Unit 5 Lessons
Based on Master ASL, J. Zinza
© 2011 Natasha Escalada-Westland
Unit 5
1
Unit 5 Objectives
• To improve conversational skills
• To sign about school and school life
• To identify and use the Agent Marker
appropriately
• To understand contemporary Deaf
education options
• To tell time and sign about time-related
issues
• To use basic classifiers for simple stories
Unit 5
Based on Master ASL Level One by Jason Zinza
2
School Locations
MASL Unit 5
Unit 5
3
Football
Unit 5
MASL p. 167
4
Vice-president
Unit 5
p.167
5
President
Unit 5
6
Area (location)
p.168
Adding the area sign forms a
compound meaning, as in home +
area = neighborhood. Rememer
this by thinking “an area of/for ___”
Unit 5
7
Cafeteria
Unit 5
p. 168
8
Gymnasium
Unit 5
p. 168
9
Hallway
Unit 5
p. 168
10
Library
Unit 5
p. 168
11
Office
Unit 5
p. 168
12
Stadium,
auditorium
Unit 5
p. 168
13
Student center
Unit 5
p. 168
14
Technology center,
Computer lab
Unit 5
p. 168
15
Theater
Unit 5
p. 168
16
“Places Around Campus”
MASL DVD
Pointing to people is a basic feature of American
Sign Language. Just as a signer points to a
person who may or may not be present, signers
can point to a location whether it is seen or not. If
the location is visible, simply point directly
towards the area. Modify the point to reflect the
actual path someone would take to arrive at the
location. Depending on how the point is made,
you can sign directions like over there, around the
corner, or that way. Look at the way pointing is
used in the “Places Around Campus” dialogue.
Unit 5
17
Show the meaning of the following
using the pointing finger.
1.
2.
3.
4.
5.
6.
Straight ahead
Around the corner
Far away
Right over there
Towards the left
Very close
Unit 5
18
Work with a partner to ask where each
destination is located at your school. Your
partner will point towards the location and
describe what it is near. When done, switch
roles and repeat the exercise.
1.
2.
3.
4.
5.
6.
Theater
Cafeteria
Gymnasium
Library
Office
North gym
7. Lab
8. Auditorium
9. Women’s restroom
10. Men’s restroom
11. Pool
12. Aero Building
Unit 5
19
Conversation About School
MASL Unit 5
Unit 5
20
Class
Unit 5
p.170
21
Locker
p. 170
(often fingerspelled)
Unit 5
22
Room, box
Unit 5
p. 170
23
Store
Unit 5
p. 170
24
You need help finding a location in the
school. Use complete sentences to ask and
respond using the prompts below. Include
“around there” when you answer.
1.
2.
3.
4.
5.
6.
Bathroom
Office
Computer lab
Art class
Women’s locker room
Water fountain
7.
8.
9.
10.
11.
12.
Unit 5
Little Theater
ASL class
Cafeteria
English class
Football stadium
Pool
25
““Where do you go to school?” ”
MASL DVD
1. Watch.
2. Discuss with group what you understand.
3. Watch until you can give an accurate
translation.
4. Write translation and hand in (individually).
Unit 5
26
Personnel
MASL Unit 5
Unit 5
27
Coach, boss,
dean
Unit 5
p.171
28
Counselor
Unit 5
p. 171
29
Interpreter
Unit 5
p. 171
30
Librarian
Unit 5
p. 171
31
Nurse
Unit 5
p. 171
32
Principal
Unit 5
p. 171
33
Psychologist
Unit 5
p. 171
34
Secretary
Unit 5
p. 171
35
Use the area sign in a complete sentence to
explain where each location is found.
Locations
The bathroom is around the
corner near/around the pool.
Unit 5
36
Use ____ + area to sign the following words.
Create a complete sentence for each.
1.
2.
3.
4.
5.
