TIP
In the back of your book, there is a list of every word you will learn in it organized alphabetically. Find it and it will give you a page number so you can see the visualization. Need more help? Go to ASLpro.com or signingsavvy.com to see actual signs shown in video form. They have thousands of signs for you to learn. These are great tools for practice.
Work to sign these and practice
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
2. YOUR COLLEGE WHERE?
3. BOOK I HAVE NOT.
4. YOU MAINSTREAM, STATESCHOOL WHICH (YOU)?
5. SIGN LANGUAGE, I LOVE!
6. WHY YOU HERE?
7. ASL I LEARN.
8. YOU STUDENT?
9. ASL YOU TEACH?
10. YOUR SCHOOL WHERE?
11. MY CLASS WHERE?
12. COURSE CALLED WHAT?
13. PLEASE AGAIN, EXPLAIN MORE.
14. MY CLASS THERE.
15. WHO YOU?
****Did you remember facial grammar!?
VOCABULARY
CHAPTER 3, PAGE 31
o Thank-you, good (passive hand may act as base), you’re welcome (will know based on content of sentence)
o Thanks-a-lot
o Excuse-me, pardon-me, forgive
o Sorry, apologize
o Sure, really, true (all different facial grammar)
o Library
o Bookstore (compound sign with two signs joining to become one)
o Cafeteria (think of wiping mouth with napkin neatly)
o Television
o Restroom, toilet #1 (informal)
o Restroom, toilet #2 (formal)
o Desk, table (2x)
o Chair (2X)
Directional Verbs
• Directional verbs change movement to convey meaning. You do NOT sign the pronouns with these, the movement does this for you.
o Ask (directional verb)
o Help (directional verb)
o Tell (directional verb)
o Show, example (directional verb)
o Look-at, watch (directional verb)
o Pay (DV)
o Give (DV)
o Send (DV)
Location Verbs
o Go-there (DV)
o Come-here(DV)
o Bring-here(DV)
o Carry-there(DV)
o Move-there,
o move-here(DV)
o Come-on
o Accompany, go-together (not ever a DV)
o Fine (bounce on chest), great(pull away from chest), cool(wiggle fingers)
o Can (do not bounce wrist)
o Wait-one-minute (can be directed a person interrupting to wait until eye contact can be made)
o Hurry, rush
o What (wh-question eyebrows down)
o What (list, not question)
o Need, should (2x)
o Box, room
o Now (1x), today (2x)
GRAMMAR NOTE
Directional Verbs
Verbs like ask, tell, pay, help, and show (and more) are considered directional verbs. DV are verbs that change based on the movement you give them. Instead of signing SHOW ME, you can sign SHOW towards yourself and it becomes SHOW-ME. You could also use SHOW to create SHOW-HIM, SHOW-US, SHOW-THEM, or SHOW-YOU (and other combinations), based on how you direct the sign. It is important to remember that directional verbs need to be used this way to be signing with correct grammar. It’s also a lot easier. I would recommend making a list of directional verbs and adding to it as we go so you remember which verbs do and do not apply to this rule.
Summary
• Students need to be sure that they:
Know ABC’s and Numbers 1-20
Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
Distinguish between verbs that change movement to show differences in subject and object
Basic politeness (attention getting and interruptions)
WEEK 5: UNIT 4
Unit 4 Descriptions
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
o Physical appearance
Describing appearance including hair color, style, eye color, height and weight _____________________t_______
ASL example: WOMAN HAIR BROWN, EYES BLUE. SHE MY SISTER SHE.
http://www.youtube.com/watch?v=-oVHNhff9sk&feature=fvsr
http://www.youtube.com/watch?v=d3t3NK2Z2Nw&feature=relmfu
http://www.youtube.com/watch?v=seFTcaJnLn8&feature=BFa&list=SP6C626093559B9148
http://www.youtube.com/watch?v=mFr0E482HZw&feature=BFa&list=SP6C626093559B9148
o clothing
describing clothing including color, pattern, and style
ASL example: MY SHIRT RED, STRIPES (horizontal)
http://www.youtube.com/watch?v=c7YSTLNynag&feature=relmfu
http://www.youtube.com/watch?v=IP9V7I_gW2U&feature=BFa&list=SP6C626093559B9148
o Personality and character ___t_______
ASL example: MAN THERE, HE FRIENDLY HE
http://www.youtube.com/watch?v=1jCFJC6dc3g&feature=BFa&list=SP6C626093559B9148
Language Analysis of Unit 4
• Contraction sign LOOK-LIKE
**This sign is made from combining two signs. LOOK and LIKE. When combining these signs they signs are mutilated a bit to become one.
**Pulling the eyebrows down while signing LOOK-LIKE becomes a question. What does he/she look like?
examples: http://www.lifeprint.com/asl101/pages-signs/l/looklike.htm
• Weight, height, clothing and hair are all described (list is given above)
• Colors may appear before or after the noun. Both forms are correct.
http://www.youtube.com/watch?v=2nu6BFA_F0U&feature=channel&list=U
• Topic/comment structure
o Topicalization appear in the text like this ______t__________. This is used to indicate that the signer must raise their eyebrows during the topic which can be a subject or object.
http://www.youtube.com/watch?v=XA6PNsa4v_Y
Culture notes of Unit 4
• Describing people exactly as they look is a common practice in ASL. Hearing people may find this rude but it is completely acceptable and appropriate in Deaf Culture. There is no way to get around this. It is not considered rude because that is simply what the person looks like.
o http://www.youtube.com/watch?v=jvwFGUVITlk
Exercises in Unit 4
• Exercise 4A practices describing people
• Exercise 4B describe clothing
• Exercise 4C practices topic/comment structure
Vocabulary in Unit 4
• A list of colors is provided. Senses are also introduced.
o Describe people, clothing and personality
o Topic/comment structure
Vocabulary:
http://www.youtube.com/watch?v=-YLSJ57DVRc&feature=youtu.be
o Red
o Yellow
o Blue
o Green
o Brown
o Black
o White
o Pink
o Purple
o Gray
o Orange
o Dress
o Hat
o Shirt
o Skirt
o Coat
o Hair
o Eyes
o Ears
o Nose
o Mouth
o Tall
o Short
o Thin
o Beard
o Small
o Beautiful, pretty
o Ugly
o White-person
o Smart
o Friendly
o Arrogant, egotistical
o Stuck-up, snob
o Good
o Bad
o Sweet-natured
o Appearance, looks, face
o Feel, emotion
o Taste
o Smell, scent, odor
o Sound, hear
o Same, like
o See, sigh
o Right
o Wrong
o Not-yet, late
o That-one
In-Class Story Time (Sections 001, 002):
• Descriptions of clothes, hair, height
o Prom dress
o Halloween costumes
Tutor Suggestion:
Review: Directional verbs
TELL ANOTHER STUDENT TO
1. Send you a box
a. BOX, SEND-ME
2. Send another student a box
a. BOX, SEND-YOU
3. Show you a book
a. BOOK, SHOW-ME
4. Show another student his book
a. MY BOOK, SHOW-YOU
5. Ask another student his/her name
a. YOUR NAME, ASK-HER/HIM
6. Tell another student his/her name
a. YOUR NAME, TELL-HIM/HER
7. Give you a book
a. BOOK GIVE-ME
8. Give another student a book
9. Pay you
a. PAY-ME
10. Pay another student
a. PAY HIM/HER
Topicalization pg. 44
EYEBROWS MUST BE RAISED FOR TOPIC BUT DO NOT LEAN FORWARD!
Tutor Suggestion:
Translate these
1. The man over there in the striped pants, he is friendly.
2. That book over there, give it to me.
3. That woman with the long blonde hair over there, ask her to come here.
4. That girl over there is smart.
5. The teacher with the black shirt is great!
6. The coat over there with the red polka dots, bring it here.
7. That man over there with the beard is heavy.
8. That boy over there with the curly hair is looking at me!
Summary
• Students need to be sure that they:
o Know ABC’s and Numbers 1-20
o Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
Week #6
Unit 5 Requests
The vocabulary video for this week is not working properly.
