Transcript Master ASL - Peninsula

Master ASL
UNIT THREE
Getting to Know You
Unit Three Objectives
• To expand ASL skills and topics of
conversation
• To understand topic-comment structure
• To incorporate numbers into conversation
• To understand how ASL name signs are
made
• To use possessive signs and deixis
appropriately
• To talk about favorites
Unit 3 Vocabulary
Teachers from Kent, Wa.
• http://www.youtube.com/watch?v=_lgVwMupctw&feature=relmfu
• part A
• http://www.youtube.com/watch?v=7CsdzgpgSkA
• part B
• http://www.youtube.com/watch?v=mqWCqwIvmFg
• part C
Other teacher from Tx.
http://www.youtube.com/watch?v=CyVyznpGRsA&feature=related
Cities in Tx
http://www.youtube.com/watch?v=2Qbt9IsD7dQ&feature=related
MASL 3 Lesson One pp 74-80
Objective: Exchanging Background information.
Outcomes:
• Can ask for and give personal background information
(where live; from; born)
• Can explain the state or province one lives in,
• And identify several neighboring areas
• Communicates about geographical information;
• Shares interests and activities.
• Ex A, B,C, D,
MASL 3 – Lesson Two pp 81-85
Names of cities and Towns; Numbers 31 – 100
Outcomes:
• can ask for and give the name of the town or city
one lives in;
• Identifies neighboring cities and their proximity;
• Communicates about various cities around
North America;
• Demonstrates receptive and expressive
understanding of numbers 11-20
• Ex. E, F, G, H,
MASL 3 Lesson Three p 84
Deaf Culture Note: Name Signs
Outcomes:
Understands differences between arbitrary
and descriptive name signs;
Understands the cultural value of earning a
name sign through interacting with the
Deaf community.
MASL 3 Lesson Four pp 86-87
Focus: Is Sign Language Universal?
Outcomes:
• Identifies differences between ASL, Japanese
Sign Language, French Sign Language and
Chinese Sign Language;
• Understands that ASL is not universal;
• Investigates the use of Gestuno or International
Sign Language
MASL 3 - Lesson Five pp 88-91
Topic-comment Structure; Numbers 100-999
Outcomes:
• Communicates using Topic-comment structure
• Analyzes sentences to identify the topic and
related comment
• Uses WHY to add detail
• Demonstrates receptive and expressive
understanding of numbers 100-999
• Ex. I, J, K, L,
MASL 3 - Lesson Six
pp 92-97
Possessive Signs; Colors; Discussing Favorites; email and
Internet;
Outcomes:
• Incorporates possessive signs into
communication
• Identifies colors and color combinations
• Communicates about favorite activities and
entertainment
• Can ask for and exchange email addresses
• Ex. M, N, O, P, Q, R,
MASL 3 - Lesson Seven
pp 98-102
Addresses & telephone Numbers; Eyes on ASL #7;
numbers 1-5 Palm Orientation;
Outcomes:
• Asks for and exchanges addresses and
telephone numbers
• Integrates fingerspelling in context
• Understands the function of videophones
• Uses palm orientation for numbers 1-5
appropriately in different contexts
• Ex. S,T,U,V,
MASL 3 - Lesson Eight
pp 103-108
The Calendar; Seasons; Major Holidays
Outcomes:
Communicates about calendar events
such as birthdays, holidays and seasons.
• Ex. W, X, Y,
MASL 3 Lesson Nine pp 109-111
Weather
Outcomes:
Communicates about the state of weather;
Integrates facial expressions corresponding
to weather.
Ex Z, AA, BB,
Master ASL
UNIT THREE
Narrative
MASL 3 Narrative p 73
Where are you from?
Outcomes:
• Integrates Question-Maker and WH-face nonmanual signals into communication;
• Uses WHY to introduce comments;
• Demonstrates recognition of prosodic elements;
• Delivers presentational communication
appropriate to live or recorded context.
Where
are
you
from?
Vocabulary
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A lot of
To be beautiful
Pretty
To do, action, activity
During (on, in)
Family
Fun
You and me (we two)
vacation
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http://www.youtube.com/watch?v=LIND2EGNAzc&feature=related
MASL p 73
Where are you from?
• Hi, I’m Kelly, from New York. Where are
you from? On my vacations I love to travel
and visit friends and family. My favorite
vacation spot is Hawaii because of the
beautiful weather, the ocean and the
beaches. There’s a lot to do over there!
What do you do for fun? I hope we can
talk some more. Bye!
• DVD
note: menu error list 2 Where are you from? Choose p73
MASL p 73
Master ASL
UNIT THREE
Lesson One
States & Interests
MASL 3 Lesson One pp 74-80
Objective: Exchanging Background information.
Outcomes:
• Can ask for and give personal background
information (where live; from; born)
• Can explain the state or province one lives in,
• And identify several neighboring areas
• Communicates about geographical information;
• Shares interests and activities.
Where do you live?
• As you socialize with Deaf people, you will
be asked questions about your background,
especially if you are hearing and new to most
people.
• Deaf individuals will want to know where you
are from, why you are learning ASL, and
whether you have other Deaf friends or
family.
• Your company will be more valued if you
make the effort to ask questions in ASL as
well as responding to those asked of you.
note: menu error list 2 Where are you from? Choose p74
MASL p 74
Background
Signs
Vocabulary
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To be born
To be from
To grow up
Here
To live in
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http://www.youtube.com/watch?v=LIND2EGNAzc&feature=related
MASL p 75
Classroom Exercise
Where are you from?
Ask a partner these questions about his or her
background using examples as a model.
When done, switch roles and repeat the exercise.
–
–
–
–
Where were you born?
Where do you live?
Where did you grow up?
Where are you from?
MASL p 75
EXPRESSION
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.
CORNER
Oh-I-See
Alberta
Vocabulary
States & Provinces
Other Canadian Provinces to be
fingerspelled are:
• Newfoundland- NFLD
• Northwest Territories- NWT
• Nova Scotia- NS
MASL p 77
Vocabulary
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America
United States
Canada
Washington
Oregon
California
Montana
Alaska
Hawaii
States & Provinces
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Arizona
Mexico
Colorado
Texas
New York
West Virginia
Alberta
Manitoba
Ontario
Quebec
http://www.youtube.com/watch?v=
NulYdBBr1_g&feature=channel
MASL p 77
Accent Steps
Most states and provinces are
fingerspelled.
Fingerspell the state or province name
the way it is shown in capital letters on
the map.
(in the book)
Note: Older Deaf tend to use the old post
office abbreviations.
Younger Deaf are starting to use the newer
2 letter abbreviations.
MASL p 79
Vocabulary
IDAHO
NEV
UTAH
WY
ND
SD
NEB
KAN
OKLA
NM
States & Provinces
MINN
IOWA
MO
ARK
LA
WISC
ILL
MICH
IND
KY
MASL p 77
Vocabulary
TENN
MISS
ALA
GA
FLA
SC
NC
VA
W-VA
DEL
States & Provinces
CONN
RI
MASS
NH
VT
ME or MAINE
NJ
http://www.youtube.com/wat
ch?v=A7MEbT3lwFU&fea
ture=related
MASL p 77
U. S. MAP
P 78 - 79
Vocabulary
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Interests
Beach
Ocean
To rollerblade
To ski
To visit
http://www.youtube.com/watch?v=LIND
2EGNAzc&feature=related
MASL p 77
Classroom Exercise
Dialogue
Create a dialogue with a partner about a
Deaf and a hearing person meeting for
the first time. What will they talk about?
MASL p 75
Classroom Exercise
Comprehension
Watch ‘Where are you from?” on your student DVD and
answer the questions below in complete ASL
sentences.
