American Sign Language
Classifiers: A Primer – Grade 10
Ohio Standards
Connection:
Foreign Language
Communication
Benchmark A
Interact using extended
spoken, signed or written
communication by
providing and obtaining
information.
Indicator 2
Create, explain and
participate in a group
activity that requires
multiple steps (e.g., game,
scavenger hunt, making a
craft).
Benchmark C
Use a wide range of
strategies to negotiate
meaning.
Indicator 4
Clarify meaning (e.g.,
elaboration, questioning).
Communities
Benchmark C
Sustain communication
with people locally and
around the world.
Indicator 4
Establish and maintain
personal communication
links (e.g., pen pals, email/video mail, TTY,
hosting) with speakers of
the target language to
obtain perspectives on
world events.
Lesson Summary: Intermediate Proficiency Level
In this interdisciplinary lesson, students will begin to use
consumer skills needed as an adult. It serves as a
framework for learning the basics of American Sign
Language (ASL) classifiers. Students will make use of
digital video recording equipment to record skits and
conversations. They will deepen their understanding of the
uses of technology, allowing a communication between
native ASL speakers around the world that was unavailable
five years ago. After a brief review of the classifier
categorizations, students will be introduced to the final
category of whole entity classifiers. They will analyze these
within a framework of ASL short stories by notable authors
and storytellers as viewed through a variety of media,
including OhioLINK. Students will also interact with peers
for vocabulary, content comprehension, clarification and
note classifier usage through categorization activities.
Students should come to this lesson with vocabulary related
to family, shopping, culturally appropriate visual
descriptions and a foundation in visual activities related to
“seeing” visual details.
Estimated Duration: Ten hours
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per week and that secondary programs meet
the equivalent of 50 minutes each day throughout the year.
Time and intensity do matter, and programs that meet for
fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: “American Sign Language storytelling is
ninety percent classifiers,” according to Robert Hoffmeister,
author of A Journey Into the Deaf World (1994). American
Sign Language is still relatively new to foreign language
classrooms across the nation. Yet, over the past five years,
the number of ASL classes has increased 420 percent
(Modern Language Association Bulletin, Winter 2003).
Within the grammar of ASL, classifiers hold a unique
position in that they can perform multiple functions
depending on the sentence. ASL teachers, however, are
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American Sign Language
Classifiers: A Primer – Grade 10
Commentary (continued)
often times at a loss teaching classifiers, because recent research on classifiers does not have
teaching applications.ASL classifier instruction needs to be systematic and started early in
the ASL teaching process.
From the field: This lesson has hit the target in all areas. Congratulations! You meet the
standards, assess appropriately, involve the community and engage the students. All the tips
are helpful; activities are clear and reinforce desired objectives. Good use of scaffolding in
the icebreaker activities. The statement about teacher expectations matching student
capabilities is awesome. The statement to students about the difficulty in viewing ASL
stories is exactly what every teacher should recognize and verbalize to students. Thank you
for a job well done!
Pre-Assessment:
 Part One: For about 15 minutes students in small groups will speak in ASL about
shopping: Where do you shop?; What do you buy?; Whom do you shop with?; When do
you shop?
 As students talk in ASL about their shopping experiences, mark on the teacher summary
sheet the classifiers and vocabulary used related to shopping.
 Part Two: Speaking in English, ask students to list on a blank sheet of paper:
 Possible ASL classifiers used when shopping;
 Where have they seen the listed classifiers used:
 Who was using them—authors, peers, teachers; and
 Which category (limb, handling/instrument, extension and surface) fits the classifier.
Instructional Tip: Oftentimes at the high school level, students’ language strengths and
weaknesses become evident quickly. When forming groups, it is smart to put the weaker
linguistic/outgoing students with the linguistically stronger/shy students.
Scoring Guidelines:
See Attachment A, Pre-Assessment Teacher Summary Sheet and Attachment B, Classifier
Categorization Ongoing Checklist. The Pre-Assessment will be graded for completion only.