∗∗ Vocab ∗∗
-open-door
-close-door
-open-window
-close-window
-open-drawer
-close-drawer
-open-book
-close-book
-turn- on (knob-type switch)
-turn-off (know-type switch)
-turn-on (light)
-turn-off (light)
-turn-on (every-type of switch)
-turn-off (lever-type of switch)
-turn-on/off (push-button type switch)
-write
-drive
-ride-bicycle
-chair
-door
-window
-drawer
-book
-pencil, pen
-car, automobile
-bicycle
-a-little
-hot
-cold
-warm
-cool
-stand-up, get up
-go-ahead, go on, proceed
-start, begin, initiate, originate
-don’t mind, don’t care
-take
-garbage
-Throw-out, throw away
-Owe-me
-for
-read
-can’t
-answer, respond
-self
-won’t, refuse
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
o Polite commands
Asking someone to do something for you
ASL example YOU, PLEASE FLASHLIGHTS.
http://www.youtube.com/watch?v=9LryVGhclSw&feature=related
o Requests to do something
Asking someone to do something for you in a question form
_____________q_______________
ASL example: DON’T MIND IT, OPEN WINDOW?
o Additional Requests ___t_______
ASL example: PLEASE FOR-ME, ANSWER
Language Analysis of Unit 5
• Verb pairs: Requests OPEN/CLOSE DOOR
o This signs use one movement to show verb pairs. These verbs involve using a reversal movement
• Noun-verb pairs
o Nouns have repeated movements or smaller
o Verbs have one movement or larger
http://www.lifeprint.com/asl101/topics/noun_verb_pairs.htm
• Requests to do something
o DON”T MIND and FOR-ME are used as a polite way to make a request for someone else to do something. These can also be used to ask someone to do a favor for you
Culture notes of Unit 5
o How to get a Deaf person’s attention when they are not looking at you
Flash lights on and off (use caution that this will not disturb others)
Small wave (not in the person’s face)
Touch or tap on shoulder, arm or knee
Stomping or rapping (use caution that this will not disturb others)
o How NOT to get a Deaf person’s attention
Clapping
Snapping
Waving in face
shouting
http://www.lifeprint.com/asl101/topics/attention_getting_techniques.htm
http://www.youtube.com/watch?v=iW2nDptswHE
Exercises in Unit 5
• Exercise 5A practice commands, requests and verb pairs
• Exercise 5B practices asking politely
• Exercise 5C resembles 5A
Vocabulary in Unit 5
• Displays verb pairs, verbs, nouns, temperatures, and polite requests
Summary
• Students need to be sure that they:
o Know ABC’s and Numbers 1-20
o Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
o Verb pairs
o Polite structure
o Asking and commanding
Week #7
Parts of the Day (follows the sun)
Day
Night, evening
Morning
Afternoon
Noon
Adjectives
Surprised, amazed
Enthusiastic, eager, motivated
Happy
Satisfied (may drop passive hand)
Happy
Sad
Mad, angry
Cranky, mad, grouchy
Excited
Nervous, anxious
Upset
So-so
Sleepy (2x)
Hungry, starving (1x only 2x is Horney)
Tired, exhausted (specific facial grammar and exaggerated movement is need for understanding which)
Sick (one handed or two)
Don’t like (twist outward)
Don’t want (twist outward)
Must, have-to (1x)
Will, future
Can, possible, able
Should, need (2x)
How (2 signs, how-wiggle)
Wrong, mistake
Late (1x)
Roll-around
Coffee (stir)
Wow
Show-up, appear (po outward inward is tampon)
Calm-down, take it easy
Want, desire
Like
Stink
Worry
Pass (exams)
Flunk
Test, exam (question marks on paper)
Stop, cease
Grammar
Concept of all with parts of the day
Movement changes with parts of the day to convey meaning. Movement is slowed and exaggerated.
All-day
All-morning
All-afternoon
All-night (overnight) 11pm-6:00 am
All-evening 6pm-12:00am
Week #8
Unit 7
Classifiers:
This is a basic definition of classifiers. Classifiers are used in American Sign Language to show movement, location, and appearance. After a signer indicates a person or thing, a classifier can be used in its place to show where and how it moves, what it looks like, and where it is located. Classifiers are NOT signs, they cannot be used in isolation.
Classifiers
See pages 83-85 in your book. These classifiers are used as predicates. The Classifier predicates indicate an object in these examples listed in your book.
http://www.jalc.edu/ipp/Classifiers/
http://www.lifeprint.com/asl101/pages-layout/classifiers.htm
Vocabulary
http://www.youtube.com/watch?v=XJv6b79wWsg&feature=youtu.be
Time (can incorporate numbers up to 9 except for year)
• Minute (resembles a clock)
• Hour (resembles a clock)
• Week (go across the week)
• Month (go down the month)
• Year (earth revolves around the sun)
Quantifiers (can appear before or after the noun)
• A-few
• Some
• Several
• Many (up or down)
• How-many (eyebrows downward)
Fruit
• Apple
• Orange
• Grapes
• Peach
Clothes
• Skirt
• Pants
• Shoes
• Socks
• Shirt (2 signs)
• Tie
• Belt
Dishes and silverware
• Glass (larger movement)
• Plate
• Bowl
• Cup
• Fork
• Spoon
• Knife
Other vocabulary
Practice:
Vocabulary Sentences: Translate and sign these in ASL.
1. I must read a book for 10 minutes.
2. I sleep 8 hours.
3. Our class is 15 weeks.
4. School is 9 months.
5. My teacher has been teaching for 13 years.
6. I have a few pairs of shoes.
7. Do you want some apples?
8. I have several pairs of socks.
9. I have many books.
10. Do you like oranges?
***remember…. Look for the topic in each sentence. Times are indicated here, not tense.****
Unit 7 More descriptions
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
o Objects and their location
Showing the location of an object as well as the type of object
o Objects, number and location
Discussing the relationship of one object to another
o How many
Asking and telling how many with numbers
Language Analysis of Unit 7
• Classifiers
o Classifiers are a very important part of ASL. Classifiers are used in American Sign Language to show movement, location, and appearance. After a signer indicates a person or thing, a classifier can be used in its place to show where and how it moves, what it looks like, and where it is located. Often the sign that will be represented by the classifier is shown first and then the classifier handshape is used to explain the movement, location, and/pr appearance In this unit you will learn two types of classifiers. These groups of classifiers show the size and shape of an object know as predicates. Instrument classifers indicate how an object is moved or placed. Please read your book carefully pgs 83-85 (explained further in the websites below. These websites show an abundance of classifiers, you are only responsible for the classifiers listed in your text)
o http://www.jalc.edu/ipp/Classifiers/
o http://www.lifeprint.com/asl101/pages-signs/c/classifiers.htm
• Quantifiers (ways to show plural
using signs MANY, SOME, SEVERAL, or A-FEW can appear before or after the noun.
I HAVE SHIRT MANY
I HAVE CLOTHES SOME
I HAVE SEVERAL SHOES
I HAVE A-FEW PANTS
• Numbers
o Review
http://video.about.com/deafness/How-to-Sign-Numbers-in-ASL.htm
o Number/numerical incorporation with minute, hour, day, week, month
Numbers can be incorporated directly on the sign up to 9. Numbers greater then 9 are signed and then minute, month, day etc. is signed
MINUTE (resembles a minute on a clock)
HOUR (Resembles an hour clock)
WEEK (resembles a calendar moving across the week)
MONTH (resembles a calendar moving down the month)
http://www.lifeprint.com/asl101/pages-layout/numericalincorporation.htm
Culture notes of Unit 7
Storytelling and Classifier usage (NOT IN BOOK)
• The importance of Storytelling in Deaf Culture:
• http://seattlecentral.edu/faculty/baron/Spring_courses/ITP%20261_files/ITP261BBASLStorytelling.htm
• Classifier Story: ASL Classifier Story "Pirates v. Ninjas”
• http://www.youtube.com/watch?v=-6PZJXlLQsA
Exercises in Unit 7
• Exercise 7A practices the use of classifiers
• Exercise 7B shows a series of pictures allowing the student to assign a classifier and show locational relationships with that classifier
• Exercise 7C allows students to practice quantifiers and numbers
Vocabulary in Unit 7
• Several categories of objects are listed in Unit 7: fruit, clothes, dishes and silverware. Quantifiers and time signs are also listed.
