Unit 7 Lessons Based on Master ASL, J. Zinza © 2011 Natasha Escalada-Westland Unit 7 Unit 7 Objectives • To sign about daily routines and activities • To identify and understand noun-verb pairs in ASL • To describe clothing • To learn and use spatial organization • To apply turn-taking strategies in conversation • To understand the sign language continuum Based on Master ASL Level One by Jason Zinza Unit 7 What’s your routine?, p. 255 1. Narrative. Watch Kelly explain her daily routine. 2. Analysis. Identify the signs you already know in the video. 3. Daily Routine. Ask a partner what he or she does daily. Unit 7 For example, p. 255 Unit 7 Schedule, p. 255 Unit 7 To vary, p. 255 Unit 7 What’s your routine?, p. 255 Hi, what’s up? What do you do every day? My schedule varies each week. For example, after school on Mondays and Wednesdays, I work, but on Tuesdays and Thursdays I have gymnastics from 3 until 5. When practice is over I take off and go home. I eat dinner, study, then go to bed at 11:00. I’m always running around! Unit 7 Every day daily, p. 257 Unit 7 Every afternoon, p. 257 Unit 7 Every morning, p. 257 Unit 7 Every evening/night nightly, p. 257 Unit 7 Every week weekly, p. 257 Unit 7 Every year yearly, p. 257 Unit 7 Every days Sundays, Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays Every signs are part of the when group of signs, so they come first in sentences. See Eyes on ASL #5 to review when signs. Every signs can be interpreted as “every” or as “on” interchangeably, but don’t use the sign during with them. Every signs are made using the handshape for the day of the week, moving it down as if through each week on a calendar. Unit 7 Every weekend Unit 7 p. 258 Exercise B, p. 257 1. Schedules. What can you say about Kelly’s weekly schedule? a. b. When does Kelly study? When does she go to school? What does she do on the weekends? Unit 7 To take a bath Unit 7 p. 259 To eat breakfast Unit 7 p. 259 To brush one’s hair Unit 7 p. 259 To brush one’s teeth Unit 7 p. 259 To blow dry one’s hair Unit 7 p. 259 To comb one’s hair, p.259 Unit 7 To get dressed, (put on) clothes Unit 7 p. 259 To put on makeup, p. 259 Unit 7 To get ready, prepare, or plan (3 variations) Unit 7 p. 259 To get up Unit 7 p. 259 To oversleep, sleep in Unit 7 p. 259 To shave (2 variations) Unit 7 p. 259 To shower Unit 7 p. 259 To wake up Unit 7 p. 259 Between (times), p. 260 Around (time) Use a shoulder shift and the sign around to show the concept of between this time and that time. Unit 7 Ranging from this to that (between) Exercise B, p. 258 Ask a partner what time he/she does the following activities. Answer the question. When done, switch roles and repeat. 1. What time do you wake up every day? 2. What time do you eat breakfast? 3. When do you go to ASL class? 4. When do you work? 5. What time do you get ready every morning? 6. What time do you want to get up every day? “What time do you (do…) everyday?” Unit 7 Remember: time/when signs should be signed first, so concepts like every day & every morning should be moved to the beginning of the sentence. How is your morning routine alike or different? 6:00 a.m. 6:15 a.m. 6:30 a.m. Unit 7 6:45 a.m. Sign complete sentences using the prompts below: 1. I wake up… 2. I get up… 3. On Saturdays I get up… 4. My alarm rings… 5. On the weekends I get up… 6. Every day people should… 7. Every morning, I… 8. Every day I’m late because I… 9. I _____ in the mornings… 10. People _____ every morning….. Unit 7 To change (clothes) Unit 7 p. 261 To do chores, duties Unit 7 p. 261 To eat dinner/supper Unit 7 p. 261 Early Unit 7 p. 261 To fall asleep Unit 7 p. 261 To go to bed Unit 7 p. 261 To eat lunch Unit 7 p. 261 To rest, relax Unit 7 p. 261 To set a clock/alarm Unit 7 p. 261 Ask a partner what time he/she does the following activities. Sign answers in complete sentences using the prompts below. Switch roles and repeat. 1. Go to bed? 2. Fall asleep? 3. Go to bed on Saturdays? 4. Eat lunch? 5. During the week, set your alarm clock? 6. Do you do chores every day? What time? 7. Do you cook dinner? What time? “What time do you (do…) everyday?” Unit 7 Another daily routine 10pm What time does he…? 1.…go to bed? 2.…eat lunch? 3.…wake up? 4.…eat dinner? 5.…fall asleep? 6.…use the computer/internet? 