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ASL 101
Unit 1 Lessons
© 2010 Natasha Escalada-Westland
Explanation of Slide Color Scheme
• White – vocabulary
• Light blue – grammar
• Lavender – warm up activity
• Yellow – practice activity or game
• Salmon pink – cultural information
• Lime green – internet resource
Greetings! - Unit 1Objectives• To learn strategies for functioning in a visual
environment• To learn proper ASL fingerspelling technique• To learn proper greetings and farewells in ASL• To introduce yourself and others• To learn basic ASL sentence structure• To ask and answer questions• To learn how to interact appropriately with Deaf people• To learn the role of facial expressions and non-manual
signals, and other sign parameters• To learn the basic symbols of SignWriting
Sources: Master ASL 1, Signing Naturally 1, Learning American Sign Language 1, ASL1 Handbook – PCC, SignWriting.org
Lesson 1
Names and Fingerspelling
Welcome! Fold a piece of paper lengthwise and write your first name and last initial large enough to be seen across the room. On the back, draw a simple picture that describes something unique about you or shows something you enjoy (keep it appropriate, please!) Be prepared to act out or describe in mime the picture you draw.
Fingerspelling Dos and Don’ts
• http://www.youtube.com/watch?v=pDfnf96qz_4
To be called, named
The symbols used in these slides are SignWriting. The symbols are based on the parameters of sign and can help you read and remember how to form a sign.
LastMASL p. 10
What’s your name?MASL p. 9
Deixis, conjugating the verb: To Be
I am, me
In ASL, pointing is not considered rude or impolite, it is just a logical feature of a visual language. Using the index finger to point is called deixis. To refer to a person or thing that is not visible or present, point to a space in front of you and keep signing.
You are You are (plural) He, she, it is
They are We are
MASL p. 6
MASL p. 6
Who?p. 64
Practice Exercise
2. Ask someone else to tell you the names of at least 5 other people in class. Again, repeat the spelling of the names to make sure you have it right.
1. Ask as many students as you can in 2 minutes to tell you their names. After each person spells their name to you, repeat it back to make sure you understand it.
3. Show how would you sign the following in ASL.
a. She is…
b. My name is…
c. He’s…
d. I’m _______, he’s _______
e. His name is…
f. Her name is…
Lesson 2
Greetings and Responses
Warm Up:
•Practice remembering and spelling each other’s names and describing their “like” drawing. Alone or with a partner, try to spell and act out as many different names and likes as you can for at least 3 - 5 min.
•I’ll be spelling your name to take attendance and handing out the name cards. Have someone practice spelling your name to you several times so you’ll know when to come get your card!
Hello! MASL p. 4
HiMASL p. 4
What’s up?MASL p. 4
How are you?
Jim Borgman
MASL p. 4
I’m fine.MASL p. 4
to be BusyMASL p. 5
to be ConfusedMASL p. 5
to be HappyMASL p. 5
Nothing, not muchMASL p. 5
SleepyMASL p. 5
So-so
more positive
more negative
http://blog.nbc.com/ross_blog/Louise%20Ho%20Hum.jpg
MASL p. 5
to be TiredMASL p. 5
Practice Exercise1. Hello! Exchange greetings with a classmate and ask how he or she is doing.
2. How are you? Ask a partner to tell you how another classmate is doing.
How is he/she? He/she is happy.
3. Greetings. Look at the list of people in italics. Would you use What’s up? Or How are you? to greet them?
1. An acquaintance
2. Parents
3. An ASL student
4. Your partner
5. Your ASL teacher
6. grandmother
7. Buddy
8. Little brother
9. School Administrator
Groups of 3 or 4
Lesson 3
Counting 1-10
Numbers
1 2 3 4 5 6 7 8 9 10
FYI – Numbers 1-5 always face the signer unless signing:
Addresses
Telephone numbers
A series of numbers in a group
How many?
Lesson4
Deixis and Pronouns
Why point twice?
