2014 ASL 2 CLASSIFIERS Unit

Brenda Aaron

• http://seattlecentral.edu/faculty/baron/Sum mer%20Courses/ASL%20223/ASL223AS

LClassifiers.htm

Cool overview of Classifiers

• http://prezi.com/pkb9vr7th72x/aslclassifiers/

• Munoz

Classifier animations

• http://www.jalc.edu/ipp/Classifiers/

WEEK 8

ASL 2

Monday, March 24, 2014

AGENDA

• Begin Classifier Unit

• Semantic Classifiers

Introduction

Definition

Practice

• Bus Stop Riddle

– Semantic Classifier or Mime(BCL)

CLASSIFIERS

Semantic Classifiers

Body Classifiers

Today’s Objective:

You will learn to define, recognize and use basic Semantic (pronoun) Classifiers and Body

Classifiers in signed sentences and stories .

CLASSIFIERS

CLASSIFIERS: WHAT ARE THEY?

“Classifiers are hand shapes used in ASL to describe specific action, motion, shape, size, location, and additional information needed to convey concepts accurately and fully.

They are not signs, but are used to describe and give signs life.

Sandra Heflin MA

CLASSIFIERS

CLASSIFIERS: WHAT ARE THEY?

Whole sentences can be portrayed with just the movement of a classifier.

One classifier can represent many similarly shaped objects, which makes it necessary to first sign what the object is, then use the classifier to describe where it is located, how it moves or where it moves, how thick or think big or little it is.”

Sandra Heflin MA

Summary

• Classifiers are unique to ASL

• So classifiers are not specific signs

(vocabulary).

• Some classifiers are used as pronouns. These are called

“Semantic Classifiers ”

(old books Pronominal Classifiers)

• Others are used as adjectives. These are called

S.A.S.S. classifiers (also referred to as Descriptive

classifiers,DCL)

• Classifiers can show verb action.

(with movement)

• Classifiers can function as prepositions

(show relational location).

• Most important rule: Always identify a classifier when you use it.

Last year we learned:

Walk with CL: BB,1,and /\

CL:BB

(to represent feet)

Directions: use CL:BB to show the following:

• Place both feet together

• Put right foot in front of left foot

• Tap left foot several times

• Lift their toes (with heels on the ground)

Signing Naturally Level 1



CL:BB

(to represent feet and show action)

• Shuffle

• Stroll

• Walk pigeon toed

• Walk on tip toes

• Duck walk (like Charlie Chaplain)

• Hobble (with injury)

• Wobble (from high heels)




CL:11

( to represent legs with two hands)

• Limp

• Stagger

• Prowl

• Tiptoe

• Waddle

• Walk backwards

• Walk sideways




CL:/\ to represent legs

• Jump up

• Leap

• Cartwheel

• Fall down on back side

• Trip and fall forward

CL:1 to represent upright body

• Zoom

• Waddle

• Zigzag

• Pacing

• Go in circles


Common Semantic Classifiers

CL:1, an upright person, or cylindrical object such as a pencil or light pole

CL:2, to show 2 people walking, also to show eyes looking around

CL: 3, to show a vehicle

CL: /\, to show legs walking

CL:

/\ scrunched, to show a small critter

Using the SemanticCL:1 show:

1. The boy came straight to me very fast.

2. I went off to the right.

3. The girl walked up to me and then turned away quickly.

4. I walked straight ahead slowly and then came back.

Using two hands with the CL:1 or CL:/\ show:

Note: to show a small animal use CL:/\ but scrunch your fingers.

(Some books will write this as a v with 2 dots above it)

1. The girl and I went away in opposite directions.

2. I followed the man as he walked around the corner.

3. I walked around the woman who was standing still.

4. The dog followed the cat to the right and left

5. The man and woman walked past each other very slowly.

6. The cat came up to me and I pet it.

Using the Semantic CL:1 or SCL:2 to show:

1. The two couples met and walked off together.

2. I walked up to the man and woman who were standing together.

3. Two women came up to me on my right.

4. The two men walked toward me and then quickly turned away.

5. The two girls followed the woman.

Note: When using a 2,3, 4 (number) etc. to show how many people, this is also referred to as a Plural Classifier (PCL).

Using the Semantic CL: 3 and SCL:1 to show:

• The man walked up to the driver’s side of the car.

• The taxi pulled to the side of the road and the lady got in.

• The car stopped so that the girl could cross the street.

• The bus swerved to miss the boy in the road.

Bus Stop Riddle

• Working in groups of 3

• Watch the bus stop riddle

• Write down the semantic classifiers he uses and what he uses them for.

Link http://media.scctv.net/scccitp/101_the_ridd le.wmv

• How did you know what they represented?

Semantic Classifiers or Body Classifiers

A skilled signer will mix in a lot of Miming (acting out) along with use of Semantic Classifiers when telling a story.

This acting out or miming of the action is called

Body Classifiers .

What is the difference between using Semantic

Classifiers and using Body Classifiers (miming the action)?

Let’s think again of the “Bus Stop Riddle.”


Let’s think again of the “Bus Stop Riddle.”

How does the signer mime the action (BodyCL) the bus turning the corner?

