At home review YlV1A YlV1A Bill Vicars Lesson 1

At home review

• http://www.youtube.com/watch?v=k9cFqNYlV1A

• Bill Vicars Lesson 1

http://www.youtube.com/watch?v=k9cFqNYlV1A

http://www.youtube.com/watch?v=k9cFqNYlV1A

Deaf Community ConnectionsTen percent of your overall grade will involve Deaf Community

Connection activities outside of class time. The purpose of this is that you take what you are learning in the

classroom and expand your experience within our local Deaf community.

You will need to earn at least 100 points for full credit. (per semester)

Anything over 100 points will be added in as extra credit (not to exceed 50 points for the semester.)

There will be multiple opportunities for you to “get involved.” Activities as they come up will be announced in class and posted

in the student digital locker. Please read the list below to see the value of different activities.

Please note: If you are concerned about after school transportation issues there are enough opportunities specifically designed for at home research orlunch time in the lab for you to get your complete points by the end of the semester.

Deaf Community Connections • 10-100 pts. Starting and running an ASL Club and related activities. (points depend on degree of

involvement)• 20-50 pts. Attending “Silent Socials” and silent signing the whole time (1 hr min). points

dependant on how many Deaf people you chat with. -write up req.• 25-50 pts. Attending Silent games or ASL games -2hr minimum and one page write up• 25-50 pts. Book report related to deafness or sign language (depends on length of book) prior

approval required• 25-50 pts. Attending a Sign related theatrical performance -2hr minimum and one page write up

(prior approval)• 25-50 pts. Participating in a fundraising event where money goes directly to activities for local

Deaf children or Deaf senior citizens.• 25 pts. “Deaf for a Day” and one page write up (limit one time per year)• 25 pts. Interview of Deaf person and one page write up (prior approval of questions)• 25 pts. Interview of Interpreter and one page write up (prior approval of questions)• 15 pts./hr. Working with Deaf or people using sign language and write up-one paragraph per

hour• 10 pts./hr. Attending a college sign language class and one paragraph write up per hour (limit 50

pts)• 10 pts./hr. Watching an interpreter at a public event and one paragraph write up per hour (limit

25 pts)• 10 pts. Independently watching Bravo video with write up.( multiple videos available – must be

viewed here in ASL lab)

If you have an idea for a Community Connections activity that you want to do, please present it to me for prior approval.

Deaf Community Connections

Handout: please place this handout as the first page or the Community section in your ASL binder.

Community Log

You will also need to create a Log to keep track of your activities.

Your papers, write-ups or evidences should be in the same order as listed on your log.

DATE ACTIVITY POINTS

Signing Social -Point Value

• 20 points to attend and have questionnaire completed by meeting ASL students from other schools. (I will have paper for you at the dinner.)

• You must show me the paper before you leave for me to sign off.

• Paper without my signature is worth zero pts.• Additional points 10 points for each deaf person that you

have a conversation with.• With proof: tokens or a sign off on back of questionnaire.• Sitting apart from group, voice conversations with

friends/family, signing very little or not at all…= zero pts!

Plagiarism

• Plagiarism includes reproducing someone else's work, whether it be a published article, chapter of a book, a paper from a friend or some file, or whatever.

• Students may discuss assignments among themselves or with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student alone.

Plagiarism: Definitions, Examples and PenaltiesThe University of Kentuckyhttp://712educators.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=712educators&cdn=education&tm=17&f=00&tt=14&bt=1&bts=0&zu=http%3A//www.chem.uky.edu/courses/common/plagiarism.html

http://712educators.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=712educators&cdn=education&tm=17&f=00&tt=14&bt=1&bts=0&zu=http%3A//www.chem.uky.edu/courses/common/plagiarism.html



Presentation Make-ups

• Absent?• Did not dress up for presentation?

• Make up day will be this Friday at the very start of class.• (if you miss this time the next time will be at the end of

Unit 2)

• If you did not have your grade sheet, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together.

• If you lost your grade sheet then you may print a new one from the website.

Asl 1Week 6

Oct 21-25

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. ½ sheet of scratch paper and pen/pencil for later.3. No Culture Assignment due tomorrow.

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Place ASL Binders on table marked for your class.Sign Along with MASL unit 1 vocab tape.

Voice OffPlease

Good Morning Good Afternoon

Monday

Oct. 21 2013

Master ASL

Unit Two

Getting Started

Unit Two Overview

Objectives:• To ask for help and clarification in ASL• To engage in basic conversation• To understand the cultural views of deafness• To improve familiarity ASL grammar / structure• WH signs and facial expressions• Iconic and non-iconic signs

Agenda

• FW audio tape sign along MASL 1

• Begin MASL Unit 2– L.1– Asking for help– Clarifications– WH-Face or Question Maker?

• Numbers 1-20

• Asking about agesL.T. Using the WH face when unclear or not understanding.

Non-Manual Signals(facial grammar)

• In English, vocal intonation helps to clarify if you are asking a question or saying a statement.

• In ASL, these grammatical clues are given on the face.

• We will be learning special “facial grammar’ for ASL.

• This facial grammar or special facial expressions is referred to as

Non-Manual Signals (NMS)a.k.a NMM Non-Manual Markers

REVIEW

The ‘Question Maker’ face

• The Question Maker Face is used when asking a yes/no question.

• Yes/no questions are asking a question that wants a yes or no answer.

Question Maker face

(yes/no?)

Eyebrows up

REVIEW

NMS for Yes/No Questions

1. Eyebrows up

2. Slight head tilt forward

3. Hold last sign and eye-contact

.a.k.a. NMM Non- Manual Marker

REVIEW

ASL Up Close

The Question-MakerRaising our eyebrows forms the Question-Maker, an

expression that shows you are asking a question.Keep the eyebrows raised until you’ve completed signing the

question.

In the example, notice the only difference between a question and a comment is the facial expression.

The signs themselves remain the same.

BATHROOM

• I am going to the bathroom.• Am I going to the bathroom?

MASL p 15

MASL DVD

REVIEW

WH Face

• The WH Face is used when asking a Wh-word question.

• Common Wh-words are: Who, What, Where, When & Why.

WH-Face

Eyebrows down

REVIEW

NMS for WH-Face

1. Eyebrows down



.a.k.a. NMM Non-Manual Marker

REVIEW

Master ASL

Unit Two

Lesson One

Lesson One MASL pp 40-44

Outcomes:Can ask for help;Can ask for and give clarification of unknown terms;Uses the WH face non-manual signal to convey

confusion or uncertainty

• Asking for help• Making clarifications• Directionality (we will do this part later)

• WH face

Vocabulary

• What• To explain• To mean• To be unclear• Not, don’t, doesn’t• Not understand

• Do you mind?• (you) Help me• Help her/him• I help you

Helpful SignsHelpful Signs

ASL Up Close

Knowing how to ask for help is important in any language. In ASL, two key phrases are mean what and explain again.Both phrases use a specific non-manual signal called the WH-Face.

You have to use the WH-Face to ask What is your name?

Use the WH-Face when you are uncertain, unclear, or asking a question using the signs who, what, where, when, why (see page 64).

When you do not understand the teacher, use culturally appropriate techniques to interrupt or gain attention, or raise your hand in class.

Make sure you have eye contact before asking for clarification. The examples below show how the WH-Face is used to ask for help.• What does it mean? MEAN WHAT (WH-Face)• Explain it again. EXPLAIN AGAIN (WH-Face)

MASL p 42

DVD The WH – Face

Vocabulary

• What• To explain• To mean• To be unclear• Not, don’t, doesn’t• Not understand

• Do you mind?• (you) Help me• Help her/him• I help you

MASL p

Helpful SignsHelpful Signs

Classroom Exercise1. The WH-FacePractice the phrases with a partner. Sign them ASL word order.

a) What does it mean?MEAN WHAT? (WH-Face)

b) Explain it again.EXPLAIN AGAIN (WH-Face)

c) What’s your name?YOU NAME WHAT YOU? (WH-Face)

d) I don’t understand.NOT-UNDERSTAND I (WH-Face)

MASL p 42

BB

English word order

ASL word order

Do you have eye contact?

Everyone should be participating.

Wh-Face

Why do you think the Wh-face is used when signing the phrases below even though they do not have a Wh word in them?

• I DON’T-UNDERSTAND and

• EXPLAIN AGAIN

Because, what you really are thinking is• “What does that mean?”• And What is a Wh question word.

If you do not understand something, this is what you sign:

• SIGN AGAIN PLEASE (Wh-Face)

• SLOW PLEASE (Wh-Face)

• (repeat sign) MEAN WHAT? (Wh-Face)


• EXPLAIN AGAIN (Wh-Face)

• I CONFUSED I (Wh-Face)

• I NOT-UNDERSTAND (repeat sign) (Wh-Face)








These phrases can help you tomorrow at the Silent Signing Social.