Compile a list of classifiers used by students during the Pre-Assessment discussion.
Summarize and distribute this list to the class or make an overhead that informs students of
what they came up with as a group.
Post-Assessment:
 Students will create a skit interacting with each other and native ASL speakers in the
community. Consumerism will be the theme and a store will be their "set.”
 They will be required to use a variety of classifiers and to take turns (at least 10 turns per
person). Each turn will function as a way to gain product clarification, description, style
or negotiating price. These interactions should be visually descriptive in nature.
 The skit will be digitally recorded by another student and formatted to be uploaded to the
Internet for distribution.
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American Sign Language
Classifiers: A Primer – Grade 10
Instructional Tip:
Whenever possible, use a native speaker/community member for a real shopping experience.
Students will negotiate meaning as well as use a variety of communication strategies to
ascertain what the consumer is looking to buy.
Scoring Guidelines:
The scoring for the interactive skit or shopping experience will be in the form of a rubric. (See
Attachment C, Speaking Rubric.) Although this is a comprehensive rubric for many ASL skills,
the focus and feedback is on classifier usage and the use of technology.
Instructional Procedures:
Day One
1. Administer the Pre-Assessment.
2. Collect the papers and summarize the results on Attachment A.
3. Copy and distribute this summary to the class, and discuss goals for the next two weeks.
Day Two
4. Welcome students in ASL, and ask how they are doing. All class interactions should be
in the target language. Ask students questions using ASL classifiers.
 Did you jump to class?
 When you met your friend in the hall, did you sneak up on her and scare her?
 Do you own a car?
 Did you wax and buff it until it shone like a diamond/smile?
5. After each student response, ask another student, “What did she say?” Have the peer
repeat what the student answered. Then ask the peer the question directly and so on.
6. Set up a computer with Internet access and display on a large screen for all students to
see.
a. Log onto OhioLink Web site;
Click on Digital Media Center (DMC);
Click on American Sign Language;
Click on Play.
b. Have students imitate the ASL classifiers modeled, example,
The group of sheep were milling about until the wolf appeared.
The man walked into a group of women talking about childbirth and he thought,
“Oh, boy.”
7. Hand out Attachment D, What Are Classifiers?
a. Summarize what was learned by asking students to list examples in each category
and write them on an overhead transparency.
b. Summarize what was learned in the day's activities. Whole Entity Classifiers were
defined and a native speaker modeled new ASL words and sentences.
8. Homework: Have students think up five sentences that use Whole Entity Classifiers to
sign in class the next day.
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American Sign Language
Classifiers: A Primer – Grade 10
Day Three
9. Pair students off and tell them to practice each other’s homework sentences. Later, have
students get back together as a group and call on one student to repeat one of his/her
partner’s sentences. Randomly ask students to point to another student, and then ask the
student to repeat one of his/her partner’s sentences. The student will then repeat one of
the partner’s sentences. He/she will then ask another student to repeat one of a partner’s
sentences. And so on.
10. Break students into small groups. Watch an ASL short story (see Materials and
Resources). Ask students questions to check comprehension. Are they getting the “gist”
of the story? Ask some students to ask other students questions to check comprehension
and involvement. Some students may be able to answer without hesitation; others may
need support from you or other students to arrive at the answer.
11. View the short story a second time.
12. Repeat Step 10 to ensure comprehension of more specific details.
Instructional Tip:
Wander through the class to clarify student vocabulary descriptions. Note when classifiers
are used within a vocabulary explanation. Student communication strategies will also be
noted daily.
13. Show the short story a third time.
14. Have students ask each other questions about unfamiliar vocabulary. Using
circumlocution, students will help other students with unknown vocabulary. Ask detailed
questions to make sure students are following the story in its entirety.
