Video practice for home Kauo&feature=relmfu Kauo&feature=relmfu Rob Nielson

Video practice for home

• http://www.youtube.com/watch?v=liz9iWVKauo&feature=relmfu

• Rob Nielson

• Greetings, name, nice to meet you,

http://www.youtube.com/watch?v=liz9iWVKauo&feature=relmfu




Vocabulary Practice Videos

Vocabulary you should know by the end of the unit.

MASL 1a

http://www.youtube.com/watch?v=V6mALGJebmA

MASL 1b http://www.youtube.com/watch?v=y0zLEKbB0HE&feature=relmfu

MASL 1c http://www.youtube.com/watch?v=zrIIElhh1FA&feature=relmfu

NSN 1 http://www.youtube.com/watch?v=ZLORrDJXtIk&feature=mfu_in_order&list=UL




http://www.youtube.com/watch?v=y0zLEKbB0HE&feature=relmfu




http://www.youtube.com/watch?v=zrIIElhh1FA&feature=relmfu




http://www.youtube.com/watch?v=ZLORrDJXtIk&feature=mfu_in_order&list=UL







Asl 1Week 4

Sept 23 -28

Good Morning Good Afternoon (5th)

Monday

Sept. 23, 2013

FIRST WORK1. Backpacks completely under tables.

2. ½ sheet of scratch paper and pen/pencil for later.

THANK YOU FOR TOSSING OUT YOUR GUM

Pick up syllabus

This will go in your ASL binder as the first page.

Voice OffPlease

QUIET TIME• Watch every name that is

fingerspelled. Keep watching even after your name has been called.

(This is how you will learn to read fingerspelling)

Agenda

• Syllabus• ROLL CALL • MASL L. 1-states of being• MASL L. 5 pp15-18 cont.

– Question maker (yes/no?) review- DVD, EX. I

– Introducing yourself to the community EX J-1

• HOME WORK reminder – due tmw movie paper

L.T. How to make the Question maker face; to communicate various states of being;to compare English word order with ASL word order;

ReviewReviewanswer these to yourselfanswer these to yourself

1. What is Deixis?

2. Can there be ‘one-word’ answers in ASL?

3. When making introductions, why is it important to state Hearing or Deaf early on?

4. Why do Deaf meeting Deaf often ask about what school they are from?

5. Is it culturally appropriate to shake hands, give a hug, or no physical touching when meeting a Deaf person?

ReviewReview

What is Deixis?

Can there be ‘one-word’ answers in ASL?

When making introductions, why is it important to state Hearing or Deaf early on?

Why do Deaf meeting Deaf often ask about what school they are from?

Is it culturally appropriate to shake hands, give a hug, or no physical touching when meeting a Deaf person?

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 (NMSs)


Last week we learned:

• To use a WH Face for WH questions,

• To use Deixis and a nod for a positive statement.


WH Face

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

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

• Look at your teacher to see how to make the WH Face.

Now you try it.

Eyebrows down

Review


Our next Facial Grammar is for asking a question that has a YES or No for the answer.

• Our textbook refers to this as the ‘Question Maker’ face.

• Other books call it a Yes/No Question.


NMS for Yes/No Questions

1. Eyebrows up

2. Slight head tilt forward

3. Hold last sign and eye-contact

.

NMS stands for Non-Manual Signal



1. Eyebrows up



.



Practice Questions

• Are you a boy? YOU BOY YOU?• Are you a girl ? YOU GIRL YOU?• Are you the teacher? YOU TEACHER YOU?• Are you a student? YOU STUDENT YOU?• Are you hearing? YOU HEARING YOU?• Are you deaf? YOU DEAF YOU?• Are you learning YOU LEARN SIGN YOU?

sign language?

Eyebrows up

English ASL

Practice QuestionsDirections: Sign the following questions in ASL with your partner.

Be sure to answer with a complete sentence.• Are you a boy?• Are you a girl ?• Are you the teacher?• Are you a student?• Are you hearing?• Are you deaf?• Are you learning sign language?

Example: YOU BOY YOU? (eyebrows up)

answer: YES, I BOY I (nod head yes)

or NO (shake head no), I GIRL I (nod)

COMPLETE SENTENCE

ANSWERS

Lesson One pp4-8

finish up red part

Outcomes: Can exchange and respond to formal and informal greetingsDemonstrate a variety of responses about one’s state of beingUses deixis with eye gaze

• Greetings• Formal vs informal• Eyes on ASL #1

*Eye contact• Deixis w eye gaze

Homework Ex 1 pg 8 Objective: Can explain how to introduce oneself in the culturally

appropriate manner.

Postpone toIntroductions lesson 3

Vocabulary

• BUSY• CONFUSED• FINE• GOOD/WELL• HAPPY• NOTHING/NOTMUCH• SAME OLD/THE USUAL• SLEEPY• SO-SO• TIRED

MASL p 5

How are you? & What’s up?How are you? & What’s up?

** R

esponse

s **

Vocabulary


MASL p 5


** R

esponse

s **

Complete Sentence AnswersThere is no such thing as a one-word answer or reply in American Sign

Language.When responding to “how are you?” you need to sign a complete

sentence.

Let’s practice together:

• I FINE I • I BUSY I• I TIRED I• I CONFUSED I

When responding to a question or statement, one-word replies are incomplete.

Classroom ExerciseHow is everybody. Sign each sentence in ASL following

the example.

example: I SO-SO I (I’m not too bad.)• They are busy.• She is happy.• I am confused• We are happy.• She’s good.• I’m sleepy.• It’s so-so• He’s fine

MASL p 6

BB

FYI Don’t forget to point back to the person.

Vocabulary


MASL p 5


** R

esponse

s **

Classroom Exercise

1. 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?

HINT: you may have to stop and ask the other classmate how they are to be able to answer the your partner’s question.

MASL p 5

AA

Vocabulary:HELLO, HI, WHAT’S UP? HOW-ARE-YOU? BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY,

SO-SO, TIRED

Classroom Exercise

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 Cara.

• Student B Hi Cara. How are you?

• Student C I’m fine. Nice to meet you.

MASL p 11

GGIntroductions Sign the following dialogues in pairs or groups of three as needed.

Master ASL

UNIT ONE

LESSON 5

Lesson Five MASL pp15-18

Outcomes:Uses the Question-Maker non-manual signal to ask simple yes/no

questions

Understands differences between questions and statements

Demonstrates receptive and expressive understanding of ASL numbers 1-10,

Including palm orientation for numbers 1-5

• The Question Maker Face• Numbers 1- 10

ASL Up Close

MASL DVD 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

VOCABULARY

• ASL (American Sign Language)

• Bathroom• To go to• To learn• No• want

• Please• Again, repeat• To sign, sign

language• Slow, to slow down• Thank you• Yes

Making ConversationMaking Conversation


1. Eyebrows up



.Question Maker Face


Classroom Exercise

1. Questions. Use the question maker face along with the vocabulary below to create a complete sentence. Example: (HEARING)

YOU HEARING YOU?

1.HARD of HEARING

2.MEET

3.HEARING

4.DEAF

MASL p 15

II

VocabularyTHEYMEETHEARINGHARD OF HEARING

Eyebrows UP

Classroom Exercise

2. Responses. Use the signs yes or no in response to the same questions in Part 1.

Example: NO, I DEAF I.

1.HARD of HEARING

2.MEET

3.HEARING

4.DEAF

MASL p 15

II

VocabularyTHEYMEETHEARINGHARD OF HEARING

FYI Slowly shake your head during sentences beginning with no.

Classroom Exercise

1. Community you are about to attend your first Deaf event. Practice how you would introduce yourself and explain you are learning ASL.

BE SURE TO INCLUDE THE FOLLOWINGGREETINGNAMEHEARING STATUSTHAT YOU ARE LEARNING TO SIGN

ADDITIONAL INFO THAT YOU CAN INCLUDEINTRODUCE FRIENDSSCHOOL AND TEACHER NAME

MASL p 16

JJ

VOCABULARY

• ASL • American Sign

Language• Bathroom• To go to• To learn• No• Want

• Please• Again, repeat• To sign, sign

language• Slow, to slow down• Thank you• Yes

Making ConversationMaking Conversation

Review

• Does ASL follow the same word order as English?