1. Where is Kelly from?
2. Where did Sean grow up?
3. Who is from Ohio?
4. Where was Kelly born?
5. Does Kelly live in Utah?
6. Does Sean want to go to Maine?
MASL p 75
Where do you live?
DVD Where are you from? (sic)
Watch Sean and Kelly talk about their backgrounds on your
student DVD.
Dialogue Translation:
• Sean: Hi! Where are you from?
• Kelly: I was born in Ohio. Now I live in
Utah. What about you?
• Sean: I was born and grew up in Maine.
• Kelly: Oh, I see. I want to go there!
MASL p 74
U. S. MAP
P 78 - 79
Vocabulary
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America
United States
Canada
Washington
Oregon
California
Montana
Alaska
Hawaii
States & Provinces
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Arizona
Mexico
Colorado
Texas
New York
West Virginia
Alberta
Manitoba
Ontario
Quebec
http://www.youtube.com/watch?v=
NulYdBBr1_g&feature=channel
MASL p 78, 79
Vocabulary
Interests
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Beach
Ocean
To rollerblade
To ski
To visit
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http://www.youtube.com/watch?v=L
IND2EGNAzc&feature=related
Review words
• Move to
• Goes to
• Wants
• Enjoys
• Like
• Don’t-like
• Works
• Weekends
• Play-sports
• Can’t
MASL p 77
Classroom Exercise
Interviews
Work in groups and find out
background information about each
member.
Use oh-I-see to show you understand
what it is being signed.
You will share the information learned
with the rest of the class.
MASL p 76
Classroom Exercise
Sharing Information
Use the clues provided to introduce each
person.
Refer to the map on p 78 for the signs of
states, provinces, and countries.
Cont. on following slides.
MASL p 76
Classroom Exercise
Sharing Information
Examples:
1. Name: Rachel
• Born:
Massachusetts
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Moved to New
Hampshire
• Goes to school in
New Hampshire
2. Name: Dan
• Born: Georgia
• Grew up in
Mississippi
• Wants to live in
Florida
• Likes to water ski
MASL p 76
Classroom Exercise
Sharing
Information
3. Name: Jeff
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Born: Canada
Works in Quebec
Is hearing
Wants to live in
Hawaii
4. Name: Emilee
• Born: Oklahoma
• Is Deaf
• Enjoys playing
sports
• Wants to visit
Alaska
MASL p 76
Classroom Exercise
Sharing Information
5. Name: Ryan
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Born: Texas
Grew up in Texas
Is learning ASL
Likes going to the
beach
6. Name: Aundrea
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Born: California
Works on weekends
Knows ASL
Likes to ski, go to the
ocean
MASL p 76
Classroom Exercise
Sharing Information
7. Name: Sam
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Lives in Washington
Grew up in Montana
Is Deaf
Likes to rollerblade
8. Name: Gary
• Born: New Jersey
• Grew up in New York
• Doesn’t like sports
• Can’t ski
MASL p 76
Classroom Exercise
Non-manual signals.
Sign each sentence in ASL, using either the
Question-Maker or WH-Face as needed
1. Is he from New York?
2. Where were you born?
3. Who lives in Texas?
4. Where do you want to go?
5. Can we go to the beach on Saturday?
MASL p 77
Classroom Exercise
Conversation
You and a Deaf friend are chatting at a party. Sign the first sentence
to a partner, who will respond using oh-I-see and the given
information. When done, switch roles and repeat.
See pictures on p 77
partner A red
partner B purple
1. I DONT-WANT SKI I. I don’t like to ski. I like to
rollerblade.
2. SHE GREW-UP HAWAII SHE. I want to visit
Hawaii. I was born and grew up in Oklahoma.
Where does he/she live?
3. SAT I CANT ROLLERBLADE I Do you want to
rollerblade Friday afternoon? Where?
MASL p 77
Classroom Exercise
Dialogue Work with a partner to translate each
sentence into ASL. When done, practice
signing the dialogue.
1
• Student A: I was born in Alaska
• Student B: Oh yeah? I’m from Texas.
• Student A: Do you like Texas?
• Student B: Yes, I do.
• Student A: I see. I want to visit Texas.
MASL p 80
Classroom Exercise
Dialogue Work with a partner to translate each
sentence into ASL. When done, practice
signing the dialogue.
2
• Student A: I moved here from Florida
• Student B: Why did you move here?
• Student A: I wanted to go to school here.
• Student B: Oh, I see. Do you like it here?
• Student A: Yes, I do!
MASL p 80
Classroom Exercise
Where?
Based on the illustration, where would you
see or do each activity?
Respond in complete sentences, following
the example.
• See pictures on PG. 80.
(alternative pics on following slide)
MASL p 80
Based on the illustrations, where would you see or do each activity?
THERE N-D THERE (nod)
Homework Exercise 1
A.
B.
C.
Where do you live? Does your state or province
have a sign or is it fingerspelled? Practice
fingerspelling or signing the names of three or four
states or provinces located near you.
Sign a presentation about yourself to your
classmates. Include background information,
places you’ve lived and would like to visit, as well
as places you don’t want to visit. Using
vocabulary you’ve learned so far, sign as much
information as you can about yourself. Practice
and make sure your signing is confident and
smooth.
Write assignment A or B in ASL or gloss.
MASL p 80
Accent Steps
REVIEW
Have you noticed differences between signs in Master ASL! and those
your teacher uses?
Maybe a Deaf person has taught you some signs that closely resemble
the signs you’ve learned in this book but aren’t the same.
As you meet Deaf people you will encounter slight
differences between signs, called variations.
There are certain signs that vary from region to region,
with some differences more well-known than others.
In many ways, these signs resemble regional differences in spoken
languages: Do you say soda, pop, or cola? The answer depends on
where you live and your own preferences.
The same variation between signs is seen in ASL. Be sure to use the
sign variation preferred by your local Deaf community unless you
want to sign with an accent!
Ex: Oregon, California
MASL p 50
Master ASL
UNIT THREE
Lesson Two
Cities/Towns
MASL 3 – Lesson Two pp 81-85
Names of cities and Towns; Numbers 31 – 100
Outcomes:
• can ask for and give the name of the town or city
one lives in;
• Identifies neighboring cities and their proximity;
• Communicates about various cities around
North America;
• Demonstrates receptive and expressive
understanding of numbers 11-20
Names of Cities and Towns
• You learned that’s some places are FSP while
others have signs.
• Some names of cities have signs, but the
majority are fingerspelled or abbreviated.
• Generally, city name sign are recognized
across the country if a large Deaf community
is located there.
• As an ASL student, rely on your local Deaf
community and your ASL teacher to show
you the signs for towns and cities around
you.
MASL p 81
Where is that?
Watch Kelly and Marc sign on your student
DVD.
• Kelly: I’m from Fremont. It’s signed like
this.
• Marc: Oh, I see. Where is Fremont?
• Kelly: It’s in California, near San
Francisco.
MASL p 81
Vocabulary Well-Known City Signs
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City/ town
Atlanta
Boston
Chicago
Houston
Los Angeles
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http://www.youtube.com/watch?v=j
8axHR68sck&feature=channel
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New Orleans
New York
Philadelphia
Salt Lake City
San Francisco
Seattle
Washington DC
MASL p 82
Accent Steps
Because many cites names being with the same letters
fingerspell the entire name before using an
abbreviation unless taking about a large, well know
city.
Do this when signing with someone not from your area.
For example, the letter D has at least four different
meanings depending on where it’s used:
Denver (CO), Delavan (WI), Durham (NC), and Danville
(KY).
FYI
A city’s name is usually known
everywhere if it hosts a major-league
sports franchise like the NBA or NFL.
MASL p 81
Classroom Exercise
How far away is that?
Explain whether the following cities are near or far from you.
Fingerspell the underlined cities.