How could you use a semantic classifier to show the bus turning the corner?

Do you see the difference?


Do you see the difference?

When the bus comes to a stop; does the signer

Mime (BodyCL) this along with a sign or use a

Semantic Classifier to show this?

Yes, he uses mime (BCL) along with the sign

STOP.

How could you sign it with a semantic classifier and mime combined?

Characteristics of Classifiers:

• Classifiers are integral part of American Sign

Language. Classifiers represents a class of nouns and are used somewhat like pronouns.

• Two handed classifiers can be used to represent different referents showing location and action.

• Classifiers can be used as action verbs.

• Classifiers can show spatial relationships.

• Classifiers can show orientation of objects.

http://seattlecentral.edu/faculty/baron/Summer%20Cour ses/ASL%20223/ASL223ASLClassifiers.htm

Brenda Aaron


• Classifiers can give information about singularity or plurality.

• Classifiers called SASSes give size, shape, depth, shape and texture information about the object.

• The upper body can be used as a classifier.

• Classifiers can show how objects are used or handled.

• The whole body can be used as a classifier through pantomime.

• Locative Classifiers provides spatial and directional information.


Brenda Aaron

Classifiers: What we know so far,

1 . Size and Shape Specifiers (SASSes ) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space.

CL: 1 represent something that is round and thin like a pencil, a tree sapling, etc.

CL: B: can represent a paper, a book or a pie. Palm orientation is often important here, if the palm is down, it indicates the object is facing down.

CL: V: is made with a bent V can represent a chair, or a person who is seated.

Also: CL: G trim, CL: C cup or cookie, CL: F small & round object etc.

2.

Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person. There are some that are not represented by their iconic characteristics but are abstract representations.

Some examples of Semantic Classifiers:

CL: 3: a moving conveyance

CL: 1 represents a person and the action of the person, can also represent the haunches and movement of various animals.

CL:V upside down indicates a person and the action of the person i.e., walking

3 . Body Classifiers : Using the body to represent a look or action i.e., a bird flying, a man with a 6pack muscular body, a person behaving drunkenly, etc.


Brenda Aaron

Classifier Video

I had a strange dream last night, and you were in my dream……

• http://www.youtube.com/watch?v=_DK

3-z1m1bs&feature=player_embedded

Classifier WEB LINKS

• http://www.lifeprint.com/asl101/pagessigns/classifiers/classifiers-00.htm

• http://www.handspeak.com/blog/asl/index.

php?byte=ASL301&ID=20

ASL 2

Tuesday, March 25, 2014

FIRST

WORK

– chair/sitting,

– stand,

– table/desk top,

– look around

What Body Classifier would you use for:

– Opening the door

– Look around

AGENDA

• Locative Classifiers

• CL: Story “French Class”

• Spatial agreement

L.T. Use locative classifiers with spatial agreement.

FSP quizzing S-S

Objective: quick review of vocabulary needed for today’s lesson

Directions: work with assigned partner, choosing from the words on this list, fingerspell words and partner respond with appropriate sign.

Mix up the order of words – please do not follow the list in the order written.

FSP to Sign these words

– ELEMENTARY

– SCHOOL

– FRENCH

– CLASS

– BOY

– GIRL

– PRINCIPAL

– LOOK

CLASSIFIERS

Locative Classifiers


You will learn to define, recognize and use basic Locative Classifiers in signed sentences and stories .

Locative Classifiers

Locative Classifiers are classifiers that indicate the spatial relationship between two or more things.

Locative classifiers serve a similar purpose as prepositions in English such as in, on, under, behind, above etc.

However, because ASL is a spatial language, it incorporates the information by using a classifier in a spatial relationship with another classifier.

Using Locative Classifiers

What is the semantic classifier for a car?

• SCL:3

What is the semantic classifier for a small animal?

• SCL scrunch /\

Alone these are semantic classifiers, but when used together to show location they can be referred to as Locative Classifiers.

Here is how you use a classifier to show relational locations (preposition).

Using Locative Classifiers

Your turn. Use CL:3 and CL: scrunch v to show the following locational relationships.

• Fido beside the car.

• Fido behind the car.

• Fido around the car

• Fido on top of the car.

• Fido in front of the car.

• Fido under the car.

These blue words are called prepositions in English.

CL: STORY ACTIVITY

Goal: Creates a signed version of story with maximum use of CL and minimal use of signs.

You will be working in assigned groups.

Keep in mind the goal of this activity.

There are multiple ways to sign this story.

We will be presenting to class.

Grab a white board and marker if needed.

CL: STORY #1 – FRENCH CLASS

At the elementary school, there are four students taking French class.

Three students are sitting close to each other.

An overweight boy is sitting between two girls.

Another boy is sitting far behind those students.

Their teacher is not standing, but sitting behind his desk while teaching.

The principal comes into the class to look around and then leaves.

Story from SCCC

SPATIAL AGREEMENT

Objective: students realize the concept of “spatial agreement” used in signing (3D use of space).

• Draw floor plan on white board of your class room including where students sat, teacher/desk and door for principal to enter.