• How does ASL show the difference between questions and statements?

• How does English do this?

• For the Question Maker face (yes/no?) you need to put your eye brows _____

½ sheet of paper & pencil

Write down the following info to label your dividers.

1. Vocabulary

2. Grammar

3. Culture

4. Assessments

5. Video Labs

6. Community Connections

7. Misc Classwork

Hand-Switching Use of Dominate Hand

Do you know which hand is your dominant hand?This is the hand you write with.This is also the hand you should sign with.In ASL most signs have more movement with the dominant hand.The other hand is often referred to as the ‘base’ hand of the sign.It is important to pay attention that you are consistent in use of

your dominant hand when signing.

Hand-Switching is a term used to refer to the practice of changing use of dominate hand mid sentence.

A Deaf person will still understand you if you hand-switch but it is startling to see, much like reading something that occasionally has a letter written backward in it.

Note: if you are ambidextrous, then you need to pick one hand to use as your dominant and stick to it.

Be Awesome!


Tuesday

Sept. 24, 2013

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. White board & marker tucked under seat.4. Sheet of scratch paper and pen/pencil5. Turn in Movie Assignment to your class basket.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

Copy down these words on your scratch paper:Student, Teacher, Learn, Sign language, School,

Boy, Girl, Yes, NoHELLO, HI, WHAT’S UP? HOW-(are)-YOU?

BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY,SO-SO, TIRED

Deaf, Friend, Hearing, Introduce, Meet, My, Nice, Want, Nice to meet you, Hard-of-Hearing

Voice OffPlease

Vocabulary review – 1.Copy down on your paper. 2.Practice these signs with your neighbor.

Student, Teacher, Learn, Sign language, School, Boy, Girl, Yes, No

HELLO, HI, WHAT’S UP? HOW-(are)-YOU?

BUSY, CONFUSED, FINE, GOOD/WELL, HAPPY, NOTHING/NOT MUCH, SAME OLD/THE USUAL, SLEEPY,SO-SO, TIRED

Deaf, Friend, Hearing, Introduce, Meet, My, Nice, Want, Nice to meet you, Hard-of-Hearing

Agenda

• FW – review new vocabulary

• ASL translations

• MASL 1 Lesson 6 – Farewells

L.T. English to ASL translations; Can express farewells and make plans to meet again;

Review -answer these to yourself

1. Does ASL follow the same word order as English?

2. How does ASL show the difference between questions and statements?

3. How does English do this?

4. For the Question Maker face (yes/no?) you need to put your eye brows _____

Review

1. Does ASL follow the same word order as English?

2. How does ASL show the difference between questions and statements?

3. How does English do this?

4. For the Question Maker face (yes/no?) you need to put your eye brows _____




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


Non-Manual Signals (NMS)

Review


1. Eyebrows up



.Question Maker Face

NMS stands for Non-Manual SignalReview

ASL Word Order

You may have noticed by now that the way we sign things is not the same way we speak English.

• ME(I) NAME J-O-E- ME• My name is Joe.

Why is this?Because they are different languages! Each and every language has its own word

order.

Review

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

Review


Numbers 1-10

Palm In (when counting or telling how-many)

• 1• 2• 3• 4• 5

Palm out

• 6• 7• 8• 9• 10

http://www.youtube.com/watch?v=teK9oqqOo6g

Review




Complete Sentence AnswersThere is no such thing as a one-word answer or reply in American Sign

Language.When responding to “how are you?” you need to sign a complete

sentence.

Let’s practice together:

• I FINE I • I BUSY I• I TIRED I• I CONFUSED I

When responding to a question or statement, one-word replies are incomplete.

Review

VOCABULARY

• PAY ATTENTION• SICK• WANT• FINE• LEARN• SIGN

• GOOD MORNING• GOOD AFTERNOON• HOW (are) YOU• SLEEPY• DEAF• HEARING• FRIEND

ReviewReview

White boards

Translate the following into ASL word order on your white board.

We will use this for the next activity.

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?

How did you do?

1. Are you learning sign language?YOU LEARN SIGN YOU? (eyebrows up)

2. Are you hearing?YOU HEARING YOU (eyebrows up)

3. Do you want to learn ASL?YOU WANT LEARN ASL YOU? (eyebrows up)

4. Do you want to meet my friend?YOU WANT MEET MY FRIEND YOU? (eyebrows up)

5. Good morning. How are you?GOOD MORNING, HOW-YOU? (eyebrows down)

Classroom ExerciseOBJECTIVE: ANSWER IN COMPLETE SENTENCES

1 Asking questions Use the Question-Maker face to ask a partner several questions. Be sure to respond in a complete sentence, including a closing signal. When finished, switch roles and repeat the exercise.Example: Are you learning to sign?

Yes, I’m learning to sign. or Yes, I’m learning sign language.

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?

MASL p 18

LL

FYI a widespread pet peeve in the Deaf community is someone who says death instead of Deaf, especially when they ask “Are you Death?”

Erase whiteboards

More translations

1. Is he/she paying attention? 2. Are you sick? 3. Do they want to learn ASL? 4. Are you sleepy? 5. Are you Deaf? 6. Yes, he/she is paying attention.7. No, I’m fine.8. Yes, they want to learn sign language.9. Yes, I am sleepy.10. No, I am hearing.

Use your translations for the next activity.

Classroom Exercise

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

language.)4. Are you sleepy? (Yes, I am sleepy.)5. Are you Deaf? (No, I am hearing.)

NOTE: BE SURE TO ANSWER WITH A COMPLETE SENTENCEREMEMBER THERE ARE NO ONE WORD ANSWERS IN ASL!

MASL p 18

LL

Erase whiteboards

Master ASL

UNIT ONE

Lesson Six

Lesson Six MASL pp19-21

Outcomes:

Can express farewells in a variety of forms

Adopts the cultural model of mentioning the next time individuals will see each other again• Farewells• Making plans to meet again

Vocabulary

• Goodbye• Later• Tomorrow• Me too, same here• To see, to see-you• See-you later• Take-care• See-you tomorrow

MASL p20

FarewellsFarewells

Farewells

White boards:Use the vocabulary words to plan 3 different

ways you can say goodbye. (try to use ALL the words)

Partners:Practice signing your 3 different ways of

saying farewell with your partner.

GoodbyeLaterMe too, same hereTo see, to see-youSee-you laterSee-you tomorrowTake-careTomorrow

Classroom Exercise

2. Dialogue Create a dialogue with a partner that includes greetings, introductions, and farewells.

MASL p 20

MM

GoodbyeLaterMe too, same hereTo see, to see-youSee-you laterSee-you tomorrowTake-careTomorrow

Signing GoodbyeSigning Goodbye

The sign goodbye is a well-known way to say farewell.

Signing take-care is an informal way to say goodbye.

Often, goodbyes are never complete until plans are made for the next time friends will see each other again.

Shaking hands and hugging is common.

It is considered rude to leave a group of Deaf friends without saying goodbye to each person, which means farewells can take a long time!

Is this similar to how hearing people leave groups of friend?

MASL p19

Review Review



When saying goodbye?Often, goodbyes are never complete until

____________ for the next time friends will see each other again.

It is considered _______to leave a group of Deaf friends without saying goodbye to _____ person.

Review Review






Be Awesome!

5th per

Conversation 1WH-WORD Questions

1.5

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

NSN 1.5 WH-Word Questions

When you ask questions in spoken English, you use vocal intonation to indicate what kind of question you are asking.

For example, asking this English question “Are you a student?” your voice will go up at the end, and if you ask the question “What is

your name?” your voice goes down at the end. Similarly, ASL speakers ask questions using facial expressions, head

movements and pauses called non-manual markers. Like English there are two basic question types in ASL a wh-word

question and a yes-no question. Wh-word questions ask what, who, where, why, how etc.

NOTE: Non-Manual Markers is another name for Non-Manual Signals

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



To ask a wh-word question, use these non-manual markers:

• Furrow brows together• Lean head forward slightly without breaking

eye contact with the listener• Hold the last sign (which should be a wh-word

sign) until your listener starts to answer.




NSN 1.5 Conversation 1

Michelle (A) and Ben (B) demonstrate this dialogue where they introduce themselves.

