UNIT 1 — GETTING TO KNOW YOUp. 1 · 2019-08-13 · Discuss leisure Statement: Leisure activities Tell what person Get point across activities “ME LIKE…” likes to do in by

INTRODUCTION xxix

UNIT 1 — GETTING TO KNOW YOU, p. 1

STUDENT CONVERSATIONFUNCTIONS GRAMMAR VOCABULARY OUTCOMES BEHAVIORS

LESSON 1:1Getting to

Ask/give names Wh-question: Wh-questions: Ask name, Eye contact

Know You“what” what, who, Give name

ACTFL: 1.1, 4.1

Shake handswhere

NAME, COPY-meIX-loc

LESSON 1:2Cardinal

Count off Number forms 1–10

Numbers 1–10palm orientation

Produce correct number forms

LESSON 1:3Fingerspelling:

Spell names Form and a, e, i, o, s, m, n, t

Fist Lettersmovement of “fist” handshape letters

form for “fist” handshape letters in names

LESSON 1:4Same or

Comparisons: Tell whether Ask to repeat

Different 1SAME-AS,DIFFERENT

Categories:

descriptions are the same or different

SHAPE, LETTER,NUMBER,AGAIN

Give name Wh-question: Greeting: HELLO Look at faces asAsk name “what” Memory-related: partner spellsExpress REMEMBER, name

pleasure in FORGET,meeting FINGERSPELL

(name),NICE MEET-you,HOMEWORK

LESSON 1:6Cardinal

Count off Number forms 11–15 Understand and Track

Numbers 11–15sign numbers conversation1–15

LESSON 1:7 Ask/tell what's Contrastive Comparisons: Ask/tell if thedifferent structure, SAME-AS, two items are

Wh-question: DIFFERENT similar or“what” Categories: different

SHAPE, LETTER,NAME, NUMBER

ACTFL: 1.1, 4.1

ACTFL: 1.1, 4.1

ACTFL: 1.1, 3.1, 4.1

ACTFL: 1.1, 4.1

ACTFL: 1.1, 4.1

45–50 minutesp. 2

10–15 minutesp. 8

10–15 minutesp. 12


10–15 minutesp. 8

Produce correct

Introduce self Open/close

conversation Fingerspell names

ACTFL: 1.1, 1.3, 2.1, 4.1

LESSON 1:5Introducing Oneself45–60 minutesp. 23


Same orDifferent 2


Identify others Wh-question: Gender: MAN, Ask who Glance at personWHO WOMAN, Tell who by being referred

Identifying PERSON identifying tosequence Clothing, person,

Real world physical Acknowledgeorientation appearance, by glancingusing IX-loc colors and nodding

Topicalization

LESSON 1:9Specifying

Give instructions DCL”trace shape” IX-loc”tap inside, Describe a shape Monitor listener

Where (Inside,to draw Word order: is following

descriptions alongabove, or below”to indicatewhere to place

and indicate where to place secondary items

LESSON 1:10Giving

Give/follow Word order SIT, STAND, Give commands

Commands:commands Commands: JUMP, DANCE, involving objects

and body position

action involving body, action involving objects

TURN-AROUND Classroom items Action with items:

OPEN-(item),CLOSE-(item)

ICLs

LESSON 1:11 Follow instructions DRAW, WRITE, Follow instructionsJOT-DOWN

RIGHT, WRONG

Get another Get another Tap shoulderperson's

TAP-SHOULDER LOOK-AT person's Wave to get

attention attention attention

xxx SIGNING NATURALLY

UNIT 1 — GETTING TO KNOW YOU continued

Above, and Below)20–25 minutesp. 47

Objects in the Classroom35–45 minutesp. 52

Following Instructions15–20 minutesp. 66

LESSON 1:12 Culture: Getting Attention20–30 minutesp. 71

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.3, 2.1,

to draw shapes, write names, and to jot down numbers and/or letters

ACTFL: 1.1, 2.1, 3.1,

ACTFL: 2.1, 3.1, 4.2

2.1, 4.1

ACTFL: 1.1, 1.2, 1.3, 3.1

3.1, 4.1

4.1


LESSON 1:8Asking Who

INTRODUCTION xxxi


UNIT 2 — EXCHANGING PERSONAL INFORMATION, p. 83

LESSON 2:1Giving

Ask/tell personal Yes/no questions Identity: Identify self Response:

Informationinformation affirm/negate LEARN+ER, Negate, give OH-I-SEE

about YourselfReal world TEACH+ER, correct

orientation DEAF, HEARING informationusing IX-loc TEACH, LEARN Ask yes/no

questionsLanguages Places of learning Names of local

colleges Responses: YES,

#NO, OH-I-SEE

Ask/tell how Number form 1–19 Produce correctmany and movement HOW-MANY

Wh- question: HAVEnumber forms

Ask “how many”HOW-MANY PLUS questions

LESSON 2:3Identifying

Give instructions Identify square Confirm listenerIX-loc”here”Game vocabulary: understands