• Re-sign story paying attention to spatial agreement with floor plan. (can change how story was signed and can borrow ideas seen from other groups)

• Once story is complete – each student takes a different

“signer’s perspective” of same class room.

• Is it possible to sign from each perspective?

• Why or Why Not?

REVIEW









Brenda Aaron

REVIEW









Brenda Aaron

REVIEW

Classifiers: What we know so far:

1. Size and Shape Specifiers (SASSes ) they describe certain physical characteristics such as size, shape, depth and texture of a noun as well as indicate its location in space.






Brenda Aaron

REVIEW


2.

Semantic Classifiers: that represent nouns and can indicate the location of that noun and its actions, that is, they stand for a particular group of nouns i.e., the ASL classifier CL: 3 can represent an inanimate land or water conveyance like a car, bus, truck, motorcycle, boat or submarine but not a horse or a person.

There are some that are not represented by their iconic characteristics but are abstract representations.




CL:V upside down indicates a person and the action of the person i.e., walking http://seattlecentral.edu/faculty/baron/Summer%20Cour ses/ASL%20223/ASL223ASLClassifiers.htm

Brenda Aaron

REVIEW


3 . Body Classifiers : Using the body to represent a look or action i.e., a bird flying, a man with a 6- pack muscular body, a person behaving drunkenly, etc.

6 . Locative Classifiers are classifiers that indicate the spatial relationship between two or more things.

Locative classifiers serve a similar purpose as prepositions in

English such as in, on, under, behind, above etc. however because ASL is a spatial language, it incorporates the information by using a classifier in spatial relationship with another classifier, i.e. the English sentence: The car is parked by the tree. http://seattlecentral.edu/faculty/baron/Summer%20Cour ses/ASL%20223/ASL223ASLClassifiers.htm

Brenda Aaron





ASL 2

Wednesday, March. 26, 2014

test

ASL 2

Thursday, March 27, 2014

FIRST

WORK classifiers for:

• little dog

What locative classifiers for :

• person approach car

– on driver’s side, • person sitting

– on passenger side, • windshield wipers

• person sit in car

– on driver’s side,

What body

– on passenger side, classifiers for:

• it is hard to see

• looking left & right

• Prosody

AGENDA

• CL: story # 2 “Ride Home”

• CL: story # 3 “Missed the bus”

L.T. Use prosody with classifiers

REVIEW


2.







Brenda Aaron

REVIEW






Brenda Aaron

CLASSIFIERS

Prosody


You will learn to define, recognize and use

Prosody along with classifiers in signed sentences and stories .

You will be introduced to Instrument Classifiers.

“PROSODY”

Prosody means variations in the manner a language is presented.

• In spoken languages this would be the

– Tone, Pitch, Intensity, Length of words

• In signed languages this would be

– Size, Speed, Length, and Location of sign

– Facial Expressions and Body Language

– http://www.youtube.com/watch?v=jD5at2NQ_6A

“PROSODY”

• Could you see the difference when Clyde signed with prosody and without it?

• If you were deaf which would you prefer to see?

• Do you think it was difficult for Clyde to sign without prosody?

• Why do you think it is more difficult for hearing people to use prosody?

• Do you think it is the same for all hearing people or are there some cultures that are more or less

“prosodic”?

PROSODY PRACTICE

A major aspect of prosody is use of facial expressions.

Sometimes this can be one of the most challenging aspects of learning ASL.

It takes practice to get your facial muscles to work on command.

(Remember learning to make the WH? and Y/N? face?)

•

Directions: sit on your hands, face and head movement only .

Surprised

• Confused

• Happy

• Bored

• Disgusted

• Irritated

• Sentimental “oh how cute!”

• Look up at the tall man

• Look down at the dog

• Shake someone’s hand

• Look around – there’s no one there.

Try practicing these at home in the mirror.

CL STORY # 2 – Ride Home

Goal:

• Continue developing skills to translate English story into ASL classifier story.

• Paying attention to spatial agreement with your classifiers and adding prosody to give life.

• You will be working in assigned groups.

• Collaborate with your group to design an ASL interpretation of this story.

• Use white boards to decide set up.

• Keep in mind the goal to this activity.

• Each of you need to practice signing the whole story.

CL STORY # 2 – Ride Home

• My mom picked me up after school to give me a ride home because it was pouring down rain.

• I got in the car and buckled up.

• It was hard to see the road and the windshield wipers were on high.

• A little dog ran out into the street in front of our car.

• I thought that we hit it, but when I turned and looked out the back window, I saw it running away across the street.

What Classifiers did you use?

Semantic Classifiers

• Car

• Little dog

• Me standing

• Me sitting

• Windshield wipers

Locative Classifiers

• Me walking up to the car

• Little dog running into path of car

• Dog running away

Body Classifiers

• It was hard to see

• I turned and looked back

Prosody

• Rushing in the rain

• Hard to see

• I thought we hit the dog

• Relieved dog was ok

CL STORY # 3 – MISSED BUS

After school, three students from band class boarded the bus.

Two boys sat in the back.

A girl sat in the front behind the driver.

A 4 th student forgot her flute and had to go back to get it.

She then made a mad dash to catch the bus.