Food court
Neighborhood
Football field
Movie complex
Shopping center
Unit 5
37
Activities (Agent Marker)
MASL Unit 5
Unit 5
38
The Agent Marker
What is the connection between the signs to learn
and student? The Agent Marker indicates a person
who works as, or does, the meaning of the sign. In
this example, one who learns is a student. There are
some exceptions to the Agent Marker you need to
know, such as the signs for nurse, principal, and
coach.
Unit 5
39
To cook
Unit 5
p.175
40
To manage
Unit 5
p. 175
41
To pick on, nag
Unit 5
p. 175
42
To serve
Unit 5
p. 175
43
To write
Unit 5
p. 175
44
Being Polite - Titles
There are no signs for Mr., Mrs., or Miss in
ASL.* Within the Deaf community, and
individual is known by his or her name sign and
children are permitted to address their elders
by name. Titles like Mr. and Mrs. Are used to
show respect, so signing someone’s name with
a respectful facial expression achieves the
same purpose.
p. 174 MASL
*If it is important to communicate someone’s
title, fingerspell the abbreviation
Unit 5
45
Pair Signs with the agent marker (person sign) to
make the following words. Think carefully about
vocabulary you have learned and their meanings
before deciding.
1.
2.
3.
4.
5.
6.
7.
Voter
Trainer
Driver
Troublemaker
Visitor
Skier
Employee
8. American
9. Canadian
10.Waiter
11.Actor
12.Manager
13.Chef
14.Writer
15.Bully
Unit 5
46
More Locations
MASL Unit 5
Unit 5
47
To look for,
search
Unit 5
p. 170
48
Activity center
Unit 5
p.176
49
Back
Unit 5
p. 176
50
Field (grass +
area)
Unit 5
p. 176
51
Flag
Unit 5
p. 176
52
Front
Unit 5
p. 176
53
Snack machine
Unit 5
p. 176
54
Soda machine
Unit 5
p. 176
55
Dialogue about Places - Practice
•
“More Places Around Campus”, MASL text p. 176 – Be able to
sign in front of group and instructors correctly and fluently.
B. Yeah, there’s a vending
machine down the hall.
A. We’re hungry. Know where we
can get something to eat?
Unit 5
56
Create a new dialogue that
includes the following:
1. Agent marker (person sign)
2. Two locations around school
3. Three school personnel
Unit 5
57
Unit 5
58
Ask a partner to explain where items 1-6 are
located. When done, switch roles and locate items
7-12. Ask and answer questions in complete ASL
sentences. Use map illustration on previous slide.
1. Where is the soda
machine?
2. Where is the ASL
classroom?
3. Where is the nurse’s
office?
4. Where is the flag?
5. Is there a counselor or
psychologist?
6. Where are the locker
rooms?
7. Does this school have
an activity center?
8. Where is the cafeteria?
9. Where is the field?
10. Where is the men’s
restroom?
11. Does the school have a
pool?
12. Where’s the snack
machine?
Unit 5
59
Interpreting
Federal law requires equal access to information and services for all people,
regardless of disability. For both hearing and Deaf people, sign language
interpreters are a popular way to obtain equal access to each other. Have you
seen interpreters at public events, on television, or at your school or workplace?
Interpreters are required to sign what is heard, and to voice what is signed so
everybody has access to the information and services provided. While the
majority of interpreters are hearing, don’t be surprised if you encounter a Deaf
interpreter!
When using an interpreter, remember these tips:
•Talk directly to the Deaf person instead of saying “Ask him” or “Tell her.”
•Make eye contact with the Deaf person, not the interpreter.
To learn more about interpreters, visit http://www.rid.org
Unit 5
MASL p. 177
60
What Year Are You?
MASL Unit 5
Unit 5
61
p.180
•Freshman
•Sophomore
•Junior
•Senior
Unit 5
62
What year are
you?
Unit 5
p. 180
63
Use the list below and ask a partner a person’s
name and their year in school. Partner should use
a pronoun (pointing/diexis) and answer correctly.