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Seattle, Washington
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New York city, New York
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Atlanta, Georgia
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Los Angeles, California
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Chicago, Illinois
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Phoenix, Arizona
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Miami, Florida
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Sioux Falls, South Dakota
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Honolulu, Hawaii
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Denver, Colorado
MASL p 82
Classroom Exercise
Where is …?
Ask a Partner where is a city located.
Your partner will respond and use
“that way” to point towards a
location.
City
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Houston
Philadelphia
Chicago
San Francisco
Denver
Boston
Switch rolls and repeat the exercise
when finished.
EX: Where is Miami?
M-I-A-M-I- WHERE?
It’s in Florida.
F-L-A OVER-THERE
Possible Locations
• Utah
• District of Columbia
• Colorado
• Louisiana
• California
• Pennsylvania
• Massachusetts
• New York
• Illinois
• Texas
MASL p 82
Did You Know?
Wave your hands in the air instead of clapping them!
That's how deaf people applaud. They can't hear clapping, but they can
see when people wave their hands in the air.
MASL p 83
Vocabulary
Distance
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Near / close
Far
Over-there
Right-here
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http://www.youtube.com/watch?v=j8axHR68sck&feature=channel
Accent Steps
“That way” is related to deixis. It is used
to provide general direction of an object
or location. Emphasize the distance by
opening your eyes wide while pointing
or using sign far.
MASL p 83
Classroom Exercise
Geography
Ask if your partner lives far from or close to a location
below.
Your partner will respond in a complete sentence.
1. Los Angeles
2. Washington DC
3. Canada
4. Mexico
5. Alaska
Switch roles and repeat the exercise when done.
MASL p 83
Classroom Exercise
Conversation
Ask you partner the fallowing questions in ASL. Your partner will
respond according to the information in bold.
1. Where do you live? (?)
2. Are you from Illinois? (No, I’m from ?. )
3. Where do you want to live. (?)
4. Is you city named San Diego. (No, I live in ?)
5. Did you move here? (Yes, I moved here from ?.)
6. Do you like living here. (?)
Switch roles and repeat the exercise when done.
MASL p 83
Classroom Exercise
Hometown
Open your book to pg 84.
Ask a partner each question.
When done, switch roles and repeat the
exercise.
See sign pics p 84.
MASL p 84
Classroom Exercise
Using yes and no.
Ask a partner if he or she lives near the location you have chosen.
Your partner will respond using yes or no, following the example.
Do you live near the beach?
Yes, I do. I live in Florida. The beach isn’t
far away.
See p 85 for list 1-6
MASL p 85
Classroom Exercise
Where we live.
Create a dialogue with a partner that includes the
information below.
Do not limit your dialogue to the questions but use
your creativity as well.
1. ___ lives in a state near the ocean.
2. ___lives in a state far from the ocean.
3. ___moved to ___ from___.
4. ___wants to live in ____ because____.
5. ___ doesn’t want to live ___ because____.
MASL p 85
Deaf Culture Minute
Most deaf adults live in lager cities across the
United States.
Jobs, social opportunities, Deaf-interest agencies,
schools for the deaf and interpreters are more
plentiful in metropolitan areas then in isolated
rural areas.
The metro region of Rochester in New York state
features the world’s highest per capita
population of deaf people.
Are there many deaf people in your area why or
why not?
MASL p 85
Homework Exercise 2
A. Interview a friend of yours and practice signing
where he or she was born, is from, and now lives.
Did he or she move here? From where? Sign you
introduction in complete sentences.
B. Use the web to research interesting places from the
us and Canada, selecting at lease 5 you would like
to visit. Prepare to explain the selection to your
classmates, including the name of the place, its
location ( city state province country) and reason
why you would like to visit.
C. Write assignment A or B in gloss
MASL p 85
Washington state - city signs
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Seattle
Tacoma
Olympia
Yakima
Spokane
Wenatchee
Ellensburg
Vancouver
Bellingham
Local Cities
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Seattle
Tacoma
Bremerton
Port Orchard
Everett
Olympia
Federal Way
Puyallup
Bellevue
Redmond
Issaquah
Renton
Let’s practice.
I will FSP the name of the City
and you give me the sign.
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Seattle
Tacoma
Bremerton
Port Orchard
Everett
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Olympia
Federal Way
Puyallup
Bellevue
Redmond
Issaquah
Renton
Master ASL
UNIT THREE
Lesson Three
Name Signs
MASL 3 Lesson Three pp 84
Deaf Culture Note: Name Signs
Outcomes:
Understands differences between arbitrary
and descriptive name signs;
Understands the cultural value of earning a
name sign through interacting with the
Deaf community.
Deaf Culture
Name Signs
Do you have a name sign or know someone who does?
A frequent question is “What’s the sign for my name?”
Name signs are highly valued in Deaf culture and ASL.
You may be given a name sign after you’ve made Deaf
friends.
There is no sign-for-name match, so two people same
name will often have different name signs.
This is because ASL name signs are a combination of the
person’s name (usually the first initial) and a location on
the head, torso, or hands where the sign will be made.
This type of name sign is called arbitrary.
MASL p 84
Deaf Culture
Name Signs Cont.
Some people with short or easily fingerspelled names will spell their
name signs.
Another type is descriptive name sign, which shows a physical or
behavioral trait the individual is known for.
The sign for Mickey Mouse is seen below and is a descriptive name
sign.
It is impolite for a hearing ASL student to create a name sign instead of
having one given by a Deaf person.
You’ll need to socialize with Deaf people if you want a name sign.
• See Picture PG. 84 for examples of name signs
MASL p 84
Name Signs
• Here are some Name Signs used by
Disney interpreters.
• http://www.courant.com/orl-disney-signlanguage-flash,0,7030983.flash
Local Deaf
ASL University
Deaf Culture: Namesigns
Namesigns are signs that are used as people's names. They are specific
signs that refer to specific people.
For example, my name sign (Bill Vicars) is a "V" tapped on the side of the
head, (palm forward, the side of the index finger makes contact twice). It
was given to me by Boley Seaborn as a "V" tapping on the top of the
head, and later modified "to the side of the head" by Sandra Thrapp,
(both Deaf friends of mine).
In the Deaf world, assigning name signs is generally considered to be
the prerogative of Deaf people. The word prerogative means "an
exclusive right or privilege held by a person or group" (dictionary.com).
Which is to say, traditionally "Hearing people" should not give themselves
name signs. Instead they should get their name sign from a Deaf
person skilled in ASL and active in the Deaf Community.
This helps insure that the new name sign doesn't conflict with existing
local name signs.
--Dr. Bill Vicars
•
http://www.lifeprint.com/asl101/pages-layout/namesigns.htm
Samuel J. Sapulla
bio
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Department of Disability and Psychoeducational Studies
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Samuel Supalla - Associate Professor
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Ph.D., University of Illinois
Research: Signed language acquisition, Linguistics of signed languages, American Sign
Language literature
Teaching: American Sign Language, Deaf studies
Samuel J. Supalla, Ph.D., is an associate professor in the Department of Disability and
Psychoeducational Studies at the University of Arizona. The research that he leads lies in
understanding and meeting the linguistic needs of deaf children. His original work on how artificial
English-based sign systems fail has led to a greater appreciation of American Sign Language
(ASL) as a working language in terms of visual perception and processing. Dr. Supalla has now
expanded his work to include the literacy issues that are involved when deaf children learn how to
read and write in English without the support of sound. Innovative methodologies have been
developed to link English learning with what deaf children know in ASL. To support this particular
approach of second language learning, Dr. Supalla helped found the Laurent Clerc Elementary
School, a charter school in Tucson, AZ. A number of grants have been funded to support the
research effort involved as well as to disseminate the new knowledge to other educational
programs around the nation. Dr. Supalla enjoys teaching Deaf Studies courses and ASL as a
foreign/second language and engaging students in different research endeavors. Dr. Supalla is
also an accomplished filmmaker and performer of ASL storytelling.