Summary
• Students need to be sure that they:
o Know ABC’s and Numbers
o Understand classifier usage (predicates and instrumental)
o Understand quantifier usage
o Can use classifiers to show relationships between objects
Week #9
Unit 8
Discussions of past, present or future
o Can use classifiers to show relationships between objects
Week #10
Unit 9
Vocabulary
Story Time – Crab
· Dead
· Prayer
· Crab
· Washing-clothes
· Later
· Heaven (mime)
· Cry
· Nap/Sleep
· Story
· Search
· Outside (Minnesota sign)
· Day
· Kiss
· TV
· Long ago
· Detergent (mime)
· Open door (mime)
· Blanket
****Vocabulary Reminder****
Parameters: Signs have 5 rules
o Location
o Handshape
o Movement
o Palm Orientation
o Facial Grammar
· All signs follow all 5 rules. If one is incorrect, you may sign something completely different.
***This was found by: William Stoeke****
o 1960s
o ASL was not seen as a true language and he wanted to change that
o College Professor, hearing
o Both Deaf and hearing people questioned what he was doing
o He was able to show that ASL is a true language
o ASL has only been recognized as a true language for about 50 years
****Let's practice: Phone Game! (Deaf Phone Game)****
· Copy what the person signs to you
o Important to copy EXACTLY what you see
o Game demonstrates how much can be lost in a translation if you miss a parameter, especially in facial expression
·New Vocabulary, chapter 2
Vocab. http://www.youtube.com/watch?v=pkNz0bvJmLA&feature=youtu.be
o Teach, educate
o Learn, acquire
o Class
o Course
o College, university
o School
o Residential School, school for the Deaf, STATESCHOOL
o Mainstream
o **Mainstream with one means one Deaf student in a mainstream school
o Sign, sign language
o Fingerspell
o **Can mean spell and ABCs
o Pencil, pen
o Paper
o **Page
o Book
o Which
o Why
o Take-up, adopt
o One
o Understand
o Called, named
o Oh-I-See (feedback)
o Mean, meaning
o Explain, describe
o Again, repeat
o Please
o Have, ownership
o More
o There (approximation)
o There (specific)
o Here (2 signs)
o Same-as-me/you
· Watch your parameters!
· Look at each other, not your book – books shut
· Create a sentence for each vocab word
Sign Practice on Your Own:
PAY ATTENTION TO FACIAL GRAMMAR!
WRITE SENTENCES DOWN AND WRITE WHAT YOU NEED TO DO FOR FACIAL GRAMMAR.
______n___________
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
a. I do not understand could you explain again please.
________________whq_____________
2. YOUR COLLEGE WHERE?
a. Where is your college?
______________ n_
3. BOOK I HAVE NOT.
a. I do not have the book.
__whq_
4. YOU MAINSTREAM, STATESCHOOL WHICH?
a. Are you mainstreamed or go to a stateschool
Or becomes which
5. SIGN LANGUAGE I LOVE!
____whq________
6. WHY YOU HERE?
___nodd_____
7. ASL I LEARN.
______q_______
8. YOU STUDENT?
q_______
9. ASL YOU TEACH?
_____________whq______
10. YOUR SCHOOL WHERE?
_________whq_____
11. MY CLASS WHERE?
____________whq_______
12. COURSE CALLED WHAT?
13. PLEASE AGAIN, EXPLAIN MORE.
______nod______
14. MY CLASS THERE.
____whq___
15. WHO YOU?
Summary
**Students need to be sure that they:
**Know ABC’s Receptively and Expressively is in development
**Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
Fingerspelling help:
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
**Use THERE generally and specifically
**Understand the sentence variations with whq questions
**Understand the 5 parameters
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
**Use THERE generally and specifically
**Understand the sentence variations with whq questions
**Understand the 5 parameters
**Understand the use of OH-I-SEE
**Begin to notice numbers during lecture and comprehend them
**Know all the glosses under the pictures of vocabulary in your book
**Know all the glosses under the pictures of vocabulary in your book
Week #3
Unit Objectives & Checklist .Unit Overview
The unit discusses politeness. It focuses on how to ask politely, interrupt, thank others, and apologize. Additionally, you will learn directional verbs and how movement is used to show subject and object.
Unit Objectives
After you have completed this unit, you should be able to:
Vocabulary
Expressively produce sign vocabulary from Unit 3
Receptively recognize sign vocabulary from Unit 3 Grammar
Grammar targets both your Receptive (comprehension) and Expressive (production) Skills
Use polite signs
Use directional verbs to show subject and object
Fingerspell and recognize ABC’s, your name, and 3 letter words with more comfort and ease (this skill will take time and great effort on you part, work on this daily)
Numbers 1-20 are recognized and signed with my comfort and ease (this skill will take time and great effort on you part, work on this daily)
Culture
Understand the custom on what to do when you need to walk between two signers
Unit Checklist:
In this unit, you are expected to:
Read Unit 3 pages 23-33
Read Unit 3 Lesson
Watch Unit 3 Videos: Vocab and Dialogue
Watch Instructor signing vocabulary from Unit 3
Watch American Sign Language DVD Unit 3 dialogues, signed examples from exercises 3A, 3B, 3C
Sign Record: Tutor Assignment (if it is your week)
WEEK #4: UNIT 3
Learning Modules
Unit 3 Politeness
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
Asking politely
Signing EXCUSE-ME, asking a polite question, and asking someone to wait ______whq________
ASL example: EXCUSE-ME, BATHROOM WHERE?
Thanks
Asking someone for help and thanking them
ASL example: THANK YOU
Interrupting with apologies
_______whq_____
ASL example: EXCUSE-ME , SORRY, MY BOOK WHERE?
Language Analysis of Unit 3
• Directional verbs are demonstrated
o The direction of the sign changes to convey meaning
http://www.youtube.com/watch?v=CE4FAta-pX4
http://www.youtube.com/watch?v=WyUNysz7HZM&list=UUA7yuvsX0I5xX_SSXUJQJ1w&index=4&feature=plcp
http://www.youtube.com/watch?v=7-mrdx8Pgr4&feature=BFa&list=UUA7yuvsX0I5xX_SSXUJQJ1w
Culture notes of Unit 3
• What do you do when you need to walk between two signers? If you cannot go around you would simply sign, EXCUSE-ME without interrupting the conversation and walk through the signers (this is demonstrated on your instructional video). This is a common practice that is not considered rude. In fact, trying to find a way to go around may draw unwanted attention to yourself. You do not need to duck, run, or tap the signers. Simply sign EXCUSE-ME and walk through.
Exercises in Unit 3
• Exercise 3A practices location from here to there
• Exercise 3B focuses on simple commands that vary in subject and object such as YOU-SEND-ME-BOX and GIVE-HIM/HER BOOK.
• Exercise 3C allows practice with interrupting and asking politely
Vocabulary in Unit 3
• Additional signs related to school are demonstrated and signs used for basic politeness.
TUTOR TIP
My advice is to fingerspell random words you see walking, see in class, or words you hear while listening to music. Spell them and spell them and spell them if you want to get it down. Just a small tidbit! - Storm
Signing Tip
http://www.lifeprint.com/asl101/pages-layout/rightorlefthand.htm
Regarding right or left handed signing: I tell my students to choose a dominant hand and stick with it.
Here are some "rules" for you regarding right/left hand usage:
a. Signs that use one hand: For these signs you should use your dominant hand
b. Signs that use two hands but only one hand moves: Use your dominant hand as the hand that moves.
c. Signs that use two hands and both hands move: Use both hands unless you are holding a drink in one of them. Heh.
www.aslpro.com/lesson_plans/lessonplans/40_ASL_Handshapes.doc
This link will give examples of signs that use each of the different handshapes. This is good to refer back to.
http://www.lifeprint.com/asl101/pages-layout/history1.htm
This link gives a descriptive history of the origins of ASL and Deaf Culture.
VOCABULARY TIP
In the back of your book, there is a list of every word you will learn in it organized alphabetically. Find it and it will give you a page number so you can see the visualization. Need more help? Go to ASLpro.com or signingsavvy.com to see actual signs shown in video form. They have thousands of signs for you to learn. These are great tools for practice.