Identify square toplace “X” or “O”

Ask “which” wherequestion

START,HEAD,fs-TAIL, WINLOST, EQUAL

• trace grid• establish

reference point• indicate square

(mark “X” or“O”)

Topicalization

Narrate about Narrative SIGN, SPEAK Narrate language Maintain eyelanguage(s) structure Quantity: MOST, background contact withone grew up Contrastive using transitions with listenerspeaking and structure Respond to throughoutlearning Transitions: whq narrative

• topicalization

LITTLE-BIT, #ALL STILL SPEAK Level of difficulty HOW YOU

t category Tell present• NOW FINE++, condition

#OK/SO-SO, FINE++,TIRED, SICK TIRED, etc.

LESSON 2:5 Give name Form and b, c, d, f, k, l, r, Ask to repeatmovement u, v, w, x fingerspellingof “up”handshape

form for “up” handshape letters in names

lettersHand position

110 minutesp. 84

LESSON 2:2 Cardinal Numbers 16–1910–17 minutesp. 108

Locations:Tic-Tac-Toe25–35 minutesp. 112

LESSON 2:4 Narrating Experience with


Fingerspelling: Up Letters20–25 minutesp. 130

ACTFL: 1.1, 3.1, 4.1

ACTFL: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1

ACTFL: 1.1, 2.1, 3.1, 4.1

ACTFL: 1.1, 1.3, 2.1, 4.1

ACTFL: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1,

Produce correct

4.2

LanguagesSOME,

Discuss leisure Statement: Leisure activities Tell what person Get point acrossactivities “ME LIKE…” by describinglikes to do in

leisure time and acting outwhen don’tknow signs

Ask/give Wh- question: 1–29 Produce correctsubtraction MINUS, number formsproblems HOW-MANY Ask/give

Topicalization subtractionproblems

Describe shapes Describe 3 types Take signer's Acknowledge youof shapes perspective

Sequence for Describeunderstand description

combination combinationof shapes of shapes

• describe firstshape

• hold referencepoint to indicatewhere to placesecond shape

Signer’sperspective

Topicalization

Identify person, Identifying Classifiers: BCLs, Identify person (Listener)give information sequence: ICLs and give acknowledge

• gender + Actions information whoappearance Drinks about that

• gender + body Preferences: personposition LIKE, FAVORITE Ask/state

• gender + action PAY-ATTENTION preferencesContrastive

structure

LESSON 2:10 Give names Form and bb, tt, ll, mm, nn, Produce correct Ask to repeatrr, ss, dd, oo, ee, spelling ofmovement of

double letters aa, kk namesform for names with double letters

xxxii SIGNING NATURALLY


UNIT 2 — EXCHANGING PERSONAL INFORMATION continued

LESSON 2:6 Talking about Leisure Activities 35–45 minutesp. 135

LESSON 2:7 Cardinal Numbers


LESSON 2:8 Describing Three Types of Shapes 35–45 minutesp. 146

LESSON 2:9 Identifying People 60–90 minutesp. 152

Fingerspelling: Double Letters15–25 minutesp. 166

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 3.1, 4.1

ACTFL: 1.1, 2.1, 3.1,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 4.1

2.1, 3.1, 4.1

4.1, 4.2

2.1, 3.1, 4.1, 4.2

20–29

INTRODUCTION xxxiii



LESSON 2:11Culture:

EXCUSE-ME Go through Walk through

Negotiatingsignedconversation

conversation Respond to

Go through touch to movecrowd ofpeopleconversing in signs

LESSON 2:12Asking What Is

Ask for a sign Wh- question: OPPOSITE Use different Respond with

the Sign(describes), SIGN strategies toSIGN “what” Responses: THINK, ask for a sign

varying degrees of certainty

SORRY FORGET,NOT UNDERSTAND,MORE,NOT-KNOW

LESSON 3:1 Ask/tell where Wh-question: LIVE Respond to info:WHERE HERE, IX-loc,

Ask/tell where live Use real world OH-I-SEE

“area” WHEREperson lives, in which area of the city Real world

orientation

orientation to indicate where

NEAR “area” Areas of city Compass points CITY

Give commands Action involving Locations: TABLE,object and SHELF, FLOOR,location

Weak hand toTV, etc.