11pm 6pm 6am 3pm 7am 12pm 8am Unit 7 What does he do every morning? Use complete sentences to describe his morning routine. What does she do every day? Use complete sentence to describe her daily routine. Spatial Organization: Eyes on ASL #14, p.262 Shoulder shift is shown in SignWriting by writing the signs in left, middle and right columns. The shoulder represents the ideas of then & and in English. Every morning I get up, then in the afternoons, I work, and in the evening I relax. Use spatial organization to show morning, afternoon and evening activities. Sign one or two activities for each time of day. Sign at least four sentences using spatial organization to discuss routines for all three times of day. Morning Afternoon Evening Wake up Go to school Eat dinner Get up Go to work Brush teeth Eat breakfast Relax Get in bed Go to ASL class Exercise Study Brush teeth Do chores Set clock Shower Do homework Fall asleep Alarm rings Eat lunch Read Wake up early Watch TV Cook dinner Exercise Shower Go to bed early Work Change clothes Visit friends Go to class Personal Hygiene & Care, p. 267 Toothpaste Mouthwash Shampoo Hairspray Lotion / sunscreen Floss Nail clipper Soap Toothbrush Perfume Nail polish Deodorant Personal Hygiene & Care, p. 267 Many signs for common hygiene products use classifiers to depict their action or purpose. Match the item to the SignWriting that shows how it would be used. Shampoo Hairspray Perfume Toothbrush Nail clipper Nail polish Deodorant Soap Sunscreen Mouthwash Lotion Frequency Always Sometimes For-for? What for? p. 267 Never To use What’s wrong? Sign about how to correct the problem shown in the picture. What for? Look at the picture and ask a partner why certain things are being done. Be imaginative with your answers. Switch roles and repeat. Captioning, p. 269 Closed captioning means that the captions are programmed into the original material and must be turned on to work. Open captions are always present on the screen and cannot be turned off. The National Association of the Deaf (NAD) has lobbied Congress to have captioning offered on television, movie screens, and other locations accessible to the public (including on the internet). Since the Americans with Disabilities Act (ADA) passed in 1990, captioning is now common on most TV shows & commercials. This benefits Deaf, hard of hearing and hearing people. Did you know it is relatively easy to caption your own video using widely available computer video editing programs? To clean p. 271 To do the dishes p. 271 To feed p. 271 To do laundry, wash clothes p. 271 To make the bed p. 271 To mow (a lawn) p. 271 To rake leaves p. 271 To set the table p. 271 To sweep p. 271 To take out the trash p. 271 To wash the car p. 271 To do yard work p. 271 Ask a partner the following questions. When done, switch roles and repeat. Don’t forget, time/when signs come first and WH questions come last. 1. Do you make the bed every day? 2. When do you clean your house? 3. Do you do the dishes after eating? 4. When do you take out the garbage? 5. Do you wash the car monthly? 6. Do you set the table in the evening? 7. Do you do laundry every week? 8. Do you clean the house every weekend? Complete the following phrases using household activities vocabulary. Write an English translation of your sentence: Household Activity in SignWriting Unit 7 Sign each sentence in ASL. Remember to place when signs in their correct location. 1. I don’t like raking leaves. 6. I do laundry on Wednesdays. 2. I wash the car every Saturday. 7. I feed my cat and dog every night. 3. I never make my bed in the morning. 8. Once in a while I clean my room. 4. I don’t mind mowing the lawn. 5. Every night I help cook, and then I do the dishes. 9. I take out the garbage after dinner. 10. I always set the table. Noun-Verb Pairs, p. 273 •Nouns typically have a double back and forth movement •Verbs typically have on solid movement, or a wider back and forth movement than nouns The movement parameter changes nouns to verbs. Sign Language Continuum, p. 276, 277 Visual modality MCE (Coded English) PSE ASL Contact Languages or Pidgins Verbal modality Spanish “Spanglish” English Topic / Comment Sentence Structure • Time • Topic • Comment • Question Yes/No? Wh? • Close (not present unless signer is done) Turn-Taking & Exchanging Information, p. 281 Spoken language strategies: • Wait for a pause • Opening mouth • Cough or “ahem” • Raising voice • “Talking over” someone Signed language strategies: • Closing signals • Questions • Using the hold on sign • Raising your hands up a little • Signing go on if signing at same time Multiple ASL Meanings, p.282 Use concept and context to clarify meanings. Shares a concept: clothing, dress and to wear There is no single English word for the concept of male cousin. Depends on context: can mean shirt or volunteer Clothes, To get dressed, p. 275 Unit 7 Clothing p. 279 Clothing SignWriting p. 278 To use (wear non-clothing item), p. 275 Sign use when signing about non-clothing items such as glasses and shoes. Unit 7 To fit, p. 275 To match, p. 275 Describing fit p. 283 tight baggy Describing design p. 283 What to wear & what to use… Match the items to the sign you would use with them. Unit 7 1. Describe what at least 5 other people in the room are wearing. 2. Translate the following sentences: 1. I’m wearing sandals. 2. He has a sweatshirt on. 3. She’s wearing boots with jeans. 4. I like wearing flip-flops 5. She’s wearing a blue blouse and jacket. 6. He’s wearing brown shoes. 7. People wear shoes every day. 8. I’m wearing tennis shoes / sneakers today. Classifiers (vocabulary) p. 286 Classifiers: cylindrical, hand held objects CL:C, CL: B Don’t forget NMS! p. 286