Work to sign these and practice
1. I NOT UNDERSTAND, EXPLAIN AGAIN PLEASE.
2. YOUR COLLEGE WHERE?
3. BOOK I HAVE NOT.
4. YOU MAINSTREAM, STATESCHOOL WHICH (YOU)?
5. SIGN LANGUAGE, I LOVE!
6. WHY YOU HERE?
7. ASL I LEARN.
8. YOU STUDENT?
9. ASL YOU TEACH?
10. YOUR SCHOOL WHERE?
11. MY CLASS WHERE?
12. COURSE CALLED WHAT?
13. PLEASE AGAIN, EXPLAIN MORE.
14. MY CLASS THERE.
15. WHO YOU?
****Did you remember facial grammar!?
VOCABULARY
CHAPTER 3, PAGE 31
o Thank-you, good (passive hand may act as base), you’re welcome (will know based on content of sentence)
o Thanks-a-lot
o Excuse-me, pardon-me, forgive
o Sorry, apologize
o Sure, really, true (all different facial grammar)
o Library
o Bookstore (compound sign with two signs joining to become one)
o Cafeteria (think of wiping mouth with napkin neatly)
o Television
o Restroom, toilet #1 (informal)
o Restroom, toilet #2 (formal)
o Desk, table (2x)
o Chair (2X)
Directional Verbs
• Directional verbs change movement to convey meaning. You do NOT sign the pronouns with these, the movement does this for you.
o Ask (directional verb)
o Help (directional verb)
o Tell (directional verb)
o Show, example (directional verb)
o Look-at, watch (directional verb)
o Pay (DV)
o Give (DV)
o Send (DV)
Location Verbs
o Go-there (DV)
o Come-here(DV)
o Bring-here(DV)
o Carry-there(DV)
o Move-there,
o move-here(DV)
o Come-on
o Accompany, go-together (not ever a DV)
o Fine (bounce on chest), great(pull away from chest), cool(wiggle fingers)
o Can (do not bounce wrist)
o Wait-one-minute (can be directed a person interrupting to wait until eye contact can be made)
o Hurry, rush
o What (wh-question eyebrows down)
o What (list, not question)
o Need, should (2x)
o Box, room
o Now (1x), today (2x)
GRAMMAR NOTE
Directional Verbs
Verbs like ask, tell, pay, help, and show (and more) are considered directional verbs. DV are verbs that change based on the movement you give them. Instead of signing SHOW ME, you can sign SHOW towards yourself and it becomes SHOW-ME. You could also use SHOW to create SHOW-HIM, SHOW-US, SHOW-THEM, or SHOW-YOU (and other combinations), based on how you direct the sign. It is important to remember that directional verbs need to be used this way to be signing with correct grammar. It’s also a lot easier. I would recommend making a list of directional verbs and adding to it as we go so you remember which verbs do and do not apply to this rule.
Summary
• Students need to be sure that they:
Know ABC’s and Numbers 1-20
Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
Distinguish between verbs that change movement to show differences in subject and object
Basic politeness (attention getting and interruptions)
WEEK 5: UNIT 4
Unit 4 Descriptions
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
o Physical appearance
Describing appearance including hair color, style, eye color, height and weight _____________________t_______
ASL example: WOMAN HAIR BROWN, EYES BLUE. SHE MY SISTER SHE.
http://www.youtube.com/watch?v=-oVHNhff9sk&feature=fvsr
http://www.youtube.com/watch?v=d3t3NK2Z2Nw&feature=relmfu
http://www.youtube.com/watch?v=seFTcaJnLn8&feature=BFa&list=SP6C626093559B9148
http://www.youtube.com/watch?v=mFr0E482HZw&feature=BFa&list=SP6C626093559B9148
o clothing
describing clothing including color, pattern, and style
ASL example: MY SHIRT RED, STRIPES (horizontal)
http://www.youtube.com/watch?v=c7YSTLNynag&feature=relmfu
http://www.youtube.com/watch?v=IP9V7I_gW2U&feature=BFa&list=SP6C626093559B9148
o Personality and character ___t_______
ASL example: MAN THERE, HE FRIENDLY HE
http://www.youtube.com/watch?v=1jCFJC6dc3g&feature=BFa&list=SP6C626093559B9148
Language Analysis of Unit 4
• Contraction sign LOOK-LIKE
**This sign is made from combining two signs. LOOK and LIKE. When combining these signs they signs are mutilated a bit to become one.
**Pulling the eyebrows down while signing LOOK-LIKE becomes a question. What does he/she look like?
examples: http://www.lifeprint.com/asl101/pages-signs/l/looklike.htm
• Weight, height, clothing and hair are all described (list is given above)
• Colors may appear before or after the noun. Both forms are correct.
http://www.youtube.com/watch?v=2nu6BFA_F0U&feature=channel&list=U
• Topic/comment structure
o Topicalization appear in the text like this ______t__________. This is used to indicate that the signer must raise their eyebrows during the topic which can be a subject or object.
http://www.youtube.com/watch?v=XA6PNsa4v_Y
Culture notes of Unit 4
• Describing people exactly as they look is a common practice in ASL. Hearing people may find this rude but it is completely acceptable and appropriate in Deaf Culture. There is no way to get around this. It is not considered rude because that is simply what the person looks like.
o http://www.youtube.com/watch?v=jvwFGUVITlk
Exercises in Unit 4
• Exercise 4A practices describing people
• Exercise 4B describe clothing
• Exercise 4C practices topic/comment structure
Vocabulary in Unit 4
• A list of colors is provided. Senses are also introduced.
o Describe people, clothing and personality
o Topic/comment structure
Vocabulary:
http://www.youtube.com/watch?v=-YLSJ57DVRc&feature=youtu.be
o Red
o Yellow
o Blue
o Green
o Brown
o Black
o White
o Pink
o Purple
o Gray
o Orange
o Dress
o Hat
o Shirt
o Skirt
o Coat
o Hair
o Eyes
o Ears
o Nose
o Mouth
o Tall
o Short
o Thin
o Beard
o Small
o Beautiful, pretty
o Ugly
o White-person
o Smart
o Friendly
o Arrogant, egotistical
o Stuck-up, snob
o Good
o Bad
o Sweet-natured
o Appearance, looks, face
o Feel, emotion
o Taste
o Smell, scent, odor
o Sound, hear
o Same, like
o See, sigh
o Right
o Wrong
o Not-yet, late
o That-one
In-Class Story Time (Sections 001, 002):
• Descriptions of clothes, hair, height
o Prom dress
o Halloween costumes
Tutor Suggestion:
Review: Directional verbs
TELL ANOTHER STUDENT TO
1. Send you a box
a. BOX, SEND-ME
2. Send another student a box
a. BOX, SEND-YOU
3. Show you a book
a. BOOK, SHOW-ME
4. Show another student his book
a. MY BOOK, SHOW-YOU
5. Ask another student his/her name
a. YOUR NAME, ASK-HER/HIM
6. Tell another student his/her name
a. YOUR NAME, TELL-HIM/HER
7. Give you a book
a. BOOK GIVE-ME
8. Give another student a book
9. Pay you
a. PAY-ME
10. Pay another student
a. PAY HIM/HER
Topicalization pg. 44
EYEBROWS MUST BE RAISED FOR TOPIC BUT DO NOT LEAN FORWARD!
Tutor Suggestion:
Translate these
1. The man over there in the striped pants, he is friendly.
2. That book over there, give it to me.
3. That woman with the long blonde hair over there, ask her to come here.
4. That girl over there is smart.
5. The teacher with the black shirt is great!
6. The coat over there with the red polka dots, bring it here.
7. That man over there with the beard is heavy.
8. That boy over there with the curly hair is looking at me!
Summary
• Students need to be sure that they:
o Know ABC’s and Numbers 1-20
o Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
Week #6
Unit 5 Requests
The vocabulary video for this week is not working properly.