The driver looked left and right before pulling off, but he didn’t see the girl coming from behind.

She missed the bus and had to walk home.

CL STORY # 3

Goal: S. create signed version of story with focus on CL use

Spatial Agreement and Prosody.

You will be working with a partner.

Use white board to decide set up.

Keep in mind the goal to this activity.

Both of you need to practice signing the whole story.

CL STORY # 3 – MISSED BUS

After school, three students from band class boarded the bus.

Two boys sat in the back.

A girl sat in the front behind the driver.

A 4 th student forgot her flute and had to go back to get it.

She then made a mad dash to catch the bus.

The driver looked left and right before pulling off, but he didn’t see the girl coming from behind.

She missed the bus and had to walk home.

Semantic Classifiers?

Body Classifiers?

Locative Classifiers?

Prosody?

Spatial Agreement

What direction is your bus facing?

What direction does the road go?

What direction is the school?

Instrument Classifiers

5 . Instrument Classifiers :

Describe how objects are handled or manipulated.

The classifier adds specific information to the predicate meaning.

There is agreement between the physical/visual characteristics of the object being handled and the handshape i.e., steering a wheel, hammering a nail, throwing chalk at someone etc.


Brenda Aaron


We actually have been using some Instrument Classifiers already.

• Bus Stop Riddle: turning the steering wheel

• French Class story: turning the knob (to open the door)

• Ride Home story: buckling up seatbelt

• Missed Bus story: the flute

Other possibilities:

• Pulling the lever to open the bus doors

• Turning the key to start the car

• Turning the wipers from low to high (twisting the knob) http://seattlecentral.edu/faculty/baron/Summer%20Cour ses/ASL%20223/ASL223ASLClassifiers.htm

Brenda Aaron





ASL 2

Friday, March 28, 2014

First work

read this story

• The Frisbee was on the ground. Two girls came walking by, found the Frisbee, and ran to pick it up, and tossed it back and forth. Their mom came so the girls had to toss the Frisbee away.

• Now, there was a woman walking by and the Frisbee accidentally landed in her bag. The woman took the

Frisbee out of her bag and tossed it. The Frisbee flew through the air and landed in the river.

• A man who was fishing thought he’d caught a fish. But it wasn’t a fish, it was the Frisbee. He looked at it and tossed it in the air and the Frisbee landed in the same place it had started.

• Scott and the dog thought the Frisbee had stayed in the same place but it hadn’t Ha, ha, ha.

AGENDA

• Frisbee story

• Instrument Classifiers

• Element Classifiers

L.T. To observe and replicate Deaf signer’s classifier story; see ‘acting out’ of story to help develop spatial agreement.

CLASSIFIERS


Element Classifiers


You will continue to develop your Prosody , Spatial

Agreement and use of Semantic, Body , and

Instrumental Classifiers.

You will be introduced to Element Classifiers.

REVIEW







Brenda Aaron

REVIEW










• Turning the wipers from low to high (twisting the knob) http://seattlecentral.edu/faculty/baron/Summer%20Cour ses/ASL%20223/ASL223ASLClassifiers.htm

Brenda Aaron

“The Frisbee Story”

DIRECTIONS: divide class into groups of 3, each student has one paragraph

1. The Frisbee was on the ground. Two girls came walking by, found the Frisbee, and ran to pick it up, and tossed it back and forth. Their mom came so the girls had to toss the Frisbee away.

2. Now, there was a woman walking by and the Frisbee accidentally landed in her bag. The woman took the


3.

A man who was fishing thought he’d caught a fish. But it wasn’t a fish, it was the Frisbee. He looked at it and tossed it in the air and the Frisbee landed in the same place it had started.

4. Scott and the dog thought the Frisbee had stayed in the same place but it hadn’t Ha, ha, ha.

The Frisbee Story

Bravo Video #11

Watch the acting out of the story we just practiced.

Bravo #11 11.9 (17:00) http://www.youtube.com/watch?v=Hl4YxgELmdw& feature=youtu.be

After seeing acted out, how would you modify or clarify your story?

ff tape to 11.13 (18:00)


After seeing acted out, how would you modify or clarify your story?




3.




3 groups of 3 into big group of 9. Each group of 3 tell story to group of 9




3.




Bravo Video #11 11.13

Watch carefully as Billy signs the Frisbee Story

See how the movement of the classifiers mimics what actually happened to the Frisbee.

http://www.youtube.com/watch?v=XQyju6282Hs&feature=youtu.be

How did Billy sign:

• The Frisbee was on the ground.

• Two girls came walking by, found the Frisbee, picked it up, and tossed it back and forth.

• Their mom came, so the girls had to toss the Frisbee away.

What classifiers were used for?

• frisbee

• frisbee on ground.

• two girls walking,

• picked up frisbee

• tossed it back and forth.

• girls waked up to mom

• frisbee tossed away




See how the movement of the classifiers mimics what actually happened to the Frisbee.



• There was a woman walking by and the Frisbee landed right in her bag.

• The woman took the Frisbee out of her bag and tossed it.

• The Frisbee flew through the air and landed in the river.