(note Michelle uses the name ‘Ann’ and Ben uses the name ‘Sam’)

A Greet, give name, and then ask for name

B give nameA and B express pleasure in meeting

each other.




Ask for a nameShown in slow motion, Michelle

demonstrates “ask for a name” from Conversation 1.

Pay close attention to the non-manual markers indicated by the arrows on video.




NSN 1.5 Beginning and Ending

ConversationsSince starting and stopping conversations

can sometimes be awkward, especially for people new to ASL, it helps to know how these signs are used:

HELLO

HI

These two signs are greeting or salutations.



NSN 1.5 Beginning and Ending

ConversationsHEY THERE or HAND WAVE

This sign is used to get attention

NICE TO MEET YOU

May be used after an exchange of names.

It is also a possible way to wrap up a first meeting.



NSN 1.5 Maintaining Eye-Contact

Be sure to look at the signer’s face, even though you may feel you would understand better if you could focus on their hands.

Remember that critical grammar is conveyed with facial expressions, and if you look away, you could miss the whole message.

Eventually it will become second nature to focus on the other signer’s face when using ASL.



NSN 1.5 Mini-Dialogues

David engages in conversations with different people where he asks wh-word questions.

Observe the exchange and what David asked in each mini-dialogue.



NSN 1.5 Mini-DialoguesDavid engages in conversations with different people where he asks

wh-word questions. Observe the exchange and write what David asked in each mini-dialogue.

Mini-dialogue 1:

Mini-dialogue 2:

Mini-dialogue 3:

Mini-dialogue 4:

Mini-dialogue 5:

Mini-dialogue 6:



Name date

per

• Heading in upper rt corner of paper

• Pass papers in

Good Morning (2nd)

Good Afternoon (6th)

Wednesday

Sept. 25, 2013

FIRST WORK1. Backpacks completely under tables.2. ASL binder in your lap.

3. 5th per only: white board and pencil

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

MVoice Off

Please

Binder Self Check

1.Do you have an ASL binder?

2.Do you have your dividers set up?

3.Do you have the following handouts in the proper section?

Binder Self Check

1. Do you have an ASL binder?2. Do you have your dividers set up?3. Do you have the following handouts in the

proper section?

• ABC/Colors Vocabulary section of binder• 2 pages of introductory vocabulary

Vocabulary section of binder• Rules for fingerspelling/hand switching

Grammar section of binder. • Course Syllabus as the first page.

Culture AssignmentCulture Assignment• Title “Differences with ASL”• Name date and period on upper right corner

of your paper.• Questions and answers must be typed.• Questions must be separate from answers.• Questions 1-20 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 = 30 minEstimated time = 30 min

How do I find the assignment?

• Go to the Peninsula HS website,– Find the tab Students

• Select Classroom Websites– Find teacher’s name AYARZA

» Click on American Sign Language

• Now what do I do?– Find the tab Documents

• Filter by: #4 ASL 1 Weekly Ppts.– Select the ppt. for this week.

» When it is open, scroll through until you find the lesson for Wednesday.

NameDatePer.

“Differences with ASL”

1.First question. First answer.

2.Second question.Second answer.

3.Third question.Third answer.

4.Fourth question.Fourth answer.

Your paper should look like this.

Your ResponsibilityYour Responsibility

You have a whole week to do this assignment. 1. If your computer does not open power point, then you

need to make the time to go to the school library or computer lab and copy/past the questions onto a word doc or into an email to send to yourself.

2. OR you can download the free PowerPoint reader from the link I have posted on the ASL class website.

3. Don’t procrastinate. If you wait until the night before and then something goes wrong....it is your problem.

4. If someone asks you for your work, tell them NO. You are not helping them learn if you give them your work.

AgendaCultural Lesson

5th per catch up – Lab 1:5 Wh Questions

Cultural Assignment


Cultural Reading

MASL Lesson 7 ‘Focus’

DAY 12

L.T. Understands ASL was forbidden at school for the Deaf and gradually gained acceptance in the 1960’s and 1970’s

Master ASL

Lesson SevenMASL pp22-24

Lesson Seven MASL pp22-24

Outcomes: Understands ASL was forbidden at school for the Deaf

and gradually gained acceptance in the 1960’s and 1970’s

Gains exposure to several learning strategies

Understands ASL and English are distinct and separate languages

Practice analyzing the root concepts of English words to determine similar or different ASL concepts

Focus:Focus: How do people learn

The majority of Deaf people are raised in families where deafness is not common.

Approximately 10 percent of Deaf people have Deaf parents and grow up in families where American Sign Language is used daily.

When these two populations came together at schools for the Deaf, those who did not know sign language, learned from the Deaf children with Deaf parents.

Often the use of sign language was forbidden at schools for the deaf but the desire for a natural, visual language could not be suppressed.

Many Deaf people can share stories of only being allowed to sign when class was not in session.

Hearing people who learned ASL tended to be children of deaf adults or individuals who worked with the deaf.

http://yourlifetimelegacy.com/07-deaf-children.html MASL P22

http://yourlifetimelegacy.com/07-deaf-children.html


1. What percent of deaf people have deaf parents?

2. So these deaf children have the advantage of growing up in a family with what?

3. Where do the majority of deaf kids learn sign language? From whom?

4. In times past sign language was often _____ from the deaf school.

5. In the past hearing people who knew how to sign usually learned it where?

Focus:Focus: D P N

• In the 1960’s, ASL gained recognition as a unique language different from English,

• In the 1970’s school for the Deaf began using ASL to teach their students and sign language classes for hearing people mushroomed across the United States.

• By the 1980’s the Deaf community was considered a cultural minority rather than a group of disabled persons.

• An important change based largely on the successful Deaf President Now movement at Gallaudet University, the world’s only university for the Deaf.

• At the same time, Deaf accomplishments in the arts, film, and television brought wider exposure to the Deaf community.

• By the 1990’s American Sign Language became the fastest growing language offered as a foreign language, a trend that continues today.

MASL P22


6. What change began in the 60’s?

7. What change began in the 70’s?

8. Then what happened in the 80’s?

9. What is unique about Gallaudet University?

10.What happened in the 90’s?

Focus:Focus: I-L-Y

• The best way to learn any language, including ASL, is to immerse yourself in the community where the language is used.

• Make Deaf friends and attend Deaf sporting, theatrical, and social events when invited.

• You will quickly realize there is a different “Deaf World” to learn about and participate in, provided you make the effort to sign.

• As a student learning ASL, it is up to you to learn the language and culture of the Deaf community.

• You can do this by being open-minded, practicing, and taking an interest in the Deaf community.

MASL P22


11. What is the best way to learn a language?

12. In addition to learning the language, you need to learn the ________ of the Deaf Community.

Focus:Focus: American Sign Language?

As a student studying American Sign Language, the following principles will help prepare you to learn this challenging visual language.

The most fundamental and essential point is to recognize and accept that American Sign Language is not English.

ASL has its own grammar, structure, and nuances that are designed for the eye, not for the ear, unlike spoken languages.

Remember that ASL makes visual sense and was developed to serve the language needs of a community of people who do not hear.

Other considerations to keep in mind:MASL P22


13.A fundamental point is to recognize and accept what?

14.ASL is a language that is designed for the _____ and not the ______.

Focus:Focus: Which Sign?

One word in English can have many separate signs in ASL, depending on the concept.

For example, the word “get” and “got” in the following sentences each uses a different sign.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…Look at MASL p23. There are pictures of six different

signs.– Can you figure out which sign matches each

sentence?MASL P22


15.Why is it that one English word can have multiple ASL signs?

Focus:Focus: Visualize the Concept

Though it’s a challenge, try not to translate word for word or sign by sign. Try to visualize the concept instead. Likewise, don’t worry about not knowing specific signs for the particular English phrase you have in mind; try to communicate by concept by pointing, miming, and using other signs you know rather than fingerspelling the unknown term.

Don’t fall into the habit of “talking silently” or whispering while you sign. You will learn how ASL uses the lips as part of its grammar. Some students rely on lipreading rather than signing skills, a sure way to become frustrated since most of the English language cannot be lipread! Using ASL sign while talking or “mouthing” English is not ASL.