∗∗ Vocab ∗∗
-open-door
-close-door
-open-window
-close-window
-open-drawer
-close-drawer
-open-book
-close-book
-turn- on (knob-type switch)
-turn-off (know-type switch)
-turn-on (light)
-turn-off (light)
-turn-on (every-type of switch)
-turn-off (lever-type of switch)
-turn-on/off (push-button type switch)
-write
-drive
-ride-bicycle
-chair
-door
-window
-drawer
-book
-pencil, pen
-car, automobile
-bicycle
-a-little
-hot
-cold
-warm
-cool
-stand-up, get up
-go-ahead, go on, proceed
-start, begin, initiate, originate
-don’t mind, don’t care
-take
-garbage
-Throw-out, throw away
-Owe-me
-for
-read
-can’t
-answer, respond
-self
-won’t, refuse
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
o Polite commands
Asking someone to do something for you
ASL example YOU, PLEASE FLASHLIGHTS.
http://www.youtube.com/watch?v=9LryVGhclSw&feature=related
o Requests to do something
Asking someone to do something for you in a question form
_____________q_______________
ASL example: DON’T MIND IT, OPEN WINDOW?
o Additional Requests ___t_______
ASL example: PLEASE FOR-ME, ANSWER
Language Analysis of Unit 5
• Verb pairs: Requests OPEN/CLOSE DOOR
o This signs use one movement to show verb pairs. These verbs involve using a reversal movement
• Noun-verb pairs
o Nouns have repeated movements or smaller
o Verbs have one movement or larger
http://www.lifeprint.com/asl101/topics/noun_verb_pairs.htm
• Requests to do something
o DON”T MIND and FOR-ME are used as a polite way to make a request for someone else to do something. These can also be used to ask someone to do a favor for you
Culture notes of Unit 5
o How to get a Deaf person’s attention when they are not looking at you
Flash lights on and off (use caution that this will not disturb others)
Small wave (not in the person’s face)
Touch or tap on shoulder, arm or knee
Stomping or rapping (use caution that this will not disturb others)
o How NOT to get a Deaf person’s attention
Clapping
Snapping
Waving in face
shouting
http://www.lifeprint.com/asl101/topics/attention_getting_techniques.htm
http://www.youtube.com/watch?v=iW2nDptswHE
Exercises in Unit 5
• Exercise 5A practice commands, requests and verb pairs
• Exercise 5B practices asking politely
• Exercise 5C resembles 5A
Vocabulary in Unit 5
• Displays verb pairs, verbs, nouns, temperatures, and polite requests
Summary
• Students need to be sure that they:
o Know ABC’s and Numbers 1-20
o Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
http://www.youtube.com/watch?v=pDfnf96qz_4
http://www.youtube.com/watch?v=jZF7KqvhDd8&feature=channel&list=UL
o Verb pairs
o Polite structure
o Asking and commanding
Week #7
Unit 6 Expressing yourself
Communicative content of this unit includes:
- The dialogues in this unit encompass three subtopics
- How you feel
- Expressing your feeling and explaining why
- ASL example: ALL- NIGHT I ROLL-AROUND. I TIRED I.
- opinions and preferences
- stating an opinion and your preferences
- _whq___
- ASL example: WOW. APPEARANCE MAD YOU. WRONG?
- Expressing negative emotions
- ASL example: ENTHUSIASTIC, NOT I.
Language Analysis of Unit 6
- Concept of ALL incorporated with day, morning, night, evening, and afternoon
- When incorporating the concept of all with day, morning, night, evening and afternoon, the movement is slower and exaggerated
- Negative incorporation
- The negatives of LIKE, WANT, and KNOW can be made with a twisting movement outward from the body.
- http://www.lifeprint.com/asl101/pages-signs/w/want.htm
- WOW
- Is used to indicate the degree of impact or reaction a person feels upon experiencing something. It is can used for either reactions or delight or disgust
- Expressing negative feelings or responding to inquires about feelings
- The sign NOT can appear before or after the adjective
- NOT SATISFIED I
- I SATISFIED NOT I
· Feelings
· Modals
o Modals are auxiliary verbs that are used to provide additional information (attitude) about the verb used in a sentence. They modulate the meaning/mood/feeling of the verb. Modals can occur in three places in a sentence:
§ 1. Directly before the verb sign
2. At the end of the sentence before the subject pronoun tag
3. Directly before the verb AND before the subject pronoun tag
2. At the end of the sentence before the subject pronoun tag
3. Directly before the verb AND before the subject pronoun tag
o Examples:
English: I must buy a book for class tomorrow.
English: I must buy a book for class tomorrow.
§ I. The modal precedes the verb:
BOOK FOR CLASS TOMORROW ME MUST BUY ME.
BOOK FOR CLASS TOMORROW ME MUST BUY ME.
§ II. The modal is at the end of the sentence before the subject pronoun tag:
§ BOOK FOR CLASS TOMORROW ME BUY MUST ME.
§ III The modal precedes both the verb AND is repeated at the end of the sentence before the subject pronoun tag:
§ BOOK FOR CLASS TOMORROW ME MUST BUY MUST ME!
§ List of modals:
WILL WON’T CAN CAN'T SHOULD WANT MAYBE
ALWAYS DON'T-WANT SHOULD NOT-YET MUST FINISH
NEVER
WILL WON’T CAN CAN'T SHOULD WANT MAYBE
ALWAYS DON'T-WANT SHOULD NOT-YET MUST FINISH
NEVER
§ TOMORROW ME MUST GO HOME ME.
TOMORROW ME GO HOME MUST ME.
TOMORROW ME MUST GO HOME MUST ME.
TOMORROW ME GO HOME MUST ME.
TOMORROW ME MUST GO HOME MUST ME.
Culture notes of Unit 6
· The importance of facial expression and grammar (NOT IN BOOK)
"(My Valentine" with Johny Depp and Natalie Portman showed that not using facial expression hinders the language termendously)
o Pay special attention to how much facial expression Deaf people use. At first you might think they are exaggerating, but they are not. So, when you sign try to use as much facial expression as possible. It is equivalent to our intonation. If you don't use your facial expression it is like having a conversation with a person who is completely monotone. You are simply signing vocabulary if you do not use facial expression and grammar. You are NOT signing.
If you ask most Deaf people if you are using enough facial expression they will tell you that you could use more.
If you ask most Deaf people if you are using enough facial expression they will tell you that you could use more.
o Facial Expressions
o Learning tip
Exercises in Unit 6
· Exercise 6A gives students the opportunity to practice expressing themselves
· Exercise 6B gives students more opportunities to express themselves but this time focuses on negative feelings as well. Be sure to use negative facial grammar here
· Exercise 6C practices the three forms of modals
Vocabulary in Unit 6
· Displays several adjectives for expressing feelings, conditions or preferences. It also includes signs with negative incorporations.
Summary
· Students need to be sure that they:
o Know ABC’s and Numbers 1-20
o Clearly create ABC’s, spell their name and begin to recognize fingerspelled words
o Understand modals and structure
o Express feelings (NOT also)
o Express negative forms of like, want and know
Parts of the Day (follows the sun)
Day
Night, evening
Morning
Afternoon
Noon
Adjectives
Surprised, amazed
Enthusiastic, eager, motivated
Happy
Satisfied (may drop passive hand)
Happy
Sad
Mad, angry
Cranky, mad, grouchy
Excited
Nervous, anxious
Upset
So-so
Sleepy (2x)
Hungry, starving (1x only 2x is Horney)
Tired, exhausted (specific facial grammar and exaggerated movement is need for understanding which)
Sick (one handed or two)
Don’t like (twist outward)
Don’t want (twist outward)
Must, have-to (1x)
Will, future
Can, possible, able
Should, need (2x)
How (2 signs, how-wiggle)
Wrong, mistake
Late (1x)
Roll-around
Coffee (stir)
Wow
Show-up, appear (po outward inward is tampon)
Calm-down, take it easy
Want, desire
Like
Stink
Worry
Pass (exams)
Flunk
Test, exam (question marks on paper)
Stop, cease
Grammar
Concept of all with parts of the day
Movement changes with parts of the day to convey meaning. Movement is slowed and exaggerated.
All-day
All-morning
All-afternoon
All-night (overnight) 11pm-6:00 am
All-evening 6pm-12:00am
Week #8
Unit 7
Classifiers:
This is a basic definition of classifiers. Classifiers are used in American Sign Language to show movement, location, and appearance. After a signer indicates a person or thing, a classifier can be used in its place to show where and how it moves, what it looks like, and where it is located. Classifiers are NOT signs, they cannot be used in isolation.