The Book of Name Signs
Samuel J Supalla
Chapter 1 - “My name sign story.”
TO MY PARENT’S SURPRISE I was a boy, thus bringing our family
total to four sons. I was the fourth and last child. While my mother
lay in bed exhausted, my father was frantic because he had picked
out a name only for a girl, not a boy. On my birth certificate, my
father write: Samuel James Supalla. When my father entered the
recovery room, he assured my mother that everything was taken
care of, including my new name, My mother was surprised and
asked for my name, and my father fingerspelled it out. Fortunately,
my mother liked it, but soon became frantic when she began to think
of a name sign for me. The crisis had set in; my father had made a
big mistake! Since my oldest brother’s name was Steve the S
handshape was already reserved for his name sign. We would end
up having identical name signs!
It was my mother’s preference to have a name sign on the
chin, using the handshape for the initial of the first name
for each of her children. Steve has the S handshape with
its side touching the chin location twice. My second and
third brothers, Ted and David, have the T and D
handshapes touching the same location. The idea
behind having the chin location for all my brothers’ name
signs represents family unity. If I had a name beginning
with S, then my name sign would have to be outside the
“family” location.” My mother was upset; I would not be
part of the family! My father stood there dumbfounded.
• I was nameless as far as name signs are concerned for
three long weeks. It was my brother, Ted, at six years
old, who helped create my name sign. He arrived home
by train for Christmas from the Washington School for
the Deaf in Vancouver. When he saw me for the first
time, he asked my mother for my name sign, She
responded sadly by saying there was non and explained
the whole story. Ted quickly came up with a name sign.
My mother took it as a blessing. It is still the S
handshape, but moves from one side of the chin to the
other, the family location is still preserved, and the name
sign is appropriate as well; thus, I really think of myself
as being born around December 23rd, with the help of my
brother, Ted!
Similar to Ted, I found myself assigning name signs at the age of
six. By then, my father had quit the farming business, and we
were living in a small town in Oregon. I was enrolled in the
Oregon School for the Deaf in Salem. There, I encountered
many children my own age, most without name signs. I was
surprised to learn that their parents were hearing and not able
to sign. My brother, Steve, was the only hearing member in
my family, but he could sign. I remember clearly the chaos
when I tried to refer to one of my peers in any conversation. I
had to literally point to the person when I was trying to talk
about him. I would be lucky if he was close by. Because I was
a native signer, I was given the privilege of assigning name
signs to my peers. I remember one boy coming up to me
while I was skateboarding. He had yet to master my
language, but I could understand his request, he wanted his
own name sign, and I gave him one; his face gleamed with
joy.
• My story of growing up with name sign contains
some interesting patterns. First, my name sign
has some kind of reference to my written
(English) name with the S handshape. Second,
the chin location of my name sign incorporates
the notion of family unity. Third, most deaf
children are assigned name sign by each other,
and not by their parents. Most important is that
my name sign is part of a long history extending
back to the founding of the first permanent
school for the deaf in the United States.
de l’Epee & Clerc & T.H.Gallaudet
The Cry of the Gull
“Crying Flower”
• Emmanuelle Laborit - an excerpt that tells about names signs in France
• I also fused the first letter of his (her father) name, “J” with the sign
you make next to your head to mean “on the moon.” My father is
often absent-minded, so he’s “Jacques-on –the-moon.”
• Deaf people give special name signs to everyone. The deaf people
at Vincennes decided to name my mother “Rabbit-Teeth” because of
her slightly protruding teeth.
• “No way. I refuse to be called Rabbit-Teeth,” said my mother.
• So we gave her another name that suits her very well: “Anne-theFighter.” the A is signed with the arm raised forward, thumb out, and
fist clenched. It made her laugh. She could almost see herself
singing the battle cry from the refrain of the Internationale.
Ch 10, pp 51-52
The Cry of the Gull
“Crying Flower”
• Other people were given name signs like “Big Hair” and “Big Nose.”
my good friend, Bill Moody, Alfredo’s interpreter in Washington, has
the name sign “Thumb-under-the-nose” because he’s constantly
wiping an ever-present drop of moisture off the tip of his nose with
his thumb!
• To make the sign for the French President Mitterrand, you put your
hand in front of your mouth with the little and index fingers extended
to suggest two canine teeth, like vampire fangs. Everybody knows
that, before he had his teeth filed down, Mitterrand had two splendid
canines. Politician Raymond Barr is “Fat-Cheeks.” Actor Gerard
Depardieu’s sign is a big nose with two bumps. Jacques Chirac’s
sign is a pointed nose in the form of a V for victory. Those are a few
examples of dominate physical features. But I have a friend whose
name is “Exaggerate” because he always exaggerates whenever he
tells you something.
Ch 10, pp 51-52
Signing Naturally
When a Deaf child first enters residential school, a dorm counselor will
often assign a name sign using the first letter of the child’s name.
In the cases where children have Deaf parents, name signs are given
at birth, Not everyone has a name sign. Three and Four letter
names are often just fingerspelled.
Name signs are used for identifying and referring to people both
present and not present. Name sign are not used in direct
address, that is, when your signing to Mary you would not use her
name sign to say “I don’t think so, Mary.”
There are two kinds of name signs: arbitrary and descriptive.
Arbitrary name signs use the first letter of the person’s name, and their
location and movement are governed by linguistic rules.
Descriptive name sign are derived from distinctive physical features
or behaviors (hairstyle, mole on the cheek, cleft chin). Descriptive
name signs are often given by peers (i.e., other children in
residential school) and are almost always replaced in adulthood by
an arbitrary name sign.
Master ASL
UNIT THREE
Lesson Four
Is Sign Language Universal?
MASL 3 Lesson Four pp 86-87
Focus: Is Sign Language Universal?
Outcomes:
• Identifies differences between ASL, Japanese
Sign Language, French Sign Language and
Chinese Sign Language;
• Understands that ASL is not universal;
• Investigates the use of Gestuno or International
Sign Language
Focus: Is Sign Language Universal?
“Where there are Deaf people, there is
sign language.” - George Veditz, 1913
George Veditz’s statement about sign language is as true
now in the 21st century as it was in 1913.
Many different sign languages are used by millions of Deaf
people around the world.
There is no universal sign language used by the deaf.
MASL p 86
Focus: Is Sign Language Universal?
“Where there are Deaf people, there is sign
language.” - George Veditz, 1913
When deaf people who use different sign languages come together,
communication barriers rarely exist after an initial adjustment period.
At large international gatherings of deaf people, such as the World
Congress of the deaf, an artificial means of communications called
Gestuno is used.
http://www.deaflinx.com/ASL/gestuno.html
http://www.handspeak.com/byte/g/index.php?byte=gestuno
Gestuno is not a real language and relies more on basic visual
concepts and gestures similar to Esperanto, the spoken hybrid
comprised of words from different languages like English, Spanish,
and French.
http://www.tejo.org/info/pri_esperanto.php?lingvo=en
MASL p 86
Focus: Is Sign Language Universal?
“Where there are Deaf people, there is
sign language.” - George Veditz, 1913
While ASL is not a universal sign language, many Deaf
people from countries beyond the United States and
Canada know and use ASL as a second, third, or even a
fourth language after coming to the USA for educational
purposes.
Many return to their native countries after completing their
education, bringing ASL with them. Like English, ASL is
becoming an international language, but it is far from
being universal.
MASL p 86
Focus: Is Sign Language Universal?
Compare the French and British Sign
Language alphabets.
Which alphabet looks familiar? Surprised?