Objects: PENCIL,

Give commandsinvolving objectand location

Use weak hand toPAPER, BOOK,establish

reference point CUP, etc.to establish reference

Modify the verb Actions: PUT-on, Use topicalizationwhen namingobject or

“PUT” to correspond with the action

-down, -under,-beside, -behind,-between, etc. location

Topicalization

UNIT 3 — DISCUSSING LIVING SITUATIONS, p. 195

ACTFL: 2.1, 3.1, 4.2

ACTFL: 1.3, 2.1, 3.1,

a Signing Environment30–45 minutesp. 169

45 minutesp. 175

Telling whereOne Lives40–60 minutesp. 196

ACTFL: 1.1, 1.3, 2.1,

ACTFL: 1.1, 1.2, 1.3,

LESSON 3:2 Giving Commands:Locations50 minutesp. 206

4.2

3.1, 4.1

2.1, 3.1, 4.1

xxxiv SIGNING NATURALLY

Guide others HIDE Find objectswith the face LOOK-FOR

FIND

Maintain eye contact; Back channeling by

SUMMON

through others’ facial expressions;

Use facialusing head nods and shakes

expressions to confirm or negate


Three correct Word and names Correctly

Moving Letter Zwith the letter “Z”

fingerspell names with the letter “Z”

hand positions and movement of letter “Z” in a word/name

LESSON 3:5Discussing One’s

Ask/tell about Contrastive Dwellings: Describe Respond to info:

Residencestructure HOUSE, #APT OH-I-SEE residence

Ask/give opinion Wh-question: DORMWHICH Conveying size

residence State opinion Use contrastive

Facial markers: of dwellings“cha,” “mm,”“oo”

structure to ask “WHICH” question

Facial marker to indicate size

Conveying age of dwellings

Opinions: FINE, SO-SO/#OK, LIKE, DETEST

LESSON 3:6Giving Basic

Give directions Wh-question: Facilities/things: Give directions

Directions:to places

Around thearound the

Classroomclassroom

WHERE Topicalization Real world

CLASSROOM, BATHROOM, TEACHER

orientation Give directions:

OFFICE, etc. Direction

to places around the classroom using real world orientation

vocabulary: Describe how oneIX-dir, NEAR feels

-same floor-different floor-differentbuilding

HALLWAY, etc.Facial markers:

“cs,” “mm,”“ah”

Category: PLACELET-DOWN

Follow Signer’s Locate square,instructions perspective then follow

Identify square instructionsin grid to fill in the

square


UNIT 3 — DISCUSSING LIVING SITUATIONS continued

LESSON 3:3 Communicating


ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 4.1

25 minutesp. 217

60 minutesp. 220

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

60 minutesp. 229

LESSON 3:7 Identifying Which Square 1 30–45 minutesp. 240

ACTFL: 1.3, 2.1, 3.1,

2.1, 3.1, 3.2, 4.1

2.1, 3.1, 3.2, 4.1, 4.2

4.2

2.1, 3.1, 3.2, 4.1, 4.2

with the Face

INTRODUCTION xxxv

Count off 1–66 Number forms 30–66 Count 1–66 Track activitypalm orientation to know what

number to sign next

LESSON 3:9Talking about

Tell about living Living Tell about livingYes/no questions Contrastive arrangement:arrangements

Describe pets structure: LIVE ALONE,LIVE WITH

arrangements Describe pet(s) Orient signs toTell how many

For two: using Pets: CAT, #DOG, person being referred tocontrastive

structureBIRD, etc.

Possession: HAVE,For three: naming NONE

across signing Categories:PEOPLE,space

Conveying size ANIMAL,of… fs-PET

DCL: describing Facial markers:pet markings “cs,” “mm,”

“cha”using own body Orient signs

toward person when giving information about that person

Express need Give directions Needs: NEED, Give directions Respond toAsk/give

directionsgratitude: FINE++ “pshaw”

Express

(review Skill 2.1) Topicalization Wh-question:

DRINK, EAT, BUY, PRACTICE, etc.

using real world orientation

gratitude Gratitude;THANK-you

Express need Express gratitude

WHERE

Response: FINE++ “pshaw”

Directionvocabulary

Facilities/thingsvocabulary


Give names/ Form and Produce correct

Down Letterswords

Letters P, Q, Y Letter

P, Q, Ycombinations: PR, PL

movement for letters P, Q, Y and combinations PR, PL

form and movement for letters P, Q, Y, PR and PL in words


LESSON 3:8 Cardinal Numbers

20 minutesp. 246

Roommatesand Pets60–90 minutesp. 251

LESSON 3:10 Giving Basic Directions: Expressing Needs 35–45 minutesp. 263

30 minutesp. 270

ACTFL: 1.1, 4.1

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 2.1, 3.1,

ACTFL: 3.1, 4.1

2.1, 3.1, 4.1, 4.2

4.1, 4.2

30–66

Real world orientation

Ask/tell how long Wh-question: 1–5-MINUTE; Ask how many Respond toit takes HOW-MANY 1–9-HOUR information