Classifiers
See pages 83-85 in your book. These classifiers are used as predicates. The Classifier predicates indicate an object in these examples listed in your book.
http://www.jalc.edu/ipp/Classifiers/
http://www.lifeprint.com/asl101/pages-layout/classifiers.htm
Vocabulary
http://www.youtube.com/watch?v=XJv6b79wWsg&feature=youtu.be
Time (can incorporate numbers up to 9 except for year)
• Minute (resembles a clock)
• Hour (resembles a clock)
• Week (go across the week)
• Month (go down the month)
• Year (earth revolves around the sun)
Quantifiers (can appear before or after the noun)
• A-few
• Some
• Several
• Many (up or down)
• How-many (eyebrows downward)
Fruit
• Apple
• Orange
• Grapes
• Peach
Clothes
• Skirt
• Pants
• Shoes
• Socks
• Shirt (2 signs)
• Tie
• Belt
Dishes and silverware
• Glass (larger movement)
• Plate
• Bowl
• Cup
• Fork
• Spoon
• Knife
Other vocabulary
Practice:
Vocabulary Sentences: Translate and sign these in ASL.
1. I must read a book for 10 minutes.
2. I sleep 8 hours.
3. Our class is 15 weeks.
4. School is 9 months.
5. My teacher has been teaching for 13 years.
6. I have a few pairs of shoes.
7. Do you want some apples?
8. I have several pairs of socks.
9. I have many books.
10. Do you like oranges?
***remember…. Look for the topic in each sentence. Times are indicated here, not tense.****
Unit 7 More descriptions
Communicative content of this unit includes:
• The dialogues in this unit encompass three subtopics
o Objects and their location
Showing the location of an object as well as the type of object
o Objects, number and location
Discussing the relationship of one object to another
o How many
Asking and telling how many with numbers
Language Analysis of Unit 7
• Classifiers
o Classifiers are a very important part of ASL. Classifiers are used in American Sign Language to show movement, location, and appearance. After a signer indicates a person or thing, a classifier can be used in its place to show where and how it moves, what it looks like, and where it is located. Often the sign that will be represented by the classifier is shown first and then the classifier handshape is used to explain the movement, location, and/pr appearance In this unit you will learn two types of classifiers. These groups of classifiers show the size and shape of an object know as predicates. Instrument classifers indicate how an object is moved or placed. Please read your book carefully pgs 83-85 (explained further in the websites below. These websites show an abundance of classifiers, you are only responsible for the classifiers listed in your text)
o http://www.jalc.edu/ipp/Classifiers/
o http://www.lifeprint.com/asl101/pages-signs/c/classifiers.htm
• Quantifiers (ways to show plural
using signs MANY, SOME, SEVERAL, or A-FEW can appear before or after the noun.
I HAVE SHIRT MANY
I HAVE CLOTHES SOME
I HAVE SEVERAL SHOES
I HAVE A-FEW PANTS
• Numbers
o Review
http://video.about.com/deafness/How-to-Sign-Numbers-in-ASL.htm
o Number/numerical incorporation with minute, hour, day, week, month
Numbers can be incorporated directly on the sign up to 9. Numbers greater then 9 are signed and then minute, month, day etc. is signed
MINUTE (resembles a minute on a clock)
HOUR (Resembles an hour clock)
WEEK (resembles a calendar moving across the week)
MONTH (resembles a calendar moving down the month)
http://www.lifeprint.com/asl101/pages-layout/numericalincorporation.htm
Culture notes of Unit 7
Storytelling and Classifier usage (NOT IN BOOK)
• The importance of Storytelling in Deaf Culture:
• http://seattlecentral.edu/faculty/baron/Spring_courses/ITP%20261_files/ITP261BBASLStorytelling.htm
• Classifier Story: ASL Classifier Story "Pirates v. Ninjas”
• http://www.youtube.com/watch?v=-6PZJXlLQsA
Exercises in Unit 7
• Exercise 7A practices the use of classifiers
• Exercise 7B shows a series of pictures allowing the student to assign a classifier and show locational relationships with that classifier
• Exercise 7C allows students to practice quantifiers and numbers
Vocabulary in Unit 7
• Several categories of objects are listed in Unit 7: fruit, clothes, dishes and silverware. Quantifiers and time signs are also listed.
Summary
• Students need to be sure that they:
o Know ABC’s and Numbers
o Understand classifier usage (predicates and instrumental)
o Understand quantifier usage
o Can use classifiers to show relationships between objects
Week #9
Unit 8
· Chapter 8 Vocab
· Grammar – tense indicators, uses of finish, number incorporations
Textbook Vocabulary
http://www.youtube.com/watch?v=gDLqli3FtFU&feature=youtu.be
Relationship signs
o Family
o Parents
o Grandmother
o Grandfather
o Aunt (circular)
o Uncle (circular)
o Cousin
o Husband
o Wife
o Daughter
o Son
o Children
o Nephew (shake back and forth)
o Niece (shake back and forth)
o Marry, marriage
o Separated, separate
o Divorce (2 signs)
o Back-together, reconciled (lexicon: fingerspelled words that become like signs themselves)
o Friend
o Good-friend
o Go-steady, go together, dating
o Boyfriend (used for intimate relationships only)
o Girlfriend (used for intimate relationships only)
o Roommate
o Grow-up-together
From Lecture added family Vocabulary
o Partner (share person)
o Relative (“R” friends)
o Step or bonus
o ½
o Great
o 2 moms 2 dads (parents)
o Foster (sign comes from the sign HOME)
o Twins
o Grandson
o Granddaughter
o Godmother (etc)
o Fiancé
o Guardian (legal care person)
o In-laws
Tense Indicators (use your body to set up time)
o Now, today
o Today
o Yesterday, past
o Recent, recently
o Just (sharper and one movement)
o Long-ago
o Before
o Tomorrow
o Will, future
o Later
o After-awhile
o Far-in-future
General
o #all (lexicon: fingerspelled words that become like signs themselves)
§ Can be moved
o Since
o Of-course, naturally
o Really
o Realize, reason
o Long
o Short
o Time
o Birthday
§ Regional
§ There are 99 signs for birthday
o Seem, appears
o With, together
o Finish
o Movie
Family Discussion
· Explain 4 family members
o Relationship to you
o Age
o Look- like
o Personality
· Example: MY BROTHER HE AGE 30 HE LOOK-LIKE WHAT? HAIR BROWN EYES BROWN, TALL HE FRIENDLY HE
· Tense Indicators
o ASL is always in present tense unless you use a tense indicator to change it.
o Tense indicators more often than not go at the beginning of the sentence.
§ Exception – will (placed at end)
o Past indicators are signed moving backwards
o Present indicators stay in front and move up or down
o Future indicators are signed moving forwards
§ Exception – finish
· Uses of Finish
o Stop it!
§ Quick, once
o Bad joke stop!
§ Fish
o That’s all
§ Closer to body, repeated
o Tense indicator
o All done (?!.)
§ Bigger motion, once
§ Different for each punctuation
o All signed a little differently
· Number incorporations
o 1-9 become part of the sign (book says 5, but you can do 9)
o 10+ must be signed prior to the sign
o Learned number 1-20
Unit 8 Family and Friends
Communicative content of this unit includes:
- The dialogues in this unit encompass three subtopics
- Family Information
- Asking and giving information about one’s family
- ASL example: MY FAMILY ALL DEAF
- Family relationships
- Asking and telling about family relationships including martial status, children and hearing status
- ASL example: I MARRY HAVE CHILDREN TWO, ONE DEAF, ONE HEARING
- Friends and acquaintances
- Asking and telling about the nature of the relationship between friends
- ASL example: TWO-OF-US FRIENDS FINISH
Language Analysis of Unit 8
·
· Forms for asking questions about status as a Deaf or hearing person
o _____q_______
FAMILY DEAF?
______________whq______
YOU DEAF, HEARING WHICH?
Discussions of past, present or future
o ASL uses your body to show tenses. If you do not sign a tense sign then you are signing in the present. Tense signs are added at the beginning or the end to establish what tense you are discussing. Once the tense is placed it will be established for the duration of the conversation. Notice when creating your tenses how the past signs move toward the back of your body and the future tenses move forward. Look at this diagram as you create tense signs. This will help you see the placement used on your own body as you develop the signs. (beginning or end of sentence. My personal preferences is to sign the tense at the beginning to immediately establish the tense with the exception of WILL. This sign is most often placed at the end).