1. Carolyn
(freshman)
2. Kevin Miles
(senior)
3. Shane (junior)
4. Tisha Leung
(sophomore)
5. Jon (freshman)
6. Blanche
(senior)
Unit 5
7. Abby Fiore (don’t
know)
8. Darrel Jamison
(junior)
9. Brigitte Cowley
(sophomore)
10. Aaron (junior)
11. Van Nguyen
(senior)
12. You (?)
64
DVD: Year
Whatare
areYou?
You Studying?
What
- Practice
Write a translation of the dialogue and
hand in. Discuss with classmates to
make sure you understand.
Unit 5
65
DVD: What are You Studying?
•
MASL text p. 179 – Signwriting and translation. Did you
understand the video?
A. What year are you?
B. I’m a junior, taking
ASL and economics.
Unit 5
A. Oh, I’m a senior. I’m
taking English, math and
government because I want
to graduate.
66
Education
MASL Unit 5
Unit 5
67
p.181
Elementary
school
Junior high
school
Middle school
Unit 5
68
To forget
Unit 5
p. 181
69
To remember
Unit 5
p. 181
70
To think
Unit 5
p. 181
71
p. 181
To take (a class)
Unit 5
72
To major in
Unit 5
p. 181
73
University
Unit 5
p. 181
74
Tell the student’s year in school and at least
two other details about them in a complete
sentence.
1.
2.
3.
Angela – age 20, junior,
majoring in Deaf
studies
Brent – 17 years old,
junior, works at a
restaurant, wants to go
to college
Claro – age 15,
sophomore, plays
baseball, has 2
brothers
4. Kelly – 22 years old,
freshman, works as a
manager, studying
nursing
5. Sheri – age 23, senior,
majoring in ASL, wants
to teach ASL
6. Brian – sophomore, has
twin brother, doesn’t
have a major, enjoys
acting
Unit 5
75
Exchange the following
information with a partner
1. Name of your favorite teacher
2. Names of all schools attended (use
Listing and Ordering Technique)
3. Two things you remember from
elementary school
4. Why you’re taking ASL
5. Going to high school/college/university.
Where?
Unit 5
76
What do people tend to do during each level
of education? Include age range and likely
activities.
Education Level
• Elementary school
• Middle school
• High school
• College / University
Suggested Topics
• Take art
• Learn ASL
• Ride a bike to school
• Play sports
• Have a locker
• Learning to read
• Moving away from home
• Have 1 teacher all day
• Have a major
Unit 5 • Learn to write
77
Signing Years
MASL Unit 4 blue book,
p. 86
Unit 5
78
Signing the Number for a Year
Typically, sign the year the way you would say it in English. There is a
variation on the 2000s. Generally, we do NOT use the sign for
thousand.
Years 2000 –
Variation 1:
Variation 2:
2009:
I was born in 1967.
This year is 2011.
Unit 5
This year is 2011.
79
Coursework
MASL Unit 5
Unit 5
80
Art
Unit 5
p.183
81
Automotive
Unit 5
p. 183
82
p. 183
•Science
•Biology
•Chemistry
(initialized
signs)
Unit 5
83
Business
Unit 5
p. 183
84
Computers
p. 183 & 184
(3 sign variations)
Laptop
Unit 5
85
Drama, acting
Unit 5
p. 183
86
Economics
Unit 5
p. 183
87
Education
Unit 5
p. 183
88
Engineering
Unit 5
p. 183
89
English
Unit 5
p. 183
90
Geography
Unit 5
p. 183
91
Government
Unit 5
p. 183
92
p. 183
Physical Education
Unit 5
93
Health
Unit 5
p. 183
94
History
Unit 5
p. 183
95
p. 183
Journalism, newspaper
Unit 5
96
Math
p. 183, 188
Initialized Signs
•Math
•Algebra
•Calculus
•Geometry
•Trigonometry
Unit 5
97
Initialization
p. 188
Initialization refers to meanings related to a particular root sign, such as the
sign for math. The signs for algebra, calculus, geometry and trigonometry are
all related to the basic math sign, except for the initials added to each. An
initialized sign is one that incorporates a fingerspelled letter as part of the sign.