MINUTE (6 and over)hours/minutes

Tell length ofHOW-MANY +MINUTE time

HOUR (10 and over)+HOUR

Ask/give Wh- question: Transportation Use spatial Respond topersonal HOW agreement informationinformation COME-here,

vocabulary Verbs: RIDE-IN when signing

WHERE LIVE GO-TO,COME-here

[WITH], WALK, GO-TO, COME-here Ask/tell:

Spatial agreement using COME-here, GO-TO Length of time

Places; WORK,HOME, CLASS

Frequency:

• where work,• how get there• how long it

takesALWAYS, SOMETIMES, NEVER, HOW, WHERE, HOW-MANY

LESSON 3:14Identifying

Locate square,

Which Square 2fill in information

Narrateinformation

LESSON 3:15Ask for a sign Responses: THINK, Use different

(review of strategies toUnit 2, Skill 2) ask for a sign

Respond withvarying

SORRY FORGET, NOT UNDERSTAND, MORE,NOT-KNOW degrees of

certainty

Give instructions Review number 30–66 Identify squareforms and MISS-OBJECT using numbersmovement HIT-JACKPOT

xxxvi SIGNING NATURALLY


UNIT 3 — DISCUSSING LIVING SITUATIONS continued

ACTFL: 1.1, 2.1, 3.1,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 2.1, 3.1,

ACTFL: 2.1, 3.1, 4.2

ACTFL: 1.1, 1.2, 1.3,

LESSON 3:12 Telling How Long 25 minutesp. 275

LESSON 3:13 Traveling to School or Work 120+ minutesp. 279

30 minutesp. 290

Asking WhatIs the Sign35–45 minutesp. 294

LESSON 3:16 Reviewing Cardinal Numbers


4.1

2.1, 3.1, 4.1

4.1

2.1, 4.1

30–66

INTRODUCTION xxxvii


UNIT 4 — TALKING ABOUT FAMILY, p. 313

LESSON 4:5

LESSON 4:1 Talking about Immediate Family 60–90 minutesp. 314

LESSON 4:2 Negation 1

LESSON 4:3 Rocking Numbers

LESSON 4:4 Have, Like, Want,


Talking about Siblings45–60 minutesp. 343

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 2.1,

ACTFL: 1.3, 4.1

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

Ask/tell if Contrastive Talk about familymarried structure

Ask/tell if have Sign Usage:

Immediate familyRelationship verbsGender: BOY,

children BOY — SONAsk/tell desires GIRL —

GIRLPossessive

and familyrelationshipsand desiresfor the future

for the future DAUGHTER pronounsTime sign:

IN-FUTURE Express desire:

WANT, NOT-WANT, MAYBE

Negate sentences: NOT, NONE Reply to NOT, NONE questions by

• negatingstatement

• giving correctinformation

• or both

Count off 67-98 Form and 67–69, 76–79, Produce correct Track86–89, 96–98 conversationnumber form

and movementmovement of"smaller numbertwist to larger number" and "larger number twist down tosmaller number"

Express likes, HAVE, LIKE, Summarize thewants, and

Simple statement Ask wh-word WANT, NEED information

question “what” in a shortneedsTell what one has narrative

Ask/tell about Pronouns: Tell one’s ranking Respond tosiblings:

Yes/no questionsWh-word YOU-TWO, information:

question:among siblings

Describe INTERESTINGUS-TWORelationship:WHICH, “what”

Rhetorical BE-CLOSE-TO

• who is oldest• who close to• similarities and

differences question: Ranking:

relationshipwith siblingsAsk/tell about

rhetDIFFERENTShift body

OLD+EST, LAST BROTHER, SISTER

to contrast Ordinal numbers:

similarities and differences between selfand sibling

informationabout others

6th–8thComment:

and self INTERESTING

2.1, 3.1, 4.1

3.1, 4.1

2.1, 3.1, 4.1

2.1, 3.1, 3.2, 4.1, 4.2


67–9820–25 minutes p. 335

and Need

LESSON 4:5Talking aboutSiblings(continued)

• for 1 sibling: use US-TWO

• for 2 or more siblings: list on weak hand

LESSON 4:7Telling How Old

xxxviii SIGNING NATURALLY


UNIT 4 — TALKING ABOUT FAMILY continued

ACTFL: 1.2, 1.3, 3.1,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

LESSON 4:6 Fingerspelling: Moving Letter J 10-15 minutesp. 356

15 minutesp. 361

LESSON 4:8 Talking about Extended Family 60–90 minutesp. 366

Contrastivestructure:tell numberof siblings

Ranking:

Give name Number form, JA, JE, JI, JO, JU Produce correct Repeat spellingto confirmmovement and

palm orientation for letter combinations “ja,” “je,” “ji,” “jo,” and “ju”

form and movement for names with with letter combinations “ja,” “je,” “ji,” “jo,” and “ju”