ASL Sentence Structures
American Sign Language does not use suffixes to indicate past or future tense, such as -ed or -ing. Instead, we use time concepts to indicate the past, present or future tense.
To change a verb to past tense, we would simply tack on the word "past, before, ago."
For example: eat + past = ate; see + past = saw;
Or you can sign: eat + finish= already ate; see + finish = already saw
To make it future tense, we add "will, future."
For example: eat + will = will eat; see + will = will see
To indicate the present tense, simply sign the verb.
American Sign Language does not use suffixes to indicate past or future tense, such as -ed or -ing. Instead, we use time concepts to indicate the past, present or future tense.
To change a verb to past tense, we would simply tack on the word "past, before, ago."
For example: eat + past = ate; see + past = saw;
Or you can sign: eat + finish= already ate; see + finish = already saw
To make it future tense, we add "will, future."
For example: eat + will = will eat; see + will = will see
To indicate the present tense, simply sign the verb.
How to use time concepts within a sentence:
In English, verbs have to agree. For example, it would be incorrect for me to write: "Yesterday, I go to the store. " The correct way is to write, "Yesterday, I went to the store."In American Sign Language, that's an entirely different matter. The above example: "Yesterday I go store" is grammatically correct, because "yesterday" in ASL automatically alters "go" into the past tense. Yesterday changes everything in that sentence into the past tense.
That being the case, time concepts are almost always placed at the beginning of a sentence.
Past tense:
Past weekend, I go ski. (Last weekend, I went skiing)
Past month, I CL:3-crash. (Last month I was in a car accident)
You can substitute past weekend or past month with: yesterday, long ago, a while ago, recently, years ago, etc
Or:
You can sign the following, tacking finish at the end (which still makes everything past tense).
I ate finish. (I already ate)
My mom work finish. (My mom is done with her work).
That being the case, time concepts are almost always placed at the beginning of a sentence.
Past tense:
Past weekend, I go ski. (Last weekend, I went skiing)
Past month, I CL:3-crash. (Last month I was in a car accident)
You can substitute past weekend or past month with: yesterday, long ago, a while ago, recently, years ago, etc
Or:
You can sign the following, tacking finish at the end (which still makes everything past tense).
I ate finish. (I already ate)
My mom work finish. (My mom is done with her work).
Future tense:
Someday, I marry I. (Someday, I will marry)
Tomorrow, I bike work. (Tomorrow, I will bike to work)
See later. (I will see you later)
Soon, I vacation work. (Soon I'll be off work)
Present tense:
I go school. (I'm going to school)
I read book. (I'm reading a book)
Compare these three:
Today, (head nod) I go movie. (Today, I will go to the movies)
Finish (head tilt)saw movie today. (I already saw that movie today).
Today/currently (with urgent, wincing expression), I go movie. (I'm going to the movies right now)
Someday, I marry I. (Someday, I will marry)
Tomorrow, I bike work. (Tomorrow, I will bike to work)
See later. (I will see you later)
Soon, I vacation work. (Soon I'll be off work)
Present tense:
I go school. (I'm going to school)
I read book. (I'm reading a book)
Compare these three:
Today, (head nod) I go movie. (Today, I will go to the movies)
Finish (head tilt)saw movie today. (I already saw that movie today).
Today/currently (with urgent, wincing expression), I go movie. (I'm going to the movies right now)
Note: Finish is the only tense marker that does not use the past body placement
Information taken from: http://belindavicars.com/grammar/asl_timeline.htm
· Number incorporation with personal pronouns
o Personal pronouns can have number incorporation up until 5. However, even though it is not correct you may see Deaf people use them up to 9. Numbers greater than 5 are signed 6 of US or 6 or you ++
o TWO-OF-US
§ This sign includes you so the direction of the sign is towards the body
o TWO-OF YOU
§ This sign does not include you so the direction of the sign is away from the body
· Use of Finish
o Finish can be used:
§ Past tense marker (FINISH is signed quickly in front of the body inward to outward)
§ BOOK I FINISH READ
§ All done (FINISH is signed more exaggerated in front of the body inward to outward)
§ YOU FINISH YOU?
§ Know it off/ stop it (FINISH is signed one handed in direction of the person with a quick and swift movement)
§ YOU FINISH YOU!
§ That’s all (FINISH is signed n with hands near shoulders repeating signs several times)
§ TWO-OF-US FRIENDS FINISH
Culture notes of Unit 8
· Family
o Being from a Deaf family is considered to be a different experience than being from a hearing family. Deaf parents pass their culture down to their children. Deaf children with hearing parents often learn about their culture by attending a state-school for the Deaf or from community members. Learning this information about each other is an important cultural and social practice.
o Asking if members of the family sign is a way to understand the experience of a Deaf person that has not grown up in a Deaf family
Exercises in Unit 8
· Exercise 8A practice asking about family members are Deaf or hearing and if they can sign
· Exercise 8B asks students to practice tenses
· Exercise 8C allows students to use FINISH as a past tense marker
Vocabulary in Unit 8
· Unit 8 gives a long list of family members and also signs to talk about relationships of family and friends.
Summary
· Students need to be sure that they:
o Know ABC’s and Numbers
o Understand the use of tenses (beginning or end of sentence. My personal preferences is to sign the tense at the beginning to immediately establish the tense with the exception of WILL. This sign is most often placed at the end)
o Importance of understanding usages of FINISH
o Create number incorporation with personal pronouns
Week #10
Unit 9
Unit 9 More Descriptions
Communicative content of this unit includes:
- The dialogues in this unit encompass three subtopics
- How others look
- Describing how others look including appearance, age, height and weight
- personality
- taking about personal traits and characteristics
- _________t____________
- ASL example: MAN THERE BLUE SHIRT, HE FRIENDLY.
- Physical features
- Describing other physical features
Language Analysis of Unit 9
· Signing privately/whispering in ASL
§ The signing movement is smaller and closer to the body
§ Signing may be done with one hand and the other hand acting as a shield
§ The information is fingerspelled close to the body and behind the other hand
- Indicating age and time
o When indicating time and age the palm is outward with the number
· Indicating a count
o The palm is turned inward until 5 and then the numbers are signed outward. Also note that the number can appear before or after the noun
§ I HAVE CHILDREN 3 (3 is facing towards body)
§ I HAVE 8 CHILDREN (8 is facing away from the body)
· KNOW-THAT
o This is a frequently used expression that is often used in conversations to give feedback to someone that what you are getting is not new news to you. It is a combined sign of KNOW and THAT. It becomes somewhat mutilated to become one.
· Classifiers CL:B
o This classifier is used to indicate a rounded pile of something
· Number incorporation with personal pronouns
Culture notes of Unit 9
· The importance of Residential Schools for the Deaf or Stateschools
o Many Deaf children attend stateschools. These stateschools are crucial to language learning, culture immersion, and socialization. These stateschools are known as the core of Deaf Culture. Only 10% of all Deaf people are born into Deaf Families. This means that 90% of Deaf people are born into hearing families that often have no knowledge and understanding what it means to be Deaf. These schools often become similar to family. They provide easy access to communication which may be very difficult at home. Often hearing families learn very little sign language if any at all. Socialization among peers is very important and stateschools provide this need. Unfortunately these schools are in danger of closing across the country due to poor education funding.
§
Exercises in Unit 9
· Exercise 9A describe someone or something using physical descriptors
· Exercise 9B practices the use of OLD and TIME with numbers
· Exercise 9C practices descriptive traits including personality
· Exercise 9D Asks students to describe a person
Vocabulary in Unit 9
· Includes categories of descriptive traits. It also teaches THIS, THAT, THAT-ONE, etc.