15. Have students point out classifiers within the story. You can help if necessary.
16. Have students interpret the story into spoken English, with teacher support.
Instructional Tips:
 One key to success for this kind of lesson is student interest. You must be continuously
aware of students’interest levels. As student interest level wanes, insert a short game.
 Students notoriously complain that the stories are too difficult. With the utmost patience,
tell them that if they understood the story the first time, they would be working
interpreters and not need this class. They should be lost the first time they see an ASL
story. Learning to feel comfortable amid the linguistic confusion is a key component to
learning. Linguistic fluency is developmental and does not happen overnight.
Day Four
17. Ask students how they are doing today. Call on a student to answer. Then ask a different
student how the former student is doing. Then ask how s/he is doing. Choose another
student and ask how s/he is. Ask a different student how the former student is doing.
Then ask him/her if s/he is doing the same.
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American Sign Language
Classifiers: A Primer – Grade 10
Instructional Tip:
These ice breaker questions that are repeated daily, are a good way to get struggling students
involved. They will answer correctly because they will see it daily. They will be seen by the
class as knowing something.
18. Show the class a different ASL short story. Repeat steps 10-17.
19. Summarize the day’s activities. Announce a short quiz for tomorrow.
Day Five
20. Ask how everyone is doing, and if they are ready for the quiz. Hand out the quiz,
Attachment E, Quiz and Key. After the quiz, ask students if they have any burning
questions.
21. Play the following game:
a. Break students into two teams. The first student on each team will name a classifier.
Then each student after that must come up with a word that fits semantically into the
growing story. For example:
 COAT, COAT HANG, COAT HANG+++, COAT HANG+++ (face interested)
TAKE COAT OFF HANGER AND PUT ON, COAT HANG+++ (face interested)
TAKE COAT OFF HANGER AND PUT ON, BUTTON THREE BUTTONS, etc.
 Student one: vehicle; student two: vehicle, #CAR; student three: #CAR, vehicle,
(up the steep hill); student four: #CAR, vehicle, (up the steep hill), woman; student
five: #CAR vehicle, (up the steep hill), woman, tops the crest of the hill and (looks
down and screams); student six: #CAR vehicle, (up the steep hill), woman, tops the
crest of the hill and (looks down and screams), vehicle (opposite direction) meets
other car and huge crash.
b. The team that can add the most words and phrases to the story wins. If the content is
related to shopping and consumerism, you can add bonus points.
Day Six
22. Welcome students and distribute Attachment F, Skit Guidelines and Attachment G,
Classifier Web Sites of Interest and Resources. Explain to students that they will have the
class period to work on their projects. They will complete the following:
a. Decide with whom they will work when creating their skits.
b. Meet with their groups and decide on the structure of the skits.
c. Discuss how to contact a native speaker from the community.
d. Start to explore their needs for the digital recording. Who will tape? Who will
format? Who will upload?
Instructional Tip:
Students with varying needs can adjust the length and breadth of the skit and its internal
components. A skit is conducive to a variety of participation levels. Teacher expectations
should match what the student is capable of doing. There is plenty of room for flexibility.
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American Sign Language
Classifiers: A Primer – Grade 10
Day Seven
23. Welcome students.
24. Have students break into skit groups. Answer any questions. Have students discuss and
practice skits. Make sure native speakers have been contacted and video filming
equipment has been reserved. If students are planning to film on location at a mall,
troubleshoot their questions and plan for equipment acquisition.
Days Eight and Nine
25. Watch student skits and fill out Attachment C, Speaking Rubric, with emphasis on
classifier usage. Announce that the students will be doing likewise the next day and to
feel free to ask questions about assessment. If students traveled to a mall for the recording
of their skits, then the class will watch the recording on these days and fill out the
assessment rubric.
Day Ten
26. Students will watch all skits and fill out the speaking rubrics for their peers. Pick a
student to lead a discussion about the pros and cons of the two-week lesson. Have another
student list the pros and cons on the board.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specific indicators.