What other signs do you know? Consider science and compare that to the
signs biology and chemistry. Are they related?
Unit 5
98
Photography
Unit 5
p. 183
99
Physics
Unit 5
p. 183
100
Physiology
Unit 5
p. 183
101
Sociology
Unit 5
p. 183
102
Speech/Debate
(lecture)
Unit 5
p. 183
103
Teacher’s assistant
Unit 5
p.184
104
Woodshop
Unit 5
p.184
105
Yearbook
Unit 5
p.184
106
In complete sentences, sign the
following to a partner:
1. What classes are you taking right now? Use
the Listing & Ordering Technique to list the
courses. Include a comment about each
course.
2. Compare your course load with a partner’s.
Who is taking the more difficult classes? The
easiest?
3. Ask your partner to list his or her top 3 favorite
classes. Find out why they like these classes.
Switch roles.
Unit 5
107
Based on the picture, explain what the class
is, if it is a high school or college class, and
whether you would want to take it.
Unit 5
108
What do you do in each class?
Explain in a full sentence.
Unit 5
109
Skilled/Unskilled &
Grades
MASL Unit 5
Unit 5
110
p.189
To be good at/skilled
To be bad at/unskilled
Unit 5
111
Letter grades
p.191
A
B
C
D
F
Unit 5
112
Skilled/Unskilled – Work with a partner to develop
a list of English words and phrases that mean to
be good at… and to be bad at…
To be good at (something)
To be bad at (something)
Unit 5
113
Take turns asking a partner if they are good or bad
at the following things. Answer in a full sentence,
using a letter grade to explain.
•
•
•
•
•
Math
Cooking
Writing papers
Facial expressions
Science
•
•
•
•
•
Unit 5
Taking tests
Sign language
Algebra
Art
Singing or music
114
You and a friend have opposite opinions on several issues.
Take turns signing and responding to each sentence with
your partner, using the information in provided.
• I think s/he’s a terrible
actor. (No, s/he’s a
very good actor)
• I think college is
boring. (No, college
is exciting and fun!)
• I think he’s a lousy
teacher. (No, he’s a
great teacher!)
• I’m not a good signer.
(No, you’re a very
good signer!)
• I’m no good at math.
(No, you’re a math
genius!)
• I think s/he’s a great
musician. (No s/he’s
a terrible musician!)
Unit 5
115
Deaf Education
Controversies &
Gallaudet University
MASL Unit 5
Unit 5
116
Controversies in Deaf Education
MASL p. 186, 187
Speech
School for the Deaf
(institute)
Sign
Mainstreamed
Unit 5
Oralism
One in a crowd
117
Gallaudet
University
Unit 5
p.190
118
Read & Take Notes
1. MASL text p. 186-187, Focus, Deaf
Education…
2. MASL text p. 190, Gallaudet University
Unit 5
119
The Time Spot
MASL Unit 5
Unit 5
120
Time, What time is it?
(The time spot)
p. 199, 200
Eyes On ASL #12
One…
Two…
Three… Four… Five…
Six…
Seven… Eight…
Nine…
…o’clock
Unit 5
121
Around (time)
Around
10:00
p.199
Around
10:30
Around
12:00
Around
1:30
Around
1:00
Unit 5
122
Hour
Unit 5
p. 199
123
Half Hour
Unit 5
p. 203
124
Noon
Unit 5
p. 199
125
Midnight
Unit 5
p. 199
126
Dialogue: Signing Time – Practice
Ex. Y
•
MASL text p. 199 – Be able to sign in front of group and instructor
correctly and fluently.
A. What time is
B. It’s done at 11:30
basketball practice
over?
Unit 5
A. Oh okay. What
time is it now?
B. It’s 10:00
127
Ask a partner what time it is. Use the clocks
to give the approximate or exact time.
Unit 5
128
Provide the correct sign for each item below in a
complete sentence. Remember, sign time first in a
sentence.