Quick Transition

• ½ sheet of paper and pencil

ASKING QUESTIONS IN ASL

½ sheet scratch paper

# 1-6Draw eyes like this:

1. ..2. ..3. ..Etc

Self Assessment

Quick Transition

• If you are scrambling for a pencil or paper, that means you did not follow the directions on the ‘First Work” slide.


Directions: Draw the proper facial expression (eyebrows) for each question AND label each as a WH face or a Question Maker face

1. Is his name Todd?

2. What’s your name?

3. Do you understand?

4. No, I don’t understand.

5. Do you mind helping me?

6. What does it mean? Can you explain it again?

Self Assessment


1. . .2. . .3. . .

4. . .5. . .6. . .

Self Assessment


1. . .2. .\/.3. . .

1 Is his name Todd?

QUESTION MAKER FACE

2 What’s your name?

WH-FACE

3 Do you understand?

QUESTION MAKER FACE

Self Assessment

( (( (( (


4 No, I don’t understand.

WH-FACE

5 Do you mind helping me?

QUESTION MAKER FACE

6 What does it mean? Can you explain it again?

WH-FACE

4. .\/.5. . .6. .\/.

Self Assessment

( (


Directions: Now, translate each sentence into ASL word order. (same paper)

1. Is his name Todd?

2. What’s your name?

3. Do you understand?

4. No, I don’t understand.

5. Do you mind helping me?

6. What does it mean? Can you explain it again?


How did you do?

1. HE NAME TODD HE?

2. YOU NAME WHAT (YOU)?

3. YOU UNDERSTAND YOU?

4. NO, I DONT-UNDERTAND I

5. DO-YOU-MIND HELP-ME?

6. MEAN WHAT? EXPLAIN AGAIN?

Classroom Exercise

2. Faces. Turn to your partner and sign the sentences. One should be signing and the other one listening.Really focus on using the correct NMS.

a) Is his name Todd?b) What’s your name?c) Do you understand?d) No, I don’t understand.e) Do you mind helping me?f) What does it mean? Can you explain it again?

When finished, switch roles and repeat the exercise.

MASL p 42

BBDo you have eye contact?


Deaf Culture Minute

What is the ASL sign for Your Welcome?

You can sign thank you back to the person who thanked you,

or nod your head and smile.

Nodding is more casual and should be used with friends and family.

Seem strange?

It’s different than English but not so strange.

Many languages say you’re welcome this way.

MASL p 43

Numbers 1-10

Palm In (when counting or telling how-many)

• 1• 2• 3• 4• 5

Palm out

• 6• 7• 8• 9• 10

Numbers 11-20

Palm in

• 11• 12• 13• 14• 15

Palm in to out

• 16 (10 + 6)

• 17 (10 + 7)

• 18 (10 + 8)

• 19 (10 + 9)

• 20

Numbers 11-20 - practice

Palm in

• 11• 12• 13• 14• 15

Palm in to out

• 16 (10 + 6)

• 17 (10 + 7)

• 18 (10 + 8)

• 19 (10 + 9)

• 20

Numbers 11-20 - practice

Palm in

• 11• 12• 13• 14• 15

Palm in to out

• 16 (10 + 6)

• 17 (10 + 7)

• 18 (10 + 8)

• 19 (10 + 9)

• 20

Asking Ages

Directions:

Pay attention as I ask students their age.

Be ready to answer if I ask you about the age of another student.









Review Review (answer these questions to yourself)

1. What are the non-manual signals for the ‘question maker’ face?

2. What are the non-manual signals for the ‘WH-word’ face?

3. Why should you use the ‘wh-face’ when signing explain again?

4. What do you do if you do not understand what your teacher is signing?

5. What is the ASL sign for you’re welcome?

No homework due tomorrow

• We did not have a culture assignment last Wednesday because it was an assessment week.




Unit 2)



This FRIDAY, Oct 25

ASL CLUBASL CLUB• 2nd & 4th Monday after school

• 5 community connection points each time you attend

• +1 point for each non-ASL student you bring with you (max 5)

• Next week Deaf visitor Dean Roberts!

Classroom Exercise

2. Giving requests. Ask a partner to do three specific tasks using vocabulary you’ve learned so far. Some ideas are provided for you. When done, switch roles and repeat the exercise.

1. Write your name on the board, then erase it 2. Open or close the door3. Stand up or sit down4. Open, read, close the book5. Turn off and on the lights

MASL p 49

FF

Clean up

• Please clean up around your seat.

• The floor and back tables are not a trash can or a place to leave your binders.

Be Awesome!

Getting Ready

• 3rd per. Place MASL books under your seat.

Unit 2 -Day 2

• Day 2 - L.3 (we will do L.2 later) “Classroom Communications” More work with questions, simple commands (nsn)

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. MASL book tuck under seat.3. ½ sheet of scratch paper and pen/pencil for now.4. White board

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If I see you later scrambling to get a book, your ASL binder, paper and pencil……..

That shows that you did not follow these directions!

Voice OffPlease

First Work1.Write this on you scratch paper.

Learning to read fingerspelling can be fun!

2.Next I want to see you fingerspelling this phrase several times until it is smooth on your fingers.

quiet time

NOTE: Practice does not mean one time! It is a continuous action.


1. What are the non-manual markers for the ‘question maker’ face?

2. What are the non-manual markers for the ‘WH-word’ face?

3. Why should you use the ‘wh-face’ when signing ‘explain again’?

4. What do you do it you do not understand what your teacher is signing?


1. What are the non-manual markers for the ‘question maker’ face?

2. What are the non-manual markers for the ‘WH-word’ face?

3. Why should you use the ‘wh-face’ when signing ‘explain again’?

4. What do you do it you do not understand what your teacher is signing?


Eyebrows upSlight head tilt forwardHold last sign and eye-contact

Eyebrows downSlight head tilt forwardHold last sign and eye-contact

MEAN WHAT (WH-Face) EXPLAIN AGAIN (WH-Face)

sign thank you or nod your head and smile.

ReviewReview

…you really are thinking is“What does that mean?”

Deaf Culture Minute

What is the ASL sign for You’re Welcome?




Seem strange?



MASL p 43

NMS for Question-Maker face

1. Eyebrows up



.

a.k.a. Yes/No QuestionsREVIEW

NMS for WH-Face

1. Eyebrows down



.

a.k.a. NMM Non- Manual Markers

REVIEW

ASL Up Close

Knowing how to ask for help is important in any language. In ASL, two key phrases are mean what and explain again.Both phrases use a specific non-manual signal called the WH-Face.

You have to use the WH-Face to ask What is your name?

Use the WH-Face when you are uncertain, unclear, or asking a question using the signs who, what, where, when, why (see page 64).

When you do not understand the teacher, use culturally appropriate techniques to interrupt or gain attention, or raise your hand in class.

Make sure you have eye contact before asking for clarification. The examples below show how the WH-Face is used to ask for help.• What does it mean? MEAN WHAT (WH-Face)• Explain it again. EXPLAIN AGAIN (WH-Face)

MASL p 42

DVD The WH – Face

Wh-Face

Why do you think the Wh-face is used when signing the phrases below even though they do not have a Wh word in them?

• I DON’T-UNDERSTAND and

• EXPLAIN AGAIN

Because, what you really are thinking is• “What does that mean?”• And What is a Wh question word.










Tuesday

Oct. 22, 2013

Agenda

• FW reading Gallaudet font

• MASL Unit 2 L.3– “Classroom Communications” – More work with questions

• Simple Commands

L.T. Describe common classroom actions; give simple commands

Master ASL

Unit Two

Lesson 3 pp. 46-51

Lesson Three MASL pp 46-51

Outcomes:Can communicate about various activities and

actions;

Describes common classroom actions;

Develops understanding of sign variations.

• Talking about activities

• Classroom communication

Vocabulary

• Home• I walk• Party• To read• To sleep• To walk to (CL:V)• Enjoy

• Do you mind?• Open door• Study• Tonight• Sit down• Get up

MASL p 47

ActivitiesActivities

Vocabulary

• Home• I walk• Party• To read• To sleep• To walk to (CL:V)• Enjoy

• Do you mind?• Open door• Study• Tonight• Sit down• Get up

MASL p 47


Vocabulary

• Like• Understand• Learn• Learning• Tired• Want• What

• Going (to-go)• Tonight• Tomorrow • Homework• You• Do you?/Are you? (NMS

eyebrows up)• I/me • Do I?/Am I? (NMS

eyebrows up)

Review of previous wordsReview of previous words

White boards

Rewrite these sentences in ASL word order.

a) Are you learning ASL?b) Do you understand me?c) Do you mind opening the door?d) I’m tired. Are you?e) Do you want to study tomorrow?f) Are you sitting down?g) Are you going to the party tonight?h) What’s for homework?