"Every student can learn, just not in the same way on the same day" (George Evans).
 This lesson plan is inherently student friendly. It is designed to be creative. Therefore,
individuality is expected and welcomed.
 Students who seemingly learn without effort should be paired with students who struggle.
Be careful not to burn out the students. When they quickly need a dose of competition or
to move more quickly through the material, let it happen.
 This lesson can be adapted in breadth and length. Learning and assessment can be
flexible and tied to a student’s Individualized Educational Plan or interest.
 The table format of the scoring guidelines is flexible and lends itself to adaptations.
Extensions:
For students to begin to understand the usage of classifiers in American Sign Language, there
must be plenty of opportunities for interactions with native speakers outside the classroom.
Because ASL is spoken "in our backyards," motivated parents, students or teachers can
arrange such neighborhood experiences. Possible outings could include:
 Events organized by local deaf clubs;
 Activities initiated by students, parents or ASL teachers outside the classroom where deaf
community members are invited.
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American Sign Language
Classifiers: A Primer – Grade 10


Depending on the size of the city in which you are teaching, state and county agencies
that work with deaf and hard-of-hearing students may offer events or activities open to
the public. One example may be the state residential school’s Parent/Teacher Fun Fair.
Another would be a local mental health agency Deaf Fair, a gathering of local vendors
that provide services to the deaf and hard-of-hearing.
Volunteer at residential schools for the deaf, senior citizen centers with a large D/HH
population, mental health agencies that serve deaf students and city school systems that
educate deaf children of all ages
Home Connections:
 Take your family to one of the sports activities at your local residential or day schools for
the deaf. You will see classifier usage as well as how the language is used in a natural
setting.
Interdisciplinary Connections:
Technology
 Technology for Productivity Applications
Benchmark B: Identify, select and apply appropriate technology tools and resources to
produce creative works and to construct technology-enhanced models.
Indicator 2: Use equipment related to computer and multimedia technology imaging
(e.g., digitalization, optical character recognition, scanning, computerized microscopes).
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an endorsement
of that particular resource or any of its contents by the Ohio Department of Education.
Please note that information published on the Internet changes over time and that links may
no longer contain the specific information related to a given lesson. Therefore, teachers are
advised to preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
For the student:
Internet search keywords: ASL interpreting; communication
for deaf
access to digital recording devices, Internet access
Vocabulary and Structures:
 ASL classifier categories: see Attachment D, What Are Classifiers?
 Whole entity classifiers
 Group of people: "C" hand shape symmetrical
 Quantity of foods: "C" hand shape, showing piles of food
 Land vehicles: cars, motorcycles, bicycles.
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American Sign Language
Classifiers: A Primer – Grade 10
Technology Connections:
This lesson can integrate technology in many ways.
 Students can digitally record the skits or live stories by native speakers that have visited
the classroom.
 Students can edit these stories, upload them and send them to fellow classmates across
the Internet or to ASL students across the country.
 Innovative students can re-format these stories so digital access is not limited to highspeed access only.
Research Connections:
Klima, Edward S. and Ursula Bellugi. The Signs of Language. Cambridge, MA: Harvard
University Press, 1979.
Sign Language makes use of dimensions of the spatial mode, which spoken languages
lack, in creating visible shapes moving in space which reveal their mimetic origins, yet
are systematically and formationally constrained.
Schick, Brenda. “Classifier predicates in American Sign Language”. International Journal of
Sign Linguistics, 1:1 (1990): 15-40.
One of the most notable aspects of the grammar of ASL is the productivity of
multimorphemic classifier predicates. Multimorphemic classifiers are recognized in
virtually every sign language found thus far in the world. Understanding their usage
within the American Sign Language is a key component to comprehending ASL.
General Tips:
 The ASL classroom chairs should be placed in a “U” shape to that all students will be
able to see you and each other while communicating.
 It is assumed that the technology indicators for this lesson will have been previously
taught by the technology teacher and are being reinforced by you.