You may be surprised to learn that ASL and
French Sign Language are closely related,
while ASL and British Sign Language have
almost nothing in common!
MASL p 87
LSF
BSL
LSF
BSL FINGERSPELLING
The British manual alphabet which is two-handed
is commonly used in Australia, England, New
Zealand and some other countries.
The British manual alphabet and British sign
language are entirely different from the American
manual alphabet and American Sign Language
which are used in North America (Canada and
the U.S.).
http://www.jimcromwell.com/BSL/abc_out.htm
Focus: Is Sign Language Universal?
Compare the French and British Sign
Language alphabets.
Which alphabet looks familiar? Surprised?
You may be surprised to learn that ASL and
French Sign Language are closely related,
while ASL and British Sign Language have
almost nothing in common!
MASL p 87
Japan
Master ASL
UNIT THREE
Lesson Five
Topic-Comment
MASL 3 - Lesson Five pp 88-91
Topic-comment Structure; Numbers 100-999
Outcomes:
• Communicates using Topic-comment structure
• Analyzes sentences to identify the topic and
related comment
• Uses WHY to add detail
• Demonstrates receptive and expressive
understanding of numbers 100-999
ASL Up Close
Topic-Comment Structure
American Sign Language uses one of two different grammatical
structures depending on what is being signed.
The first structure is called topic-comment and is followed when
signing with WH-Signs (see p 64).
In topic-comment languages the signer presents information and then
makes the information either a statement or question by adding a
comment.
English does not use topic-comment structure often so becoming
used to ASL grammar can be a challenge.
Keep in mind that while using ASL signs in English word order may be
easy to do, it is no different than speaking Spanish but following
English word order – you won’t make complete sense in either
language.
Vocabulary
To comment
Topic, title
MASL p 88
Classroom Exercise
Topic-comment
Select vocabulary from Column A
and Column B to make a
complete sentence following
topic-comment structure.
Column B
•
Who
•
What
•
When
•
Where
•
Why
•
Do-do
Ex: STUDY ASL, WHEN?
TOMORROW, SKI, WHERE?
Column A
• Learn
• Test
• Ski
• Study
• Busy
• Do-do
• Party
• School
• Test
• ASL
• Name
• From
• Weekend
• Tomorrow
• Yesterday
• Today
• Don’t know
• Don’t want
p 89
ASL Up Close
SVO – subject verb object.
The second basic structure of American Sign Language is
used when WH-Signs are not needed, and follows a
subject-verb-object (SVO) structure.
This format is more familiar to English speakers.
However, why often acts as a “bridge” or “connector”
between two separate SVO phrases.
When using why this way, raise your eyebrows.
Accent Steps
Raise your eyebrows to make
the Question-Maker face when
using why to connect two parts
of a sentence.
MASL p 88
Classroom Exercise
Bridges
Use the why sign to connect each sentence together.
•
She can’t go to the party. / She works.
•
He doesn’t want a test. / He didn’t study.
•
We are very scared. / signing is not easy.
•
Yesterday I was tired. / I studied.
•
They are going to school. / They are learning ASL.
•
Today I’m happy. / tomorrow I’m going to the beach.
ACCENT STEPS
Raise your eyebrows to make the
Question-Maker face when using why to
connect two parts of a sentence.
MASL p 89
Classroom Exercise
Eyebrows and Mouth
• Open your MASL books to page 89.
• Look at the pictures at the bottom of the
page in Exercise J.
• Practice each facial expression, paying
attention to the eyebrows and mouth.
MASL p 89
Classroom Exercise
What’s missing?
• Look at the pictures on p 90.
• Sign each sentence by filling
in the blanks with a WH-Sign.
• Choose from who, what,
when, where, which, and why.
MASL p 90
Classroom Exercise
The topic is what?
Review Classroom Exercise K and indicate the topic
and comment of each sentence.
1 Topic:
Comment:
2 Topic:
Comment:
3 Topic:
Comment:
4 Topic:
Comment:
5 Topic:
Comment:
1 Topic:
Comment:
2 Topic:
Comment:
3 Topic:
Comment:
4 Topic:
Comment:
5 Topic:
Comment:
MASL p 91
Classroom Exercise
Word order translation
Change each of the following sentences
into topic-comment structure.
1.
2.
3.
4.
5.
6.
7. I’m not confused.
I’m happy.
8. What are you doing
Please open the door.
Saturday?
Who’s Deaf?
9. Where’s my paper?
Where’s the water fountain? 10.I sleep on the weekends.
Is the party on Saturday?
11.Is the restaurant over
Who walks home everyday?
there?
12.Do you mind handing out
the papers?
MASL p 91
Classroom Exercise
Sentence Creation
First identify each phrase as a topic or
comment, and then create a complete
sentence using the phrase.
• See pics p 91
MASL p 91
Homework Exercise 3
A.
B.
C.
D.
What English words or phrases describe the facial
expressions in Classroom Exercise J? On a sheet of paper,
make a list of possible words and explain why each fits the
expressions.
Write five sentences in ASL gloss format on a sheet of paper
to be turned in. Use vocabulary from Units 1 – 3 and make
sure each sentence has a topic and a comment.
You’ve been asked to help a friend of ours this coming
weekend, but you’re unable to help due to several reasons.
Practice signing why you can’t help, using topic-comment
structure and the WH-Signs.
Refer to at least five different reasons.
Write assignment A, B or C in ASL gloss.
MASL p 91
Master ASL
UNIT THREE
Lesson Six
Possessives, Colors, Favorites, E-mail
MASL 3 - Lesson Six
pp 92-97
Possessive Signs; Colors; Discussing Favorites; email and
Internet;
Outcomes:
• Incorporates possessive signs into
communication
• Identifies colors and color combinations
• Communicates about favorite activities and
entertainment
• Can ask for and exchange email addresses
ASL Up Close
Possessive Signs
• Signs for mine, your, his, hers, theirs, and ours
are called possessives.
• Use possessive signs to ask and answer
questions, clarify statements, and develop
conversations on a variety of topics.
• Possessive signs follow the same rules as
deixis to point towards people and things,
including eye gaze. (see page 6)
MASL p 92
ASL Up Close
Possessive Signs
• My/mine
• Your/yours
• His/her/hers/its
• Our/ours
• Your/yours (plural)
• Their/theirs
Ex. What’s your email address?
YOUR E-M-A-I-L ADDRESS WHAT?
MASL p 92
Classroom Exercise
Whose is it?
Practice the possessive signs by signing each sentence.
• It’s my book
• Our teacher is Deaf.
• No, it’s not his. It’s hers.
• Your (plural) homework is due today.
• My email isn’t working.
• Her teacher is hearing.
• Is this your DVD?
ACCENT STEPS
• Her friend is named Glen.
Don’t use possessive signs with
names. Using them instead of deixis
• It’s not mine. It’s yours.
results in ungrammatical sentences
• ? create your own.
like mine name Joe or their name
Ann and Tomas. Remember that
deixis conveys the verb to be, not
possessive signs.
MASL p 92
Vocabulary
Colors
•
•
•
•
•
•
•
•
•
•
•
•
Color
Black
Blue
Brown
Gray
Green
Orange
Pink
Purple
Red
White
Yellow
•
http://www.youtube.com/watch?v=pBWTjFhK1Pk&feature=channel
MASL p 93
Classroom Exercise
Color palate identify each color.
• 1-12 pics on page 91
Ask a partner what is his or her favorite
color, then share that information with
your classmates.
Other information to determine:
1. What is the most popular color?
2. What is the least popular color?
MASL p 91
EXPRESSION
• Use the love-it sign when signing
about a non-romantic “love” for things
or people.
• Love-it is often used instead of “like a
lot” or similar phrases.