Pointing back to yourself or the person you’re talking about shows completion of a train of thought. This allows somebody else to begin signing without interrupting you. Using deixis (pointing) at the end of a sentence is called a closing signal. Closing signals are especially important when asking questions using aYes/No question face or a WH question face.
Remember to use a closing signal when:
– Making a statement or comment about yourself or somebody else.
– Asking a question.
MASL: Eyes on ASL #2, p. 8
Practice Exercise
How is everybody? Sign each sentence in ASL following the example. Use deixis as needed.
1. They are busy.
2. She is happy.
3. I am confused.
4. We are happy.
4. She’s good.
5. I’m sleepy.
6. It’s so-so.
7. He’s fine.
I’m not too bad. FYI – Don’t forget to point back to the person to end your sentence.
Lesson 5
More Greetings
Warm Up:
1. Use the MASL text book to review the “Greetings and Responses” signs, p. 4-5, on your own. Be ready to respond to someone signing “How are you”.
2. When finished, read “Accent Steps” on p. 2 of the blue book, then do activity #3.
MorningMASL p. 7
AfternoonMASL p. 7
Evening, nightMASL p. 7
More Greetings
+
Good morning afternoon night+
Practice Exercise1. Greetings. Greet your classmates using 2 or 3 different forms of greeting. Answer back with at least 5 different responses.
3. Dialogue. Work with a partner to sign a dialogue using vocabulary you’ve learned.
2. What time of day is it? Is it afternoon, evening or morning in each illustration?
Maintaining Eye Contact
Eye contactHold on, just a minute, wait Look at me
Pay attention, focus
Look away, lose eye contact
MASL: Eyes on ASL #1, p. 8
What’s for homework?Internet resources
1. Receptive fingerspelling practice - http://asl.ms/
2. Online ASL dictionaries – • http://www.signingsavvy.com/• http://aslbrowser.commtechlab.msu.e du/browser.htm• http://www.signwriting.org/
3. Fingerspelling lesson -• http://www.youtube.com/watch?v=pDfnf96qz_4
4. Class website –• www.westlandasl.com
MASL p. 8
What’s for homework?School Resources
1. Classroom - You may check out a DVD overnight to study vocabulary
2. School Library – There are 5 reference copies of the text book in the library
3. Students or staff who sign fluently - There are at least 3 other people on campus (maybe more…) who know ASL. Make friends and maybe they’ll want to chat with you!
MASL p. 8
More Introductions
Lesson 6
DeafMASL p. 12
FriendMASL p. 12
Hard of hearingMASL p. 12
HearingMASL p. 12
to IntroduceMASL p. 12
to MeetMASL p. 12
MyMASL p. 12
NiceMASL p. 12
WantMASL p. 12
Nice to meet you.MASL p. 12
I want to introduce my friend
Deaf Culture - Introductions
• Often Deaf people will use both their first and last names during an introduction and tell where they went to school. This helps establish connections within the Deaf community, perhaps through mutual friends or relatives.
• Deaf people tend to introduce hearing people by stating that they are hearing, and adding if they know or are learning sign. This helps reduce cultural misunderstandings.
• It is culturally appropriate to shake hands when meeting new people. Like hearing people, Deaf friends often hug as greeting or when saying good-bye.
MASL p. 11
Practice Exercise1. Classroom introductions. Introduce two classmates to each
other.
2. Introductions. Sign the following dialogues in pairs or groups of three as needed. Use deixis to sign “this”.
Dialogue 1
Student A. Hi! How are you?
Student B. I’m fine. How are you?
Student A. I’m good. I’m _____ ____. I’m Deaf.
Student B. Hi, my name is _____ ____. I’m hearing.
Dialogue 2
Student A. What’s up? How are you?
Student B. I’m busy. How are you?
Student A. Same old. I want you to meet my friend _____.
Student B. Hi, _____. How are you?
Student C. I’m fine. Nice to meet you.
FYI – Use deixis instead of the sign my when siging “My name is…”
Practice Exercise
1. Introducing a Friend – Dialogue. Practice signing the dialogue with a classmate. Answer the comprehension questions when done.