Ask/tell age Wh- question: OLD-(number) Produce age(number)- correctlyHOW-OLD

Shift body to MONTH+OLDcontrast information about others and self to give age

Ask/tell about Talk aboutYes/no questionsWh- question:

RelativesVerbs: STILL LIVE,parents' family

and grandparents

HOW-MANYPersonal and

extended family Tell parent's ranking among

possessive their siblings Use personal andpronouns

Relationship word

GONE (dead)DEAD/DIED,BE-ALONE(widow),BECOME-OLD++

orderContrastive

Pronoun: YOU Possessive: YOUR Ranking:

possessive pronouns to define relationshipstructure

Tell ranking using Use weak handTHEY-TWO

OLD+EST, ALTOGETHER to indicate

ranking

4.1

2.1, 3.1, 4.1, 4.2

2.1, 3.1, 3.2, 4.1, 4.2

INTRODUCTION xxxix

LESSON 4:9Telling How


Family Members


LESSON 4:10 Negation 220–30 minutesp. 385

LESSON 4:11 Discussing Family


LESSON 4:12 Review Cardinal Numbers 1–100 15–25 minutesp. 397

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.3, 4.1

Ask/tell Wh- question: Family Ask/tell how relationships Pronouns: two people are

Tell how two IX”person”people are POSS”other

relatedUse third person

related

“what” third person personal and possessive pronouns person”

Use contrastivepersonal and possessive pronouns to tell relationship

structure to establish spatial location for each person

Negative NOT, NONE Integrate facialstatementNOT, NONE

Yes/no questions

markers that coincide with negation and yes/no questions

Discuss Discuss change Get other'srelationships

Yes/no questions Identify person:

Family variations:fs-STEP+SISTER, in relationships attention

Talk about gender, to ask achanges in

and families Get person's question

relationshipsdescription

Ask relationship:use POSS, IX

attention to ask question

Use POSS andIX to askaboutrelationship

+BROTHER,+MOTHER,+FATHERHALF+SISTER,+BROTHERPARTNER

Change inrelationshipverbs: ADOPT,DIVORCE,SEPARATE,QUARREL,FALL-IN-LOVE,etc.

Give the next Wh- question: t Produce correctly“what” (#) NEXT-TO-right

Topicalization /leftnumbers 1–100

Ask for the nextnumber, the number before, the number in between

t t(#), (#),

“what” NUMBER

number, thenumber before,and the numberin betweenwhq

IX”middle”1-100

2.1, 3.1, 4.1, 4.2

ACTFL: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1

2.1, 3.1, 4.1, 4.2

Are Related

Variations

LESSON 4:15Culture:

xl SIGNING NATURALLY


UNIT 4 — TALKING ABOUT FAMILY continued

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 2.1, 3.1, 4.2

LESSON 4:13 Getting the Meaning Across 20–25 minutesp. 401

LESSON 4:14 Commenting on Family Members 30–40 minutesp. 404

Maintaining a Clear Sightline20–25 minutesp. 412

Getting the Wh- question: KEY, FOR++meaning across FOR++

Use signs, gestures Acting out to get

meaning acrosswhen don’tknow the sign

Commenting on Third person Occasions: Discuss familyfamily members personal

and possessivepronouns: IX,POSS

Wh- question:

BIRTHDAY, ANNIVERSARY, VACATION, GRADUATION, WEDDING etc.

HOW-OLD, Commenting on:

picture, giving information about to occasion, relationship, marital status age, etc.WHERE, WHEN

Yes/no questions Ask/answerfollow up questions about the picture

CUTE, PRETTY, HANDSOME, LOOK+LIKE YOU, NICE FAMILY, BIG FAMILY, FACE YOUNG, etc.

Commenting onfamily photos

As signer, position Being aware ofself so all can others' ability

Check to be sureeveryone cansee the signer to seesee

As listener,voluntarily move so others can see or ask (by gently pressing shoulder) others to move so you can see

2.1, 3.1, 4.1, 4.2

2.1, 3.1, 3.2, 4.1, 4.2

INTRODUCTION xli


LESSON 5:4

UNIT 5 — TALKING ABOUT ACTIVITIES, p. 423


LESSON 5:1 Talking about Everyday Activities 50–65 minutesp. 424

LESSON 5:2 Agreement Verbs 45–60 minutesp. 441

Talking about Chores50–65 minutesp. 454

LESSON 5:5 Asking if Done20–30 minutesp. 467

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.3, 4.1

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

Words with G and H Letters10–15 minutesp. 451

Ask/tell when Wh- question: Everyday activities: Ask what persondid/will do onsomeone did/

will do activityDO++, WHEN

Word order with a certain day Use time signtime sign

Topicalization

• at home• outside homeTime signsVerbs: GO-TO,LEAVE-FOR

at beginningof sentence

Relay information Modify verb to GIVE-TO, Modify verb toTAKE-FROM,ASK-TO,

agree with subject and object SHOW-TO,

Use agreement THROW-TO,verb in role TELL-TO

agree with subject and object when repeating conversation

shift NEWSPAPER Narrate storyusing agreement verb in role shift

Give name Form, position G, H Produce correctand movementof the letters“G” and “H”

form position and movement for names with the letters “G” and “H”