CORNER
Love-It
Vocabulary
•
•
•
•
•
•
•
•
•
•
To act, show
Actor
Car
To drive
Dark
Light
Musician, singer
Television
To watch
Favorites
Accent Steps
To emphasize the depth or
brightness of a color, swing the
hand forming the color away
from you. Ex: bright blue
Expression Corner
Love-it
http://www.youtube.com/watch?v=CpV-y8n-RV0&feature=related
Use the love-it sign when signing about
a non-romantic “love” for things or
people.
Love-it is often used instead of “like a
lot” or similar phrases.
MASL p 94
Classroom Exercise
Getting to know you.
Ask a partner the following questions. When
done switch roles and repeat.
• I don’t like the color bright blue. Do you?
• Who is your favorite singer / musician?
• Who is your favorite actor?
• What color is your car?
• What do you do on the weekends?
MASL p 94
Classroom Exercise
Love-it sign.
Sign the following sentences and use love-it
sign for the bolded terms.
• I like going to the movies on the weekends.
• I love your car!
• They really like going to Mexican
restaurants.
• She loved the movie, but I didn’t like it.
• What do you like?
MASL p 94
Classroom Exercise
True or False?
Sign each statement to a partner who will correct the information
as shown.
1.
His favorite color is light blue. (no, his favorite color is bright
green.)
2.
Your last name is Smith. (No, my last name is ______)
3.
They aren’t listening to music. (yes, they are listening to
music.)
4.
We’re going to the movies on Saturday. (no, we are going to a
restaurant on Sunday.)
5.
They aren’t actors. (yes, they are actors.)
More conversations. Come up with five different questions to
ask your partner. When done, switch roles and repeat the
exercises.
MASL p 94
I Want to Know…
How do I sign “and” and “or”?
Since the word or implies a choice, ASL uses which to
show options.
• HE WANT PEN BLUE, BLACK WHICH HE?
Does he want a blue or black pen?
The word “and” is used differently in ASL than English.
Generally, ASL does not use a specific sign because
“and” is implied by a slight pause, head nod, and
change of eye gaze.
• I NEED THIS , THAT I
I need this one and that one.
MASL p 92
Classroom Exercise
Faces can say a thousand words.
Practice each facial expression,
focusing on the eyebrows and mouth.
See pics on page 96. 1 – 5
MASL p 96
Vocabulary
Favorites
•
•
•
•
•
•
•
•
At symbol @
Dot, period
Email address
Internet
To listen
Music, to sing
Page
Web page
•
http://www.youtube.com/watch?v=1Le670LTbn4&feature=related
Accent Steps
To sign web page do not
sign www + page, just
sign www.
MASL p 96
Classroom Exercise
Email and internet addresses
How would you sign each internet address? Follow the example
below.
MY E-M-A-I-L [email protected]
1.
2.
3.
4.
5.
6.
7.
8.
9.
[email protected]
[email protected]
[email protected]
http://www.nad.org
http://www.gallaudet.edu
[email protected]
http://www.clerccenter.org
[email protected]
[email protected]
FYI
Don’t sign the http:// portion
of an address.
MASL p 97
Did You Know?
• One of the pioneers of the internet, and World Wide
Web, Vinton Cerf, is hard of hearing.
• A prominent figure in the internet world, he serves on the
board of ICANN, the regulating body of the internet.
• He also serves on the Board of Trustees at Gallaudet
University in Washington D.C.
• Long interested in communication and technology, his
work has had a tremendous impact on people around
the world, both Deaf and hearing.
• The next time you use the internet, remember the work
of Vinton Cerf!
• To learn more, visit www.icann.org.
MASL p 39
Homework Exercise 4
A. Do you have an email address? Practice
signing and fingerspelling your email
address using the signs shown in
Vocabulary: Email. If you don’t have an
email address, practice signing the URL of
your favorite web site.
B. You want to get to know someone better.
Develop three questions using the “and/or”
concepts. Prepare to ask a partner each
question.
C. Write assignments A or B in Gloss.
MASL p 97
Master ASL
UNIT THREE
Lesson Seven
Addresses & Telephone numbers
MASL 3 - Lesson Seven
pp 98-102
Addresses & telephone Numbers; Eyes on ASL
#7; numbers 1-5 Palm Orientation;
Outcomes:
• Asks for and exchanges addresses and
telephone numbers
• Integrates fingerspelling in context
• Understands the function of videophones
• Uses palm orientation for numbers 1-5
appropriately in different contexts
Numbers & Question I
Refer to your Student Companion to practice the ASL number system.
When signing numbers, do not move your hand to the right or left.
Dialogue Translation
• Kelly: I need your address and telephone number.
• Sean: My address is 437Park Blvd, and my telephone
number is 555-9226
I NEED YOUR ADDRESS
YOU ADDRESS, PHONE NUMBER WHAT YOU?
MY ADDRESS 437 P-A-R-K B-L-V-D
MY PHONE NUMBER 555 9226
MASL p 98
Classroom Exercise
Deaf, hearing, yes, learning, sign, go-to, bathroom, they, sick, we, busy
NMS 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.
ACCENT STEPS
4. They aren’t sick.
You don’t need a separate sign for
don’t or not. Just use the head shake
5. We’re not busy.
while signing the sentence.
MASL p 99
Vocabulary Addresses & Telephones
•
•
•
•
Address
Number
Street (general)
Telephone
Always fingerspell
• Avenue = AVE
• Boulevard = BLVD
• Court = COURT, CT
• Drive = DRIVE, DR
• Road = ROAD, RD
• Street = STREET, ST
•
http://www.youtube.com/watch?v=1
Le670LTbn4&feature=related
• When signing about an
unnamed street, route,
path or road, use the
general street sign.
• If the word “street” is
part of the name, such
as Street of Dreams” then
fingerspell street.
MASL p 99
Classroom Exercise
I live on…
How many students live on a:
•
Court/ cul-de-sac
•
Avenue
•
Boulevard
ACCENT STEPS
•
Street
Don’t confuse the signs to live and
•
Derive
address. They are easily mistaken
•
Lane
because they look very similar but the
•
Road
movement of each is different.
LIVE
•
Parkway
ADDRESS
•
Circle
•
other?
MASL p 99
Classroom Exercise
Addresses
Sign a complete sentence using the addresses below.
•
6225 Jarvis Avenue
•
34 Brookvale Circle
•
576 Lewelling Blvd.
•
901 Phoenix Way
•
3307 Third Ave North
•
4588 Peralta
•
7422 Niles Blvd.
•
3000 Evergreen
•
39217 Estudillo
•
1120 Hollenbeck Lane
•
465 Oak Park Blvd.
•
100 Tesla Road
MASL p 99
Classroom Exercise
Dialogue
Work with a partner to develop a dialogue using one or
more of the dialogue prompts. Each dialogue
should incorporate addresses and telephone
numbers. Use fictitious numbers as needed.
•
Where do you work?
•
Favorite restaurants
•
Home address / telephone number
•
Plans to meet at a movie theater
•
Going to a party
•
Asking for help
MASL p 99
Eyes on ASL #7
MASL DVD
• Numbers 1-5 always face you
except when signing addresses
and telephone numbers.
• When counting in ASL, twist your
hand towards you for numbers 1-5
MASL p 99
Vocabulary Addresses & Telephones
•
•
•
•
Address
Number
Street (general)
Telephone
•
•
•
•
•
New
Old
Pager
Video phone
TTY
Always fingerspell
• Avenue = AVE
• Boulevard = BLVD
• Court = COURT, CT
• Drive = DRIVE, DR
• Road = ROAD, RD
• Street = STREET, ST
•
•
•
When signing about an
unnamed street, route, path or
road, use the general street
sign.