• woman walking

• frisbee land in bag

• woman open bag

• toss frisbee away

• frisbee fly through air

• frisbee land on water




See how the movement of the classifiers mimics what actually happened to the Frisbee.



• A man who was fishing thought he’d caught a fish, but it wasn’t a fish, it was the Frisbee.

• He tossed it away and it landed where Scott had left it.


• fan fishing

• thought fish caught

• man tossed frisbee away

• frisbee landed on ground

REVIEW







Brenda Aaron

REVIEW










• Turning the wipers from low to high (twisting the knob)


What instrument classifiers were there in today’s story?

• Tossing the frisbee

• Carrying a purse

• Catching a fish

Element Classifiers

Sub category of SASS

Element Classifiers : Classifier describing the look and action of the elements i.e. gas, air, liquid, fire chimney blowing smoke, a waterfall, a roaring fire etc.

So far we have used:

Raining really hard (yesterday)

River water (that the frisbee was floating on)

Can you think of anything else?


Brenda Aaron





ASL 2

WEEK 9

ASL 2

Monday, March 31, 2014

AGENDA

• The Eagle and the Squirrel

– Watch

– Analyze

– Draw

– Label Body CL and BodyPart CL

L.T. Distinguising the difference between body part and body classifiers.

REVIEW









Brenda Aaron

REVIEW









Brenda Aaron

REVIEW








Brenda Aaron

REVIEW


2.







Brenda Aaron

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Brenda Aaron

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Brenda Aaron

REVIEW







Brenda Aaron

REVIEW

Element Classifiers




Raining really hard (yesterday)




Brenda Aaron

CLASSIFIERS

Body Part Classifiers


4 . Body Part Classifiers : Describe parts of the body

(usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements.

The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes.

For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part

Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc.


Brenda Aaron



CL:BB

(to represent feet)

Directions: use CL:BB to show the following:

• Place both feet together

• Put right foot in front of left foot

• Tap left foot several times

• Lift their toes (with heels on the ground)

BODY PART CLASSIFIERS




CL:BB

(to represent feet and show action)

• Shuffle

• Stroll

BODY PART CLASSIFIERS

• Walk pigeon toed

• Walk on tip toes

• Duck walk (like Charlie Chaplain)

• Hobble (with injury)

• Wobble (from high heels)




CL:1,1

( to represent legs with two hands)

• Limp

• Stagger

• Prowl

• Tiptoe

• Waddle

• Walk backwards

• Walk sideways




CL:/\ to represent legs

• Jump up

• Leap

• Cartwheel

• Fall down on back side

• Trip and fall forward




CL:1 to represent upright body

SEMANTIC CLASSIFIERS

• Zoom

• Waddle

• Zigzag

• Pacing

• Go in circles



Body Part Classifiers can also be used when giving details about an animal.

For example:

• A dog perking up his ears

• An elephant waving around his trunk

• A cat washing his face with his paw

• An animal’s tongue

Today we will watch a story that uses BPCL:BB for the eagle’s wings.


You will learn to define, recognize and use Body

Part Classifiers in stories.

You will be able to distinguish the difference between BPCL and BodyCL in signed stories.

You will see the role Prosody plays in giving a voice to the character.

CLASSIFIERS

Classifier Storytelling

“The Eagle and the Squirrel”

The Eagle and the Squirrel

Let’s watch the story of the Eagle and the Squirrel performed by Bernard Bragg.

• Pay attention for the Classifiers used.

YouTube - Eagle & Squirrel


• The target audience is a group of 4-5 year olds.

• The purpose is “story time.”

• There are almost no signs used in this story.

• This kind of story can be understood internationally by Deaf.


What Classifiers did you see?

Which ones were Body Part?

What did they represent?

What Body CL did you see?

How can you tell the difference?

Were there any Semantic CL?

Instrument CL?

Did you see SASS classifiers?


Drawing the story.


Full sheet of white paper.

We are going to convert the story back to a comic strip version.

Simple sketch only - detailed drawing not necessary.


Drawing the story.


Full sheet of white paper.

We are going to convert the story back to a comic strip version.

Simple sketch only - detailed drawing not necessary.

ASL 2

Tuesday, April1, 2014

E&S Role Shift

• Can you tell when he is the eagle ?

• Can you tell when he is the squirrel ?

• How about when he is the narrator ?

(hint: this is when he is using Semantic classifiers)

Imagine you are in kindergarten class.

What voice would the teacher use for the eagle?

What voice would the teacher use for the squirrel?

The narrator?

How did the signer show the different voices?

E&S converting to English

• Next step,

• Take the comic strip story and turn it into a story for a kindergarten class.

• Once upon a time, there was an eagle……

E&S converting to English

• Next step,

• Take the comic strip story and turn it into a story for a kindergarten class.

• Once upon a time, there was an eagle……

ASL 2

Wednesday, April 2, 2014

AGENDA

• The Zoo CL story by Trix Bruce

L.T. Contrast the use of semantic classifiers with descriptive classifiers, and bodypart classifiers

REVIEW


4 . Body Part Classifiers : Describe parts of the body

(usually the lower part of the body such as legs or feet) and its action by using designated handshapes and appropriate movements.