MASL P 23


16. It is important to try not to ____________.

17. Instead you need to try to ________ the ______.

18.Why is it considered a bad habit to mouth English words when you are signing ASL?

Focus on the Face

As a beginner signer, you will want to keep your eyes on the hands of the person who is signing.

With exposure and practice you will learn to watch the signer’s hands, face and eyes nearly simultaneously.

ASL is not only comprised of signs but also includes specific mouth movements and head shakes and nods.

Eye contact informs the signer that you are paying attention.

Practice ASL and make Deaf friends and acquaintances in your community. Before long you’ll be given the compliment, “You sign like a Deaf person!”

MASL P23


19. It important to watch what else in addition to the signer’s hands?

20.Explain Why?

Culture AssignmentCulture Assignment• Title “Differences with ASL”• Name date and period on upper right corner

of your paper.• Questions and answers must be typed.• Questions must be separate from answers.• Questions 1-20 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 = 30 minEstimated time = 30 min

What should my paper look like?

Your paper should look like this.

NameDatePer.


1.First question. First answer.

2.Second question.Second answer.

3.Third question.Third answer.

4.Fourth question.Fourth answer.

Your ResponsibilityYour Responsibility

You have a whole week to do this assignment. 1. If your computer does not open power point, then you

need to make the time to go to the school library or computer lab and copy/past the questions onto a word doc or into an email to send to yourself.

2. OR you can download the free PowerPoint reader from the link I have posted on the ASL class website.

3. Don’t procrastinate. If you wait until the night before and then something goes wrong....it is your problem.

4. If someone asks you for your work, tell them NO. You are not helping them learn if you give them your work.

Handouts you should have so far. you should have so far.

1. ABC’s and COLORS Vocabulary

2. NUMBERS Vocabulary

3. INTRODUCTION SIGNS 2 pages Vocabulary

4. Rules For Fingerspelling/Hand Switching Grammar

5. Course Syllabus as the first page

You are expected to have these handouts in your binder in the correct sections.

Be Awesome!


Thursday

Sept. 26, 2013

FIRST WORK1. Backpacks completely under tables.2. ASL binder in your lap.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

MVoice Off

Please

Binder Self Check

•Do you have an ASL binder?

•Do you have your dividers set up?(Listed in syllabus)

•Do you have the following handouts in the proper section?

ABC/Colors Vocabulary section of binder

2 pages of introductory vocabulary

Vocabulary section of binder

Rules for fingerspelling/hand switching

Grammar section of binder.

Course Syllabus as the first page.

Agenda

• Review

• Name Art for Binder

• Class time to organize binder

• Class read together syllabus and discuss

• How to dress for presentations - discuss

Review Review






Binder Self Check


proper section?




Papers to hand back

Lab 1:2

Lab 1:5

These go in the Video Lab section of your binder.

You do not have to use protector sheets for this section. (there will be too many of these pages by the end of the year)

Syllabus

Read and discuss together as a class.•Weighted grade•Competencies•How to dress for presentations•Absences and make up work•Test retakes•Attendance policy•Culture assignments – doing your own work.

HOMEWORK reminder

“Differences with ASL” Culture assignment

Due TuesdayMust be typedNeeds to have complete heading and Title on front page.Must have both questions and answers (separate).Be sure to check your spelling and punctuation.

Sub-standard work will be rejected.

This assignment will be included in your Portfolio.

Fingerspelling Names

1.3


NSN 1:3Fingerspelling


•In the Deaf community you introduce yourself by fingerspelling your name. Fingerspelling is a skill that requires a lot of practice to become proficient. Here are a few insider tips – learn them well and you’ll be on your way.




Fingerspelling Flow

•When you fingerspell a word, work on the continuous flow of one letter to the next, rather than spelling the word letter by letter. Avoid “bouncing” or “stamping” the letters as you spell.




Arm Position

•Keep your elbow down and your arm relaxed.




Hand Position 1:

Fingerspelling to a Person in Front•When You Fingerspell words to someone in front of you, be sure to keep your hand within what we call the “sightline” – the visual space between your face and your listener’s face. Your hand should be in front of your chin or slightly below. This way your listener can easily see both your face and your hand.




Hand Position 2: Fingerspellling to a Person Next to You

•When you fingerspell to a person on either side of you, orient your hand toward the person and within the sightline.




Hand Positions 3: Fingerspelling to Someone above You•When you sit and fingerspell to a person who is standing, move your hand up to face the listener within the sightline.




Here are a few suggestions.•Work on recognizing the shape and movement of letters and letter combinations. Begin with names of your classmates. Pick out two or three students at a time and learn to recognize their name when the teacher does the roll call. Continue adding two or three more names, until you can recognize everyone’s name.




Here are a few suggestions.•Work on catching the first and last letters of the word and use context (what is being discussed) to help you guess the word spelled.




Here are a few suggestions.•Don’t be timid. Ask the person to spell the word again and again – until you understand the word. Keep a list of words you have trouble with and ask a study buddy to spell the list to you.



NSN 1:3Fingerspelling – Fist Letters

• The manual alphabet is handshapes associated with the 26 letters in the English alphabet. You will learn more about how and when to use those handshapes throughout this workbook. We begin with practicing the “fist” letters –

A E I O S T M N.

• For all these letters, the thumb is an important element in forming the letters correctly. Pay close attention to the thumb position.




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

• The letter “A” The thumb is straight up flush to the hand. Do not bend thumb over the fingers. The fingers are not tucked in.

• The letter “E” At least two fingers must sit on the thumb. Do not have the thumb overlap the fingers.

• The letter “I” The thumb curves over the index finger and stays tight to the fist.




• The letter “O” Don’t make a perfectly round “O” shape, instead make a relaxed “oval shaped O.”

• The letter “S” This is the “true fist.” Fingers are tucked in and the thumb straps over the index and middle fingers.

• The letter “T” Relax the index finger that crosses over the thumb. The index finger does not have to curl down tightly. The other fingers are not tucked in.

• The letter “M” and “N” The fingers sit softly on the thumb.



Be Awesome!


Friday

Sept. 26, 2013

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. White board (for hard surface to set paper when writing)

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

Pick up Fingerspelling 1:3 and READ the front page. (lilac paper)

Voice OffPlease

Agenda

• Review

• Name Art for Binder

• Video Labs– NSN 1:3 Fingerspelling– finish from yesterday– NSN 1:8 Identifying a -Person begin

L.T. Develop receptive skills reviewing signs previously learned but now signed by Deaf people (native signers)

Papers to hand back

• Name Art– Slide these into the view pocket on the

outside of your binder.

– (fsp names serves as roll call too)

Review Review






Review 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.

Now you try it.

Eyebrows up

Review


1. Eyebrows up



.


Review

WH Face

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

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

Now you try it.

Eyebrows down

Review

NMS for WH-Face

1. Eyebrows down



.


Review



Numbers 1-10


• 1• 2• 3• 4• 5

Palm out

• 6• 7• 8• 9• 10

Numbers 11-15

Palm in

• 11• 12• 13• 14• 15

Numbers 11-15 practice

Palm in

• 11• 12• 13• 14• 15


Palm in

• 11• 12• 13• 14• 15

Gender

Binder Self Check


proper section?




HOMEWORK reminder






1.3




•In the Deaf community you introduce yourself by fingerspelling your name. Fingerspelling is a skill that requires a lot of practice to become proficient. Here are a few insider tips – learn them well and you’ll be on your way.




Fingerspelling Flow

•When you fingerspell a word, work on the continuous flow of one letter to the next, rather than spelling the word letter by letter. Avoid “bouncing” or “stamping” the letters as you spell.




Arm Position

•Keep your elbow down and your arm relaxed.




Hand Position 1:

Fingerspelling to a Person in Front•When You Fingerspell words to someone in front of you, be sure to keep your hand within what we call the “sightline” – the visual space between your face and your listener’s face. Your hand should be in front of your chin or slightly below. This way your listener can easily see both your face and your hand.




Hand Position 2: Fingerspellling to a Person Next to You

•When you fingerspell to a person on either side of you, orient your hand toward the person and within the sightline.




Hand Positions 3: Fingerspelling to Someone above You•When you sit and fingerspell to a person who is standing, move your hand up to face the listener within the sightline.