2. Comprehension. Answer each question in ASL.1. Who is Deaf? Who is hearing?2. Is Lisa a friend of Kris or Sean?3. Who introduced Lisa?
3. Sign the dialogue with a different partner.
Introducing a Friend
MASL p. 13
Things to Know About ASL
Lesson 7
The Sign Space
• Most signs made inside the sign space
• It is uncomfortable to sign outside the sign space
http://cs.gmu.edu/~jallbeck/research.html
The Fingerspelling Space
• Try to communicate in other ways before using fingerspelling.
• Fingerspelling is for names and proper nouns.
• Left handed sign left, right handed sign right. Use your dominant hand
www.westwoodasl.com
Facial Expressions
•Make tone, emotion and intent visible
•Have grammatical meaning
•Are often as important or more important for understanding than the signs themselves
Precision is Important
summer
ugly
dry
•Sloppy signing is like mumbling
•Imprecise handshapes, movements and placement can drastically affect meaning
ASL is NOT English
• Learn to think in ASL
• DON’T match signs to English words
• DO match signs to meanings or ideas
• DON’T mouth English words when you sign, your ASL word order will be incorrect
• Other forms of signing (SEE, PSE) are not ASL
The Five Parameters of ASL
• Handshape (home / Deaf)
• Orientation (name / chair)
• Location (summer / ugly / dry)
• Movement (chair / train)
• Expression - often called
Non Manual Signals or NMS (Yes I am. / No I’m not.)
fine mother father deer
eat
walk fall down
Eat it? Don’t eat.
MASL p. 17
Getting Someone’s Attention, The Yes/No Question Face
Lesson 8
Deaf CultureInteracting with Deaf People
MASL p. 14
As a student of American Sign Language, learn how to interact with the Deaf community by becoming familiar with Deaf cultural behaviors that differ from the way you are used to doing things as a hearing person. One cultural behavior you’ve already learned is that it is considered rude to break eye contact when signing with Deaf people, which for most hearing people is difficult. Think of how often you turn your head in the direction of a sound and you can realize it will be a challenge to break this habit!
Getting someone’s attention
Getting the attention of a Deaf person is different from the way you interact with hearing people. Many hearing people tend to work harder than necessary to gain a Deaf individual’s attention by wildly swinging their hands in the air, stomping on the floor , or flashing overhead lights in a strobe-like pattern. None of this is necessary! Gently tapping the Deaf person’s shoulder or slightly waving a hand in his or her directions until you are noticed is the most effective and considerate way to get attention.
Deaf Culture
Voices
Using your voice to talk to another hearing individual instead of signing when you know a Deaf person is near is considered rude. Develop the habit of always signing when you know a Deaf person is in the same room with you. This way, everybody has equal access to what is being communicated. If you must speak to a hearing person who doesn’t know ASL, then tell your Deaf friend or teacher that first, before speaking. You may be surprised to learn that most Deaf people know when a hearing person is talking, even if someone is whispering. How so? Remember, Deaf people rely on their vision far more than hearing people do! Your teacher may remind you to turn off voice if you’re being rude in class.
Interacting with Deaf People
FYI – Only about 30% of the English language can be lipread. Mouth movements called Non-Manual Signals are used in ASL, but they have grammatical meaning and do not correlate to English words.
Shoulder tapMASL p. 14
HandwaveMASL p. 14
Turn off voiceMASL p. 14
The Yes/No Question Face
The Question Maker
Raising your eyebrows forms a Yes/No Question face. This expression shows that you are asking a question that receives a yes or no answer. In the example, note that the signs stay exactly the same while only the facial expression differs.
Question – Are you Deaf? Statement – He’s Deaf.
MASL p. 15
Practice Exercise
1. Questions. Use a Yes/No Question face with the vocabulary below to make a complete sentence.
2. Responses. Use the signs yes or no in response to the same questions in Part 1.
Eyes on ASL #3 – no one word answers
meet hard of hearing hearing Deaf
FYI – Slowly shake your head at the beginning sentences starting with no.