1) 2:00
2) Midnight
3) 6:30
4) 1:00
5) Around 10:00
6) 3:15
7) 7:20
8) Noon
9) 11:45
10)2:21
11)4:00
12)5:00
13)6:45
14)9:15
15)15 minutes
16)Around 8:30
17)12:05
18)9:10
19)6:00
20)7:00
Unit 5
129
Beginnings &
Endings
MASL Unit 5
Unit 5
130
Alarm, bell
Unit 5
p.201
131
To arrive
(person)
Unit 5
p. 201
132
To take off
(person)
Unit 5
p. 201
133
p. 201
To arrive (plane)
Unit 5
134
To depart, takeoff
(plane)
Unit 5
p. 201
135
To finish, to be
done
Unit 5
p. 201
136
To be late
p. 201
The next time you’re running late to
class or meeting a Deaf friend, be
prepared to explain why you were
running behind. In formal situations
like school, a Deaf teacher will likely
ask why you are late – and expect
you to respond with a thorough
explanation! Doing so is polite and a
part of Deaf culture.
MASL p. 202
Unit 5
137
To start, begin
Unit 5
p. 201
138
Train
Unit 5
p. 201
139
Ask a partner the following questions. Partners
respond using the information in parenthesis.
When done, switch roles and repeat.
1.
2.
3.
4.
5.
What time do you start work? (8:00 Monday)
What time is it now? (tell the actual time)
What time is class over? (tell the actual time)
What time do you go home? (2:30)
What time is your ASL class? (tell the actual
time)
6. What time do you go to sleep? (tell an actual
time)
Unit 5
140
ASL has many ways to show arrival and departure
based on who or what is arriving or leaving.
Provide the correct sign for the phrases in bold.
Sign the time first!
1. I need to take off.
2. The plane lands at
6:00.
3. We got there at
9:00.
4. She needs to get
going.
5. The train leaves at
2:45.
6. They need to go.
7. The bell rings at
7:15.
8. The bus departs in
10 minutes.
9. They’ll be here at
noon.
10.I’m going to hit the
road.
Unit 5
141
Ask a partner why he or she is late, following the example.
Respond with the information provided. Don’t worry about
past tense, it is implied in the context of the conversation.
Why did you get here late?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I walk slowly.
The bus was late.
I had to see the nurse.
I finished work late.
My _______ class finished late.
I had to go to the bathroom.
I was chatting with a friend.
I was looking for my book.
The train was late.
I wanted to finish eating.
I left home late.
There was a line in the cafeteria.
Unit 5
142
Describe each picture in
complete ASL sentences
Horror Movie starts at 7:30
Train station or airport?
When do we land?
Unit 5
143
Multiple Meanings
MASL Unit 5
Unit 5
144
Multiple meanings or conceptuallyaccurate signing
p. 203
To take something (literal)
To take an opportunity (abstract)
To take off (abstract)
To take care of (abstract)
To take a class (abstract)
To take turns (abstract)
Unit 5
145
Multiple meanings or conceptuallyaccurate signing
p. 203
To break (literal)
To break down, cry
(abstract)
To break up (abstract)
To break down, analyze
(abstract)
To take a break (abstract)
Unit 5
146
Sign each sentence in conceptually
accurate ASL.
1.
2.
3.
4.
I have breaks at 10:00 and 1:00.
Are you taking chemistry and drama?
Did you break your phone?
I work at a restaurant on the weekends. I
get two half hour breaks.
5. My mother said I can take her car.
Unit 5
147
Work with a partner to make a list of 10 English
words or phrases that have multiple meanings,
and show the sign that best matches the concept.
Examples are given.
1.
2.
3.
4.
5.
I’m running behind
Broken heart
_______________
_______________
_______________
6. _______________
7. _______________
8. _______________
9. _______________
10._______________
Unit 5
148
Sentence Creation - Practice
Sentence Creation. Create a complete ASL sentence based on the prompts
below.
Example:
4
1
8:15
2:00
5
2
11:00
12:00
3
11:30
Our flight leaves at 10:00.
Unit 5
149