Here are a few suggestions.•Work on recognizing the shape and movement of letters and letter combinations. Begin with names of your classmates. Pick out two or three students at a time and learn to recognize their name when the teacher does the roll call. Continue adding two or three more names, until you can recognize everyone’s name.




Here are a few suggestions.•Work on catching the first and last letters of the word and use context (what is being discussed) to help you guess the word spelled.




Here are a few suggestions.•Don’t be timid. Ask the person to spell the word again and again – until you understand the word. Keep a list of words you have trouble with and ask a study buddy to spell the list to you.




• The manual alphabet is handshapes associated with the 26 letters in the English alphabet. You will learn more about how and when to use those handshapes throughout this workbook. We begin with practicing the “fist” letters –

A E I O S T M N.

• For all these letters, the thumb is an important element in forming the letters correctly. Pay close attention to the thumb position.




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

• The letter “A” The thumb is straight up flush to the hand. Do not bend thumb over the fingers. The fingers are not tucked in.

• The letter “E” At least two fingers must sit on the thumb. Do not have the thumb overlap the fingers.

• The letter “I” The thumb curves over the index finger and stays tight to the fist.




• The letter “O” Don’t make a perfectly round “O” shape, instead make a relaxed “oval shaped O.”

• The letter “S” This is the “true fist.” Fingers are tucked in and the thumb straps over the index and middle fingers.

• The letter “T” Relax the index finger that crosses over the thumb. The index finger does not have to curl down tightly. The other fingers are not tucked in.

• The letter “M” and “N” The fingers sit softly on the thumb.




Practice

On the DVD, Tyrone demonstrates these letter combinations. Practice copying until you feel comfortable.

1. am an at

2. ea en es

3. ma mo mi

4. na ne no

5. oe on is

6. sa se st

7. ta te to

8. en es ie

9. im mo me

10. ne no ni




Circle the Letter

Watch Tyrone and circle the letter combination given.

1. ae ao as

2. sa so se

3. sn st sm

4. mi ni ti

5. mi ei si

6. ei ie ai

7. en on sn

8. ta sa na

9. oe os oa

10. ea oa os




Circle the Letter 2

Watch Tyrone and circle the letter combination given.

1. ae ao as

2. sa so se

3. sn st sm

4. mi ni ti

5. mi ei si

6. ei ie ai

7. en on sn

8. ta sa na

9. oe os oa

10. ea oa os



Name date

per

• Heading in upper rt corner of paper

• Pass papers in

NSN 1.8 NSN 1.8 Identify a PersonIdentify a Person






HOMEWORK reminder





Be Awesome!

Asl 1Week 5

Sept 30 – Oct 4

New Signing Naturally Unit 1 Vocab list

• Same

• Different

• Shapes

• Names

• Numbers

• Letters

• Remember

• Forget

• Repeat

• Correct

• Incorrect

• Copy; copy me

• Draw

• Write

• Put down on paper

• Homework


• Shirt• Pants• Jacket• Dress• Skirt• Shoes• Hat• Glasses• Clothes• Hair • Moustache• Beard

• Black• Grey• White • Pink• Red• Orange• Yellow• Green• Blue• Purple• Brown• Colors


• Stand• Jump• Dance• Twirl• Door; open door, close door,

• Window; open window, close window

• Light; turn on, turn off

• Book; open, close, read,• Paper; fold, turn over, read, pass, toss out• Chair; sit down



MASL 1a























New Seating Chart

• Come check my list to see your new seat number.

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. ½ sheet scratch paper and white board for later.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

•Think of your favorite teacher – current or in the past.•Practice fingerspelling first and last name.•If you don’t know their first name then just use mr. or mrs. or ms. (these titles are fingerspelled)

Voice OffPlease

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

QUIET TIME• Watch every name that is

fingerspelled. Keep watching even after your name has been called.

(This is how you will learn to read fingerspelling)


Monday

Sept. 30, 2013

Agenda

• FW vocab review

• Review

• MASL L.8Role of facial expressions to modify sign

meaning

NMS – Negating (showing NOT)– Affirming

L.T. practice using facial expressions to modify the meaning of a sign; NMS for positive and negative statements;

Numbers 1-10


• 1• 2• 3• 4• 5

Palm out

• 6• 7• 8• 9• 10

REVIEW


Palm in

• 11• 12• 13• 14• 15

REVIEW


Palm in

• 11• 12• 13• 14• 15

REVIEW

REVIEW

GenderREVIEW



REVIEW




REVIEW


Master ASL

Lesson EightMASL pp 25-32

Lesson Eight MASL pp25-32

Outcomes: Can apply a variety of facial expressions to

signs to modify meaning; integrates appropriate non-manual signals

when responding to yes/no questions; pairs the headshake and head nod non-manual

signal with specific vocabulary items.• Non-manual signals• Eyes on ASL 4• Headshake & head nod

ASL Up Close

Facial Expressions & Non-Manual SignalsOne noticeable difference between ASL and English is the use of facial

expressions and Non Manual Signals. Non-manual signals (abbreviated NMS) are the various parts to a sign

that are not signed on the hands. For example, ASL adverbs are made by the eyes and eyebrows, and ASL

adjectives use the mouth, tongue, and lips. One important group of NMS are facial expressions, which convey your

tone of “voice” while signing. Your facial expressions should match the meaning and content of what

you’re signing so if you’re signing I am happy, then look happy!

See example p 25

• Why doesn’t the example make sense?• How can you make the sentence clearer?

MASL p 25

ASL Up Close

• Changing a facial expression modifies the meaning of the sign, even if the sign itself doesn’t change.

• Think of facial expressions as occupying positions on a scale, like the one shown below (p 25).

• Unlike English which uses separate words to describe related meanings,

• ASL uses related facial expressions with the base meaning of a sign.

_____________________________________________________ no meaning not scared at all scared very scared terrified

Afraid

• English uses separate words to describe related meanings,

• ASL uses related facial expressions with the base meaning of a sign.

• Let’s practice making the facial expressions together.

___________________________________________________________ no meaning not scared at all scared very scared terrified

Classroom Exercise

MASL p 26

QQEyebrows and more! Practice making each of these faces.

It is normal to feel awkward or uncomfortable making facial expression 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!

Accent Steps

Vocabulary

SIGNS YOU NEED TO KNOW

• Blank face• Bored• Excited• Facial expressions• Mad/angry• Sad

• Sick• Scared• Busy• Stressed• Tired• Happy

MASL p 26

Signing with Facial ExpressionsSigning with Facial Expressions

Vocabulary

SIGNS YOU NEED TO KNOW



MASL p 26


Classroom Exercise

Comparisons Use the same sign with various facial expressions to show the difference between each meaning.

1. I’m not afraid….afraid….terrified2. I’m not busy….busy….overwhelmed3. I’m not bored.…bored….incredibly bored4. I’m not sick….sick….deathly ill5. I’m not stressed….stressed…stressed out6. I’m not sad….sad….terribly sad7. I’m not tired….tired….exhausted8. I’m not excited….excited….enthusiastic9. I’m not angry….angry….furious10. I’m not happy….happy…joyous

MASL p 25

PPPartners; take turns and be sure to watch your partner when it is their turn.

Classroom Exercise

1 Using non-manuals. What can you say about each illustration? An example is provided.

SHE SICK SHE. SHE very SICK SHE. SHE not SICK SHE. 1st person 2nd person 3rd person

1 2 3 4 5

MASL p 26

RRGROUPS OF 3

Quick Transition

• Pencil

• ½ sheets of scratch paper.

• whiteboard as the hard surface to write on.

Classroom Exercise

2 Matching. Pair the vocabulary word with the NMS or facial expression that best matches.

1. Blank face 3. Sick 5. Happy 7. Tired 9. Good 2. Sad 4. Afraid 6. Bored 8. Confused 10. Busy

_____________________________________________________________A B C D

E

_____________________________________________________________F G H I J

MASL p 190

RR

How did you do?

A.2

B.1

C.4

D.5

E.6

F. 7/3

G.10

H.9

I. 8

J. 3/7

HOMEWORK reminder





Be Awesome!

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

Practice signing these sentences, changing the word by modifying your facial expressions.