The handshapes (representing the lower body parts) seem to be used when it is important to the story line to be focused upon and described for clarification or enhancement purposes.

For example, describing how a nervous person at the doctor’s office would keep swinging her leg. Body part

Classifiers can represent objects on the body i.e. fancy sunglasses, a pierced nose, or a moustache etc.


Brenda Aaron

REVIEW


Body Part Classifiers can also be used when giving details about an animal.

For example:

• A dog perking up his ears

• An elephant waving around his trunk

• A cat washing his face with his paw

• An animal’s tongue

REVIEW








Brenda Aaron


You will recognize and understand the role SASS and Body Part Classifiers in an ASL animal story.

You will observe how signer’s perspective and eye-gaze are used to set a defined course/path through the story.

FIRST

Classifier: Story telling

The Zoo (Trix Bruce)

Lesson 8

Trix Bruce

Today we will watch her Classifier story about the zoo. (Video tape)

Want to learn more about Trix? http://www.trixbruce.com/

The Zoo

• 1 st time

Just watch through and enjoy.

• 2 nd time

Draw the layout of the zoo and label the cages

.

• 3 rd time

Note what classifiers are used and what for.

The Zoo

2 nd viewing

• Layout

• Printer paper

• Draw the layout of her story.

• Put the animals in the right cages

The Zoo

3 rd viewing:

• Label the classifiers used

• What were they used for?

Pick an animal

• Pick one animal that she described.

• Using your notes and what you remembered,

• Try to sign a description of that animal in its cage.

• What did it look like? (SASS)

• How did it behave? (Semantic CL, Body

CL, Body Part CL,)

ASL 2

Thursday, April 3, 2013

• The Ball

AGENDA

L.T. Cont. with classifier use; learn from example story of skilled signer.

REVIEW


2.







Brenda Aaron


You will observe how signer’s perspective and eye-gaze are used to set a defined course/path through the story.

You will work with using multiple Semantic

Classifiers in one story.

CLASSIFIERS

Classifier Story

“The Ball”

The Ball

http://www.youtube.com/watch?v=dHRtIdTH00U&feature=youtu.be

Who are the characters?

1.

The ball

2.

Boy bike

3.

Dog

4.

Girl skates

5.

Old man

6.

Bird

7.

Fat lady

What classifiers are used to represent each one?

1. SCL: 5 claw

2. SCL: 3

3. SCL: v scrunch down

4. SCL: 1

5. SCL: 1 scrunch down

6. SCL: 1 palm down

7. SCL: Y palm down

The Ball cont.

What is the route?

1.

To signer’s left

2. Shifted route forward

3. Turns corner

4. Up hill (forward)

5. Down hill (forward)

6. Shifted hill and replay

7. Slam into door

8. Spill into room, land on floor

What role did EYE-GAZE play in setting the course?

The Ball - activity

• Divide into groups of 6

• Each person create a new character and pick a semantic classifier to represent it. (no duplicates)

• Now you need to create a route with 6 sections. Be creative….over a bridge...tunnel….off a cliff…(SASS-

Element CL)

• A climatic ending

• Finally: your story needs a title.

PRESENT TO CLASS





ASL 2

Friday, April 4, 2014

AGENDA

The Tortoise and the Hare

• Watch

• Analyze

L.T. Review different key elements that make up a classifier story;

REVIEW








Brenda Aaron

REVIEW

Element Classifiers




Raining really hard (Ride Home story)




Brenda Aaron

Classifiers: sub categories

There are also sub categories of Classifiers that can be applied to any of the main category of classifiers: a.

Plural Classifiers : Indicates more than one object.

Singular classifiers can be signed in repetition to show pluralization.

If it is done mainly with the dominant hand, it represents a set or a row of things ie books or trophies on a bookshelf; if it is done with alternating hands, it shows that it is arranged haphazardly or in different places.

There are two categories: specific number classifiers ie 3of-us or non-specific number classifiers, books in a row.


Brenda Aaron

Classifiers: sub categories b..

Descriptive Classifiers (DCL) often acts like adjectives.

ASL classifiers that represents nouns tend to represent a wide variety of things as the focus is to show the relative locations and movements of the things they stand for.

The purpose of descriptive classifiers is to describe the particular size, shape, depth and/or texture of something (SASS) as well as give it a relative location in space. (preposition) i.e., something which is small, round and does not have much depth: a coin, a piece of candy, small cookie etc. CL:F and the action i.e.,

I saw a penny on the floor and I picked it up would be signed: ME

NOTICE FLOOR PENNY, ME CL:F pick-up or

The priest put a bread wafer in my mouth. PRIEST BREAD CL:F in my mouth.

Different sizes of columns may be indicated by using CL: F (2h), CL: L-

C (2h), or CL: C-C (2h) http://seattlecentral.edu/faculty/baron/Summer%20Cour ses/ASL%20223/ASL223ASLClassifiers.htm

Brenda Aaron

Classifier Story



• http://www.youtube.com/watch?v=axjJi_dy5U

T & H – Setting the Scene

• What was the set up? – the landscape?

• What classifiers did he use and for what?

• What kind of classifiers are these?

T & H Establishing the Characters

• Who are the 2 main characters he establishes.