If the word “street” is part of the
name, such as Street of
Dreams” then fingerspell street.
http://www.youtube.com/watch?v=1
Le670LTbn4&feature=related
MASL p 99, 100
Classroom Exercise
What’s the number? Match the name or telephone number
to the information fingerspelled by your teacher or partner.
375
DIRECTORY
CAPUTO, Anthony……555-4667
CAPUTO, Frank………555-9873
CARDENA, Rafael……555-8614
CARDENAS, Ramon…555-8654
CHANG, Min Li………..555-0396
CHANG, Ming Li………555-0215
CHRISTIE, Robert…….555-9807
CHRISTO, Rolf………..555-7546
COHEN, Andrea………555-4089
COHN, Andrew………..555-2390
FYI Don’t forget
to pause briefly between
the first and last sets of
a telephone number.
Pause rather than make
a dash.
MASL p 100
Classroom Exercise
Updating addresses. A friend of yours is updating information and needs your assistance.
In complete sentences explain the information found on each card.
Jeff Michaels
29222 Sunrise Avenue
San Diego, California
(619) 555 – 2000
Email [email protected]
Dan Olman
7 Pine Blvd
Madison, Wisc. (old)
New 16 Front Ave.
Atlanta, GA
Lori Brace
181 Lamp Road
Calgary, Alberta
Canada
Kelly Trask
3877 Pierce Avenue
New York City
(212) 555-8322 videophone
Pager KellyT
Olivia ??
Seattle, Washington
(206) 555-3444 old
(206) 555–5040 new
Work (206) 555-9239
Marti Housen
44 Caswell Blvd
Louisville, Kentucky
Pager [email protected]
(502)555-3876 TTY
MASL p 100
Classroom Exercise
Using Addresses
Use the illustration below (MASL P 101) to help you answer the
following questions in complete ASL sentences.
•
•
•
•
•
•
•
•
•
•
Where is the Mexican restaurant?
What is Scott’s address?
Who does Scott live near?
On what street is the school?
Where’s the party?
Does Lisa live close to or far from school?
Is Paul’s home close to the restaurant?
What’s near the school?
Who does Marti live near?
What is Marti’s address?
MASL p 101
Did You Know?
While you use a telephone to reach friends and family, a
Deaf person uses a videophone!
Videophones allow two Deaf people to converse in ASL as
naturally as having a conversation in person. Just like
there are different types of telephones to chose from
Deaf people select the videophone that has the features
they want.
In addition to the videophone, users need a monitor and
high-speed internet connection to make calls.
Deaf people can call hearing friends by using the
videophone to connect to an interpreter who voices what
the Deaf caller signs, and signing what the hearing
person speaks.
Not all Deaf people have videophones. Some prefer to use
a TTY, a device similar to a keyboard.
A caller types messages into the TTY and the person on
the other end reads the message on a built on screen.
Which way of making calls would you prefer?
MASL p 101
Classroom Exercise
Conversation.
Ask a classmate each of the following
questions, who will respond in a complete
sentence.
• YOU FORGOT THEIR PHONE NUMBER
YOU?
• YOUR STREET NAME WHAT YOU
• LAST FOUR NUMBERS YOUR PHONE
NUMBER WHAT YOU?
• YOU LIVE NEAR WHO YOU?
MASL p 102
Homework Exercise 5
A.
B.
C.
Use your local telephone book to find relay service
numbers. Does your state use a 1-800 number?
711? Do you have Spanish – English relay
options? Write down a list of relay numbers you
find.
Create a fictitious individual’s contact information,
including a home address, a minimum of two
telephone numbers and pager and email address.
Prepare to sign the information in ASL using
pauses, eye gaze, correct number format and ASL
structure in a smooth presentation.
Write assignment B in ASL gloss.
MASL p 102
Master ASL
UNIT THREE
Lesson Eight
Calendar, Seasons, Holidays
MASL 3 - Lesson Eight
pp 103-108
The Calendar; Seasons; Major Holidays
Outcomes:
Communicates about calendar events
such as birthdays, holidays and seasons.
Vocabulary
Birthday Variations
Remember to use the sign variation preferred
by your local Deaf Community.
• Birthday (1)
• Birthday (2)
• Birthday (3)
•
http://www.youtube.com/watch?v=mWGIt8j1Z14&feature=related
MASL p 103
Numbers & Questions II
See your Student Companion for more practice with ASL numbers.
NOW MONTH YOUR BIRTHDAY HUH?
UH-UH I BIRTHDAY A-P-R-I-L I
O-I-C WHICH DAY?
A-P-R-I-L 10 YOUR BIRTHDAY WHEN YOU?
Dialogue Translation
• Kelly: Is it your birthday this month?
• Sean: No, my birthday is in April.
• Kelly: Oh, I see. Which day ?
• Sean: April 10, When’s your birthday?
MASL p 103
Vocabulary Months of the Year
The month of the year are fingerspelled using their
abbreviations or the full word for the month.
The months using
abbreviations are:
•
•
•
•
•
•
JAN
FEB
AUG
September OCT
NOV
DEC
The months that are
fingerspelled are:
•
•
•
•
•
MARCH
APRIL
MAY
JUNE
JULY
MASL p 104
Classroom Exercise
Birthdays
Do you share your birth date with anybody else
in your ASL class?
Find out who….
• Was born in January?
• Was born in August?
• Was born in November?
• Was born in April?
• Was born in June?
• Whose birthday is this month.
MASL p 104
Classroom Exercise
Dates
Develop speed and accuracy
switching between fingerspelling and numbers.
•
•
•
•
•
•
•
•
•
•
May 10
April 3
July 22
December 7
September 25
February 9
October 31
June 15
August 29
March 2
•
•
•
•
•
•
•
•
•
•
November 8
January 23
April 13
September 17
May 19
March 2
August 18
December 5
June 27
July 4
For additional practice, repeat
the exercise by alternating
each date with a partner.
MASL p 104
Classroom Exercise
The Seasons
Ask a partner to provide the correct season that corresponds to
each month, as seen in the example.
MONTH J-U-L-Y S-E-A-S-O-N WHAT?
•
November
•
May
•
January
•
December
•
February
•
June
•
March
•
August
•
October
•
April
•
July
•
September
MASL p 105
Vocabulary
•
•
•
•
•
•
•
•
•
•
Seasons
To celebrate
Depends
Fall
How-many?
Month
Season (fsp)
Spring
Summer
Winter
Year
• http://www.youtube.com/watch?v=mWGIt8j1Z14
&feature=related
MASL p 105
Classroom Exercise
Conversation
Ask a classmate each question.
Use Topic-comment structure as needed. Switch roles
and repeat.
•
How many months are there in a year?
•
Which season is your favorite?
•
Which months are in the spring season?
•
What are your three favorite months?
•
Which season and month is our birthday in?
•
What season are we in now?
•
Which months are in the winter season?
•
Which months do you go to school?
MASL p 105
Vocabulary
•
•
•
•
•
•
•
•
•
•
•
•
Christmas
Easter
Halloween
Hanukkah
Independence Day
Kwanza
Memorial day
New Year’s
Passover
St. Patrick’s Day
Thanksgiving
Valentines Day
Major Holidays
Fingerspell holidays
include:
• E-i-d
• Labor Day
• Martin Luther King Jr.
Day MLK + Day
• Ramadan
• Veterans Day
• http://www.youtube.com/
watch?v=mWGIt8j1Z14&f
eature=related
MASL p 106
Classroom Exercise
Holidays
When is each Holiday celebrated? Sign depends for those
holidays not occurring on fixed dates. Raise your eyebrows
during the When sign. An example is provided.