Eyes on ASL #3 – no one word answers
MASL p. 10
Making Conversation
Lesson 9
American Sign LanguageMASL p. 17
BathroomMASL p. 17
to Go toMASL p. 17
to LearnMASL p. 17
NoMASL p. 17
YesMASL p. 17
PleaseMASL p. 17
Again, repeatMASL p. 17
to Sign, sign languageMASL p. 17
Slow, slow down*local sign*
common
Tucson, Phoenix
MASL p. 17
Thank youMASL p. 17
Practice Exercise1. Making Conversation. Complete the sentence using appropriate vocabulary, and
sign it to a classmate. Repeat when done.1. Hello my name is _____. I’m learning _____.2. What is _____ name? Are you Deaf?3. Please _____ slowly.4. I want to meet _____. What is your name?5. I’m hearing. Are you?
2. More conversation. Fill in the blanks with appropriate vocabulary and sign it to a classmate. Repeat when done.
1. Hi, what’s up? Nice _________ you.2. Are you _____?3. _____ hearing. _____ learning ASL.4. Please _____ again.5. I _____ learn sign language.
3. Dialogue. Create a dialogue with a partner using vocabulary you’ve learned.
Accent Tip - When you use deixis, look towards the area you’re pointing to. This is called eye gaze and helps “hold” that location for the person or thing you’re signing about.
Practice Exercise1. Community. You are about to attend your first Deaf event. Practice how
you would introduce yourself and explain you are learning ASL.
2. See next page for translation activity
Accent Tip – Remember, don’t mouth English words as you sign. There are specific mouth movements in ASL called Non-manual Signals but these do not correlate to English or English grammar. The less English you mouth, the more ASL your sentences will become!
• Language Differences. Practice signing each sentence. When done, translate them into written English. What differences do you see between ASL and English?
…
• Language Differences. Practice signing each sentence. When done, translate them into written English. What differences do you see between ASL and English?
Practice Exercise1. Asking questions. Use the Yes/No Question face to ask a partner several
questions. Be sure to respond in a complete sentence, including a closing signal. When done, switch roles and repeat the exercise.
1. Are you learning sign language?2. Are you hearing?3. Do you want to learn ASL?4. Do you want to meet my friend?5. Good morning. How are you?
2. Correcting information. Work with a partner and ask him or her each question. Your partner will respond according to the information in bold. Switch roles and repeat.
1. Is he/she paying attention? (Yes, he/she is paying attention.)2. Are you sick? (No, I’m fine.)3. Do they want to learn ASL? (Yes, they want to learn sign langauge.)4. Are you sleepy? (Yes, I am sleepy.)5. Are you Deaf? (No, I am hearing.)
3. Dialogue. Create a dialogue with a partner using vocabulary you’ve learned.
FYI – A widespread pet peeve in the Deaf community is someone who says death instead of Deaf, especially when they ask “Are you death?”
Farewells
Lesson 10
Good-byeMASL p. 20
LaterMASL p. 20
TomorrowMASL p. 20
Me too, same here
MASL p. 20
to See, see youMASL p. 20
See you laterMASL p. 20
See you tomorrow
MASL p. 20
Take careMASL p. 20
Practice Exercise1. Farewells. Practice signing each goodbye with your classmates. When will you
see them again?
2. Dialogue. Create a dialogue with a partner that includes greetings, introductions, and farewells.
3. Conversation. Complete each sentence below with the signs from the vocabulary section: goodbye, later, me too/same, to see/see you, see you later, see you tomorrow, take care, tomorrow.
Deaf Culture - Goodbyes
• You can sign goodbye using a small wave or by using the sign take care. In the Deaf community, because there are relatively few signing Deaf people compared to the speaking hearing community, time spent together signing is precious. Plans are often made to meet again before parting, and shaking hands and hugging are common. To the culturally Deaf, leaving without saying goodbye to each person is considered rude, so give yourself plenty of time to “make the rounds” before you leave a Deaf event.
Goodbye
Accent Tip – Don’t add the separate sign for you when signing see you later or see you tomorrow.