Ask/tell what Use POSS DUTY Chores: CLOTHESeach person's household chores are

agreement with person's location

WASH-CLOTHES,FLOOR SWEEP,FEED CAT, etc.

Discuss eachperson's

household duties Use possessive

Ask/give opinion Opinions: ENJOY,TopicalizationUse negative NOT-MIND,

DETESTDUTY Ask/give opinion

headshake before giving opinion

Ask if completed Ask/tell iftasks

Yes/no questions Integrate head

Affirm: FINISH Negate: NOT-YET

nod andheadshakewhile affirmingor negating

completed a task

nods and headshake while signing FINISH and NOT-YET

3.1, 4.1

3.1, 4.1

2.1, 3.1, 4.1

2.1, 3.1, 4.1, 4.2

pronouns to refer to non-present person

Integrate head

LESSON 5:6

LESSON 5:8Talking aboutActivities withOthers

xlii SIGNING NATURALLY


UNIT 5 — TALKING ABOUT ACTIVITIES continued

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

Talking about Errands50–70 minutesp. 473

LESSON 5:7 Telling How Often 50–60 minutesp. 487

100-120 minutesp. 496

LESSON 5:9 Talking about What One Does

45-60 minutesp. 515

Discuss what Sequence errands: Places: fs-PO, Ask/tell what Respond toinformationerrands one

must do in the next few days

use transitionFINISH andverb GO-TO

errands one must do in the next few days

Wh- question:

SCHOOL,DENTIST, #ZOOVIDEO STORE,etc.

• pity• WOW• OH-I-SEE

MUST fs-DO Errands: RENT“what”

Use weak hand

Sequence errandsusing FINISH andverb GO-TO

List errands onMOVIE, PICK-UPSON, DROP-OFFCLOTHES, etc. weak handwhen listing

errands Level of Give opinionGO-TO and willingness:

NOT-MIND,REFUSE

Verbs: GO-TO,

COME-here to agree with locations referred to LEAVE-FOR

Ask/tell how Use yes/no Frequency: Use frequency question to ask how often:

often person does a specific chore

EVERYDAY, ONCE+1-WEEK, NEVER, etc.

YOU (chore)

time signs to tell how often person does a chore

q Use frequencytime sign atEVERYDAY

Use frequency end ofsentencetime sign at end

of sentence

Talk about what Sequence activities Comment onperson's been involving time activity:doing

Talk about onesigns

When to use

Time signs Parts of day Plural pronouns Places: fs-BEACH,

Talk about one“out of theordinary” activity

SequenceLEAVE-FOR MUSIC,

• #FUN• NICE• ENJOY

Plural pronouns— MUSEUM, etc. Activities:

activities involving time signstell how many

Use FINISH to Use sign

“out of the ordinary” activity person did over the weekend LEAVE-FORsequence

activitiesbr

Transition ONE

SWIMMING, VISIT, SIGHTSEEING, LISTEN(music), etc

Comments: #FUN,NICE, ENJOY

signals something“out of ordinary”

Talk about one’s Tell what to do by (Student Tell what personwork generated

vocabulary)does for a living(job)

• job title• refer to its

location• describe

typical tasks

2.1, 4.1

3.1, 4.1

2.1, 3.1, 4.1

2.1, 3.1, 4.1

for a Living

(what one is willing to do and refuses to do)

INTRODUCTION xliii



UNIT 6 — STORYTELLING, p. 529

LESSON 6:1“Timber”:Understandingthe Story

Lesson 6:2“Timber”:One-PersonRole Shift

UNIT 5 REVIEW Putting It All Together75–85 minutesp. 518

30 minutesp. 531

30 minutesp. 535

ACTFL: 1.2, 2.1, 2.2,

ACTFL: 1.2, 2.1, 2.2,

Invite person to Review grammar Request phrases: Invite person to: Respond todo something learned in this invitation to

do an activityunitReview number

together Sign simple

narrative• YES, FINE++• CAN’T, SORRYforms for

1–100

• WANT COME WITH

• WANTyou-JOIN-me

• WANTyou-HELP-me

• accompany youto do an activitytogether

• join you to do anactivity

• help you do anResponses: activity• YES, FINE++• CAN’T, SORRY

Retell the story WORK, WALK, Narrate the story Engage theaudience bymaintainingeye contact