Attachments:
Attachment A, Pre-Assessment Teacher Summary Sheet
Attachment B, Ongoing Teacher Checklist
Attachment C, Speaking Rubric
Attachment D, What Are Classifiers?
Attachment E, Quiz and Key
Attachment F, Skit Guidelines
Attachment G, Classifier Web Sites of Interest and Resources
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment A
Pre-Assessment Teacher Summary Sheet
Classifier Categorization
Group
Names
Hand shape
Whole entity classifiers
Handling and instrument
classifiers
Limb classifiers
Extension and surface classifiers
Motion
Use of vocabulary and classifiers
related to shopping and
consumerism
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment B
Ongoing Teacher Checklist
Part One: Classifier Categorization
Student
Names
Class Time___________________________________________________________
Hand shape
Whole entity classifiers are used to predicate
something about whole entities, such as a
person or a coin or a group of entities
regarded as a whole, such as a mound of
coins. These morphemes refer to an object as
a whole, such as a car, a person, pencil or a
piece of paper.
Handling and instrument classifiers are
used in verbs that denote an animate agent
using the hands to manipulate an entity or an
instrument other than the hand (e.g., knife,
gun). Instrument classifiers iconically
represent a whole entity, but semantically
they imply an agent manipulating the entity.
Limb classifiers. Hand shape represents
limbs of humans or animals (e.g., legs, feet,
paws).
Extension and surface classifiers. For
extension classifiers, the hand shapes
represent the depth or width of an object. For
surface classifiers, the hand shape represents
thin, narrow or wide surfaces (e.g., wire, the
top of a board, roof of a car). These
classifiers are used to predicate the state if an
entity or mass.
Motion
Use of vocabulary and classifiers related to
shopping and consumerism
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American Sign Language
Classifiers: A Primer – Grade 10
Ongoing Teacher Checklist
Part Two: Indicator Monitoring
Student
Names
Dates
Indicators
Create, explain and participate in a group
activity that requires multiple steps (e.g.,
game, scavenger hunt, making a craft).
Clarify meaning via elaboration or
questioning.
Establish and maintain personal
communication links with speakers of the
target language to obtain perspectives on
world events.
Teacher concerns:
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment C
Speaking Rubric
Name_____________________
Date______________________
ASL Level and Class Time____
Rubric for Assessment of American Sign Language Speaking Skills
This rubric is not inclusive of the comprehensive speaking language skills that you will need
to gain fluency in American Sign Language, but it offers a general framework for
assessment.
Use of Technology
Students selected and
applied tools to
digitally record their
own or a peer’s skit.




Classifier Formation and
Usage
Hand shape
Whole Entity
Handling
Limb
VGD
Story Grammar-Use of
non-Manual Markers:
Yes/No Questions
“Wh-“ Questions
Location
Negation
Contrastive Structure
Fluency and Accuracy:
Smoothness and
fluency of signs
Conceptually accurate
ideas/ messages
4
Excellent
Digital recording
uploaded to
Internet
Archived for future
student retrieval
Student initiated
Teacher role small




3
Very Good
Digital recording
uploaded to Internet
Archived for future
student retrieval
Teacher initiated
Student role strong
2
Satisfactory
 Digital recording
uploaded to Internet
 Teacher initiated
 Student role
adequate
1
In Progress
 Digital recording
uploaded to
Internet
 Student role
minimal
 Extensive use of
classifiers from all
categories with
very few mistakes
 Use of classifiers
from at least three or
four categories with
correct usage
 Attempts made at
using a variety of
classifiers, with
seemingly no
syntactic structure
 Difficulty using
classifiers of any
kind
 Use of non-manual
grammatical
signals consistent
 Use of non-manual
grammatical signals
 Very few mistakes.