Eyebrows up is the sign for the red words.

How did you do?

a) YOU LEARN ASL YOU?

b) (YOU) UNDERSTAND ME?

c) DO-YOU-MIND OPEN-DOOR?

or OPEN-DOOR DO-YOU-MIND?

d) I TIRED. YOU TIRED YOU?

NOTE: words connected with a dash – mean there is one ASL sign used for that phrase.

How did you do?

d) TOMORROW, YOU WANT STUDY YOU?

e) YOU SIT-DOWN?

f) TONIGHT, YOU GO-TO PARTY YOU?

or YOU GO-TO PARTY TONIGHT

h) HOMEWORK WHAT?

NOTE: words connected with a dash – mean there is one ASL sign used for that phrase.

Practice signing these questions to yourself.

a) YOU LEARN ASL YOU?b) (YOU) UNDERSTAND ME?c) DO-YOU-MIND OPEN-DOOR?

or OPEN-DOOR DO-YOU-MIND?d) I TIRED. YOU TIRED YOU?e) TOMORROW, YOU WANT STUDY YOU?f) YOU SIT-DOWN?g) TONIGHT, YOU GO-TO PARTY YOU?

or YOU GO-TO PARTY TONIGHTh) HOMEWORK WHAT?

How would you sign a complete sentence answer to each one?

Do not ERASE the board yet.

Put lid on marker and set it down.

(no drawing)

Classroom Exercise

Asking questions. Ask a partner the following questions in ASL (word order). Remember to answer questions in a complete sentence, following

the example.

Do you like to read? YOU LIKE READ YOU? YES I ENJOY READ I

a) Are you learning ASL?b) Do you understand me?c) Do you mind opening the door?d) I’m tired. Are you?e) Do you want to study tomorrow?f) Are you sitting down?g) Are you going to the party tonight?h) What’s for homework?When done, switch roles and repeat the exercise

MASL p 46

DD


Transition

Pick up MASL books from under your seat.

Open to page 46.

Put erase white boards on center table.

Classroom Exercise

2. What are they doing? Open your MASL book to pg 46

Explain in a complete ASL sentence what you see in the illustration.

An example is provided.

SHE SIT SHESee illustrations on p 46.

MASL p 46

DD


Classroom Exercise

Yes or No?

Turn to pg 47.

Decide who will go first.

Ask the questions for ex. E to your partner.

Be sure to answer with a complete sentence.

SEE ILLUSTRATONS ON P 47

When done, switch roles and repeat the exercise.

MASL p 47

EE


Accent Steps

Non-manual signals (NMS) like the head shake and eyebrows must be clear and obvious for the meaning to be understood.

Make sure your NMS are visible on your face.

Make sure your hair is not in the way!

MASL p 48

EYES UP FRONT

Vocabulary

• To correct, to grade• To erase (a board)• To erase (on paper)• To hand out• Paper• To spot, to see• To study

• Student• Teacher• Test, exam• To write• To be wrong, error

MASL p 50

In the ClassroomIn the Classroom

Why do you think?… there are two different signs for erase?

Vocabulary

• To correct, to grade• To erase (a board)• To erase (on paper)• To hand out• Paper• To spot, to see• To study

• Student• Teacher• Test, exam• To write• To be wrong, error

MASL p 50

In the ClassroomIn the Classroom

Why do you think?… there are two different signs for erase?

Classroom Exercise

1. What are they doing?

Based on the illustrations, explain what each person is doing in a complete ASL sentence.

An example is provided.

SEE ILLUSTRATONS ON P 49

MASL p 49

FF


Accent Steps

Have you noticed differences between signs in Master ASL! and those your teacher uses?

Maybe a Deaf person has taught you some signs that closely resemble the signs you’ve learned in this book but aren’t the same.

As you meet Deaf people you will encounter slight differences between signs, called variations.

There are certain signs that vary from region to region, with some differences more well-known than others.

In many ways, these signs resemble regional differences in spoken languages: Do you say soda, pop, or cola? The answer depends on where you live and your own preferences.

The same variation between signs is seen in ASL. Be sure to use the sign variation preferred by your local Deaf community unless you want to sign with an accent!

MASL p50See Picture bottom of page 50: two variants on the sign “test”

Classroom Exercise

The highs and lows of eyebrows.See picture top of page 51

Work with a partner….

Practice each facial expression, paying attention to the eyebrows and mouth.

Let your partner know if he/she is doing a great job!

MASL p 51

GG



What is the ASL sign for you’re welcome?

What is meant by sign variation?

Why are some of your teacher’s signs different from other signs you have learned before?

Why should your hair be out of your face when you are signing?




Unit 2)



REMINDER• Silent Sign Social tomorrow with SKHS• Port Orchard God Father’s Pizza• Details posted on ASL website• Filter by Community Connections for Invite slide

from SKHS• Or see Events to see posted on calendar.

• 1 hr min of silent signing participation required.• 20 pts attending and participating.• 10 pts each deaf person you converse with.

(signature or token required)

Community Connection points (20+)

Be Awesome!


Wednesday

Oct. 23, 2013

Master ASL

Unit Two

Lesson 4 p 48

AgendaCulture Lesson

Cultural Reading

MASL Unit 2– L.4 Deaf Culture Note

Cultural Assignment

“Labels and Identity”

L.T. Common labels given to Deaf, the difference between Deaf and deaf.

Lesson Four MASL pp 48

Outcomes:Gains awareness of common labels affixed to the Deaf

by hearing individuals throughout history;Understands that the capitalized form of Deaf is

preferred by the Deaf community;Explores the concepts of community and culture.

Deaf Culture Note• Labels and Identity

Deaf Culture

Labels and Identity

• Minority groups are often labeled by the larger, surrounding community who are uninterested in how the group identifies itself.

• This is especially true with individuals considered disabled or handicapped.

• The Deaf community has been labeled “deaf and dumb” and “deaf-mute” in addition to handicapped, disabled, or abnormal.

• Over the years the Deaf community has worked to educate hearing people about the negative connotations of many labels, preferring that a positive view of deafness and Deaf culture be respected.

MASL p 48Lesson 4

NOTE

Comprehension Questions

1. Who often label minority groups?

2. What are some of the labels the Deaf community has received? (5 labels)

3. How has the Deaf community responded.

YOUR HOMEWORK SHOULD HAVE THE QUESTION AND THE ANSWER SEPARATE.

Deaf Culture

• You may have seen the term hearing impaired on TV or other media referring to deafness.

• Many people prefer to sign Deaf instead of hearing-impaired due to the negative connotations of “impaired” and “broken.”

• For example; how would you like to be called “Deaf impaired?”

• Strangely hearing people consider this term more polite than saying “Deaf.”

• Deaf people are proud to be Deaf, and prefer to be called Deaf!

MASL p 48Lesson 4

NOTE

Comprehension Questions - 2

4. What is one more label often used by the media to refer to deafness?

5. Why do many who cannot hear prefer “Deaf” to other labels?

6. Many hearing people consider the term __________ to be more _______ than Deaf.

7. Deaf people are _______ to be Deaf.


Deaf Culture

• Hard of Hearing refers to those individuals who have some degree of deafness and can use a spoken language, though hearing and speech skills vary from person to person.

• Many hard of hearing people consider themselves to be culturally Deaf, meaning that they fully participate in the Deaf community.

MASL p 48Lesson 4

NOTE


8. To whom does the term Hard-of Hearing refer?

9. How is it that many Hard-of-Hearing people consider themselves to be “Culturally Deaf”?


Deaf Culture

• Deaf people form a cultural and linguistic minority whose language and experiences are unique.

• When a group of people who share a language and come together to offer mutual support in pursuit of common goals and interest, a community is formed.

• Over time, a culture develops from this community.

MASL p 48Lesson 4

NOTE


10. Deaf people form a ________ and ______ minority.

11. How is a community formed?

12. Over time a _______ develops from this community.


Deaf Culture

• Deaf Culture is the shared experience of Deaf people that has its own values, social norms (ways of doing things), a unique history, and a rich tradition of storytelling and poetry passed from generations to generation.

• The common bond in Deaf culture is the experience of being Deaf and the use of American Sign Language.

MASL p48Lesson 4

NOTE


13. Deaf Culture has its own ______, ____________ (ways of doing things), a unique _______, and a rich _________ of storytelling and poetry passed from generations to generation.

14. What two things are a common bond for Deaf Culture?


Deaf Culture

Look up at teacher to see sign PICTURE ON P 48

• The sign on the left is an older sign for Deaf, still seen occasionally by older signers or in formal situations.