One-person roleshift

Two-person roleshift

Locative classifiers (LCLs)

TREE, DOCTOR,HUNGRY,SANDWICH,COFFEE,“area”

Opener: METELL-TO-youSTORY

Retell the story One-person role WORK, WALK, Narrate the story Engage theaudience byshift

Eye gaze maintainingeye contactindicating

distances and sizes of trees

TREE, DOCTOR, HUNGRY, SANDWICH, COFFEE,“area”

Instrument Opener: MEclassifier (ICL) TELL-TO-you

STORY

4.1, 4.2

4.1, 4.2

LESSON 6:3“Timber”:

xliv SIGNING NATURALLY


UNIT 6 — STORYTELLING continued

ACTFL: 1.2, 2.1, 2.2,

ACTFL: 1.2, 2.1, 2.2,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

Two-PersonRole Shift20–35 minutesp. 539

LESSON 6:4“Timber”:Story Cohesion20–25 minutesp. 544

LESSON 6:5“The Gum Story”: Understanding

LESSON 6:6“The Gum Story”: Entrancesand Exits35 minutesp. 554

Retell the story Two-person WORK, WALK, Narrate the story Engage therole shift audience by

Spatial maintainingagreement eye contact

TREE, DOCTOR,HUNGRY,SANDWICH,COFFEE,“area”


Retell the story Elements to tell WORK, WALK, Narrate the story Engage thea cohesive s story: audience by

maintainingeye contact

TREE, DOCTOR, HUNGRY, SANDWICH, COFFEE,“area”


• transitions(raised brows)

• engaging theaudience

• use of signingspace

• sticking theending

Retell the story Descriptive GUM, MOTHER, Narrate the story Engage theaudience byclassifier (DCL)

Bodypart maintainingeye contactclassifier (BPCL)

Semanticclassifier (SCL)

Locativeclassifier (LCL)

STUCK, ENJOY,FINISH, BE-SWEETHEARTS,CAN’T, BOYSTILL+[THERE],YELL,BPCL”chewing”

Retell the story Weak hand as a GUM, MOTHER, Narrate the story Engage theaudience byreference point

Weak hand maintainingeye contactfunctioning

as a dominanthand

Semantic

STUCK, ENJOY,FINISH, BE-SWEETHEARTS,CAN’T, BOYSTILL+[THERE],YELL,BPCL”chewing”classifier (SCL)

Locativeclassifier (LCL)

4.1, 4.2

4.1, 4.2

2.1, 2.2, 3.1, 4.1, 4.2

2.1, 2.2, 3.1, 4.1, 4.2

the Story35 minutesp. 549

INTRODUCTION xlv


LESSON 6:7“The Gum Story”:

LESSON 6:8“The Gum Story”: Story Cohesion30–35 minutesp. 566

LESSON 6:9“The Gallaudet and Clerc Story”: Understanding the Story30–40 minutesp. 570

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 2.1,

Retell the story One-person role GUM, MOTHER, Narrate the story Engage theshift: audience by


STUCK, ENJOY,FINISH, BE-SWEETHEARTS,CAN’T, BOYSTILL+[THERE],YELL,BPCL”chewing”

• facial expressions to show attitude or reaction

• manipulating the sign or classifier to show manner of walk, or becoming unstuck

Retell the story Elements to tell GUM, MOTHER, Narrate the story Engage thea cohesive story: audience by


STUCK, ENJOY, FINISH, BE-SWEETHEARTS, CAN’T, BOY, STILL+[THERE], YELL,BPCL”chewing”

• transitions(raised brows)

• pauses• engaging the

audience• use of signing

space

Retell the story Two-person role ONE+DAY, Narrate the story Engage theaudience byshift

Maintaining maintainingspatial eye contactagreement

Gesturing vs.signing

GALLAUDETCLERC, GIRLCHILDREN,WANT, PLAY,NONE, SCHOOL,LOOK-FOR,FIND, HEAR,BOAT, GET-ON,ARRIVE-TO,NOT+LIKE,FRANCE,ENGLAND,AMERICA,ESTABLISH,FIRST-THUMB

2.1, 2.2, 3.1, 4.1, 4.2

2.1, 2.2, 3.1, 4.1, 4.2

2.2, 3.1, 3.2, 4.1, 4.2

Two-person role shift

Character Development40–55 minutes p. 561

xlvi SIGNING NATURALLY


LESSON 6:10“The Gallaudetand Clerc Story”:Two-PersonRole Shift

LESSON 6:12“The Gallaudetand Clerc Story”:Story Cohesion


ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 1.3,

25 minutesp. 576

LESSON 6:11“The Gallaudet and Clerc Story”: Maintaining Spatial Agreement 20 minutesp. 579