Facts about the Deaf & ASL,Using Non-Manual Signals
Lesson 11
Deaf & ASL Facts• Only 10% of Deaf people have Deaf parents and grow up using
ASL. The families of most Deaf people do not sign much or at all• Historically, many Deaf people learned sign at schools for the deaf,
from other students in the dorm. Often they were not allowed to sign in class.
• During the 1960’s, ASL was recognized as a unique language.• During the 1970’s and 1980’s, schools for the deaf began using sign
language, and many hearing people began to take sign classes.• In the late 1980’s and during the 1990’s the Deaf community is
recognized as a cultural minority rather than a group of disabled persons. This is based in part on the Deaf President Now movement at Gallaudet University, the world’s only university for the Deaf. See link for a video on DPN:– http://current.com/items/89862711_deaf-president-now.htm– http://www.youtube.com/watch?v=3Ov3c9V1a-E
• The best way to learn a language is to immerse yourself in the community where the language is used. Make Deaf friends and go to community events where ASL is used. Practice, stay open-minded and be interested in the “Deaf World”.
Multiple Meanings1. Can you figure out which sign matches each sentence?
1. Please get the book…2. Please get him…3. I don’t get it…4. I get tired…5. I got home…6. I’ve got it…
To understand To have To arrive
To get something To become Shoulder tap
ASL Tip: Watch the signer’s face and hands simultaneously. Don’t just stare at the hands.
ASL Grammar and Syntax Differences – Where did all the words go?
• Subject, object and articles are often included in the movement of a signed sentence
Thank you. I am
named
Sam
I am
going (to a location)
He/she is
coming here
Practice Exercise
1. Little words. Sign each phrase or sentence in ASL
1. She is happy.2. My name is _____.3. He wants to learn ASL.4. They are busy.5. _____ is named _____.6. We are _____.
2. More little words. Work with a partner to develop several sentences of your own similar to those in Part 1.
Facial Expressions & Non-Manual Signals (NMS)
Facial expressions can change the base meaning of a sign:
scarednot scared horrified
fear
Facial Expressions & Non-Manual Signals (NMS)
Examples: •She likes ice cream.
•Does she like ice cream?
•I’m happy!
•I’m happy (sarcasm).
Facial expressions can convey your “tone of voice”:
You don’t need a separate sign for don’t or not. Just use the head shake while signing the sentence.
Facial Expressions & Non-Manual Signals (NMS)
Examples:
•Large - cha
•Medium - mm
•Small - oo
NMS can function as adverbs:
Practice Exercise
1. Comparisons. Use the correct sign with various facial expressions to show the difference between each meaning.
1. I’m not aftraid….afraid….terrified. 6. I’m not sad….sad….terribly sad.2. I’m not busy….busy….overwhelmed. 7. I’m not tired….tired….exhausted.3. I’m not bored….bored….incredibly bored. 8. I’m not excited….excited….enthusiastic.4. I’m not sick….sick….deathly ill. 9. I’m not angry….angry….furious.5. I’m not stressed….stressed….stressed out. 10. I’m not happy….happy….joyous.
2. Facial Expressions. Using other signs you know, how many different meanings can you make by changing facial expressions?.
Practice ExerciseEyebrows and more! As you make each facial expression, think about the meaning behind the face. When would you use it?
Signing with Facial Expressions
Lesson 12
Blank face, no expression
MASL p. 26
to be BoredMASL p. 26
to be ExcitedMASL p. 26
Facial expressions
MASL p. 26
to be Mad, angry
variation 1
variation 2
MASL p. 26
to be SadMASL p. 26
to be SickMASL p. 26
to be Scared, afraid
MASL p. 26
Practice ExerciseAccent Tip - It is normal to feel awkward or uncomfortable making facial expressions at first, but with practice you will become more confident and skilled. Without them you can’t sign questions show interest or carry on a satisfying conversation. Think of learning facial expressions as a fun challenge!
Using non-manuals. What can you say about each illustration?