• Analyze the sign closely.

• Do you understand why it means Deaf?

MASL p 48Lesson 4

NOTE


15. Why does this sign mean deaf?

If viewing from home…go to this site and look up the sign Deaf-2.

http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi




Culture AssignmentCulture Assignment• Title “Labels & Identity”• Name date and period on upper right corner

of your paper.• Questions and answers must be typed.• Questions must be separate from answers.• Questions 1-15 from the previous slides.• Each student is expected to his/her own

work. This is an individual assignment.

Incomplete or substandard work will not be accepted.

DUE NEXT TUESDAY

START OF CLASS

Estimated time = 25 minEstimated time = 25 min

• Name• Date• Per.

“TITLE”

1 QuestionAnswer

2 QuestionAnswer

Clean up• Please clean up around your seat


• 3rd & 4th per: Please set the MASL books under your chair.

• 5th per: Please return the MASL books to the cart.

Be Awesome!

Unit 2 -Day 3

• Day 3 – L.4 Deaf Culture Note Labels and Identities

Unit 2 -Day 4

• Day 4 – NSN vocab 2.6 lesson/vocab, LAB 2.2 #11-20,

• Time ran out

• LAB 2.5 up letters,

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. Pencil and white board for later.3. Be ready to read the next slide.

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At this point in the year, no one should need a reminder to spit out gum!

Voice OffPlease

Deaf Culture

• Deaf people form a cultural and linguistic minority whose language and experiences are unique.

• When a group of people who share a language and come together to offer mutual support in pursuit of common goals and interest, a community is formed.

• Over time, a culture develops from this community.

• Deaf Culture is the shared experience of Deaf people that has its own values, social norms (ways of doing things), a unique history, and a rich tradition of storytelling and poetry passed from generations to generation.

• The common bond in Deaf culture is the experience of being Deaf and the use of American Sign Language.

MASL p 48Lesson 4

NOTE

Deaf Culture

Look up at teacher to see sign (PICTURE ON P 48)

• The sign on the left is an older sign for Deaf, still seen occasionally by older signers or in formal situations.

• Analyze the sign closely.

• Do you understand why it means Deaf?

MASL p 48Lesson 4

NOTE

Culture AssignmentCulture Assignment• Title “Labels & Identity”• Name date and period on upper right corner

of your paper.• Questions and answers must be typed.• Questions must be separate from answers.• Questions 1-15 from the previous slides.• Each student is expected to his/her own

work. This is an individual assignment.

Incomplete or substandard work will not be accepted.

DUE NEXT TUESDAY

START OF CLASS

Estimated time = 25 minEstimated time = 25 min


Thursday

Oct. 24, 2013

Agenda

• Read over last slides from Wed lesson• Review from Tuesday• Numbers 21-29 quick practice• Leisure Activities (NSN 2.6)• LAB 2.2 Numbers 16-19

L.T. signs for leisure activities; sign variationsexposure to Topic-Comment structure;




Unit 2)








Review Review





Sign thank you or nod your head and smile.

There are certain signs that vary from region to region, and your teacher is from a different region.

Sometimes there are slight differences between signs.

So your NMS are visible on your face.

Deaf Culture Minute

What is the ASL sign for You’re Welcome?




Seem strange?



MASL p 43

Accent Steps

Have you noticed differences between signs in Master ASL! and those your teacher uses?

Maybe a Deaf person has taught you some signs that closely resemble the signs you’ve learned in this book but aren’t the same.

As you meet Deaf people you will encounter slight differences between signs, called variations.

There are certain signs that vary from region to region, with some differences more well-known than others.

In many ways, these signs resemble regional differences in spoken languages: Do you say soda, pop, or cola? The answer depends on where you live and your own preferences.

The same variation between signs is seen in ASL. Be sure to use the sign variation preferred by your local Deaf community unless you want to sign with an accent!

MASL p50See Picture bottom of page 50: two variants on the sign “test”

Accent Steps

Non-manual signals (NMS) like the head shake and eyebrows must be clear and obvious for the meaning to be understood.

Make sure your NMS are visible on your face.

Make sure your hair is not in the way!

MASL p 48

NUMBERS 21-29 QUIET TIME

Special ruleFor the numbers 21-29 (except 22)

We use the French “2” This is made with the “L” handshape.

The only exception is the number 22.For that number we use the American

“V” handshape

22 “V” handshape

Let’s practice• 21• 23• 24• 25 • 26• 27• 28• 29

Leisure Activities

2:6

http://www.google.com/products/catalog?q=signing+Naturally&hl=en&rls=com.microsoft:en-us:IE-SearchBox&rlz=1I7GGLR_en&prmd=ivnsb&resnum=3&biw=1003&bih=542&um=1&ie=UTF-8&cid=4388852890503380507&sa=X&ei=2QJ1TYjbGpL6swO2yJG-Cw&ved=0CF4Q8gIwAQ

Leisure Activities

• Workout• Biking• Running• Walking• Dancing• Bowling• Play with dogPg. 98

• Cooking• Chatting on phone• Sewing• Knitting• Watching TV• Taking photos

– Picture + photo

• Painting – Picture + paint

Pg 99

Fun

What do you think the

English translation of th

is

sentence would be?

eyebrows up eyebrows relaxed

topic wh question

Q: You fun, enjoy, what-do? (you)

Note: to show a topic: you raise your eyebrows,direct eye-contact, slight pause before continuing

A: I fun, enjoy (pause), dancing (nod)

Fun

What do you think the

English translation of th

is

sentence would be?

eyebrows up eyebrows relaxed

topic wh question


Note: to show a topic: you raise your eyebrows,direct eye-contact, slight pause before continuing


Let’s practice

Partners: take turnsChoose your answers from the list

in the yellow box.

topic wh question



Keep practicing until every word has been used.

• Workout• Biking• Running• Walking• Dancing• Bowling• Play with dog

Let’s practice

NEW Partners: take turnsChoose your answers from the list in the

yellow box.

topic wh question



Keep practicing until every word has been used.

• Cooking• Chatting on

phone• Sewing• Knitting• Watching tv• Taking photos

– Picture + photo

• Painting – Picture + paint

Cardinal Numbers 16-19

2:2


NSN 2:2 Cardinal Numbers 16-19

DVD & worksheet

Cardinal Numbers 16-19As you watch Iva demonstrate the numbers, keep in mind

the following:• Begin with the A handshape, palm facing you• Twist your hand so the palm faces out to make the

second number 6, 7, 8, or 9. • (Remember the thumb does not overlap the finger used

to make the second number) Sign the NumbersNow you count from 16 – 19. Try to sign the number before

Joey, then check to see if you’ve signed it correctly!

P 58Note: if absent, you will need to come in and make this up in the lab.



Variations 1 and 2

Signs may vary in different parts of the united States and Canada.

On video, Joey demonstrates examples of two variations used for the numbers 16-19




Circle the Number1. 16 17 18 192. 16 17 18 193. 16 17 18 194. 16 17 18 19

5. 6 16 9 196. 6 16 9 197. 6 16 9 198. 6 16 9 19

Note: if absent, you will need to come in and make this up in the lab.



Circle the Number cont.

9. 7 17 8 18

10.7 17 8 18

11. 7 17 8 18

12.7 17 8 18




Write the Number

P 58

1.____

2.____

3.____

4.____

5.____

6.____

7.____

8.____

9.____

10.____

11.____

12.____

13.____

14.____

15.____

16.____

17.____

18.____



Clean up• Please clean up around your seat





Unit 2)



Be Awesome!

Unit 2 -Day 5

Day 5 –make up day for presentation LAB 2.1 y/n Q conv, LAB 2.3 tic tac toe

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. Check for new seat number.

3. Pencil, ½ sheet paper and white board for first activity.

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Voice OffPlease

Check for new seat number.

Copy down these numbers.

1 6 9 2 5 8 3 7 4 9 3 6 2 4 1 7 5 8


Friday

Oct. 25, 2013

ASL CLUBASL CLUB• 2nd & 4th Monday after school• 10 Community Connection points each

time you attend• +1 point for each non-ASL student you

bring with you (max 5)

• Next Monday Deaf visitor:

Dean Roberts!Dean Roberts!


For those who are making up a presentation,•Please have your grade sheet ready.

Reminder:•If you did not have your grade sheet last week, you will need to make an appointment with me to come in at lunch/after school for us to watch your presentation together.•If you lost your grade sheet then you may print a new one from the website.

NUMBERS 21-29




“V” handshape


Let’s practice• 21• 23• 24• 25 • 26• 27• 28• 29

REVIEW

REVIEW

REVIEW

REVIEW

Classroom Exercise

2. Giving requests. Ask a partner to do three specific tasks using vocabulary you’ve

learned so far. Partner – get up and actually do what is requested.Some ideas are provided for you. When done, switch roles and repeat the exercise.