1.I’m not afraid….afraid….terrified2.I’m not busy….busy….overwhelmed3.I’m not bored.…bored….incredibly bored4.I’m not sick….sick….deathly ill5.I’m not stressed….stressed…stressed out

Voice OffPlease


Tuesday

Oct. 1, 2013



MASL 1a























Review Review (answer these questions to yourself)

____-______ ________ are the various parts to a sign that are not signed on the hands.

_________ uses separate words to describe related meanings.

ASL will use the same sign but change the ______ _______ to show related meanings.

How does ASL show the difference between not scared at all, afraid, and terrified?

ReviewReview

Non-manual signals are the various parts to a sign that are not signed on the hands.

English uses separate words to describe related meanings.

ASL will use the same sign but change the facial expressions to show related meanings.

How does ASL show the difference between not scared at all, afraid, and terrified?


Palm in

• 11• 12• 13• 14• 15

Review


Palm in

• 11• 12• 13• 14• 15

Review

Vocabulary



MASL p 26


Review

Vocabulary



MASL p 26


Review

Common Conversational Signs

• WAVE-NO

• WOW

• OH-I-SEE

Wave-no (uh-uh)

• A common way to say “no, that’s wrong” is WAVE-NO.

• WAVE-NO is often followed with the correct information.

• Think of it as saying “uh-uh” when someone is wrong about something.

• Example: YOU NAME K-A-T-E-L-Y-N

• WAVE-NO, I NAME K-A-I-T-L-Y-N

WOW

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

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

Master ASL

Lesson Eight – Cont.MASL pp 25-32

Lesson Eight MASL pp25-32

Outcomes: Can apply a variety of facial expressions to

signs to modify meaning; integrates appropriate non-manual signals

when responding to yes/no questions; pairs the headshake and head nod non-manual

signal with specific vocabulary items.• Non-manual signals• Eyes on ASL 4• Headshake & head nod

Finish up from yesterday.

Using Non-Manual Signals

You have already begun using two important non-manual signals when you sign yes or no.

These signs must be paired with two NMS called the head nod and the head shake.

Use these non-manual signals when using yes or no or when you affirm or negate sentences.

Gently nod or shake your head when signing your sentence instead of wildly exaggerating your head movements.

MASL p 28

You don’t need a separate sign for don’t or not. Just use the head shake while signing the sentence

ACCENT STEPS

Classroom Exercise

Deaf, hearing, yes, learning, sign, go-to, bathroom, they, sick, we, busy

NMS Use the correct NMS (nod or head shake) 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.

MASL p 28

SS


ACCENT STEPS

Vocabulary

• Can, may• Can’t, may not• Don’t know• Don’t like• Don’t understand

• I’m not, not me• Know• Like• Understand• Homework

MASL p 29

Using NMSUsing NMS

Vocabulary



MASL p 29

Using NMSUsing NMS

Do you remember these?

• Please• Again• Tomorrow• Meet• Me-too• Morning

Classroom Exercise

Q & A. Sign each sentence to a partner, who will respond using the information in bold.

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 _____.)

MASL p 29

TT

Classroom 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!

MASL p 29

TT

FYI Use so-so for okay, and good for well.

Vocabulary

• Absent• I don’t mind• Due, owe• Favorite• Movie• Practice• School• Today, now• Homework

FYI Practice also means exercise as in “Exercise U”

MASL p 30

ConversationConversation

Vocabulary



MASL p 30


Be Awesome!


Wednesday

Oct. 2, 2013

NO HOMEWORK

• THERE IS NO HOMEWORK due next Tuesday, Oct 9.

• Today’s work will be completed in class and turned in today.

FIRST WORK• Backpacks completely under tables.• ASL binder tucked under seat.• White board and pencil.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

1. Pick up “When Do I Fingerspell” worksheet.2. Put full name, date, per. On the upper rt corner of

question side.3. Answer the questions. (Reading is on the back)

10 min to complete

Voice OffPlease

When Do I Fingerspell?

Reading and Worksheet (from SN4)

•Heading upper rt corner of question side of paper.•Name

•Date•Per.

Read in class and fill in the answers on the back.

Due in 10 min.

Agenda• FW -When Do I Fingerspell?

– Worksheet 10 min (due today)• NSN 1:12 Getting Other’s Attention

– Reading– Worksheet (due today)

• NSN 1:7 Ways of Communicating With Others– Reading– Worksheet (due today)

L.T. to know when to use fingerspelling; to know proper ways to get a Deaf person’s attention; to learn other ways to communicate if not know the signs;

Getting Other’s Attention

1.12


NameDate

Per

• Heading in upper rt. Corner of question side of paper.

NSN 1:12 Getting Others AttentionThere are several ways a Deaf person gets the attention of others.

Waving with one hand is one way to get the attention of other signers.

The size of the wave corresponds to the distance between the waver and the other person.

A person across the room merits an overhead wave; people sitting across a small table get a slight wave that

falls into their field of vision. Showy, theatrical waves might capture the attention of the

entire room instead of the person whose attention you want.

Opting for a natural and casual hand wave is usually a safe bet.

View. See how Iva waves and how far her hand goes toward Ben.



Tapping is an effective option to get the attention of a person close by if that person faces away from you,

or is involved in an activity such as writing, reading, or watching TV.

Tap their shoulder or upper arm gently but firmly two or three times.

One tap isn’t sufficient, and too many taps can convey a sense of urgency or an attitude that you don’t intend.

View. See how Michelle touches David.



Using an intermediary is done when a signer is not close enough to the intended person to get his or her attention.

In these situations, the signer asks the help of an intermediary.

The intermediary will either tap or wave to get the person’s attention and direct them to look at the signer.

View. Joey uses Cinnie as an intermediary to Tyrone’s attention.


NameDate

Per


• Hand in

Ways of Communicating with Others

1.7


NameDate

Per


NSN 1:7NSN 1:7 Ways of Communicating Ways of Communicating with Otherswith Others

As you learn sign, you might bump into Deaf person at work, school or on the street.

Let them know that you sign. If the setting is appropriate and the Deaf person has time, they will be happy to chat with you.

If they are in a hurry, the person might excuse himself or herself.

In any case, it is important to let the Deaf person be in the lead in setting the communication mode.



Here are strategies Deaf people might use to communicate with you.

Signing.

Deaf people are very encouraging of new signers and will be patient with your signing skills.

If the conversation is stalling the deaf person may switch to another strategy to help along the communication.




Gestures.

If signing in ASL doesn’t work, the Deaf person may use easily understood gestures to get their message across, pointing, or acting things out.




Writing or typing. This strategy is a sure and clear way to convey a

message.When communicating with someone they know, a

Deaf person can use email or instant messaging.

For “face-to-face” communication messages can be typed out on a pager and shown to the hearing person,

or if needed, notes can be written back and forth on a piece of paper.




Third person.

In casual settings, a Deaf person may ask a hearing person who signs to relay information for them.




Lipreading and speech.

A very small percentage of Deaf people use this strategy, and use it for predictable, limited exchanges of information.

For most Deaf people, however, this strategy is not preferred, since it often leads easily to misunderstandings.



Regardless of the strategy, the goal is to communicate.

These are the things that you need to remember to do as new signers:

Let the Deaf person know you sign.Avoid spoken English or using voice without

relaying information in ASL.Let the Deaf person set the communication

mode.


NameDate

Per


• Hand in

Wednesday Cartoon

Wednesday Cartoon

NO HOMEWORK


• Today’s work will be completed in class and turned in today.

Be Awesome!

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. 1/2 sheet paper, whiteboard, pencil.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

nms stands for non manual signals

Voice OffPlease

Write down the following words


Thursday

Oct. 3, 2013

Agenda

• FW Gally font read (fingerspelling reading)

• Review

• Numbers 15-20

• Video Labs– NSN 1:8 Identifying a Person

• Organize Binder – papers handed back

L.T. Develop receptive skills reviewing signs previously learned but now signed by Deaf people (native signers)

ReviewReview (answer these questions to yourself)

• ________________ are the various parts to a sign that are not signed on the hands.

• The signs YES and NO must be paired with two NMS called the ________ and the __________ .

• Three common conversational signs deaf people use are ________, ______, __________ .