Practice ExerciseMatching. Pair the vocabulary word with the NMS or facial expression that best
matches:
1. Sad 3. sick 5. angry 7. scared
2. confused 4. bored 6. doubtful 8. happy
Using More NMS
Lesson 13
Head shake / Head nod
You already know to use the head shake and the head nod with the signs yes and no. You will also use these NMS when negating or affirming sentences.
Accent Tip – You don’t need to sign a separate sign for don’t or not. Just use the head shake while signing the sentence.
Eyes on ASL #4
Can, possible
Can’t, may not
to Know
Don’t know
to Like
Don’t like
to Understand
Don’t understand
WantMASL p. 12
Don’t want
Image by Leslie Patricelli
I am, it’s me
I’m not, not me
Practice ExerciseNMS. Use the correct NMS while signing each sentence.
1. I’m not Deaf. I’m hearing.
2. Yes, I’m learning how to sign.
3. I didn’t go to the bathroom.
4. They aren’t sick.
5. We’re not busy.
6. You are all tired.
Practice Exercise
• Q & A. Sign each sentence to a partner who will respond using the information in bold. When done, switch roles and repeat the exercise.
1. Can I go to the bathroom? (No, you can’t)
2. Do you understand the homework? (Yes, I understand the homework.)
3. I’m not Marie. I’m Pat. (I didn’t understand. Please sign it again.)
4. I don’t understand. Do you? (No, I don’t understand.)
5. We don’t know his/her name. (I know his/her name. He/she is _____.)
Practice Exercise• Dialogue. Work with a partner to sign the dialogue in ASL
Alan Hi! My name is Alan. What’s your name?
Holly My name is Holly. Nice to meet you!
Alan Are you Deaf?
Holly No, I’m hearing. I’m learning ASL. Do you know how to sign?
Alan Yes, I can sign.
Holly Are you Deaf?
Alan No, I’m not Deaf. I’m hearing. I sign okay. I want to sign well.
Holly Me too! I want to understand ASL.
Alan Do you want to meet me tomorrow morning?
Holly Yeah! I’ll see you tomorrow!
Alan Good-bye! FYI – Use so-so for okay, and good for well.
Conversation
Lesson 14
to be Absent
I don’t mind
Accent Tip – If you use the Yes/No Question face with I don’t mind, then it becomes a question: Do you mind?
Due, to owe
Favorite, preferred, taste
Movie
School
to Practice
Today, now
Practice Exercise1. Using NMS. Sign the phrase or sentence using the correct NMS.
1. I’m not absent. 4. I don’t mind.
2. Not today. 5. We don’t understand.
3. The homework isn’t due. 6. They don’t like the movie.
2. More Q & A. Sign each sentence to a partner, who will respond using the information in bold. When done, switch roles and repeat the exercise.
1. Do you want to go to a movie? (Yes, tomorrow night.)
2. Do you like scary movies? (So-so.)
3. My favorite movie is _____. Do you like it? (?)
4. My friend is absent today. Do you know what’s for homework? (Yes, practice ASL.)
5. Is the homework due tomorrow? (Yes, the homework is due tomorrow.)
6. Thank you! (You’re welcome.)
Asking and Answering QuestionsYour partner will ask you a question written below. Respond in a
complete ASL sentence. Switch roles and repeat when done.
Practice Exercise1. Contrasts. A partner will sign the first sentence to you. Use the
information in parentheses to sign a complete sentence in response.
1. They don’t know my name. (Yes, they do know your name.)
2. He isn’t paying attention. (No, he isn’t. He doesn’t have eye contact.)
3. Are you sick? (No, I’m not sick.)4. I like learning ASL (Me too.)5. We’re very busy today! (Yes, a lot of practice!)
2. Dialogue. Work with a partner and create a dialogue using at least three of the following prompts.
1. Exchange greetings and names2. Ask if one is Deaf, hearing, or hard-of-hearing.3. Ask if one knows, or is learning, ASL4. Ask where one goes to school.5. Ask a signer to slow down and repeat something.6. Say good-bye and state when you will meet again.