1. Write your name on the board, then erase it 2. Open or close the door3. Stand up or sit down4. Open, read, close the book5. Turn off and on the lights

MASL p 49

FF

Sign Tip: Active Listening

2:1


NSN 2:1 Sign Tip

Fluent ASL communication flows smoothly, and active listening – also called feedback – is expected.

Respond to the signer with gentle nods, brief signs, and facial expressions that show your understanding and interest in what is being said.

P 50


NSN 2:1 Sign Tip

The listener has an active role in the rhythm of the conversation.

In the absence of feedback, signers may assume you do not understand and may repeat information.

Make your active listening visual by acknowledging information as you process it.

P 50


NSN 2:1 Sign Tip

Acknowledge Information

One way to make your listening active is to use this sign with nodding:

Oh-I-SeeThere are 2 common facial expressions

used with this sign.

Another common sign is wow.



OH-I-SEE

Oh-I-See is an ASL expression that conveys comprehension, sympathy, and concern, similar to sounds like huh, hmm, oh, aha, and I see. It is often used in conversation.

http://lifeprint.com/asl101/pages-signs/o/oh-i-see.htm

WOW

• WOW is a common sign used in conversations. Its use is very similar to our expression “Cool!” or “Neat!” or “Awesome!”

http://lifeprint.com/asl101/pages-signs/w/wow.htm

NSN 2:1 Sign Tip

Do not confuse active listening with responding affirmatively to a question.

YES -this sign is used to answer a question affirmatively

CORRECT -this sign is used to confirm something or to state something is correct.

Note: YES and CORRECT signs are not used as active listening.

P 51


CORRECT (right)

• CORRECT (right) is used to confirm information.

http://lifeprint.com/asl101/pages-signs/r/right.htm

YES

• YES is used to answer a Yes/No question.

http://lifeprint.com/asl101/pages-signs/y/yes.htm

Wave-no (uh-uh)

• WAVE-NO is used to show that there is wrong information.

• It is often followed with the correct information.

http://lifeprint.com/asl101/pages-signs/n/nowaveno.htm

NO

• NO is only used to answer a Yes/No question.

http://lifeprint.com/asl101/pages-signs/n/no.htm

Note: The sign NONE is used if you are saying I have no homework.

Up LettersUp Letters Names

2:5


NSN 2:5Up Letters, Up Letter Names

UP LETTERS

Here you practice letters with “up” handshapes, which include the following – B C D F K L R U V W X.

All of these letters, except “C” and “X” have fingers fully extended upward. The letters “C” and “X” have bent fingers.

View. Cinnie demonstrates the dos and don’ts of forming “up” letters.



NSN 2:5Up Letters

View. Cinnie demonstrates the dos and don’ts of forming “up” letters.

The letter “B” • fingers extend upward and are closed• thumb crosses loosely in front of the palm

The letter “C” • thumb and palm face forward, not sideways

The letter “D” • middle finger and thumb make flat “O” shape• index finger extends upward • ring and pinkie fingers softly curl downward toward the palm



NSN 2:5Up Letters

The letter “F” • index finger and thumb make a flat “O” shape • thumb and index finger do not overlap • rest of the fingers extend upward and are spread out slightly

The letter “K” • thumb contacts middle finer at the knuckle • middle finger extends forward and slightly upward • index finger extends straight upward.

The letter “L” • thumb extends to the side and index finger extends upward • the rest of the fingers sit in a relaxed manner over the heel of the

palm



NSN 2:5Up Letters

The letter “R” • middle finer crosses over the index finger

The letter “U” • index and middle finger extend upward and are closed • thumb overlaps the ring finger

The letter “V” • index and middle finger extend upward and are spread

apart • thumb overlaps the ring finger


NOTE: The letter that precedes or follows the letter ‘R”

will determine exactly how the thumb is positioned,

i.e. the thumb is touching or not touching the ring finger.


NSN 2:5Up Letters

The letter “W” • three main fingers extend upward and are spread apart • pinkie finger and thumb do not overlap

The letter “X” (at the beginning of a name or word) • index finger is bent thumb is tucked in, resting on the

middle finger • palm faces out

The letter “X” (in the middle or end of a name or word) • palm faces to the side• hand tilts forward



NSN 2:5Up Letters

al ax

ba be br bu

ca ck

da de di dr

el ed er

fr

ka ke kr ku la le li lo lu ol

ra ro ri rt

sa sl su va wa


Sign the LettersCopy Melinda as she demonstrates how to form these letter combinations.


NSN 2:5Up Letters

Challenge YourselfGet a blank sheet of paper and view “Sign the

Letters” again. Write the combinations down and compare with

the list above. (previous slide)

Practice spelling these letter combination on your own.

Take care to articulate the letters clearly and precisely.

Do not “bounce” or “stamp” each letter.



NSN 2:5 Up Letters Names

1. Carl Earl

2. Dawn Dean

3. Dana Dan

4. Cara Cole

5. Kurt Burt

6. Fran Fred

7. Dale Kali

8. Ted Ned

9. Rima Rita

10.Bea Bert

11. Ben Ken

12.Mike Mel

13.Lilli Lon

14.Ed Di

15.Van Val

16.Max Alex


Circle the NameTyrone fingerspells one name from each question below. Circle the name spelled.


1. ____ Olin

____ Eli

____ Carol

2. ____ Carl

____ Edna

____ Rick

3. ____ Cara

____ Kris

____ Karl

4. ____ Cole

____ Burt

____ Rima


Number the NamesFor each question, order the names that Tyrone fingerspells 1,2,or 3.

NSN 2:5 Up Letters Names



What is meant by active listening?

Active listening shows that you ________ and are _________ in what is being said.

If you stare with a blank face the deaf signer may think you ___________ and may _________ the information.

Two active listening signs are _____ and ______.

The signs _____ and ____ are used to answer a Yes/No question.

The signs _______ and ________ are used to confirm or negate information.

Unit 2 -Day 6

• L.7a Calendar & activities; when signs, LANGUAGES, LAB 2.1 making connections

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. MASL book tuck under seat.3. White board and pen/pencil for later.4. Reminder: Culture Assignment due tomorrow.

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Look around the room,Fingerspell the names of your

classmates.Everyone should be signing!

Voice OffPlease



Monday

Oct. 28, 2013



Active listening shows that you ___________ and are _________ in what is being said.


Two active listening signs are _______ and ______.



Review Review


Active listening shows that you ___________ and are _________ in what is being said.


Two active listening signs are _______ and ______.



UNDERSTANDING

INTERESTED

REPEATDO NOT UNDERSTAND

OH-I-SEE WOW

NOYES

CORRECT WAVE-NO

Responding to the signer with gentle nods, brief signs, and facial expressions…

NSN 2:1 Sign Tip

Fluent ASL communication flows smoothly, and active listening – also called feedback – is expected.

Respond to the signer with gentle nods, brief signs, and facial expressions that show your understanding and interest in what is being said.

The listener has an active role in the rhythm of the conversation.

In the absence of feedback, signers may assume you do not understand and may repeat information.

Make your active listening visual by acknowledging information as you process it.

P 50


NSN 2:1 Sign Tip

Acknowledge InformationOne way to make your listening active is to use

this sign with nodding: Oh-I-SeeThere are 2 common facial expressions used with

this sign.Another common sign is WOW.

Do not confuse active listening with responding affirmatively to a question.

YES -this sign is used to answer a question affirmatively

CORRECT -this sign is used to confirm something or to state something is correct.










These phrases can help you today at ASL club.

NUMBERS 21-29




“V” handshape


Let’s practice• 21• 23• 24• 25 • 26• 27• 28• 29

REVIEW

Numbers 16-19

Formal(10 + 2nd number)

16

17

18

19

Variant(double flick the second number)

16

17

18

19

Variatio

ns

Formal signs are used for formal situations such as: on stage signing, presentations, evaluations or any situation where the goal is to impress your audience.Variants are acceptable for conversations with friends.

NUMBERS 21-29

The numbers 21, 23, and 25 have a very common variation.

The traditional way is considered to be very formal.

The variation is frequently used in conversations.

• 21• 23• 25 (2 ways)

Variatio

ns

Formal signs are used for formal situations such as: on stage signing, presentations, evaluations or any situation where the goal is to impress your audience.Variants are acceptable for conversations with friends.

ASL CLUB – Today!ASL CLUB – Today!• 2nd & 4th Monday after school

• 10 Community Connection points each time you attend

• +1 point for each non-ASL student you bring with you (max 5)

• Deaf visitor: Dean Roberts!Dean Roberts!