• What is the difference between the signs HI and WAVE-NO?

ReviewReview

• Non-manual signals are the various parts to a sign that are not signed on the hands.

• The signs YES and NO must be paired with two NMS called the head nod and the head shake.

• Three common conversational signs deaf people use are WAVE-NO, WOW, OH-I-SEE.

• What is the difference between the signs HI and WAVE-NO? NMS for WAVE-NO

squint eyes, lean back slightly, shake head.

NMS for Hiopen eyes, lean a bit forward and smile.

Using Non-Manual Signals

You have already begun using two important non-manual signals when you sign yes or no.

These signs must be paired with two NMS called the head nod and the head shake.

Use these non-manual signals when using yes or no or when you affirm or negate sentences.

Gently nod or shake your head when signing your sentence instead of wildly exaggerating your head movements.

MASL p 28


ACCENT STEPS

Common Conversational Signs

• WAVE-NO

• WOW

• OH-I-SEE

REVIEW

Wave-no (uh-uh)

• A common way to say “no, that’s wrong” is WAVE-NO.

• WAVE-NO is often followed with the correct information.

• Think of it as saying “uh-uh” when someone is wrong about something.

• Example: YOU NAME K-A-T-E-L-Y-N

• WAVE-NO, I NAME K-A-I-T-L-Y-N

REVIEW

WOW

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

REVIEW

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

REVIEW

Vocabulary



MASL p 29

Using NMSUsing NMSREVIEW

Vocabulary



MASL p 29

Using NMSUsing NMSREVIEW

Vocabulary



MASL p 26


Review

Vocabulary



MASL p 26


Review

Classroom Exercise

1 Using non-manuals. Sign three sentences for each picture. An example is provided.

SHE SICK SHE. SHE very SICK SHE. SHE not SICK SHE.

1 2 3 4 5

MASL p 26

RR

Vocabulary



MASL p 30


Vocabulary



MASL p 30


Classroom ExerciseUsing NMS. Sign the phrase or sentence using the correct

NMS.

1. I’m not absent.

2. Not today.

3. The homework isn’t due.

4. I don’t mind.

5. We don’t understand.

6. They don’t like the movie.

MASL p 30

UU

Eyes on ASL # 4When signing yes, nod your head; when signing no, shake your head.Combining a sign and head shake negates the meaning from positive to negative.

Shake head for negative statements

Classroom Exercise

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.

• Do you want to go to a movie? (Yes, tomorrow night.)

• Do you like scary movies? (So-so.)

• My friend is absent today. Do you know what’s for homework? (Yes, practice ASL.)

• Is the homework due tomorrow? (Yes, the homework isdue tomorrow.)

MASL p 30

UU

Let’s sign these together as a class.

Classroom Exercise

Asking & Answering Questions. Your partner will ask you a question. Respond in a complete ASL sentence. Picture conversation is on p30

1 I’m bored. Are you tired?2 May I go to the bathroom?3 We can’t miss school today.4 I’m busy. Do you mind I see you later?5 He’s angry. Does that scare you?

MASL p 31

VV

Let’s sign these together as a class.

NUMBERS 11-20

• 11• 12• 13• 14• 15

• 16 (10,6)• 17 (10,7)• 18 (10,8)• 19 (10,9)• 20

NUMBERS 11-20

• 11• 12• 13• 14• 15

• 16 (10,6)• 17( 10,7)• 18 (10,8)• 19 (10,9)• 20

Identifying a Person

1.8






NSN 1.8 NSN 1.8 Identify a PersonIdentify a PersonHow to Identify a PersonGenderAs you state the person’s gender, raise your brows and keep them

raised while you finish identifying the person.Brief descriptionIn the description, mention things that will easily distinguish the person

from others surrounding him./her. In your description, mention items easily visible such as hair color, shirt color, facial features, eyeglasses, or headwear.

Point out the person and glance at the person at the same timeAfter giving the description, point out the person and glance at him/her.

Point with your index finger and with the arm slightly bent.Affirm After listener confirms s/he knows who you are referring to, you can

nod to affirm “that’s him/her.”


NameDate

Per

• Heading in upper rt. corner

• First we will see the example – just watch.

• Then we will begin the worksheet.

NSN 1.8 Conversation 2NSN 1.8 Conversation 2

Conversation 2Iva (A) and David (B) demonstrate this conversation where

someone else in their immediate environment is identified.

Signer A: Spell a name, ask whose name it isSigner B: Identify who (raise brows)• Gender• Brief description• Point out and glanceA: Glance and nodB: Affirm (nod)


First we will see the example – just watch.

NSN 1.8 NSN 1.8 Mini DialoguesMini Dialogues

Mini-Dialogues• View the six video conversations. • Answer questions about each conversation. • Circle M or F for gender. • Write the name spelled. • Select the letter of the item and • the number of the color and fill in the blanks.

(Handout from teacher)


Then we will begin the worksheet.


Minidialogue 1• Gender: M F name: _____________• Description: color ________ item_______








• Minidialogue 5• Gender: M F name: _____________• Description: color ________ item_______



NameDate

Per

• Heading in upper rt. corner

• Hand in

Binder Organization

• Papers hand back

• Put Culture assignments in Culture section

• Put the video lab in the Video Lab section

• Question Types goes in Grammar section

NO HOMEWORK


• Wednesday’s work was completed in class and turned in that day.

Be Awesome!

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. Pencil and whiteboard for later.

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

Sign along with vocab practice link.NSN 1 http://www.youtube.com/watch?v=ZLORrDJXtIk&feature=mfu_in_order&list=UL

Voice OffPlease


Friday

Oct. 4, 2013


• Shirt• Pants• Jacket• Dress• Skirt• Shoes• Hat• Glasses• Clothes• Hair • Moustache• Beard

• Black• Grey• White • Pink• Red• Orange• Yellow• Green• Blue• Purple• Brown• Colors


• Same

• Different

• Shapes

• Names

• Numbers

• Letters

• Remember

• Forget

• Repeat

• Correct

• Incorrect

• Copy; copy me

• Draw

• Write

• Put down on paper

• Homework


• Stand• Jump• Dance• Twirl• Door; open door, close door,

• Window; open window, close window

• Light; turn on, turn off

• Book; open, close, read,• Paper; fold, turn over, read, pass, toss out• Chair; sit down

Numbers 1-10


• 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

NSN 1:6

• Numbers 11-16

• Open binder and find your labsheet for numbers that we did the other day.

• Now we are going to do the back.

Cardinal Numbers 11-15

1.6

NSN 1:6 Cardinal Numbers 11-15Cardinal Numbers 11, 12As you watch Iva demonstrate these numbers, keep in mind the

following:Palm faces inFinger(s) “flick” out from underneath thumb twiceFor number 12 keep extended fingers separated

Cardinal Numbers 13 – 15As you watch Iva demonstrate these numbers, notice the following:Palm faces inKeep extended fingers closedFor number 14 keep thumb tucked inMove extended fingers toward you twice

Sign the NumbersNow count up to 15. Try to sign the numbers before Joey, then check if

you signed it correctly!


NSN 1:6 Cardinal Numbers 11-15

1. 1 2 11 12

2. 2 3 12 13

3. 4 5 14 15

4. 1 2 11 12

5. 2 3 12 13

6. 4 5 14 15

7. 1 2 11 12

8. 2 3 12 13

9. 4 5 14 15

10.1 2 11 12

11. 2 3 12 13

12.4 5 14 15


Circle the Number (Joey)

NSN 1:6 Cardinal Numbers 11-15

Write the NumberNow you will see phrases with numbers 1 – 15.

Write down ONLY THE NUMBER given.

1. 6. 11.

2. 7. 12.

3. 8. 13.

4. 9. 14.

5. 10. 15.


HOW TO DRESS FOR EXPRESSIVE SIGN PRESENTATION

Students are expected to dress up as a sign interpreter for their presentations.

The goal of an interpreter is to convey the message. The interpreter dress standard is designed to maximize visibility of signs and face and to minimize attention drawn to the interpreter him/herself.

Students are encouraged to dress as if they were going to a sign language interpreter interview or board certification. (A grade)

At minimum they are expected to dress appropriately for a high school sign presentation. (B grade)

Appropriate dress for an interpreter job interview or board certification:

Formal dress

Solid contrasting color to skin tone.