 Use of non-manual
grammatical signals
 Some major
mistakes
 Use of non-manual
grammatical
signals
 Little
understanding
evident through
mistakes
 Communicates
with fluency and
confidence
 Signs conceptually
accurate; ideas and
messages
consistently
accurate
 Smooth flow of signs
with confidence most
of the time
 Signs conceptually
accurate; ideas and
messages accurate a
majority of the time
 Hesitates and selfcorrects when
signing
 Signs conceptually
accurate; ideas and
messages accurate
on a limited basis
 Jerky hand
movements and
choppy use of
signs
 Unable to sign
conceptually
accurate ideas and
messages
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American Sign Language
Classifiers: A Primer – Grade 10
Name______________________
Attachment D
What are Classifiers?
Because signed languages are perceived visually and are articulated by movements of the
hands and body in space, signers have a rich spatial medium at their disposal to express both
spatial and nonspatial information. ASL speakers can use signing space to represent physical
space or to represent an abstract conceptual structure. For sign languages the way we "talk"
about space is through the use of classifiers.
When defining classifiers in ASL we must understand about predicates and their grammatical
function. The complete predicate is the verb plus its objects, complements and adverbial
modifiers that tell what the complete subject does or is. In ASL, classifiers oftentimes will
function as complete predicates. Classifiers are complex predicates that express motion (The
car meandered up a hill.); position (The bicycle is next to the tree.); stative-descriptive
information (It's long and thin.); and handling information (I picked up a spherical object.).
Although classifier predicates are frequent in ASL, their linguistic structure is not well
understood.
Classifier predicates differ from the types of ASL verbs studied, agreeing, spatial and plain
verbs, because the hand shape functions as a morpheme and a classifier. Classifier hand
shapes combine with various types of movement morphemes, and there are rules for these
combinations.
Categorization of classifiers regarding functionality can be helpful in the overall
understanding of classifiers. General classification categories include:
Whole entity classifiers are used to predicate something about whole entities, such as a
person or a coin or a group of entities regarded as a whole, such as a mound of coins.
These morphemes refer to an object as a whole, such as a car, a person, pencil or a piece
of paper.
Handling/instrument classifiers are used in verbs that denote an animate agent using the
hand(s) to handle an entity or handling an instrument other than the hand (e.g., knife,
gun). Instrument classifiers iconically represent a whole entity, but semantically imply
an agent handling the entity.
Limb classifiers. Hand shape represents limbs of humans or animals (e.g., legs, feet,
paws).
Visual-Geometric Description. For VGD classifiers, the hand shape, motion, location
and palm orientation represent the shape of the object or a description of something.
Depth, width and surface conditions can also be explained.
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American Sign Language
Classifiers: A Primer – Grade 10
GENERAL ASL CLASSIFIER CATEGORIES
Handout and Overhead
Classifier Categorization
Examples
Whole entity classifiers are used to
predicate something about whole
entities, such as a person or a coin,
or a group of entities regarded as a
whole, such as a mound of coins.
These morphemes refer to an
object as a whole, such as a car, a
person, pencil or a piece of paper.
Handling and instrument
classifiers are used in verbs that
denote an animate agent using the
hand(s) to handle an entity or
handling an instrument other than
the hand (e.g., knife, gun).
Instrument classifiers iconically
represent a whole entity, but
semantically they imply an agent
handling the entity.
Limb classifiers. Hand shape
represents limbs of humans or
animals (e.g., legs, feet, paws).
Visual-Geometric Description
For VGD classifiers, the hand
shape, motion, location and palm
orientation represent the shape of
the object, or a description of
something. Depth, width and
surface conditions can also be
explained.
Use of vocabulary and classifiers
related to shopping and
consumerism.
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment E
Classifier Quiz
Name__________________
Class___________________
Date___________________
1. List the classifier category learned this week. __________________________________
2. What are the previous classifier categories you have learned?_____________________
________________________________________________________________________
3. I will sign five ASL sentences, and you list the classifier categories you see in them.
a._______________
b._______________
c._______________
d._______________
e._______________
Translate the following ASL sentences into English:
4.______________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
7.______________________________________________________________________
8.______________________________________________________________________
Number Systems
9.