Agenda

• FW fingerspell classmates names practice• Numbers review (20’s)

– variations

• MASL Unit 2 – Lesson 7 begin• Days of the Week & Activities• NSN 2:1

– Yes/No questions -Grammar review– LAB Affirmative and negative responses– LAB Making connections

L.T. Calendar signs – days of the week; Time sign go first in an ASL sentence; recognizing slight changes in sign parameters (same/diff).

Master ASL

Unit 2 Lesson 7

pp 57-63

Lesson Seven MASL pp 57-63

Outcomes: Communicates about the days of the week and simple activities

done on those days;Can use DO-DO to make inquiries;Demonstrates understanding of the sentence structure necessary

when communicating about the days of the week;Comprehends the information in My Routine narrative

• Days of the week• Eyes on ASL 5• When signs• My routine narrative

October 2013October 2013

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Vocabulary

• Monday

• Tuesday

• Wednesday

• Thursday

• Friday

• Saturday

• Sunday

MASL p 57

Days of the WeekDays of the Week

Sign Variation Alert:

In Washington state,

Sign the days of the

week with your PALM IN.

Vocabulary

Asleep

Test

Sick

Absent

Go to school

Go to party

Sleepy

Have homework

Study

Test

Met

Practiced ASL

Go to class

Go to movie

Sleep

Review WordsReview Words

Vocabulary

Asleep

Test

Sick

Absent

Go to school

Go to party

Sleepy

Have homework

Study

Test

Met

Practiced ASL

Go to class

Go to movie

Sleep

Review WordsReview Words

Eyes on ASL #5Eyes on ASL #5

GRAMMAR NOTE:

In proper ASL sentence structure, signs that show when something happened, such as the day of the week, come first

in a sentence.

Grammar Rule

Pick up MASL books from under your seat.

Open to pg 58

Classroom Exercise

Partners, books,

Marc & Kelly’s week.Based on the illustrations below, explain what Marc

and Kelly did each day in complete sentences.

An example is provided. (See pic p. 58)

Ex. Saturday, he asleep he.

MASL p 58

KKSigns that show when something happened, such as the day of the week, come first in a sentence.

FYI Don’t sign or fingerspell the English word “on” in ASL sentences involving dates.

BE SURE TO FOLLOW

THE TIME FIRST

Grammar Rule

Finished?

• Look at the sign variations for the days of the week on pg 57. Sign Variation Alert:





On the east coast,


week with your PALM OUT.

Transition

Please close books tuck back under seat for next class.

Next you will need a pencil and whiteboard.

I will pass out a lab sheet for you in a minute.

Languages

My name is Mary.

Je m’appel Marie.

Me llamo Maria.

Ich heisse Marie.

Me name mary me

NSN Unit 1

http://www.google.com/imgres?imgurl=http://www.fullissue.com/wp-content/uploads/charliechaplinmain.jpg&imgrefurl=http://www.fullissue.com/index.php/charlie-chaplin-biography-1889%25E2%2580%25931977.html&usg=__6DxqaGD0cmjVeD-vtgHm3gzT598=&h=400&w=320&sz=50&hl=en&start=86&zoom=1&um=1&itbs=1&tbnid=8OdskR6XNx60_M:&tbnh=124&tbnw=99&prev=/images%3Fq%3Dcharlie%2Bchaplin%26start%3D80%26um%3D1%26hl%3Den%26sa%3DN%26rls%3Dcom.microsoft:en-us:IE-SearchBox%26rlz%3D1I7GGLR_en%26ndsp%3D20%26tbs%3Disch:1


http://www.google.com/imgres?imgurl=http://3.bp.blogspot.com/_pcKqfREysRE/Sadsy62642I/AAAAAAAAAAM/Kg7e6U5T9iA/s1600-R/red_umbrella_bowler_hat.jpg&imgrefurl=http://confessionsofinfidelity.blogspot.com/&usg=__VqqVKNUNl_Ih2tfFTEbOYZV1WMg=&h=500&w=344&sz=20&hl=en&start=35&zoom=1&um=1&itbs=1&tbnid=SXOZ0FetLYqrhM:&tbnh=130&tbnw=89&prev=/images%3Fq%3Dman%2Bwith%2Bumbrella%26start%3D20%26um%3D1%26hl%3Den%26sa%3DN%26rls%3Dcom.microsoft:en-us:IE-SearchBox%26rlz%3D1I7GGLR_en%26ndsp%3D20%26tbs%3Disch:1

Conversations 1 & 2Yes/No Questions

2:1


Review Key Grammar

NSN 2:1 YES-NO QUESTIONS

Key GrammarA yes-no question requires a “yes” or “no” answer.

Examples of yes-no questions are “Do you have any children?,” “Do you like coffee?,” or “Are you a student?”

To ask a yes-no question in ASL, use these non-manual markers;

• Raise brows throughout the question• Lean head forward with the last sign• Hold the last sign until your listener starts to answer.

Cinnie demonstrates “ask if hearing” from Conversation 1.

Key Grammar




Responses to Yes-No Questions

It is important that you nod when affirming information and shake you head when negating information.

Additionally, after a negative response, you should give the correct information.

To answer without non-manual markers is like speaking in a monotone voice – boring!



Observe Key Grammar

Next we will observe (no writing yet) • Yes/No question NMS (question maker face)

• Giving affirmative responses

• Giving negative responses

NSN 2:1 Conversations 1&2

DVD

Conversation 1 Cinnie (A) and Tyrone (B) demonstrate this dialogue where they

discuss personal information other than their names. Here they ask yes-no questions and give affirmative responses.

Signer A: Ask if studentSigner B: AffirmA: Ask if hearingB: AffirmA: Ask if learning ASL B: AffirmA: Ask if leaning at (name of school)B: AffirmA: Respond



NSN 2:1 Conversations 1&2

DVD

Conversation 2

Palm Ben (a) and Tyrone (B) demonstrate this dialogue where negative responses are given to yes-no questions.

Signer A: Ask if deaf

Signer B: Negate, correct information

A: Ask if teacher

B: Negate, correct information

A: Ask if learning (name another language)


A: Ask if learning at (name another college)


A: Respond




See Tyrone and Ben demonstrate affirmative and negative responses to Cinnie’s question above.

Affirm. Observe how Tyrone:• Begins nodding just before responding

Continues nodding until the end of the sentence.

Negate and Correct. Observe how Ben • Begins shaking his head just before responding• Nods when fiving the correct information



Insight: Making Connections

2:1


NSN 2:1 Insight: Making ConnectionsMinidialoguesWatch the two video minidialogues and answer the

questions below. Observe the signers respond by either affirming, or negating and correcting information.

Minidialogue 1 (1:45)

1. Do Norman and Priscilla attend the same college?

2. What language(s) are they learning? Who are their teacher(s)?



NSN 2:1 Insight: Making ConnectionsMinidialogues cont.

Minidialogue 2 .

1. Who are Stefanie and Iva talking about?

2. What do the people they are discussing have in common?

3. In what ways are they different?



Languages

My name is Mary.

Je m’appel Marie.

Me llamo Maria.

Ich heisse Marie.

Me name mary me

NSN Unit 1





Which 3 numbers in the 20’s have a common variation?

Where in an ASL sentence does the ‘time’ sign go?

Which variation of the days of the week is used in Washington state?



Clean up

• 3rd and 4th per. Please leave MASL books tucked under your chair.

• 5th per: Please put the books back on the cart.

• Please check around your seat for trash.

Be Awesome!

Unit 2 -Day 7

• Day 7 – L.7 cont. complete sentence, time first, nsn1.11b picture it

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. ASL binder tucked under seat.3. Sheet of scratch paper and pen/pencil for next activity.4. Turn in Culture Assignment.

TH

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Warm-up fingers by fingerspelling the names of

people in your family.Everyone should be signing!

Voice OffPlease


Write this down on your scratch paper.

Signs that tell ‘when’ go at the start of a sentence.


Tuesday

Oct. 29, 2013

Agenda

• FW reading Gallaudet font

• Review from yesterday

• MASL Unit 2– L.7 cont.

• NSN 1:11 “Picture It”

L.T. Practice answering with time sign first in sentence; develop visual

discrimination for slight variances with shapes and signs including NMS’s.













come first in a sentence

YES NO

CORRECT WAVE-NO

In Washington state, Sign the days of the week with your PALM IN.

2121 2323 25 25 (2 ways)(2 ways)

Vocabulary

• Monday

• Tuesday

• Wednesday

• Thursday

• Friday

• Saturday

• Sunday

MASL p 57

Days of the WeekDays of the Week





Review

Quick Vocab Review1. Monday2. Tuesday3. Wednesday4. Thursday5. Friday6. Saturday7. Sunday8. Morning9. Afternoon10. Evening/Night11. Tomorrow12. Later13. Today14. Yesterday15. Everyday (tmw,tmw,tmw)

Accent Steps

Do-do? is a sign that has many meanings. (also called What-do?)