Hands and face clearly seen.

High neckline, Long sleeves. Men -plain tie close to shirt color tone.

Dress shoes.

Remove jewelry

(simple earring studs, wedding band and simple watch is all that is allowed)

Hair neat and away from face.

Nothing distracting.

(wrinkled dress clothes that were wadded up in backpack is not dressed up.)

Dressed up for a H.S. sign language presentation:

Semi formal.

Solid contrasting color to skin tone.

Hands and face clearly seen.

Med-high neckline, ¾ length sleeve or longer.

Dark dress jeans or nice Khakis okay. Dress shirt w/out tie okay.

Clean shoes.

Minimal jewelry.

Nothing distracting.

What to NEVER wear:

NO tee shirts, sweat shirts, hoodies, backward or inside out shirts.

NO low cut tops, exposed cleavage/midriff/underwear.

NO shorts, pajamas, short skirts, tears in pants, etc.

NO flip flops, combat boots, muddy, dirty or torn shoes.

NO multi colored tops, words or logos, sharp contrasting stripes/plaids/etc.

Dressed Professional

Dressed for High School

Dressed up but what is wrong?

Ouch! Never!

NO HOMEWORK


• Wednesday’s work was completed in class and turned in that day.

Be Awesome!

Asl 1Week 6

Oct 7 -11

Quick overview

Mon – guest speaker FIDM

“How to Dress for Interview”

Tues

Wed – Lab rm 512

culture assignment catch up opportunity

Thurs

Fri – SUB

Bravo 1 video


Monday

Oct. 7, 2013

Guest Speaker

• Valerie McGough from FIDM

• The Fashion Institute of Design and Merchandising

• Presentation title “How to Dress for a Job Interview”

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. Pencil, whiteboard and Vocabulary handout for First Work

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

Pick up vocabulary sheet.Look at the words on list and sign them,Put a small check by the words you know.(This means you can sign them immediately without asking anyone for help.)Do BOTH sides.

Voice OffPlease

NO HOMEWORK

THERE IS NO HOMEWORK due today Tuesday, Oct 9.

Wednesday’s work was completed in class and turned in that day.

However: if you failed to follow the simple directions of “name, date per in upper rt corner of question side of paper” then you need to:•Look for your paper on the white board•Fix it•Turn it in

Tomorrow

• Tomorrow we will meet in the computer lab. Rm 512

• Go straight to that classroom.


Tuesday

Oct. 8, 2013

NUMBERS 11-20

• 11• 12• 13• 14• 15

• 16 (10,6)• 17 (10,7)• 18 (10,8)• 19 (10,9)• 20

• OLD/AGE

Telling Age

• I AGE # I • Practice signing your age 3 times• YOU AGE WHAT?• Practice signing this question 3 times• Be sure to make the “what” face (eyebrows furrowed)

Partners• Turn your partner and ask them their age.• Remember to answer with a complete sentence.

I AGE # I • Now turn to the person on your other side and ask them their

age.

GOOD JOB

Tomorrow



Inside Above and Below

1.9

7

7

7

7

NSN 1:9 Inside, Above and Below



• To describe the placement of a shape, name, or letter inside, above or below a shape, follow this sequence:

• Trace the shape with both index fingers.• Use your index finger to indicate where to place or

locate the secondary item.• Your head, eye gaze and index fingers should work

together to indicate where the second and third items are to be placed.

• Inside, Above and Below:• David describes the drawing below (on next slide). Observe

how he uses his head, face, eyes, and hands to describe the placement of the number 7.



Eye contact at start, trace shape with both index fingers.

Eye contact at start, trace shape with dominant index finger while non-dominate hold the starting point.


Notice how David:7• Looks at the diamond shape as he traces it• Holds the reference point of the diamond with his

non-dominate hand• Raises his head and glance above the diamond• With raised brows, taps to indicate where to place

the “7”

Notice how David: 7• Glances and leans head towards the inside of

the diamond• With raised brows, taps, then signs “7” inside

the diamond


7

7


Notice how David:7• Lowers his head down and glances

below the diamond• With raised brows, taps, then signs

“7” below the diamond

Notice how David:7• Uses the same technique for locating

the circle and the “7” inside the diamond.


7

7

NameDate

Per

• Heading in upper rt. Corner

of the drawing side of paper


See and Draw Draw in the boxes what David and Michelle describe on the video.

Do not stop the video until David or Michelle completes each description and draw from memory.

View the descriptions again to fill in what you missed.




See and Draw Draw in the boxes what David and Michelle describe on the video. Do not stop the video until David or Michelle completes each description and draw from memory.View the descriptions again to fill in what you missed.

1. 2. 3.

4. 5. 6.

7. 8. 9.

NameDate

Per

• Heading in upper rt. Corner

of the drawing side of paper

• Hand in

Handouts for your binder

1. Classroom Expectations/How to Dress for a Presentation

• Put this as the second page of binder (behind the syllabus)

2. Question Types grammar

3. Put today’s pink vocabulary sheet in vocabulary

Remember: you will only get 1 copy. If you fail to place it in your binder and you lose it, you will have to find a friend and make of copy of their paper.

Tomorrow



Be Awesome!


Wednesday

Oct. 9, 2013

Computer Lab 512

• Computer access opportunity for all students to get caught up on homework assignment.

• For those who have everything done –– may view videos of current vocabulary.– may use interactive fingerspelling site.

Rules

• All regular classroom rules apply

• No Food/Gum/drink in lab

• Computers may only be used for ASL related work.

• Computers may not be used for games, email, social media, etc

What if I have everything in?

Go to ASL website

Go to links

1.View current vocabulary (you can listen if you have earphones)

2.Play interactive fingerspelling

Be Awesome!

FIRST WORK1. Backpacks completely under tables.2. ASL binder tucked under seat.3. Pencil, whiteboard for later.4. ASL binder for First Work

TH

AN

K Y

OU

FO

R T

OS

SIN

G O

UT

YO

UR

GU

M

Open your binder to your vocabulary sheet.Look at the words on list and practice signing them.If you do not know a word, come write it on the white board. We will go over these in class.Do BOTH sides.

Voice OffPlease


Thursday

Oct. 10, 2013

Words to review in class

• Words from white board…..

Test your Eye-QSame or Different

1.11

NSN 1:11 Test Your Eye-Q

1. S D shape name sign number







David, Ben or Michelle sign two phrases that may be the same or different.

Circle either “S” for same or “D” for different. If different, indicate what part

of the signs or phrases is different by circling “shape,” “name,” “sign,” or “number.”

First Formal Video Project

• Filming in class next Thursday, Oct 17

• Posted on-line under documents, ASL1 additional, “Meeting My Classmate”

Assessment Week

• Mon: Test Review

• Tues: Presentation practice day

• Wed: extra time for review and practice

• Thurs: presentations

• Fri: test in the lab

Deaf Community Connections

• Semester long project.

• posted on-line under documents, community connections, “Deaf Community Connections”

• Handout for your binder on Monday

SKHS Pizza Night

• Posted on white board

• Also on ASL website under Events.

Computer Lab

• Review yesterday in the lab

• What worked

• What did not work

• Problems?

• Solutions…

Sub expectations

• Regular classroom rules apply– No Food, Gum, Drink– No Cell phone, No I-pod

• Sit in your assigned seat

• Take notes during video

• Turn in at end of class


Friday

Oct. 11, 2013

Sub expectations

• Regular classroom rules apply– No Food, Gum, Drink– No Cell phone, No I-pod

• Sit in your assigned seat

• Take notes during video (work sheet)

• Turn in at end of class

Bravo Family # 1

ASL Sign Enhancers

Beginning American Sign Language VideoCourse

Billy Seago - teacher

Culture Notes

Vocabualry Grammar Notes

Bravo Family # 1

• Grammar Notes: Yes/no questions and WH questions

• Culture notes: proper ways to get Deaf Attention

Be Awesome!

Assessment Week 7

• Mon: Test Review

• Tues: Presentation practice day

• Wed: extra time for review and practice

• Thurs: Formal Presentations

• Fri: written & receptive test in the lab

• View y-day presentations