11.
13.
10.
12
14.
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment E
Classifier Quiz
KEY
Class__________________
Date__________________
1. List the classifier category learned this week. Whole Entity
2. What are the previous classifier categories you have learned? Extension and Surface,
Limb, Handling.
3. I will sign five ASL sentences, and you list the classifier categories you see in them.
a. The man met the women on the street.
b. Her family is big, and her family is small.
c. The girl spit her gum at the boy, and he picked it up and went,"Oooo, yuck"
d. The turtle and the hare started at the same spot.
e. The gun started the race, and then the hare jumped ahead.
Translate the following ASL sentences into English. The sentences should come from the
videotexts you have watched in class, with some variations, of course.
4.______________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
7.______________________________________________________________________
8.______________________________________________________________________
Number Systems
9.
11.
13.
10.
12.
14.
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment F
Skit Guidelines
Imagine you are a volunteer in the local mall who helps deaf people make their
purchases. Your skit can be live in a real mall or in the classroom with the mall as your
set.
Review all of your language materials to create your skit. It should reflect all of your efforts
from the beginning of the year to now, with an emphasis on classifiers.
Handling and Instrument, Limb Classifiers, Extension and Surface Classifiers
Use vocabulary related to shopping and American malls. Decide which information is the
most important to include in order to create an effective presentation.
Outline or rearrange your note cards or use a graphic organizer to organize your information
for presentation.
Decide if you are going to use a person from the deaf community or your team only.
Create a first draft of your skit.
Submit your work to a fellow student for peer response.
Create your final skit.
Length: at least 2-3minutes in length, and turn-taking is shared within the group
Are you ready to present your skit to your class?
Tips
Here are some ideas to help you get started with creating your play or skit:


Every story needs a beginning, middle and an end.
The beginning should have the time and location of the story. You need to introduce and
explain what is happening to the characters.
Mix humor into your skit. Remember, your audience likes to laugh!
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American Sign Language
Classifiers: A Primer – Grade 10
Attachment G
Classifier Web Sites of Interest and Resources
Web Sites:
1. www.jal.cc.il.us/ipp/ - Click onto Classifiers.
2. wlcmedia.csumb.edu/ - Click onto ASL to see video examples of stories.
Related Books with at least something about ASL classifiers:
Baker-Shenk, Charlotte, and Dennis Cokely. American Sign Language: A Teacher's
Resource Text on Grammar and Culture. Wshington, DC: Gallaudet University Press,
1991.
Emmorey, Karen. Language, Cognition and the Brain. Mahwah, NJ: Lawrence Erlbaum
Associates, 2002.
Emmorey, Karen, ed. Perspectives on Classifier Constructions in Sign Languages. Mahwah,
NJ: Lawrence Erlbaum Associates, 2003.
Emmorey, Karen and Judy Reilly, eds. Language, Gesture and Space. Mahwah, NJ:
Lawrence Erlbaum Associates, 1995.
Video Resources for ASL Short Stories
Possible search keywords include: ASL interpreting, communication for deaf
Hernandez, Manny. Manny ASL: Stories in American Sign Language. DVD. Eden Prairie,
MN: Harris Communications. Date unknown.
Lentz, Ellen Mae. The Treasure. Videotape. Berkeley, CA:In Motion Press, 1995.
Signing Treasures:Excerpts from Signing Naturally. Videotape. San Diego, CA:Dawn Sign
Press. Date unknown.
Stratiy, Angela Petrone. Pursuit of ASL:Interesting Facts Using Classifiers. Videotape.
Edmonton, Canada:Interpreting Consolidated. Date unknown.
Valli, Clayton. ASL Poetry. DVD. San Diego, CA:Dawn Sign Press, 1995.
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