Use the WH-Face each time you sign do-do to ask:

• What are you doing?

• What did you do?

• What do you do?

MASL p 48

Vocabulary

• Do-do? (What-Do?)• To chat• To hang out• To play sports• To enjoy, have fun• To kick back, take it easy• To work • Church• Mosque• Temple

Do-do? is a sign that has many meanings.


• What are you doing?• What did you do?• What do you do?

P 59

Accent Steps


Vocabulary

• Do-do? (What-Do?)• To chat• To hang out• To play sports• To enjoy, have fun• To kick back, take it easy• To work • Church• Mosque• Temple

Do-do? is a sign that has many meanings.


• What are you doing?• What did you do?• What do you do?

P 59

Accent Steps


Accent Steps





• What do you do?

MASL p 48

Classroom Exercise What does Kris do? Complete the following sentences in ASL word order. Choose a day of the week or an activity (as needed) to

finish the sentence. 1. Kris does homework on…ThursdayEX: THURSDAY, K-R-I-S SHE HOMEWORK SHE2. She works on…3. Every day, Kris…4. Kris hangs out with…5. On Friday, she…6. Kris chats on…7. On Sunday, Kris…8. She doesn’t work on…9. Kris goes to school…

MASL p 60

LL

Remember to place your

TIME sign fir

st in th

e sentence.

Classroom Exercise What does Kris do? Complete the following sentences in ASL word order. Choose a day of the week or an activity (as needed) to

finish the sentence. 1. Kris does homework on…ThursdayEX: THURSDAY, K-R-I-S SHE HOMEWORK SHE2. She works on…3. Every day, Kris…4. Kris hangs out with…5. On Friday, she…6. Kris chats on…7. On Sunday, Kris…8. She doesn’t work on…9. Kris goes to school…

MASL p 60

LL

Remember to place your

TIME sign fir

st in th

e sentence.

Classroom ExercisePartners, decide who will ask the odd (red)

and who will ask the even (blue).

Activities. Do-do?Use new vocabulary to ask your partner

what he or she does on a particular day.

Follow the example as shown.

A FRIDAY YOU WHAT-DO YOU?(What do you do on Friday?)

B FRIDAY NIGHT I GO PARTY I.(On Friday night I’m going to a party.)

1. Monday2. Tuesday3. Wednesday4. Thursday5. Friday6. Saturday7. Sunday8. Morning9. Afternoon10.Evening11. Tomorrow12.Later13.Today14.Yesterday

MASL p 58

KK

Remember to use when signs in their proper position:At the front of the line!

Did You Know?Deaf people use visual signals for doorbells, the telephone,

fire, or smoke alarms. There are even visual signals activated by crying babies!

The Deaf community has adapted many listening devices to serve visual purposes, and manufacturers now include visual options in a range of products.

If you have a silent vibrate option on your cell phone or pager, thank the Deaf community who advocated for the alert!

Nowadays, visual alerts for public smoke and fire alarms are required by federal law.

Can you find any examples of visual signal devices in your school, office, or home?

p 60

Transition

• Something to write with,

• Complete heading on upper right corner of handout.

Picture It

1:11


Hand paper back to students,

Put complete heading in the upper rt. corner

with today’s date Oct. 29, 2013

on the “Picture It” side of paper.

NSN 1:11 Picture It


Do as instructed by Joey, Cinnie, or Tyrone.

1. 2. 3.

4. 5. 6.



How do Deaf people know if the doorbell is ringing or if the fire alarm is going off?

Where in ASL sentence structure do ‘time’ signs go?(a.k.a. ‘when’ signs)

What is the sign ‘Do-Do’ also called?

What NMS goes with the sign ‘Do-Do’?

Clean up

• Please set up chairs neatly in the circle and clean up around your seat.


Wednesday

Oct. 30, 2013

Unit 2 -Day 3

• REVIEW HOW TO DRESS FRO PRESENTATION

• Which hand? NSN 2.1 insight

• Sign Parameters MASL xix, Underhill worksheet

• NSN 1.4 Deaf Profile– Andrew Foster

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. ASL binder.3. Pencil or pen to write with.

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Deaf ProfileAndrew Foster (1925-1987)

1.4


Handout

• Name

• Date

• Per

• Answer the questions as we read the information in class.

• Due in 15 min.

Deaf Profile: Andrew Foster• Andrew J. Foster spent his life dedicated to improving education for Deaf people. A

teacher, pioneer, and missionary, his legacy lives on in the many schools he opened in West Africa.

• Foster was born in a steel-mill town near Birmingham, Alabama and attended the Alabama School for the Colored Deaf in Talladega after losing his hearing at the age of 11. At the Alabama school, he learned ASL and became a life-long proponent of the language. At 17, Foster moved to Michigan taking night classes and working odd jobs. He was accepted at Gallaudet University in 1951 as one of the first three Black Deaf students to be enrolled at the school.

• While attending Gallaudet, Foster saw an address book of world Deaf schools which listed only 12 in Africa. Foster felt called to service, writing that he was “moved by this vast educational and spiritual void among my people.” He received his Bachelor’s Degree in 1954, and in the next two years received a Masters degree from Easter(n) Michigan University, and a second Masters from Seattle Pacific Christian College.

(1925-1987)

Deaf Profile: Andrew Foster• He was deeply determined to help Deaf people in Africa, but struggling to find help for

his mission, he founded the Christian Mission for the Deaf (CMD) in 1956. He went to Africa in 1957. Within a year he had established the first school for the Deaf in Accra, Ghana in a small room borrowed from a church. Twelve students attended the first year. The school quickly grew to 53 Deaf students. Children met from 4 to 5 in the afternoon, and adults met from 6-7 in the evening. By 1959 the waiting list was over 300.

• In the following years, Foster continued his life’s work, opening schools for the Deaf all over West Africa. He went to Nigeria and opened three more schools before 1962. In all, he established 31 schools for the Deaf in thirteen countries including Ghana, Benin, Congo, Chad, Ivory Coast, Kenya, Nigeria, Sierra Leone, and Cameroon. He also founded the African Bible College for the Deaf and became the President of the Council for the Education and Welfare of the Deaf in Africa. The schools used sign language, becoming oases of communication for Deaf people. In recognition of his amazing achievements, Gallaudet University awarded him the Honorary Doctorate in 1970.

Deaf Profile: Andrew Foster• A staunch supporter of educating Deaf children through sign language, Foster

said in his 1975 keynote speech at the World Federation of the Deaf conference in Washington DC, “Employing restrictive and suppressive means of communication to achieve normalcy seems as illogical as it is impractical.” Foster believed that freedom of communication was the key to education, and that freedom was achieved through sign language.

• He spent years training teachers in Africa, offering intensive teaching courses

(so that) new teachers could go on to set up schools of their own. By 1974, there were 70 Deaf schools in Africa. Continuing his training through the 80s, Foster also continued traveling the world speaking and fundraising for his cause, touching 47 of the 50 U.S. states, speaking throughout Europe and traveling to 25 African countries. In 1987 Foster died at the age of 62 in a plane crash in Rwanda and was buried there.

Deaf Profile: Andrew Foster• His inspiring life is evident in the many ways his memory is honored. The

National Association of the Deaf’s Andrew J. Foster Award recognizes excellence in teaching at their biennial conference. Gallaudet University and the National Black Deaf Association (NBDA) established the Andrew Foster Endowment that offers scholarships to college-bound African-American students. There is the Andrew Foster Auditorium at Gallaudet University, with a bronze bust of Foster installed in front of the auditorium in 2004, a gift from the NBDA.

• The most lasting tributes to Foster’s legacy are the schools and their students. Today there are over 300 schools in Africa. Where there once was no education for Deaf people, these schools offer elementary and in some cases high school education to their students. Some have managed to send students to Gallaudet University.

WEDNESDAY CARTOON

Presentations How to Dress

Open your binder to page 2

“How To Dress For a Presentation”

Clean up

• Please clean up around your seat

Be Awesome!

Unit 2 -Day 9

• Day 9 –nsn 2.6 vocab, LANGUAGES, L2 Iconic Signs, LAB 1.7b names

• Lots of work still needed

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. ASL binder in your lap and 3. ½ sheet of paper for next activity.

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•Count 1-29 using all the formal numbers.•Count 1-29 using all the variants.

Voice OffPlease

•Do you have your binder?


