Asking or responding to a query about status and identification as a Deaf
or hearing person __whq_
ASL example: YOU DEAF, HEARING
WHICH?
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)
Unit 1focuses on distinctions between questions that ask for
information.
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
Pronouns
are placed at the beginning, end or beginning and end of the sentence
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
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.
• 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.
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.
California, gold (like earrings. originated
from: found gold in California)
When Creating signs it is important to know
that all signs have rules or also called
Changing these slightly may create an
entirely different sign.
• Signs have 5 rules that you must pay special
attention to as you develop signs
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....
Y/N Q - eyebrows up. (when
responding, eyebrows are not up)
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.
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.
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.
ASL example: NOT UNDERSTAND I. AGAIN PLEASE.
The second is used when the object is in sight and the signer signs and
looks directly at the object
MY PAPER THERE
AGAIN PLEASE.
· All signs follow all 5 rules. If one is
incorrect, you may sign something completely different.
o
Game demonstrates how much can be lost in a translation if you miss a parameter,
especially in facial expression
Vocab.
1. I NOT UNDERSTAND, EXPLAIN AGAIN
PLEASE.
a. I do not understand could you explain again
please.
2. YOUR COLLEGE WHERE?
a.
Where is your college?
3. BOOK I HAVE NOT.
a. I
do not have the book.
4. YOU MAINSTREAM, STATESCHOOL
WHICH?
a. Are you mainstreamed or go to a stateschool
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?
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
**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
From Class Today!
Translate these sentences Into ASL
(read, sign and write) NOW ANSWER THEM
1. Do you have a pencil? PENCIL HAVE YOU?
2. Where is your book? WHERE YOUR BOOK WHERE?, YOUR BOOK
WHERE? WHERE YOUR BOOK?
3. I have a book, paper and pencil. Do you? BOOK,
PAPER, PENCIL I HAVE. YOU?
4. I do not understand can you repeat that?
UNDERSTAND NOT I, REPEAT
CAN YOU?
5. Where is the class called ASL 1?
CLASS CALLED ASL 1 WHERE?
6. Where are your mom and dad?
YOU MOM DAD
WHERE?
7. Are you a student or a teacher?
YOU STUDENT TEACHER WHICH?
8. Is this ASL 1?
HERE ASL 1?
9. Do you know sign language?
SIGN LANGUAGE YOU KNOW?
10.
What do you mean?
MEAN WHAT YOU?
11.
My sister is named Angie.
MY SISTER HER NAME ANGIE
12.
You have a brother?
BROTHER YOU HAVE?
13.
Who is your teacher?
YOUR TEACHER
WHO?
14.
Your teacher is named Monica.
YOUR TEACHER SHE NAME MONICA.
15.
Are you from California?
YOU FROM
CALIFORNIA YOU?
_____________________________________________________end
Day 4: Unit 3
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)
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.
http://www.youtube.com/watch?v=Lehpw47a8rw&feature=youtu.be
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! - (Megan and Lynsey)
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
All vocab from unit 3 and previous units
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)
_____________________________________________________________end
Week #2 Tuesday, Day 5
Unit 4
DescriptionsCommunicative 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 (Y handshape)
o Blue (B handshape)
o Green (G handshape)
o
Brown (B handshape)
o Black (draw an eyebrow like Burt from Sesame Street)
o White (orgin ruffles on men's shirts back in the day)
o Pink
o Purple (p handshape)
o
Gray
o Orange (same as the fruit)
o Dress, clothing
o Hat (general sign for hat)
o Shirt
o
Skirt
o Coat
added pants
o Hair (general sign)
o Eyes
o Ears
o
Nose
o Mouth
o Tall
o Short
o Thin
o
Beard
o Small (oooooo facial grammar)
o Beautiful, pretty (beautiful is more pronounced)
o Ugly (2 hands or one)
o
White-person
o Smart
o Friendly
o Arrogant,
egotistical (CHA facial grammar)
o Stuck-up, snob
o Good (may use passive hand to act as base)
o Bad
o
Sweet-natured
o Appearance, looks, face
o Feel, emotion
o
Taste also prefer and favorite
o Smell, scent, odor
o Sound, hear
o Same,
like
o See, sight
o Right
o Wrong
o Not-yet,
late (tongue between teeth slightly)
o That-one
Tutor
Suggestion:
Review: Topic Comment
Remember to state your topic which can either be the subject or the object and comment on it. This is very common structure for ASL. Deaf people tend to love to use this structure. Eyebrows are raised for the topic but you DO NOT lean forward as you would with a yes/no question structure. This allows the reciever to know that you will comment on the information you brought forward.
Topicalization pg.
44
EYEBROWS MUST BE RAISED FOR TOPIC BUT DO NOT LEAN
FORWARD!
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:
Day 6 Unit 5 Requests
∗∗ Vocab ∗∗
http://www.youtube.com/watch?v=HSZS2Pof_D0&list=UUo5QnksmAkxHfGuB_xg7HcQ&index=27
-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
end_____________________________________________________________end
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
o
Examples:
English: I must buy a book for class
tomorrow.
§
I.
The modal precedes the verb:
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
§
TOMORROW
ME MUST GO HOME 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.
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
_______________________________end
Week #3, Monday, 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
month:
http://www.youtube.com/watch?v=f3ANz05lNiM
day:
http://www.youtube.com/watch?v=5T6gvpOf79g
minute:
http://www.youtube.com/watch?v=tGefvr3TwdE
hours:
http://www.youtube.com/watch?v=4WInrzzog3M
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
END-------------------------------------------------------------------------------------------------
Unit 8: Wednesday, June5
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
· IN-LAW
· GREAT
· FOSTER (COMES FROM THE SIGN HOME)
· PARTNER (SHARE PERSON)
· SWEETHEART
· STEP (MEANS FAKE OR FALSE)
· BONUS
· NEIGHBOR (NEAR PERSON)
· ½ SIBLING
· GRAND DAUGHTER/ SON
· GUARDIAN
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?
D
iscussions
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.
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).
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)
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
o
Can
use classifiers to show relationships between objects
END_____________________________________________________
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
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: Cà, 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?
Classifier story: Timber