CELEBRATE THANKSGIVING WHEN (RH Q) N-O-V
•
Kwanza ( December)
•
Easter (depends)
•
Ramadan (depends)
•
Valentines day (February)
•
New Year’s (January)
•
Hanukkah (depends)
•
Independence Day (July)
•
St. Patrick’s Day (March)
•
Martin Luther King Jr. (January)
•
Christmas (December)
•
Passover (depends)
•
Memorial Day (May)
MASL p 107
Classroom Exercise
Dialogue
Work with a partner to develop a dialogue
using one or more of the prompts:
• Favorite holiday
• Least favorite holiday
• Seasonal activities
• Birthday plans / dates
• Meaning of a particular holiday
• Who celebrates which holidays?
MASL p 107
Classroom Exercise
Holiday and activities
State when each activity takes place, based on the
illustration.
See pics p 107
•
•
•
•
•
•
•
•
•
•
Bare tree with fallen leaves
Christmas tree with presents
Snowman
Water skiing
Planting sunflowers
Fireworks and flag
Sunbathing
Leprechaun with four leaf clover
Dec 31 party
Be my heart
MASL p 107
Homework Exercise 6
A.
Explain in ASL a specific activity you do during
each of the four seasons what do you enjoy doing
in winter, spring, summer, and fall? Practice your
presentation.
Practice signing today’s full date. Refer to your
Student Companion for practice exercises. Can
you sign the following dates quickly and clearly?
B.
–
–
–
–
–
–
November 7, 1984
April 21, 1970
August 15, 1659
July 4, 1776
September 23, 1902
February 18, 2008
MASL p 108
Homework Exercise 6
C. What’s one of your favorite holidays?
Prepare to explain to you classmates in
ASL about a holiday or celebration you
enjoy What is its name. when is it, and what
do you do. if you do not celebrate holidays,
prepare to sign about an activity your
family does together.
D. Memorize and sign the paragraph below.
See pics p 108
E. Write assignments A, B, C, or D in ASL
gloss.
MASL p 108
Master ASL
UNIT THREE
Lesson Nine
Weather
MASL 3 Lesson Nine pp 109-111
Weather
Outcomes:
Communicates about the state of weather;
Integrates facial expressions corresponding
to weather.
Talking About the Weather
WEATHER TODAY WHAT (rh?)
COOL LITTLE-BIT RAIN
WEATHER TOMORROW IMPROVE
WARM, SUNNY
Translation
Today’s weather is cool with a bit of rain
with tomorrow’s weather being warm and
sunny.
MASL p 109
Vocabulary
•
•
•
•
•
The Basics
Inside
Outside
Weather 1
Weather 2
http://www.youtube.com/watch?v=rxRqp4Khmf8&feature=rel
Accent Steps
ated
The sign inside is a literal sign
that means to be inside of.
Avoid using the sign inside for
in December or in the future.
You will learn more about how
such concepts are signed in
the later units.
MASL p 109
Classroom Exercise
Weather
Do the following with a partner.
• Create a dialogue incorporating
weather signs.
• Discuss activities that can be done
inside and outside, depending on the
weather.
MASL p 109
Vocabulary
•
•
•
•
•
•
•
•
•
•
Weather
Cloudy
Cold
Cool
Hot
Rain
Snow
Sunny
Warm
Waves
Windy
• http://www.youtube.com/watch?v=rxRqp4Khmf8
&feature=related
MASL p 110
Classroom Exercise
Today’s weather
Open your MASL book to p 110 and look
at the pictures for Ex AA
Based on the illustrations, describe the
weather in a complete sentence.
MASL p 110
Classroom Exercise
Emphasis
What kind of facial expressions would you add
to the correct weather-related signs?
• Freezing cold
• Raining cats and dogs
ACCENT STEPS
• Very hot / sweltering
Only facial expressions
• Terrible windstorm
distinguishes cold from winter
Beware of slight differences like rain
• Fluffy clouds
and snow.
What’s the difference?
• Pouring
MASL p 110
Classroom Exercise
Coming back from a walk
Kelly takes a walk in rain or shine every day. Based on
the illustrations explain in complete ASL sentences
what she encountered on her walk describe as
much as you can.
See pics p 111
MASL p 111
Classroom Exercise
Travel forecast
You and a friend are making travel plans.
What kind of weather can you expect in each location?
Select vocabulary from each column to make a complete sentence.
Destinations
Season/ time of year
Weather
Alaska
Chicago
Texas
Seattle
Montreal
Hawaii
Colorado
Ney York city
North Dakota
Arizona
Today
Tomorrow
March
Fall
August
Summer
Winter
December
Spring
November
Cold
Rainy
Windy
Snow
Cloudy
Hot
Cool
Sunny
Snowy
Homework Exercise 7
A. Describe your ideal weather and
season. What makes them your
favorite? Prepare to explain in ASL to
your classmates why you enjoy them.
B. Use a newspaper, the television. Or
the internet to obtain your local
forecast for the week. In ASL, explain
the types of weather to expect.
C. Write assignments A or B in gloss.
MASL p 111
Journal Activities
Many People are often surprised to learn that Deaf
individuals enjoy the same conveniences as hearing
people do, especially with telephone, pagers, and
entertainment options.
What, if anything, do you think Deaf people cannot do?
MASL p 112
Journal Activities
Point and counterpoint: for several years Deaf Child Area
signs have appeared in the neighborhoods across the
United States, brewing controversy.
Read both perspectives and then write a response
explaining which position you support and the reasons
why and why each position may be right.
MASL p 112
Journal Activities
Point
Deaf child Area signs just make sure a Deaf child who can’t
hear a car horn is safe playing on the street.
The signs are what’s best for a Deaf child and the public
safety because a Deaf child cant hear potential danger
and is more likely to be involved in an accident.
Drivers are used to seeing signs alerting them to potential
dangers, such as icy roads and animal crossing signs,
so they remind drivers to slow down and drive with care.
MASL p 112
Journal Activities
Counterpoint
Deaf Child Area signs don’t really ensure the safety of any
child playing on the street, whether Deaf or hearing.
While such signs are often placed with good intentions,
they single out the Deaf child and make him or her more
needy than hearing children .
Signs like this convey the perceptions that Deaf people –
children or adults – need more care and attention simply
because they don’t hear.
And realistically, it’s unlikely such signs encourage bad
drivers to think twice.
MASL p 112
DCN Name Signs - Questions
1. How does someone get a name sign?
2. Why do I, your ASL teacher, avoid giving
name signs to my students?
3. If you want a name sign, what do you
need to do?
4. Do people with the same hearing name
also have the same name sign?
DCN Name Signs - Questions
5. What is an arbitrary name sign? (explain)
6. What is a descriptive name sign? (hint there
are two types)
A
B
7. Give examples of each type of name sign from
# 5 and #6.
A
B
C
Culture Assignment
•
•
•
•
Title “Name Signs”
Name, date and period on paper.
Everything must be typed.
Answers must be separate from the
questions.
• Questions from the previous slides.
We have already discussed the answers in class so
this should be easy for you.
Incomplete or substandard work will not be accepted.
Estimated time = 20 min
Focus: Is Sign Language
Universal?
1. Why are there fewer communication
barriers when deaf people of different
countries come together?
2. What is the artificial sign language that
was created called?
Focus: Is Sign Language
Universal?
3. Is ASL universal?
4. What 2 countries use ASL?
5. Where do many deaf people who are not
from our country learn ASL?
6. Why is ASL becoming ‘international’?
7. Why is this not the same as ‘universal’?
Focus: Is Sign Language
Universal?
8. Which manual alphabets are similar to
ASL?
9. Which are not alike at all?
10. Which countries use the BSL manual
alphabet?
Culture Assignment
•
•
•
•
Title “Is Sign Language Universal”
Name, date and period on paper.
Everything must be typed.
Answers must be separate from the
questions.
• Questions from the previous slides.
We have already discussed the answers in class so
this should be easy for you.
Incomplete or substandard work will not be accepted.
Estimated time = 20 min