Colors
Lesson 15
Black p. 93
Blue p. 93
Brown p. 93
Gray p. 93
Green p. 93
Orange p. 93
Purple p. 93
Yellow p. 93
Pink p. 93
Red p. 93
White p. 93
Dark
This sign can also be used to describe and absence of light as well as a deep color.
Light
As in English, this sign is also used for “not heavy”.
Shades of ColorTo emphasize intensity or brightness of a color, if the color is normally “shaken” in neutral space, swing the hand forming the color away from you, and make the face. If the color occurs in another location, just make the face.
For light shades of color, use the light sign after (or before) the color.
For dark shades of color, use the dark sign after (or before) the color.
What color is it?
Practice Exercise
Play “I Spy” with a partner. One person signs “I see the color ____” and the other person must identify its location in the room using signs and gesture. Switch roles and repeat for all the colors and shades.
Study Games and Unit 1 Review
Board Races1. Two teams form lines in front of the board, with the first person about 6 – 8
feet away.
2. One neutral person stands facing the lines with their back to the board is the “signer”, and picks signs or phrases from the book or other resources.
3. After the “signer” shows a sign, the first two people in line race forward compete to see who can write a translation of the sign provided more quickly on the board. Players must raise their hands to indicate completion.
4. The first accurate translation wins a point for their team, and the point is recorded on the board.
5. Teammates can help, but they may not speak or mouth, they must fingerspell possible translations. A team that speaks or mouths an answer loses a point.
6. The team with the most points after a set amount of time wins!
Around the World1. 4 or more people sit in a semi-circle. An additional player, the “traveller”
stands behind one of the other seated players.
2. One neutral player is the “speller” and fingerspells translations of signs from the book or another source.
3. The goal for the standing player is to advance all the way around the semi-circle by translating the fingerspelled word into sign first.
4. If the seated player completes the sign first, they become the traveller, and the standing player must sit in their seat.
5. If the traveller can make it all the way around the semi-circle back to where they started, they can then become the “speller”.
Chain Spelling1. A group of 5 or more players sit in a circle. Use small strips of paper or
poker chips to assign “strikes”. The group decides before play starts whether or not a repeat will be allowed. The most competitive form is with NO repeats.
2. One player begins by fingerspelling a word of agreed upon length (3 – 6 letters in length). The words must be of that length for the entire round of one game until a winner is determined.
3. The player to the left must then spell a word with the agreed upon number of letters, beginning with the last letter of the previous word.
4. If a player does not get the correct last letter, if they use too many or too few letters in their word, or if they spell a nonsense word or proper name, they get a strike.
5. The last player left without a strike wins that round.
6. This game can be played tournament style with several groups. The winners from each group can then have a playoff round to find an overall winner.
Team Telephone1. Players form 2 or more lines in teams of 5 or more players each. Each
team should line up one in front of the other, all facing in the same direction.
2. One neutral player is the “signer” and stands behind all the lined up teams.
3. The player at the back faces back toward the “signer”. After the signer gives the word or phrase, the last player in line turns and taps the player in front on the shoulder and signs a word or phrase.
4. Players in line continue to tap the player in front of them and sign the word or phrase until the player in front is reached.
5. While the teams are passing on the sign(s), the “signer” should move to the front and be ready to see which team completes the race first. That team signs the passed on message. If it is accurate, they win. If it is not accurate, the 2nd place team gets to try. If they fail, the 3rd place team gets a try and so on. A team must get the word or phrase exactly right to win.
Unit 1 Review
1. Explain how each function of ASL grammar is used in ASL, providing an example in a complete sentence
1. Eye contact 3. Closing signals2. One-word replies 4. Non-manual signals
2. Introduce a hearing friend to a new Deaf friend of yours. Include the following:
1. Attention getting 4. Whether Deaf or hearing2. Greetings 5. Who’s learning ASL3. Exchanging names 6. Farewells
3. Identify and correct any errors in the drawings of signed sentences in Master ASL, section C, on p. 34-35. Explain to a partner or a friend why the errors are wrong and how to fix them. Explain how each function of ASL Grammar is used in ASL, providing a correct example in a complete sentence.