• How does he describe their appearance ?

• What kind of classifiers are used to describe their appearance?

• How does he establish the ‘voice’ of each character?

• What voice would you use for each in English?

Starting the Race

• 2:45

• How does the signer set the stage for the start of the race.

• Does he use more SASS

(descriptive) classifiers or semantic

(replacing people/objects) classifiers.

• Hint: is he describing details in the scenery or showing how all the animals were gathered?

compare

• Here is another person’s version of the same story.

• Watch to see what techniques are the same.

• What does he do differently?

• http://www.youtube.com/watch?v=bwbHc

OtKJcU&NR=1

ASL 2

WEEK 10

ASL 2

Monday, April 7, 2014

AGENDA

• Keith Wann storyteller

• Begin your classifier animal race story

– Picking your 2 animals

– Describing them with SASS classifiers

L.T. putting it all together: creating individual stories incorporating key elements

Keith Wann storyteller

http://www.youtube.com/watch?v=NmbpJpI6Uko

This is a different kind of story because the signer is reading a children’s book. But he still adds in the important ASL storytelling features of:

• Using SASS -Element classifiers to paint a picture of the scene.

• Using Body Classifiers and Prosody to show the

‘voice’ of the character.

• Using Semantic classifiers to represent the main character.

Keith Wann storyteller

• How does he set up the scene with SASS

CL?

• What Semantic (pronominal) CL does he use to represent the caterpillar?

• How does he show the ‘voice’ of the caterpillar with Prosody and Body

Classifiers?

• Did you see any other type of classifiers?

Your Race

Our next Video Project will be….

The Tortoise and the Hare…..

– Without a tortoise or a hare.

Picking Animals

• You need to pick 2 animals to be the main characters for your race.

• They need to be somewhat ‘opposite’ in their nature or abilities.

examples

• One slow and one fast

• One dumb and one clever

• One small and one big

• Add in review of SASS for describing scene…element cl?

Describing your two Characters

Focus: Using S.A.S.S. (adjective) classifiers.

Sheet of white paper

1. Draw your animals focusing on the details that you will be describing with SASS classifiers.

2. Label the SASS Classifiers on the pictures that you will be using to describe certain features.

(think of how Trix Bruce described her animals in her Zoo story. Imagine how she would have labeled her pictures with the classifiers.)

ASL 2

Tuesday, April 8, 2014

AGENDA

• Signing your characters to a partner.

• Describing the Scene

• Adding a ‘twist’ to your story.

L.T. use pronominal classifiers with spatial agreement

Practice – sign time

• Partners

• Scratch paper

• Take out your pictures from yesterday

• Describe your characters using SASS classifiers ONLY.

Do not tell them what kind of animal it is.

• Partner: draw what you think the animal looks like.

• Each of you do this for both animals.

• When finished look at or partners drawing. This will help you to see what details you are giving and what details you may be omitting.

Describing the Scene

Focus: Using S.A.S.S. –element classifiers.

• Clean sheet of white paper

• Draw

• What is the setting of your story?

• (the picture on page 1)

• Label the SASS classifiers that you will use to describe this picture.

ASL 2

Wednesday, April 9, 2014

Practice – sign time

• Partners

• Scratch paper

• Describe your opening scene using SASS classifiers ONLY.

• Partner: draw what you think the scene looks like.

• Each of you do this.

• When finished look at or partners drawing. This will help you to see what details you are giving and what details you may be omitting.

Design your Race Course

Clean sheet of white paper

Design your race course

• Spatial agreement

• S.A.S.S.- Element CL

• Label classifiers you will use to sign the course

ASL 2

Thursday, April 10, 2014

Picking your Semantic CL

• You need to pick the Semantic (Pronoun)

Classifiers that you will use for your 2 main characters.

• You need semantic classifiers for each and they cannot be the same.

• You are encouraged to also select BCL and BPCL for each character.

ASL 2

Friday, April 11, 2014

Adding a ‘Twist’

• A good Tortoise & Hare story has a surprise ending, an unexpected trick that the underdog has to give him the win.

• Start planning now what your ‘twist’ will be.

SASS CLassifiers

SASS CLASSIFIERS

• SASS = Size And Shape Specifiers

• Also known as descriptive classifiers.

• These identify and describe an object by representing its size and shape and can be used as an adjective in ASL.

• These classifiers can change to show the relative size of an object

SASS Classifiers

• CL: F

Small, flat, round objects –coin, button, watch

• CL:LL

Flat, round objects – pancake, plate, hamburger patty

• CL:L L

Larger flat, round objects – large plate, big steak. Puddle

• CL:C small container – glass, bottle, cup, can

• CL:CC container – bowl, large can, thick cable

• CL: C C large containers – pail, hat box

• CL:B flat surface objects table top, shelf, book

• CL:BB long flat objects- board, long shelf, long table, plot of land

Which classifiers should you use for the objects listed below?