½ sheet scratch paper

# 1-12Draw eyes like this:

1. ..2. ..3. ..Etc

Self Assessment

Grammatical Note Review

1. Deaf people tend to ask yes/no questions in a special manner.a. Raise the eyebrows.b. Bring the head slightly forward.c. Make eye-to-eye contact & hold last sign.

2. Deaf people tend to ask wh-questions in a special way.a. Furrow the eyebrows.b. Tilt the head slightly to the side.c. Make eye-to-eye contact & hold last sign.

Self Assessment


Directions: Draw the proper facial expression for each question.

1. Do you like peas and carrots?2. How do you spell your last name?3. What time will you leave for work tomorrow morning?4. Did you enjoy your vacation in Hawaii?5. Did I scare you?6. Where is Mom?7. Can you come over to my house tonight?8. Who is in charge of the banquet?9. Why did Judy go home so early?10.Will you please pass me the potatoes?11.How many children do you have?12.Do you need a ride to school tomorrow?

Self Assessment

ASKING QUESTIONS IN ASLSelf Assessment


How do Deaf people know if the doorbell is ringing or if the fire alarm is going off?

Where in ASL sentence structure to ‘time’ signs go?(a.k.a. ‘when’ signs)


What NMS goes with the sign ‘do-do’?







p 60

Accent Steps





• What do you do?

MASL p 48


Thursday

Oct. 31, 2013

Agenda• FW practice numbers 1-29, formal and

variants

• Sign Review, activities, languages,

• Iconicity in ASL

• Sign analysis – which signs are Iconic

• LAB NSN 1:7b Fist Letter Names

L.T. What is Iconicity in ASL?

Languages

My name is Mary.

Je m’appel Marie.

Me llamo Maria.

Ich heisse Marie.

Me name mary me

NSN Unit 1




REVIEW

REVIEW

Master ASL

Unit Two

Lesson 2 p 45

Lesson Two MASL pp 45

Outcomes:Recognizes that both ASL and English use

gestures as a natural part of communication;Understands the concept of iconicity in ASL

and identifies iconic and arbitrary signs;Demonstrates receptive and expressive

understanding of numbers 11-20

• IconicityNumbers 11 - 20

I Want to Know…

Isn’t ASL just gesturing or making “pictures” in the air?

• Some people believe ASL is a simple language of gestures like don’t do that.

• Using some gestures does not make ASL any less of a language than English, which also uses gestures.

• Can you think of gestures or signs that ASL and English have in common?

• Some signs resemble the meaning behind the sign (like book). • These are called iconic signs, but most signs are not iconic. • How many iconic signs do you know compared to non-iconic signs?

Ex: Don’t do that

MASL p 45

Iconic Signs

DOOR, LIGHTSHow are the signs door and

lights iconic? Can you think of the sign for

window using the same handshape as door?

• To close (door)• To open (door)• To open (window)• To close (window)• To turn on (lights)• To turn off (lights)

The signs below are related to each other.

Are they iconic?Why or why not?

• Person (standing)• To get up, stand up• To jump• To sit down

MASL p 45

Languages

My name is Mary.

Je m’appel Marie.

Me llamo Maria.

Ich heisse Marie.

Me name mary me

NSN Unit 1

•Which signs are ICONIC?








transition

• Binder in lap and pencil to write with

NSN 1:7b Fist Letter Names

Name, date, period on top rt corner of 1.7 side of page.





What is Iconicity in ASL?

Lonely Little Monster

• http://www.metacafe.com/watch/1802291/lonely_little_monster_american_sign_language_music_video/ 4:25

In the spirit of Halloween, a music video that combines music, dance and the beauty of American Sign Language.Featuring members of the Deaf Dance group, "The Wild Zappers."Produced by Hear My Hands, a non profit dedicated to producing film and video in American Sign Language.www.hearmyhands.org

Thriller Michigan School for the Deaf Deaf students’ project

• http://www.youtube.com/watch?v=h9i0YPOY1Ac 5:15

Flint Zombie Walk 2011 is sponsored by Vic Canever Chevrolet of Fenton.

Flint Zombie Walk presents a shortened version of Michael Jackson's classic 1983 hit "Thriller". Zombie Walk 2011 will benefit Michigan School for the Deaf Student Fund - with that in mind, we have made this video accessible to both hearing and deaf individuals. No copyright infringement is intended. For more information on the October 8th event please visit us at www.flintcitytheatre.com or find the Flint Zombie Walk page on Facebook. If you are interested in sponsoring the Zombie Walk please email [email protected]

Four Zombie dancers were left out be accident:Kay Fanson & Heather LynchBrenda Schulmeister Rutkowski & Travis RutkowskAnd the interpreter was Carie Sarver (vincent price part)

"I helped film and I did all the editing on this project."

Classic Haunted House ABC story

http://www.youtube.com/watch?v=7y2KOpmAsxU

MASL 6 -Haunted House http://www.youtube.com/watch?v=s1WXItAEWQw&feature=youtu.be







p 60

Be Awesome!

Unit 2 -Day 10

• Day 10 –LAB 2.6 who enjoys what, NSN 2.11 Negotiate sign environment, 2.12 asking What is the sign?

FIRST WORK

1. Backpacks completely under tables. (trip hazard)2. ASL binder in your lap 3. Pencil for later.

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•Count 1-29 using all the formal numbers.•Count 1-29 using all the variants.

Voice OffPlease

•Do you have your binder?

Review Review





Review Review





Iconic signs are signs that look like what they represent.

Some people call it “What-Do?”

The Wh-Face

Time (when)signs go at the start of an ASL sentence.


Friday

Nov. 1, 2013

Insight: Which Hand Do I Use?

2:1

NSN 2:1 Insight: Which Hand?

WHICH HAND DO I USE?

All signers have a dominate and a non-dominate hand.

If you are right-handed, you right hand is dominant; if left-handed, your left hand is dominant.

If you are ambidextrous, choose one hand as your dominant hand and be consistent with its use.

P 54


WHICH HAND DO I USE?

All of the signers on you DVD are right-handed.

If you are left-handed, you can mirror the movements of the signers.

Right-handed students will need to copy from the perspective of the signer.

If you are unsure, stand next to you TV monitor so that you and the signer on the DVD are facing in the same direction,

then check to see if you are signing correctly.

P 54


One-handed signs.Always use your dominant hand for words

signed with one hand.

For example: Goodbye, Deaf, Speak

P 55


Two-handed symmetrical signs.

Both your dominant and non-dominant hands are used for two-handed signs in symmetrical movements.

For example: Here, Teacher, Language

P 55


Two-handed non-symmetrical signs.

The dominant hand moves while the non-dominant hand remains stationary for these signs.

For example: Name, College, Again

P 55

Worksheet

• Name date period, upper rt corner

• on the worksheet side of the page.

• Due in 15 min.

• Do only half sheet

• Pick from words from your Unit 1 vocab list.

Papers to hand back

Binder Organization

• Take a moment to check through your binder.

• Make sure all papers are in the correct section.

• Loose/falling out papers are not okay.

• All papers stuffed into pockets not okay.

Who Enjoys What?

2:6

NSN 2:6Who Enjoys What?

Vocab to teachCookingDancingTaking picturesExercisingWatching TVPainting

• Add’l vocab• Riding bike• Running• Walking• Bowling• Playing with dog• Phone chatting• Sewing


NSN 2:6 Who Enjoys What?


Michelle identifies a person and tells what activity that person enjoys doing. Draw a line from the picture of the person to the picture of the activity that matches the information given.

Negotiating a Sign Environment

2:11

NSN 2.11 Negotiating a Sign Environment

Walk ThroughWhenever possible, opt to go around, rather than through,

a conversation. If there is no choice but to pass through a conversation,

pass quickly so the signers won’t be interrupted. Don’t hunch down or wait to be acknowledged by the

signers. This disrupts their exchange, since it is much more visually

distracting. While not expected, you may sign “excuse me” as you pass

through.View. Watch how Isias walks through Stefanie and

Priscilla’s conversation.



Use TouchWhen your path is too narrow to pass between

several groups of signers, it is customary to press someone’s shoulder or upper back, and they will move aside while remaining engaged in their conversation.

Avoid tapping, unless you need a person to move more than a few steps aside.

Tapping prompts the person to turn toward you, breaking their conversation.

View. Watch how Linda touches Priscilla to move her aside and see how Priscilla stays engaged in her conversation with Norman.



Ask Person to Move

People can sometimes unknowingly block your view.

If it isn’t possible to adjust your position so you can see, you should ask people to move by pressing their shoulder in the direction that would clear your view.

View. Priscilla lets Norman know she needs him to sit back by pressing the front of his shoulder so she can see Isias.


Clean up

• Please clean up around your seat

Be Awesome!

Documents

At home review YlV1A YlV1A Bill Vicars Lesson 1