20 minutesp. 582

Retell the story Two-person role ONE+DAY, Narrate the story Engage theaudience byshift

Maintaining maintainingeye contactspatial

agreement


Retell the story Maintaining ONE+DAY, Narrate the story Engage thespatial audience byagreement maintaining

eye contact


Retell the story Elements to tell ONE+DAY, Narrate the story Engage theaudience bya cohesive story:

agreement maintainingeye contact• transitions

(raised brows)• engaging the

audience• use of signing

space

GALLAUDETCLERC, GIRLCHILDREN,WANT, PLAYNONE, SCHOOL,LOOK-FOR,FIND, HEAR,BOAT, GET-ON,ARRIVE-TO,NOT+LIKE,FRANCE,ENGLAND,AMERICA,ESTABLISH,FIRST-THUMB

2.1, 2.2, 3.1, 3.2, 4.1, 4.2

2.1, 2.2, 3.1, 3.2, 4.1, 4.2

2.1, 2.2, 3.1, 3.2, 4.1, 4.2

INTRODUCTION xlvii

LESSON 6:13BChildhood Stories:“If Only I Could

LESSON 6:14Childhood Stories:“A True Fish


ACTFL: 1.1, 1.2, 1.3,

ACTFL: 1.1, 1.2, 2.1,

ACTFL: 1.1, 1.2, 2.1,

ACTFL: 1.1, 1.2, 1.3,

LESSON 6:13A Childhood Stories: “Wrong Name!”40–55 minutesp. 586

Fly”40–55 minutesp. 594

Story”40–45 minutesp. 602

LESSON 6:15 Childhood Stories: “I Wanna Be


Narrate the story Narrative EXCITED, Narrate own Engage thestructure: audience by


childhood story following narrative structure

• background• body• conclusionUp and down

role shift

(lh)LAUGH-quietly, CRY, BROKEN, WHATS-MATTER, ALL-ONE-WEEK, UNDERSTAND, MIRROR,WRONG, LONG-AGO, NOW, NEXT-DAY

Narrate the story Narrative READY !WRONG!, Narrate own Engage thestructure: audience by



• background• body• conclusionWord order:describe actioninvolving objectsor location

Word usage 1:LOOK-AT,LOOK-FORWATCH, SEE

!HEAR!, PRACTICE, HELP-me,WAIT++, HURT,BRING-TO,SMELL+GOOD,COOKIE,KITCHEN, EGG,PLATE, SORRY,DELICIOUS

Seeing signs:WATCH,

LOOK- AT, LOOK-FOR, SEE

Narrate the story Narrative GET-DRESSED, Narrate own Engage thestructure: TENT, FISH, audience by

EXCITED, maintainingHAPPY, MAD, eye contactALTOGETHER,


HURRY,Negation signs:

CAN’T NOT,“wave-no,”NONE

• background• body• conclusion Roleshift• Story continuity

*modify verbWord usage 2:

NOT, CAN’T“wave-no”

Narrate the story Narrative BIRD+fs-POX, Narrate own Engage thestructure: audience by



ROOSTER,BED+ROOM,BATHE, BUT,#HAHA,FEW-DAYS-LATER,LATER-ON

Signs related to

• background• body• conclusionStrategies to getmeaning acrossWord usage 3:SPEAK++, CHAT,TELL-TO

talking:SAY, TELL-TO SPEAK/TALK, TELL-TO, CHAT

2.1, 2.2, 3.1, 3.2, 4.1, 4.2

2.2, 3.1, 3.2, 4.1, 4.2

2.2, 3.1, 3.2, 4.1, 4.2

2.1, 2.2, 3.1, 3.2, 4.1, 4.2

Different”



xlviii SIGNING NATURALLY

ACTFL: 1.1, 1.2, 1.3,

LESSON 6:16 Childhood Stories: “Ghost in My


Narrate the story Narrative GHOST, BED, Narrate own Engage theaudiencemaintainingeye contact


• background• body• conclusionStrategies to getmeaning across Use transitions

Modify verbs Use strategies

to get themeaning across

Role shift anduse facial expressionsto show attitude and reactions

CURTAINS, CHECK,(1h)LAUGH-quietly, FRIENDLY, MEAN, SCARED, MESSED-UP SWELL,BED+ROOM, KITCHEN, LIVING-ROOM, EAT+ROOM, BACK+fs-YYARD, FRONT+DOOR, BATHROOM Use descriptive,

body, bodypart, semantic,and locative classifiers

2.1, 2.2, 3.1, 3.2, 4.1, 4.2

Room”

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UNIT 1 — GETTING TO KNOW YOUp. 1 · 2019-08-13 · Discuss leisure Statement: Leisure activities Tell what person Get point across activities “ME LIKE…” likes to do in by