1. Long sheet of paper

2. Hamburger patty

3. Button

4. Unfolded map

5. Fabric on floor

6. Serving platter

7. Pop can

8. Large puddle

9. Bucket

10. Soap dish

11. Cereal bowl

12. A quarter

Work with a partner of your choice

1. CL: BB

2. CL: LL

3. CL: F

4. CL: BB

5. CL: BB

6. CL: C C

Answers

7. CL: C

8. CL: LL

9. CL: CC

10. CL: LL (or UU)

11. CL: CC

12. CL: F

TOPIC - COMMENT

• First find the “TOPIC” of the sentence.

• Then you make a COMMENT about it.

EX “hamburger” (that’s the topic) the boy took a big bite (that’s your comment)

Adding classifiers to a Topic –Comment sentence

• First state your “TOPIC” then show CL to represent it.

• Then state your COMMENT – CL can be reused in this part

Translate the following English sentences in ASL.

Use the TOPIC – COMMENT structure and SASS classifiers.

1. The man put up the long sheet of paper on the table

2. The boy took a huge bite of the hamburger.

3. I lost two buttons

4. That map on the wall is huge!

5. Mom laid the fabric on the floor.

6. The serving platter was piled high with meat

7. Where did I put my pop can?

8.

Be careful, there’s a big puddle.

9. What is in that red bucket?

10. Did you break the soap dish?

11. This is my favorite soup bowl.

12. That kid found a quarter on the floor.

Be prepared to share with the class.

Sharing with the Class

1. The man put up the long sheet of paper on the table

2. The boy took a huge bite of the hamburger.

3. I lost two buttons

4. That map on the wall is huge!

5. Mom laid the fabric on the floor.

6. The serving platter was piled high with meat

7. Where did I put my pop can?

8.

Be careful, there’s a big puddle.

9. What is in that red bucket?

10. Did you break the soap dish?

11. This is my favorite soup bowl.

12. That kid found a quarter on the floor.

FIRST

WORK

"One morning, a woman got into her new car, fastened her seat belt, and took off to work. As she was speeding down the street, she suddenly noticed a man casually crossing the street to her left and a squirrel further down on the right side of the road. Swerving recklessly, she missed the man, but hit the squirrel. The woman stopped abruptly and backed up to squirrel.

The man came running down to see it too. The woman got out of her car and she and the man hurried to the squirrel lying on its side.

Suddenly, the squirrel hopped-up and ran away!"

SASS CLassifiers

SASS CLASSIFIERS

FROM TUES.

QT

• SASS = Size And Shape Specifiers

• Also known as descriptive classifiers.

• These identify and describe an object by representing its size and shape and can be used as an adjective in ASL.

• These classifiers can change to show the relative size of an object

TOPIC - COMMENT

Review

• First find the “TOPIC” of the sentence.

• Then you make a COMMENT about it.

EX “hamburger” (that’s the topic) the boy took a big bite (that’s your comment)

Adding classifiers to a Topic –Comment sentence

• First state your “TOPIC” then show CL to represent it.

• Then state your COMMENT – CL can be reused in this part

Classifier Recap

TEXT

“American Sign Language for Families”

–

C

OLOR OF

L

ANGUAGE

Lesson Ten: CLASSIFIERS pp82-87

NOTE: if you are absent you will need to come in during your lunch to read over these pages. I do not have them available electronically.

Classifier Analysis

Objective: to recognize various classifiers in use.

Directions: write down the English phrase

Situation: beginning ASL student has an assignment to translate phrases into ASL with maximum use of classifiers.

http://www.youtube.com/watch?v=L9ViupTho08

Note:

This is a new ASL student so we can notice errors in signing but we need to be careful not to criticize the student.

How do we know she is a new student?

Fragsn

Group discussion - What cool things did you see with classifiers?

Can you duplicate it?

Classifier Analysis

Directions: Write down the English phrase.

Situation: beginning ASL student has an assignment to translate phrases into ASL with maximum use of classifiers.

http://www.youtube.com/watch?v=L9ViupTho08

Partners.

Sign each of the English phrases you have written down.

Lexicalized Classifiers

We have learned the term Lexicalized before.

What was it in reference to?

Lexicalized Fingerspelling

What does that mean?

A fingerspelled word that became an accepted sign.

Can you give me an example of a Lexicalized

Fingerspelled sign?

Do you remember what symbol is used to note that?

#

Now we are going to learn about Lexicalized Classifiers.


HIPPOPOTAMUS:

The sign for hippopotamus is a lexicalized classifier .

It is a regular sign that obviously got its start by people using "Y" hands to show the opening of a very big mouth.

But suppose you wanted to show a hippo "yawning?"

You could use a yawning facial expression and "Y" hands and to show the mouth movement of the hippo:


CL:1

CATERPILLAR

WORM

MEET

BORED

VLOG

CL:3

• car-ACCIDENT

• GARAGE

• HIKE

• PARKING-LOT

• PARKED


CL:4

• RAINBOW, CURTAINS

• IMMIGRATION

• PLAID / Scotland

• BLOOD

• "LINE-of-people"

• SCHEDULE

CL:5 bent

• WEBCAM

• VIDEO PHONE

• MICROWAVE

• TELEPHONE


CL: 10

• COMMUTE

• DROWN

• CHALLENGE

• BASEMENT

CL:5 B

• DOOR

• WINDOW

• ROOM

• PAPER