Summary
· Students need to be sure that they:
o Know ABC’s and Numbers
o Understand how to sign numbers for age, time and count indicators
o Use CL;B
o Demonstrate discreetly signing and confidentially in sign
Vocabulary
Week 12 and 13
o Sunday (originated from praise the Lord)
(days of the week use the first letter handshape)
o Monday
o Tuesday
o Wednesday
o Thursday
o Friday
o Saturday
§ Every – sign goes down (think of a calendar)
(compound signs of eat and time of day)
o Breakfast
o Lunch
o Dinner
o Eat
o Full, not hungry
o Cook (looks like pancake)
o Bake ( in oven)
o Drink
o Coffee (stir it!)
o Tea
o Sometimes
o Often, frequently
o Always
o Never
o From-time-to-time
o During, while
o Everyday (think of yesterday and tomorrow are on cheek)
o Basement
o Garage
o Kitchen
o Floor
o Furniture
o Up, upstairs
o Down, downstairs
Lexicon or loaner signs: Fingerspelled words borrowed from English that become signs themselves. Several of these have a sign form too.
o #do
o #what
o #job
o #busy
o #if
o Truck
o Doctor
o Nice, clean
o Clean-up
o Retire, vacation, off
o Enjoy
o Take-easy
o Get-up
o Most
o Out
o In
o Flower
o Get, receive
o Church (C handshape)
o Temple (T handshape)
o Rest, relax
o Tired
o Walk
o Little, small
o Big, large
· Classifers (text, page 127)
o Some classifiers represent a category of signs
§ Example – CL: #3 can represent many different vehicles
o Others include CL: A, CL: ^, CL: Y. CL: v, CL: 1
· More classifiers (page 130)
o Some classifiers do show size or shape
§ CL: CÃ , CL: B, CL: 11
· Page 129, exercise 10B
o Use a classifier to show the following
§ What do you sign first?
· Ice, then woman, then use classifier to illustrate
· Page 131, exercise 10C
o Which CL: would you use to illustrate the following?
o Vocabulary
§ Food
§ #Veg
§ Soup
§ Chicken, bird
§ Potato
§ Salad
§ Ice-cream
§ Bread
§ Cheese
§ Egg
§ Meat
§ Butter
§ Sugar
§ Cereal
§ Spaghetti
§ Salt
§ Pepper
§ Water
§ Milk
§ Wine
§ Pop
§ Shopping
§ Store
§ Buy
§ Cost
§ Worth
§ Value – three different
§ Expensive
§ Cheap
§ Total, sum
§ Dollar
§ Money
§ Cant
§ Wont
§ Increase
§ Decrease
§ Easy
§ Hard
§ Think-of
§ Run-out
§ Deplete
§ Hear, sound
§ Cabinet, cupboard
§ Lecture, speech
§ Earthquake
§ Make
§ First
§ Cup
§ Shocked
§ Awful, terrible
§ Home
§ Wind
§ Party
Number Memorization Help
1-5 in or out palm (PI,PO)
6-9 PO
10 shake thumb
11,12 flick off of thumb (PI)
13-15 Wave back PI
16-19 10+6, 10+7, 10+8, 10+9
20 L thumb to index PO
21 L wiggle thumb PI
22 2 2
23 L + wiggle middle finger PO
24 L+4 PO
25 L+ wiggle all three finger PO
26,27,28,29 L+6,7,8,9
30-90 Number +0 PO
22,33,etc 2 2 3 3 etc
100 1C
Numbers and money
· 1-9 incorporation (number, twist)
· 10+, number then dollar sign
· Cents – start at forehead
· For dollars and cents, you do not need to start the cents from your forehead.
Concept of NONE
· Used similarly to English “nothing” and “have none”
· Page 144
Run-out, deplete
o Used differently than none
§ Run-out for solids or liquids
§ Deplete for liquids
Unit 12, Week 14
Vocabulary
(unit 12 does not have a video portion)
Verb/noun pairs (verbs are larger or stationary, nouns are smaller and repeated)
CALL-BY-PHONE
TELEPHONE
FLY
AIRPLANE
DRY-HAIR
HAIR-DRYER
PUT-ON-HEARING-AID
HEARING-AID
TYPE
TYPEWRITER
PUT-ON-WATCH
WATCH
PUT-IN-GAS
GAS
RIDE-BICYCLE
BICYCLE
Food and beverages
SANDWICH
BEER (brown is circular)
COKE (remember to fingerspell coke in the presence of senior Deaf people)
PEPSI
NUT
PEANUTS
FISH
Different forms of power and motors
MOTOR
MACHINE
ENGINE
BREAKDOWN (people can have a breakdown)
COLLAPSE
BATTERY (2 fingers)
ELECTRIC (1 finger)
FLAT-TIRE (same sign for deplete (absence of liquids or air)
STRUGGLE
SHUT-DOWN
BLOW OUT
WEAR-OUT (people can be worn out)
BURN-OUT
FALL APART
BREAK (people do not snap or break)
SNAP
Other Vocab.
ANY
ANYTHING
MAYBE
MAY
MIGHT
FAIL
SUCEED
SUCCESS
SUCCESSFUL
SUSPECT
SUSPICIOUS
PARANOID
COMPUTER-1
COMPUTER-2
DECLINE
CONFLICT
CONTRADICTION
ALL-RIGHT (repeated movement, one time is RIGHTS)
OKAY
SAVE
PRESERVE
MEASURE
WEIGH
WEIGHT
POUND
BUSY (there is also a lexicon from of #BUSY)
STUCK (can be used in an inappropriate way to mean a woman is not married but pregnant)
Unit 12 Offering and Declining
Communicative content of this unit includes:
Offering help
What you do everyday
Language Analysis of Unit 12
Vocabulary
(unit 12 does not have a video portion)
Verb/noun pairs (verbs are larger or stationary, nouns are smaller and repeated)
CALL-BY-PHONE
TELEPHONE
FLY
AIRPLANE
DRY-HAIR
HAIR-DRYER
PUT-ON-HEARING-AID
HEARING-AID
TYPE
TYPEWRITER
PUT-ON-WATCH
WATCH
PUT-IN-GAS
GAS
RIDE-BICYCLE
BICYCLE
Food and beverages
SANDWICH
BEER (brown is circular)
COKE (remember to fingerspell coke in the presence of senior Deaf people)
PEPSI
NUT
PEANUTS
FISH
Different forms of power and motors
MOTOR
MACHINE
ENGINE
BREAKDOWN (people can have a breakdown)
COLLAPSE
BATTERY (2 fingers)
ELECTRIC (1 finger)
FLAT-TIRE (same sign for deplete (absence of liquids or air)
STRUGGLE
SHUT-DOWN
BLOW OUT
WEAR-OUT (people can be worn out)
BURN-OUT
FALL APART
BREAK (people do not snap or break)
SNAP
Other Vocab.
ANY
ANYTHING
MAYBE
MAY
MIGHT
FAIL
SUCEED
SUCCESS
SUCCESSFUL
SUSPECT
SUSPICIOUS
PARANOID
COMPUTER-1
COMPUTER-2
DECLINE
CONFLICT
CONTRADICTION
ALL-RIGHT (repeated movement, one time is RIGHTS)
OKAY
SAVE
PRESERVE
MEASURE
WEIGH
WEIGHT
POUND
BUSY (there is also a lexicon from of #BUSY)
STUCK (can be used in an inappropriate way to mean a woman is not married but pregnant)
Unit 12 Offering and Declining
Communicative content of this unit includes:
- The dialogues in this unit encompass three subtopics
-
- Food and drink
-
- offering and declining food and drink __WHq_
-
- ASL example: YOU WANT COKE, BEER, PEPSI, WHICH?
- discussing a problem and offering to help ___q_____
-
- ASL example: YOUR CAR BREAKDOWN, WANT HELP?
- declining and giving and explanation
-
- ASL example: YOUR PARTY CAN'T GO I, I BUSY I.
- Unit 12 focuses on the language used in offering and declining politely and does not have many grammar explanations. However, there are a few things to note
-
- HELP is used in this unit as a form that does not indicate subject and object as we learned in the past. Instead, HELP is used in this unit as a general offering of assistance. It is used in simple forms of assistance.
- The difference is illustrated between when to use BREAK (snap), BREAKDOWN (motor driven), WEAR-OUT (burning out or something is worn out), SHUTDOWN(power related)
- Communication devices for the Deaf and hard of hearing are introduced
-
- This website shows a variation of assistive communicative devices
- Watch the video in the Unit Checklist
- Exercise 12A gives students the opportunity to practice offering and declining
- Exercise 12B allows students to correctly select how to explain something is not working
- Exercise 12C allows students to practice how to decline and provide an explanation why
- Students need to be sure that they:
-
- Are offering and declining with explanations
- Choose the correct signs to describe something is not working
- Read http://www.assistech.com/deaf-communication.htm to learn about assistive devices for the Deaf and hard of hearing
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